/
Текст
INTERMEDIATE
PAUL DUMMETT I john hughes I helen Stephenson
NATIONAL
GEOGRAPHIC
SECOND
EDITION
Contents
Unit Grammar Vocabulary Real life (functions) Pronunciation
1 Relationships pages 9-20 present tenses, simple, continuous and perfect past simple and present perfect describing character friendships: phrasal verbs wordbuilding forming adjectives word focus: sense meeting people auxiliary verbs hane and has word boundaries
VIDEO: 'Lady Liberty' and Ellis Island page 18 ► REVIEW page 20
2 Storytelling pages 21 32 narrative past tenses the passive describing stones communication wordbuilding verb + noun collocation word focus, keep reacting to stories /а:/, /л/ and /d/ weak forms in passive verbs linking and elision
VIDEO: How not to climb a mountain page 30 ► REVIEW page 32
3 Science and technology pages 33-44 future forms future continuous and. future perfect simple materials wordbuilding: compound nouns (noun ♦ noun) describing technology word focus: out of dealing with problems /г/ and Л/ m American English stress in two-syPable words
VIDEO: 3D-printed prosthetic limbs page 42 ► - REVIEW page 44
4 determiners expressions of quantity art wordbuilding, word families word focus spend describing likes and dislikes weak form of disappearing sounds
Art and creativity pages 45-56
VIDEO. Art tor the people page 54 ► REVIEW page 56
5 verb + infinitive or -tng verbs with both -<ng and to ♦ infinitive urban features wordbuilding adverb + adjective word focus: tall debating issues rhymmg words sentence stress
Development pages 57-68
VIDEO: Scandinavian mega-bridge page 66 ► REVIEW page 68
6 Alternative travel negative forms question forms holiday activities travel word focus: mind gening around intonation in question forms intonation in sentences with two clauses
pages 69 80
VIDEO. The uncxptx.'fed beauty of travelling solo page 78 ► REVIEW page 80
Listening
Reading
three people ta к ng about
npcftant 'eationshps in their
ives
an extract from a rad о
programme about animal
friendships
in < it i Ie aboc. chang ng
al tubes in China
an art t ie about
inmigrant farni les ir
New Yo'k
Critical thinking Speaking
evaluating conclusions friendships
differences between
generations
family influences
Writing
tex. type' ar informal
emai’
w'itirg s<i I greeti igs
aid end.ngs
an interview with a 4ilm critk
an interview with a professional
photographer
an incredible story of a
co'mula I racing driver
an article about the
3'otheis Gnmm
the main message
a key moment
the stories pictures tell
storytelling
text type: a story
writing skill using
dasc'iot ve woros
three people making predict ons
about tne future
a lecture about overpopulation
ar interview from a radio
programme about 3D p ht i g
a lecture about
overpopulation
ar a ticle about
appropr ate techno oqy
supporting examples
predictions
the future
technological solutions
text type: short emai
requests
writing sk I: being
pc ite
a conversation about two an ankle about unusua. dentifying opinions
people who «re creative ir street art
their free time an artk e about how
an extract from a radio music helps js
programme about what's on
n Melbourne
art and music
participation ri the arts
music playlists
text type: an cnlire
review
writing skill
personal zi ng your
writi ig
someone talking about the
dove opment of the Belo
Monte datr in Brazi
an interview with a journalist
about social deve opment in
southern Ind a
er attic's about urban
deve opment in Dubai
an artic e about the
teenage mind
ways ot arguing
changes .n your town
a happy society
stages of lite
text type: an opin on
essay
wilting skill linking
wore s
someone describ ng then stay at
a mountainside guesthouse
an interview about volunteer
vacations
a olog about holidays at
home
ar extract from a travel
magazine about
h slorical hotels
analysing tone
planning a staycation
a volunteer holiday
ideas for an unusual
hotel
text type: a letter/
e г а I cf comolaint
wr ting sk I ’огта'
language
Unit
Grammar
Vocabulary
Real life (functions)
Pronunciation
zero and first conditionals
time linkers
usually, used to, would, be
used to and ger used to
Customs and
behaviour
pages 81-92
raising children verbs
food
woid locus: same and
dtfferent
weddings
woidbuilding: word pairs
describing traditions
/ju:/ and .u:/
the letter s
VIDEO: Eating insects page 90 ► REVIEW page 92
second, third and mixed
conditionals
wish and if only
word focus, make and do
wordbuildmg noun suffixes
strong feelings
word focus, better
discussing preferences
Hopes and
ambitions
contracted or weak
forms
IJf and ftJ7
do you, would you.
shall we
pages 93-104
VIDEO: What wouM you do if money didn't matter? page 102 ► REVIEW page 104
verb patterns with
reporting verbs
passive reporting verbs
t he news
reporting verbs
positive adjectives
wordbuildmg' forming
adjectives from verbs
word focus word
reporting what you have
heard
the schwa
pages 105—116
VIDEO: News rhe weird and the wonderful page 114 ► REVIEW page 116
10
articles' a/an, the or zero
article?
relative clauses
Talented
careers
wordbuilding verb(+
preposmon) + noun
collocations
the senses
word focus: self
personal qualities
describing skills, talents
and experience
linking vowels
difficult words
pages 117 128
VIDEO: Queen of Egypt page 126 ► REVIEW page 128
11
could, was able to.
managed to and
succeeded in
future in the past
education
wordbuilding homonyms
word focus: learn
getting clarification
contrastive sentence
stress
linking in question
forms
Knowledge
and learning
pages 129-140
VIDEO: Fhraguay shaman page 138 ►
REVIEW page 140
12
focus adverbs only, just,
even
causative have and get
Money
pages 141-152
money
services
wordbuilding: the + adjective
getting things done
business words
negotiating
focus adverbs
///. >'5’’ and Л&/
long vowel sounds
VIDEO; The Farmery page 150 ► REVIEW page 152
COMMUNICATION ACTIVITIES page 153 ► GRAMMAR SUMMARY
page 156 ► AUDIOSCRIPTS page 180
мкпе ascribing the
сивы-*- on the subway in
L***0
peev from a radio
। pograrwne about 11»
a Tw rxjiQenous people of
| erne- Alaska
Reading Critical thinking Speaking Writing
an article about the 'tiqer mother' approach to parenting a blog about personal space and turn-taking questions and answers traditional rules of behaviour food and eating habits turn taking m conversations text type a description writing skill adding detail
c;-- - taking about an
ливиэ mural
Ь*г есжхегс describing
«oerxwers they wish they
an article about the first
human computers
an article about
Madagascar's unique
environment
emotive language
ambitions
wishes
strong feelings
text type: an online
comment
writing skil giving
vivid examples
a radio news report about the an artrde about an iconic different perspectives news stories text type a news
parents of Chinese university image good-news stories article
students an article about the the media writing skill: using
three good-news stories power ot the press quotations
reported on the television
news
a description of a mahout's job an article about an examining the evidence a career path text type: a personal
someone talking about an extraordinary career definitions profile
extraordinary career a description of a man with an unusual talent an article about a woman who was king job characteristics writing skill, using with
a parent talking about a an article about an explaining ideas
childrens museum innovative school
a talk by a psychologist on an article about how
memory animals think
leatring exper ences
memory tests
making excuses
types of learner
text type an
email about a
misunderstanding
writing skill: linking
contrasting ideas
three people talking about the an article about Norway's opinion words
standard ol living nches
an interview with a professor an article about a new
about the growing service business trend
economy
the economy m your
country
।
new business ideas
text type: a short
report
writing skill key
phrases in report
writing
Unit 1 Relationships
FEATURES
10 Unlikely friends
Two animals that enjoy each
other's company
12 A confused generation
Changing attitudes among
China’s young generation
14 Bloodlines
Two accounts of how family
has shaped people's lives
18 'Lady Liberty’ and Ellis
Island
/X video about immigration
to the USA
1 Work in pairs. Look at the photo and the caption. Choose the
phrase you think best describes the photo.
a faithful companion -blood relatives
a passing acquaintance mutual respect
a strong bond true friends an odd couple
2 on I isten to three people talking about important
relationships in their lives. Put the number ol Ihr speaker
(1, 2 or 3) next to the person they are talking about.
brother-in-law colleague fiance(e) flatmate
grandparent husband old friend
3 Look at these sayings about relationships and discuss the
questions.
a 'Blood is thicker than water’
b 'A friend in need is a friend indeed’
c 'Like father, like son'
d 'No man is an island'
I What does each saying mean? Can you think of any
examples from your or someone vise's experience that
show these sayings are true?
2 Do you have any similar sayings in your language?
3 What other sayings are there about relationships in your
language? Can you translate them?
vocabulary describing character • listening animal friendships • grammar present tenses: simple, continuous and
perfect • vocabulary friendships: phrasal verbs • speaking friendships
Unlikely friends
Suryia and Roscoe at The Institute of
Greatly Endangered and Rare Species
(TIGERS), South Carolina, USA.
Vocabulary describing character
1 Look at the adjectives and phrases and discuss:
I which adjectives arc positive, which are
negative and which could be either.
2 which make pairs of opposites (or near
opposites).
3 which adjectivefs) you think describe you.
considerate dependable energetic
good fun laid-back outgoing selfish
serious shy unreliable
Listening
2 Work in pairs. Look at the photo and say:
I what type of animals these are and where they
are normally found (working, as pets, in the
wild).
2 what the characteristics of each animal are.
3 QEI Listen to an extract from a radio programme.
What unlikely things do these animals do together?
4 QEI Listen again. Answer the questions.
1 What is uncommon between different species?
2 How do dogs usually feel about apes?
3 What kind of relationship do this dog and
orang-utan have?
4 How is an orang-utan's character described?
5 What shared need is met in their relationship?
Grammar present tenses:
simple, continuous and perfect
► PRESENT TENSES. SIMPLE, CONTINUOUS and PERFECT
Present simple
Suryia lives with his keepers
Most dogs avoid apes.
Each day the dog comes into the compound.
Present continuous
It's clear they are having the time of their lives.
His understanding of the dog is growing day by day.
This week we're looking at animal friendships.
Present perfect (simple and continuous)
The story of Suryia has attracted a lot of interest.
Over four million viewers have watched them since their
video was put up on Youtube
They have recognized a basic social need in each other.
Recently, he has been spending time with a local dog.
They have been doing this every day since they first met.
For further information and practice, see page 156.
5 Look at the grammar box. Match the tenses with
the uses (1-3).
1 for something happening at or around Hie time
of speaking, including changing situations
2 for something seen as permanent or unchanging,
including facts or habits and routines
3 for a past event that has an impact on or
relevance in the present; or for something
that started in the past and continues into the
present
io
6 Match each sentence in the grammar box with the
specific uses described in Exercise 5.
Suryia lives with his keepers, = something seen as
permanent or unchanging
7 Look at the examples of the present perfect in the
grammar box. Which form (simple or continuous)
generally expresses or emphasizes prolonged or
repeated activity?
8 Choose the correct options to complete the text about
animal friendships.
Lately, there аге 1 have been a number of videos
on YouTube showing unlikely animal friends. Lots
of people 1 have discussed / have been discussing a
particular film which shows a dog making friends with
an elephant. Elephants often3 show! are showing
concern for other elephants in their social group,
but this video shows an extraordinary scene where
the elephant becomes upset when the dog gets
injured. The dog * has recovered / has been recovering
now and the two animals are always together. The
question scientists5 now ask I are now asking is: Is such
behaviour normal, or do wo just want it to be? Some
people say it happens when animals6 are living I have
been living dose to humans for some time. No one7 has
provided/ has been providing a definite answer, but it
seems some animals are just naturally sociable. Others,
like giant pandas,8 live I are living more independent
and solitary lives.
9 Complete the sentences. Use the correct present tense
of the verbs. Use contracted forms where possible.
1 1 (live) with my friend Ezra
at the moment, but each of us
(have) our own group of friends that we hang out
with.
2 We're not close friends - we
(just I learn) French at the same evening class for
the past year.
3 Lara and I went on a trip to Peru ten years ago
and we (be) friends ever since.
We keep up with each other through social media.
4 Oh, (you / know') Tom too? He
and I ____(know) each other since
primary' school. We should all meet up some time.
5 Jacob (often / hang) around
when he's bored, but he (never /
come) round if he’s got something better to do.
6 Kate is a really dependable friend. She
(always / stand) by me
when I've needed help.
7 Colin and I...... (teach) at the same
school for years. We (write) a
book together at the moment.
8 1 get on very well with Marco, even though we
(never I see) each other
socially. 1 think I've been round to his house once.
Vocabulary friendships:
phrasal verbs
10 Underline these phrasal verbs in Exercise 9.
• one with the verb get
• one with the verb stand
• two with the verb hang
• two with the particle up
• two with the particle round
Which phrasal verbs contain two particles (e.g. on
and with)? Discuss what each verb means.
'gel on with' = have a good relationship with
11 Complete the sentences with the correct
phrasal verbs from Exercises 9 and II).
1 We come from different backgrounds, but we
really well.
2 We don’t have to do anything special, like
going to a show. It would just be nice to
together for a bit.
3 1 made some good triends at university, but
I haven't_____________ with many of them
since.
4 Why don’t you to my house for
supper tonight?
5 Some friends are great to have fun with, but
real friends art* the ones who you
when things aren't going so well.
6 I'm busy at six thirty; but we could
later, if you like. Say, eight?
Speaking my life
12 Think about one of your friends and make notes
on these points.
• how you met and how long you've been friends
• where and how often you see him/her
• his/her current work or studies
• liis/her personality and why you like him/her
• what things you do together or have
done recently
13 Work in pairs. Describe your friend to your
partner. Ask and answer questions to get more
information. Discuss if your friendships are
similar in any way.
Jana is one of my oldest friends. We met at a party
and we've known each other for ten years ...
FRIENDSHIPS
DIFFERENCES BETWEEN GFNERATIONS
FAMILY INFLUENCES MEETING PEOPLE
11
reading changing attitudes in China • wordbuilding forming adjectives • grammar past simple and present perfect
pronunciation auxiliary verbs have and has • speaking differences between generations
1 b A confused generation
Reading
Wordbuilding forming adjectives
1 Work in pairs. Look at die photo. Discuss
die questions.
1 What does the photo show?
2 What do you think is the problem with die girl?
3 Is this situation familiar to you?
2 Discuss what you know about modern-day China.
Then read the article. Did you leant anything new?
3 Read the article again. Find examples of the way
the new and the old China are different in each of
these areas.
• caring for the old
• the relationship between parents and children
• standard of living and shopping
• experience and knowledge of the world
4 I low difficult do you think the different generations
(Bella’s and her parents) find the changes you
discussed in Exercise 3? Give reasons.
► WORDBUILDING forming adjectives
There arc various endmqs in English which are commonly
used to form adjectives: ful, ish. ent, -ious, -ive.
act -* active, study studious
For further practice, see Workbook page 11.
5 Look at the wordbuilding box. Find adjectives in
the article that come from these root words.
pain self duty support rebel
6 Form adjectives from these words by using
the correct suffix and making any other
necessary changes.
I ambition
2 child
3 decide
4 help
5 respect
6 success
Change brings problems. Lieven year old Bella lives with her parents in a
brand new apartment in Shanghai. Her real name is Zhou Jiaying -'Bella'is
the name that her Lnglish teacher has given her. Her parents arc part of a
confused generation in a confused time, in modern Chinese society different
s ideologies are fighting against each other. In the last twenty years, China's
economic boom has brought enormous material benefits, but it has also had
an impact on family life and values. Old values the respect of family and
older generations compete with new values that make money the measure
of success. But at the same time people are questioning these new values
ic Have new possessions made cur lives richer? Arc we destroying Chinese
culture? As in all changing societies, people are trying to find the right
balance between the new' and 'old'.
A few months ago, Bella's family put Be a's
grandfather into a nursing home. It was a painful
decision, because in China, caring for aged
parents has always been a child's duty. But times
are c hanging. Bella s ambition?'! want one day
to put my parents in the best nursing home'-
the best that money can buy, she means.
'When she told us that.' Bella's father says, 20
'I thought is it selfish to think she will be
dutiful and look after us in our old age? We don't
want to be a burden on her. Illis is something
my daughter has been trying to teach us. Once
parents taught children, but now we learn 25
from them. T he family can buy many more
things these days, and when they go shopping,
Bella makes sure they select the‘right'western
brands. (Pizza Hut is her favourite restaurant.)
She also teaches her parents the latest slanq.
I ler parents want to be support've, but they
gave up helping with Be la's homework some
time ago. Bella has been studying Lnglish
for five years and in spoken English she has
over taken them. She has already, in her short 3S
life, learned more about the outside world than
they have. Our advice is not wanted; her mother
says.'When she was Hie, she agreed with all my
opinions. Now she sits there and says nothing,
but I know she doesn't agree with me.' In China -c
there is no concept of the rebellious teenager.
Bella glares, but says nothing.'I suppose our
child raising has been a failure,' her mother
adds sadly.
Grammar past simple and
present perfect
► PAST SIMPLE and PRESENT PERFECT
Past simple
When she was little, she agreed with all my opinions.
Present perfect (simple and continuous)
Bella has been studying English for five years.
In spoken English she has overtaken them.
She has already, in her short life, learned much more
about the outside world than they have.
For further information and practice, see page 156.
11 Look at the conversation in Exercise 10 again.
Underline the time expressions that helped you
to choose the right tense. Then complete the table
with the expressions you underlined.
Past simple last week, in the past, in 2016,
Present perfect
simple
ever, so far, just, over the past
three months, this year, since
I was a child,
Present perfect just, over the past three
continuous
months, this year.
7 Look at the grammar box. Work in pairs. Choose
the correct options to complete the sentences.
1 The past simple /present perfect expresses a
connection between the past and the present.
2 The past simple/present perfect refers to
something at a specific time in the past.
3 We generally use adverbials of finished time
(e.g. some time ago, when I was a child, in 2015)
with the past simple / present perfect.
4 We generally use adverbials of unfinished time
(e.g. until now, so far this year, since 2015) with
the past simple / present perfect.
8 Underline three sentences with the past simple
and five with the present perfect in the article.
Say which tense Ls used and why.
In the last twenty years QhjniLi ccwwniic bih
brought enormous myjyrigl benefit 1= present perfect
to describe a past event that impacts on the present I
9 Pronunciation auxiliary verbs have and has
ULI Listen to how the auxiliary verbs have and has
are pronounced in the present perfect sentences
you underlined in the article. Then listen again
and repeat.
10 Complete the Saturday morning conversation
between a parent (P) and a child (C). Use the
past simple or the present perfect (simple and
continuous).
Pi (you/do) your
maths homework yet - the homework you
(not / do) yesterday?
C: Yes, и (h
(study) equations before.
P: Oh, OK. What about your project on French
food? The one you 5 (ask)
me about a few days ago.
C: No. 16 (look) for up-to-date
information on the internet all morning.
Pi I (not / study)
French since I was a child, but I'm good at
searching the internet. I'll give you a hand.
C: [hanks bu I (already/
arrange) to meet Sam and work on it with him.
12 Work in pairs. Act out two similar conversations
between a parent and a child. Use these opening
lines.
1 P: Have you tidied your room yet?
2 P: Have you eaten any vegetables or fruit today?
13 Choose the correct options to complete these
sentences about different generations. Then
discuss which statements you agree with.
I 'Children grew / have been growing up faster
over the last twenty years. At thirteen, they
want to be adults. It's sad.'
2 'All the new technology' that kids use left /
has left the older generation behind.'
3 'My grandparents' generation probably worked /
have probably worked harder than we do, but
they didn't haw / haven't had so much fun.'
4 'Most of my parents' generation already retired /
have already retired with good pensions. We
won't retire until we're 70 and we'll be poor.'
5 'Our parents were no different to us when
they were young: they had /have had the same
interests, the same hopes and fears.'
6 'In recent years respect for money replaced /
has replaced respect for wisdom and knowledge.'
7 'When I was young, I rebelled / have been rebelling
against my parents because they were/have been
very' strict. Now my children want to rebel, but
in fact they have notliing to rebel against.'
8 People criticize the younger generation for being
selfish and having no values, but that's their
parents' fault: they spoilt /have spoilt them.'
Speaking my life
14 Make a list of the differences between your
parents' lives and your own. Think about the areas
below or your own ideas. Then discuss which
generation you think has had a better life.
• upbringing and school • free time
• work opportunities • standard of living
Aly parents had a much freer childhood than we did. The
outside world has become a more dangerous place...
reading immigrant families • critical thinking evaluating conclusions • word focus sense • speaking family
1 c Bloodlines
Reading
1 Work in pairs. Discuss the questions.
• Why do you think people emigrate to
other countries?
• What difficulties do first-generation immigrants
face when they settle in a new country?
• Where would you choose to emigrate to? Why?
2 Read the article about immigrants in New York.
Then cover the text and try to remember these
details of Richard and Tanja's stories.
1 when their ancestors came to America and why
2 what Richard and Tanja's jobs are now
3 how coming from immigrant families has
influenced them
3 Read the article again. Are the sentences true (T)
or false (F) according to the writer?
1 Immigrants in Queens, New York, feel attached
to their new country.
2 Most people are interested in learning about
recent rather than distant ancestors.
3 Tomas ran away from home even though he
was happy there.
•1 Tomas met his brother in New York one day
by accident.
5 Tanja's mother wasn't able to balance work
with looking after her children's education.
6 Tanja and her sister have chosen to have similar
careers to their parents.
4 Find these words and phrases in tire article. Work
with a partner to discuss wliat you think they mean.
I a melting pot (para 1)
2 their ancestral roots (para 2)
3 seek his fortune (para 3)
4 a must (para 4)
5 a strong work ethic (para 4)
Critical thinking evaluating
conclusions
5 Which of these conclusions (a-e) do you think
the author wanted you to draw alter reading the
article? You can choose more than one.
a Immigration has benefited America.
b Immigrants have a stronger connection to their
original country than their new home.
c It is important for descendants of immigrants
to be aware of their family history.
d Immigrant families have a strong motivation to
work hard and make a good life for themselves.
e The world is full of immigrants and this is
something we should celebrate.
6 When* in the text did you find evidence to draw
the conclusions in Exercise 5? Which is the
author's main conclusion, do you think? Why?
Word focus sense
7 Look at the expression in bold from the article.
Then choose the best options to complete the
other sentences.
all of us ... have a strong sense of belonging ...
1 It doesn't have I make any sense to emigrate if
you are happy where you are.
2 Most people want a secure job. It's common I
usual sense.
3 She's got a great sense of humour/comedy.
4 My parents did a lot for me so I feel a sense of
necessity / duty to kxik after them now.
5 I always get lost in big cities. I have a terrible
sense of direction /location.
Speaking my life
8 l ook at the questionnaire and answer the
questions. Then take turns to ask and answer the
questions with your partner. Does family have a
strong influence in your lives?
HOW DOES FAMILY SHAPE YOU?
Would you say you are a close family?
I low much time do you spend with family,
out of a sense of duty? because you choose to?
Is family a consideration tor you in choosing where to live7
How conscious are you of your family's history?
к there a strong family characteristic or quality?
inherited it?
к there a'head of the famil/? How important is it to have
this person's approval7
Is there someone in the family you particularly admire?
Why?
Has your family influenced the career path that you have
chosen?
When seeking advice, are you more likely to turn to friends
or family?
How important is it to you that your family approves of
your partner?
Would you say your family members have the same
attitude to:
money1? • bringing up children?
Blood
lines
The USA as a whole is well known for
being a melting pot of different ethnic
groups and cultures, but this diversity
is particularly evident in Queens, New
York. Here, second-generation Puerto
Ricans live alongside third-generation
Greeks and first-generation Koreans,
all united by a common feeling of
pride in their American identity.
However, they are also proud and
curious about something which
fascinates us all: their ancestral
roots. These days, tracing back your
family tree as far as you can using the
internet is a popular hobby, but what
really interests these families is their
recent history: how their grandparents
and great-grandparents arrived in
America, what brought them there in
the first place, and how they their
descendants can best honour their
memory. Here arc two typical Queens
residents' stories.
Richard, 38
My great grandfather Tomas was a builder by trade like me. He came to
America from Poland when he was fifteen. His mother had become ill and 2s
died, and his father remarried to be able to take care of his seven children.
Tomas didn't like his new stepmother, so he ran away to Belgium, where
he boarded a ship to America without a ticket. He was clearly a free spirit.
Arriving in America with nothing, he got a job on the railroads in California.
Then one day, by chance, he saw an announcement in a newspaper. It was зо
from his brother in New York who had also come to America to seek his
fortune and was now looking-for Tomas. Tomas got in touch and the two
had an emotional reunion in New York. Tomas settled in the city and the
two worked in construction. This is the story that my grandmother has
passed down to us, to my parents and all my aunts and uncles. She is an 35
amazing woman; the one who holds us all together. She’s actually quite
forgetful now, but she never forgets family details. This has meant that all
of us - brothers, aunts, cousins now have a strong sense of belonging to a
group that has struggled and fought together to succeed here.
Tanja, 29
I'm a first generation American. Both my parents came here from Jamaica, дс
where getting a good education is a must. My mother says that people
may take everything away from you, but they can never take away your
education. My father was a nurse in Jamaica, but he had an ambition to
be a doctor in the US; when he first came here, he studied during the day
and went to work at night. My parents have a strong work ethic. My mum as
has always worked as a nurse, but at the same time has always been very
involved in our lives, helping with our studies and following our careers
with interest. Both my sister and I have followed them into the medical
profession and now I'm working as a doctor at the Mount Sinai hospital in
Queens. I don’t know if that kind of dedication is genetic or just something so
that you learn from your parents, but that desire to get ahead ... we've
certainly both inherited it. The great thing about America is that it gives you
the opportunity to live those dreams, loo.
real life meeting people • pronunciation word boundaries
1 d What have you been up to?
Real life meeting people
1 Work in pairs. Which phrases would you use to:
a greet someone for the first time?
b greet someone you know in a formal context?
c greet someone you know as a friend?
How arc things? How do you do?
How are you? How's it going?
Pleased to meet you.
2 LMil I .isten to a conversation in the street between
two friends, Tim and Greta. Answer the questions.
1 When did lim and Greta last see each other?
2 What have Tim ami Greta been doing since
they last met?
3 What future arrangement do they make?
3 1^*11 .isten to the conversation again. Tick the
expressions for meeting people the speakers use.
► MEETING PEOPLE
How are things?
How's everything going?
What have you been up to?
I'm doing fine, thanks.
Great.
Not bad.
Busy as ever.
I've just got a new job.
I've been studying for my exams.
You're looking very relaxed / very well.
It obviously suits you.
How’s she getting on?
She was asking after you the other day.
Please give her my best wishes.
Say hello to her from me.
Well, I should probably go and ...
Sorry. I've got to rush.
I'm in a bit of a hurry.
I don't mean to be rude, but I need to ...
It was really nice to see you.
It was great to see you.
Good luck with ...
5 Pronunciation word boundaries
a QQ Common expressions are often said quickly,
so the word boundaries become more difficult
to hear. Listen to eight expressionsand write
expressions 5-8.
I How are things?
2 How’s everything going?
3 What have you been up to?
4 I haven't seen you for ages.
5
6
7
I
4 Match the expressions you ticked in Exercise 3
with these functions (1-5).
I how Greta asks l im for his news
2 what lim says about Greta's appearance
3 how Greta describes her life
4 what Greta says about Amanda, their
mutual friend
5 how Greta says she can't continue the
conversation
b Work in pairs. Practise saying the common
expressions in Exercise 5a in the same way.
6 Imagine you are in a large shopping centre during
a lunch break. Walk around and 'bump into' other
people that you know. Find out what each person
has been doing, and make a future arrangement.
Then move on until you bump into someone else.
Use the expressions for meeting people Io help you.
16
my life
FRIENDSHIPS DIFFERENCES BETWLLN GLNLRAUONS
FAMILY INFLUENCES ►
MEETING PEOPLE
1e News from home
Writing an informal email
Dear Fergus
1 When you send news or communicate with
friends in other cities or countries, how do you
usually communicate (letter, email, instant
messaging, social media, etc.)? Why?
2 Read the email from Mateo to his friend, Fergus.
Where is Mateo and what is he doing there?
3 How are these things (1-5) expressed in the email?
Compare your answers with a partner.
I sending good wishes 4 suggesting a meeting
2 asking for news 5 the reason for writing
3 giving news
4 Look at the differences between formal and
informal written English. Then find ami underline
examples of informal language in the email.
Informal Formal
Contracted verb forms
(e.g. isn’t)
Informal linking words
(e.g. so, but)
Conversational words
(e.g. get, nice)
Idiomatic expressions
(e.g. it's no big deal)
Uncontracted verb forms
(e.g. is not)
Formal linking words
(e.g. therefore, however)
More formal vocabulary
(e.g. receive, pleasant)
Conventional language
(e.g. it is not important)
5 Writing skill greetings and endings
Look at these greetings and endings. Which
phrases are appropriate for an informal email to a
friend or relative?
All my love Best wishes Dear Mr Franks
Dear Sir/Madam Hello Hi John
Kind regards Love Regards Warm regards
Yours Yours faithfully Yours sincerely
I hope all's well with you. I've been meaning to write
with my news for ages, but my work takes up a lot ol
my time. Please don’t think it's because I haven't been
thinking about you all -1 have and I’m getting quite
homesick. But I have to remind myself of why I am
here, which is to try and get experience as a freelance
journalist and photographer.
I'm now in Sri Lanka visiting some tea plantations and
talking to people about how their lives have changed
in the last twenty years or so. The countryside here is
amazing. At the moment I'm in the hills just outside
Kandy which are so lush and green, you wouldn't
believe it. I'm trying to get an interview with one of
the plantation owners that I can make into an article
for a magazine. Fingers crossed!
So, my plan is to stay here until the end of September
and then get a plane back to Buenos Aires so that I
can go and chat to some publishers about my work. It
would be great to get together with you then. How's
the family? Is Sarah still working for that awful estate
agent? Do send everyone my love. I'll write again soon.
All the best,
Mateo
6 Imagine you have been away from home studying
a foreign language or working in another country.
Write an email (about 200 words) to a friend or
family member. Include these elements.
• A greeting and the reason for writing
• Giving your news (Ihe course/work, the
place, your accommodation, other students/
colleagues, etc.)
• Asking for their news
• Suggesting meeling when you return
• Good wishes and an ending
7 Exchange emails with your partner. Usedhese
questions to check your partner's email.
Did Ihcir email include all the elements listed
in Exercise 6?
Is the use of tenses correct?
Is the style appropriate (informal)?
Did the email use an appropriate greeting
and ending?
Before you watch
1 Read the description of the video and answer
the questions.
1 Why was the island closed to visitors?
2 Who are we going to hear speaking on the video?
December 26, 2013: Ellis Island has recently
reopened to visitors, following significant damage
from Hurricane Sandy. Stewards and visitors
describe the importance of the island to them.
Watch the second part of the video (1.34-
2.54) again. We hear the stories of descendants of
US immigrants. Make notes to complete the table.
Visitor Where their ancestors came from How they feel at Ellis Island
2 Pablo
3 Peter
4 Raea
2 Key vocabulary
a Read the sentences. The words in bold are used in
the video. Guess the meaning of the words.
I There arc a lot of new houses in the town, but
there is no infrastructure to support them.
2 The building needs some renovation, but it is
basically in good condition.
3 It takes four weeks to process a new
passport application.
4 It was a very moving sight, seeing the families
greet each other after so long apart.
5 I have faith in people to do the right thing.
b Match the words in bold in Exercise 2a with
these definitions.
a deal with using an official procedure
b the process of making something look new
again
c a strong belief (in something)
d communications and services that support
a place (e.g. a town or country)
c producing strong emotion
While you watch
Watch the video. Answer the questions.
1 Who came to Ellis Island in the past?
2 Who visits it today?
3 Was the Statue of Liberty damaged by the
storm?
4 t Д XI Watch the first part of the video ((1.00-1.33)
again. Then answer the questions with your partner.
I David Luchsingcr is a steward of 'Liberty
Island', but how does he describe himself?
Complete the phrase 'the last '.
2 Apart from being a steward, what is his
personal connection to Ellis Island?
3 What did the bags that immigrants carried with
them contain?
4 What were they asked to do with the bags?
5 What is David Luchsinger proud of, in relation
to die bags?
• 1.1
< 1.2
Watch the third part of the video
(2.54 to the end) again. Choose the correct options
to complete the facts.
1 At its busiest point, Ellis Island processed up to
12,0(X> immigrants a day / a moyth.
2 Now, in the summer months, Ellis Island
receives over / up to 22,000 visitors per day.
3 Tlie storm, Hurricane Sandy, destroyed the
renovated buildings / the infrastructure.
4 I he stewards saw the storm as an opportunity
to improve the park I the statue.
After you watch
7 Vocabulary in context
Watch the clips from the video. Choose
Ihe correct meaning of the words and phrases.
Ь Complete the sentences in your own words. Then
compare your sentences with a partner.
1 My ... means the world to me.
2 I showed up late for ...
3 It was very gutsy of... to ...
8 Think of two monuments or places of national
interest in your country. Then work in pairs and
ask and answer Ihese questions.
1 What is the name of the monument or place?
2 How would you describe it?
3 What does it mean to people from your country?
4 Do you like it and have you visited it? Why? /
Why not?
9 Prepare a brief guide for immigrants to your
country. Write down at least six key points.
Include things like local eating habits, cultural
habits, transport advice, etc.
10 Work in groups. Compare your ideas from
Exercise 9. Do you think it is difficult for someone
new to adapt to life in your country? Why? /
Why not?
defiant (adj) drfaiant refusing to be beaten
sends chills down your spine (v) /send? 'tfilz daon ja Spam
makes you frightened or excited
steward (n) /'stju:a<r)d/ a person employed to look after
a particular place
UNIT 1 REVIEW AND MEMORY BOOSTER
Grammar
Vocabulary
1 Choose the correct verb forms to
complete the article about family.
4 Complete the words and phrases in bold to make definitions
of different relationships. Someone who:
I you go on a trip with is a travel com.............
2 you can really depend on is a e friend.
3 you and another friend both know is a ual friend.
4 you share an apartment with is a flat
5 you know but who is not really a friend is
an__________ .tance.
6 you are related to by birth to is a b relative.
» MB
Work in pairs. Give details about people you know.
Use the relationships in Exercise 4. Describe someone:
1 who you hang out with regularly.
2 who you haven't kept up with.
3 whose house you go round to regularly.
When we talk about family, we ' need /
are needinq to make a distinction between
extended family and nuclear family. The
nuclear family is the parents and children.
Extended family 2 means / is meaning
all the people who are related to us
by blood or by marnage: aunts, uncles,
grandparents, in-laws, etc. In the West, the
importance of extended family
1 has decreased I has been decreasing for
some time. In the past, we • have relied I
relied on extended family to help with
childcare or to look after us in old age.
' We've shared I We shared living space
and domestic chores and so our living costs
6 have been I were lower. But now more
and more people ’ choose / are choosing
to live in nuclear families and so the
economics 8 have changed / changed. I he
older generation say that we 9 are losing I
have been losing our traditional family
values. But there's an economic issue
too: that we 10 have lost I lost a valuable
support network that was free of charge.
6
» MB
Work in pairs. Look at the photo and list of adjectives.
considerate dependable
energetic good fun
laid-back outgoing
selfish serious shy
unreliable
I Which adjectives describe these animals from Unit la? Why?
2 Choose three1 adjectives to describe three of your relatives.
Tell your partner and give an example to illustrate each one.
I CAN
describe friends and relatives
Real life
7 Complete the phrases using a preposition or particle.
2 Answer the questions.
1 What is the difference between a
nuclear and an extended family?
2 What benefits of an extended
family does the writer mention?
>>MB
L: Hello Jim. How are you?
L: Yeah, that'd be nice. I'm 1.... a bit of a hurry now, but
1'11 call you.
L: I've been working in New York2 the past month.
L: Oh, well, please give her my best wishes.
L: Thanks. You too. How's Sarah getting3
L: Thanks. Well, it was great to see you.
J: Yes, do. And good luck 1 the work in New York.
J: She's fine. Still studying hard.
J: That's exciting. You're kxiking very well.
J: 1 will. Maybe we can all get ’ some time soon.
J: Great, thanks. It's been ages. What have you been * to?
1 Can you explain your choice of
tense for items 3-8 in Exercise 1?
2 What other time phrases would
fit grammatically instead of
for some time (item 3) and in the past
(item 4)? "Think of two for each.
8 Put the sentences from Exercise 7 in the correct order to make
a conversation between Laura (L) and Jim (J). Start with:
L: Hello Jim. How are you?
9
» MB
Work in pairs. Cover Exercise 7 so that you can only
see the first two or three words of each line. Then act out the
full conversation.
I CAN
use present tenses
use past simple and present perfect
I CAN
have conversations with someone I meet
Unit 2 Storytelling
FEATURES
22 A key moment
The incredible story of
Niki Lauda
24 Visual storytelling
How stories are being told
with images
26 Once upon a time ...
The Brothers Grimm: master
storytellers
30 How not to climb a
mountain
A video about how one climb
went wrong
1 Work in pairs. Look at the photo and the caption. What kind of
film do you think this is a location for? Give reasons.
2 Look at the pairs of adjectives (1-6). Match the pairs with the
type of film (a f) they best describe.
1 funny, touching
2 creepy, scary
3 fast-moving, gripping
4 original, imaginative
5 powerful, thought-provoking
6 beautifully filmed, convincing
a thriller/adventure
b historical drama
c documentary
d romantic comedy
e horror
f science fiction/fantasy
3 LU Listen to a conversation about a film of a book.
1 What film is the place in the photo a location for?
2 How did the filmmaker manage to make a successful film
from the book?
4 LMil Listen to the conversation again. Complete the phrases
with the correct adjective.
1 a very imaginary world
ПК •
3 the dark mountains
4 the story is very and
5 Tell your partner what typefs) of film you generally like and why.
Give examples.
A KEY MOMENT THE STORIES PICTURES TELL TRADITIONAL STORIES YOUR REACTIONS TO STORIES
A STORY
vocabulary describing stories • reading an incredible story • grammar narrative past tenses •
pronunciation /ж/, /л/ and /о/ • speaking a key moment
2a A key moment
Vocabulary describing stories
1 Match the words in I ist A with words in list В with
a similar meaning.
A В
1 main character a time and place
2 plot b central idea
3 setting c context
4 background d hero
5 theme e turning point
6 key moment f story
2 Think of a film or TV drama that you have seen
recently and answer Ihe questions.
1 What was tire setting for the film or IV drama and
who were the main characters?
2 What was the basic plot and was there a particular
key moment or turning point in the story?
3 Complete the description of the film Rush. Use
words from Exercise I.
I he 1____________ of Rush, which is based on real events,
focuses on the rivalry between the two1 2 3
Formula 1 racing drivers James Hunt of Great Britain and Niki
Lauda of Austria. Its1. are danger, drama and
the mutual respect of competitors. The4 in
the film comes with I auda’s accident in 1976 and his amazing
fight to recover from it.
Reading
4 Read the account of the key moment in the film
Rush and answer the questions.
1 Why did Lauda want the race at the
Nurburgring to be stopped?
2 What was the cause of Lauda's accident?
3 What or who saved Niki Lauda's life?
4 What were the consequences of the accident for
Niki Lauda and for the race?
A KEY
MOMENT
It was July 1976 and Niki Lauda was leading the world I
Formula 1 championship. The next race was die Germafl
Grand Prix at the Nurburgring - an old fourteen-kilometre I
track that ran through the forest in the E fcl Mountains.
5 Ihe track was narrow and humpy, and in poor condition, I
arid many people, including Lauda, considered it unsafe -
in places, cars actually look off into the air. A few days
before the race, Lauda had tried to got the race stopped I
at a mooting of the drivers, but James Hunt had argued
10 for it to go ahead and had won by one vote.
So on 1st August at 1.00 p.m. the cars set off, Hunt
from first position and Lauda from second. It had been
raining during the morning and parts of the track were
still wet. But as the race progressed, the track began to
15 dry and the drivers came into the pits to change ’.heir
wet-weather tyres.
Lauda had lost time by driving mom slowly in the difficult I
conditions, but now, on his new dry-weather tyres, he
began to push harder. Halfway around the track he came I
20 out of a left hand corner too fast and lost control of the
car. It hit a bank on the far side of the road, bounced
back and immediately burst into flames. There were few
safety marshals at this part of the track, but fortunately,
other drivers were following Lauda's car and three of them
25 slopped and ran to help. They managed to pull him free, I
but by then he had been sitting trapped in the intense
heat for over a minute. Eventually a helicopter arrived and
transported Lauda to hospital. He had suffered extreme
burns (his wife fainted when she saw his face) and was
30 fighting for ms lite.
Meanwhile, the organizers restarted the race, whicn I lunt
went on to win. Most amazingly of all, six weeks later, after
serous plastic surgery*. Lauda got back into his racing car
at the Italian Grand Pnx and finished fourth. As for the old
35 Nurburgring, that was the last Formula 1 race held them.
Grammar narrative past
tenses
► NARRATIVE PAST TENSES
Past simple
He came out of a left hand corner too fast and lost
control of the car.
... an old fourteen-kilometre track that ran
through the forest in the Etfel Mountains
Past continuous
It was July 1976 and Niki Lauda was leading the
world Formula 1 championship
Past perfect simple
A few days before, Lauda had tried to get the race
stopped.
Past perfect continuous
it had been raining during the morning and parts
of the track were still wet.
For further information and practice, see page 158.
5 Look at the grammar box. Match the tense
used in each sentence with the descriptions
(a-e)- Then find other examples of each tense
in the account on page 22.
a to describe the main events in sequence
in the past, i.e. one after another
b to describe something that happened
before the main event(s) or story
c to describe an activity in progress in the
past, which is a background to the main
story or to an event within it
d to describe an activity in progress before
or up to the main event(s) in the past
e to describe a general state in the past
6 Work in pairs. Cover the account of the key
moment on page 22. With your partner retell
the story of what happened to Niki Lauda al
the 1976 German Grand Prix.
7 Choose the correct options to complete the
summary of the story of Niki Lauda and
James Hunt.
Niki Lauda and James Hunt had
a very different approach to life.
They both ' were driving / drove hard, but
Hurt liked to play hara too. Often, whiie Lauda
was preparing ! had prepared carefully
the night before a race, studying facts and
statistics, Hunt was out at a nightclub.
Both men3 knew! had known that danger
was a part of the attraction of motor racing
for fans, but Lauda was refusing / refused
to take unnecessary risks. That’s why people
were so amazed when he5 was returning /
returned to the track six weeks after hee lay I
had boon lying in hospital, fighting for h s life.
a
b
8 Pronunciation /&/, /л/ and /п/
► 10
I isten to the vowel sounds in these past simple
verbs and past participles. I hen listen again and repeat.
ix!crashed, ran, sat
/л/ run, stuck, suffered
/о/ got, lost, stopped
QKD Work in pairs. What are the past simple and past
participle forms of these verbs? Listen and check.
become begin drink forget go shine
sing strike win
► 12
Complete the story of a dramatic moment using
die correct past tense of tKe verbs. Read the story aloud
to your partner. Then listen and check your answers,
including die pronunciation.
Mr Charles Everson and his wife Linda
(drive) home one Sunday when
a cow1_________ (fall) from the sky and 3
(land) on the bonnet of their van.
The cow, which4 (escape) from a
local farm,5 (graze) too close to the
edge of a cliff next to the road, when it slipped andb
(plunge) seventy metres to the
road below. The Eversons were not hurt, but they were
taken to hospital because they
(suffer) from shock. The cow was not so lucky and
(have) to be put to sleep.
Speaking my life
10 Work in pairs. Read this story about a key moment in
two people's lives. Discuss how you think the story
continues and ends. Write at least five more sentences
using the correct past tenses.
In 2010, one billion TV viewers around the
world watched as one by one, 33 Chilean copper
miners emerged into the sunlight. For 69 days
the miners had been trapped in a baking hot
hole 450 metres below the surface, after part
of the mine had collapsed, blocking their exit.
Melanie Meyer was one of the people who was
watching the news at her home in Germany. As
the sixteenth miner, Daniel Herrera, came out,
for Melanie, it was love at first sight....
Melanie had been watching the news every day since the
mine collapsed.
When she saw Daniel, she decided to ...
► 13
Work with another pair. Take turns to tell your
version of the Story. Then listen and compare your stories
to die version you hear.
12 Work in pairs. Describe a key moment in your life. Talk
about die events before and after it.
A KEY MOMENT
THF STORIES PICTURES TELL TRADITIONAL STORIES YOUR RFACTIONS TO STORIES
23
A STORY
vocabulary communication • wordbuilding collocations • listening visual storytelling • grammar the passive •
pronunciation weak forms in passive verbs • speaking the stories pictures tell
2 b Visual storytelling
► WORDBUILDING collocations
In English, some words go naturally
together, c.g. we say make a mistake (NOT
(to 'urtHhtke) This is called 'collocation'.
Often more than one verb can collocate
with a particular noun
tell a story, share a story, sum up a story
For further practice, see Workbook page 19.
2 Work in pairs. Look at the photos on
this page and answer lite questions.
I What does each photo aim to do?
Use a collocation from Exercise I
to describe this.
2 Which photo had the most
impact on you? Why?
Listening
4
Listen to an interview with
a professional photographer, Olaf
Paulsen, about pictures and stories.
Answer the questions.
► 14
1 According to Olaf Paulsen, whal
is 'visual storytelling'?
2 Why does he think it has
become such a popular form of
storytelling?
3 What does he say is the message
or story* behind the photos in
Exercise 2?
► 14
Are the sentences true (I) or
false (F)? Listen again and check
your answers.
Vocabulary communication
1 You are going to hear an interview with a photographer. First
match these verbs with the nouns (a-g) to make collocations.
There is sometimes more than one answer.
bring engage express present reach share sum
up tell
a a story e
b _____an idea t
c information g
d your audience
a photo
a story to life
an emotion
I When Olaf Paulsen went
travelling, he approached his
photography as a hobby.
2 Paulsen thinks that a good photo
has the power to engage you
emotionally.
3 Photographs are not the only
way to present information
visually.
4 Anyone can take a photo, but
only a professional can tell a
visual story.
5 The lifejackets on the beach is .in
example ot a photo that told a big
story.
Grammar the passive
► THE PASSIVE
Active
People present a lot of factual information visually now.
Recently people have called you a 'visual storyteller'.
Obviously, in the past publishers used photos in magazines
I acted like a magazine had paid me to do a job.
Anyone can share stories from anywhere in the world.
Passive
- lot of factual information is presented visually now.
decently you've been called a 'visual storyteller'.
Jbviously, in the past photos were used in magazines,
i acted like I had been paid by a magazine to do a job.
Stories can be shared by anyone from anywhere in
the world.
Por further information and practice, see page 158.
8 Choose the best option (a or b) to complete the text.
Sometimes both options are possible.
Photo sharing and visual storytelling has increased
greatly in the last twenty years.
than at any time in history. I he main reason lor
this is the invention of the smartphone and the
rise ot blogging and of social networking sites like
Facebook.2 in 201M and the iPhone
in 2007.' in the 1990s but blogging
didn't really take oft until the mid-2000s. As internet
access increased,' more frequently.
But perhaps the most important factor in the rise
of visual storytelling was I he smartphone. Before
the smartphone, most photos were taken with
a separate camera, before ‘ .....onto a
computer. With a smartphone "........... in a
message, a blog or on their Facebook page.
5 Look at the grammar box. Compare the passive
sentences with the active versions. Then choose the
correct option to complete the sentences (1-5).
1 1 he subject /objecl of the active verb is the subject /
object of the passive verb.
2 We form die passive with the verb be + present /
be + past participle.
3 In passive sentences, the person or thing doing
the action (the agrnt) is introduced with by /with.
4 Ina passive sentence, i/or always haw to/
you don't always have to mention the agent.
5 Wc often use the passive when a person or thing
/и»/hasn't been mentioned previously.
1 a People now take and share more photos
b More photos are now taken and shared
2 a They launched Facebook
b Facebook was launched
3 а Л few people were already writing blogs
b Blogs were already being written by a lew
people
4 a people started to share stories and images
b stories and images started to be shared
5 a people uploaded them
b being uploaded
6 a the user can easily insert Ihe photo
b the photo can easily be inserted
6 Pronunciation weak forms in passive verbs
Speaking my life
► 15
Listen to Ihe passive sentences in the
grammar box. Underline the stressed part of the
verb. Circle the unstressed or contracted forms.
► 16
Say Ihe passive verbs in these sentences with
the same stress patterns. Then listen and compare.
1 The story was first published in 2012.
2 She has been given permission to tell her story.
3 More photos are being shared online.
4 It will be seen by people all over the world.
5 I he joy of the moment is captured wonderfully.
7 Rewrite the text about infographics. L'se the passive
form of the verbs in bold. Make any other changes
and include the agent if necessary.
In infographics, people combine data and images to
communicate information. We can present the data
using numbers or words. William Playfair probably
created Ihe first infographics in his book of 1786, A
Commercial and Political Atlas of England. However,
people have called Edward Tufte, a teacher at
Princeton University, the true father of the modem
infographic. He published his book Visual Display in
1982. Today, non-experts are creating infographics
too, with simple web design tools.
9 Work in pairs. Complete the questions about photos,
using active or passive verbs. Then use photos on
your phones to practise the questions.
1 Where ................. (this photo / take)?
2 What (show) in the photo?
3 What story (I he pin >l< > . tel I) ?
4 What emotions or ideas................
(express) in the photo?
10 Look at the two photos (A and B) and think about
the questions in Exercise 9. Then work in pairs.
Student A: Look al the notes on page 153.
Student B: Look at the notes on page 154.
Ask and answer the questions in Exercise 9 about
each photo.
A KEY MO Mt* NT ►
Л STORY
reading the Brothers Grimm • word focus keep • critical thinking the main message •
writing and speaking storytelling
2c Once upon a time ...
Reading
1 Work in pairs. What were your favourite stories or
picture books as a child? Discuss what they were
about and why you still remember them.
2 Read the article about the Brothers Grimm and
their book of fairy tales. Then cover the article
and tell your partner what you remember about
the following.
1 where and when the brothers lived
2 where the stories came from
3 what the brothers' interest in writing the
stories was
4 why people still like the stories
3 Read the article again and answer the questions.
1 When did the Brothers Grimm first become
interested in fairy tales?
2 I low well does their collection of fairy tales sell
these days?
3 What did the original book lack?
4 What did it contain that is unusual tor a book
of fairy tales?
5 For how many years did Wilhelm and his
brother work on their book?
6 What did parents want the stories to contain?
7 What element of the stories do some parents
not like so much?
8 What does the phrase а rags to riches story
(line 53) mean?
4 The writer uses various words and expressions
associated with fairy tales. Find words and
expressions in the text which mean:
1 a long time ago (para 1)
2 the opposite of a hero (para 1)
3 clever and knowledgeable (para I)
4 distant countries (para I)
5 the lesson to be learned (para 5)
6 the opposite of kind (para 6)
7 a woman (often bad) who does magic (para 6)
8 for the rest of time (para 7)
Word focus keep
5 Work in pairs. Complete these phrases from the
article with the word keep. Discuss what each
phrase means.
1 keep each other ..........(para 4)
2 keeping.............(para 5)
3 keep your (para 5)
6 I ook at these other phrases with keep. I Jiscuss
what each phrase means.
1 Please keep an eye on the time We mustn't
leave any later than ten thirty.
2 Try to keep your chin up. 1 know you must be
frustrated with the lack of progress, but I'm
sure things will get better.
3 I wouldn't tell him your news just yet, if 1 were
you. He's not very good al keeping a secret.
4 Technology is moving so fast these days. Il's
difficult to keep track of all the changes.
5 Sorry, I don't want to keep you. I just need to
ask you a quick question.
6 I always think it's a good idea to keep a diary
when you are travelling to look back on later.
Critical thinking the main
message
7 Work in pairs. I ook at the sentences (a-c). Which
do you think is the main message of the article?
a I he Brothers Grimm chose classic stories
that they knew would be popular with
future generations, especially children.
b In carefully recording traditional stories, Ihe
Brothers Grimm produced a wonderful book
that is popular with children and adults today.
c The Brothers Grimm produced an academic
book about the history' of folk tales, that by
accident became very popular and is still
popular today.
8 Where in the article can you find evidence tor
these ideas?
1 The author of the article thinks Ihe book
is great.
2 I he brothers' first interest in the stories was
just to preserve them.
3 The books were not very popular then but they
are now.
Writing and speaking my life
9 Think of a traditional story' or fairy tale. Make
notes about the main elements of the story (using
a dictionary if necessary). Include a moral if you
like. Then think about how you could put the
story into a modem setting.
10 Work in pairs. Tell each other your modern version
of the traditional story. Did your partner's story
have a moral? If so, what was it?
^atime
► 17
Once upon a time there lived in Germany two brothers
I ’ho loved a good story one wilh magic and danger,
royalty and villains. At school they met a wise man
I who led them to a treasure a library of old books with
i tales more enchanting than any they had ever heard
Inspired, the brothers began collecting their own stories,
। listening to the folktales people told them Soon they
| produced their own treasure - a book ot fairy tales that
L would fascinate millions in faraway lands for generations
Ifc^come.
I The Brothers Grimm, Jacob and Wilhelm, named their
story' collection ( hiidreii•• and Household Tales and
L published t in Germany in 1812. The collection has been
I translated into more than 160 languages, from Inupiat
- the Arctic to Swahili in Africa. As a global publishing
[phenomenon, it competes with the Bible. The Japanese
Ka\e built two theme parks devoted to the tales and in
1K United Slates be (Irimms' collection helped lo make
Disney a media giant.
The humble Grimms would have been embarrassed by
I such lame. During their lifetime the collection sold only
I a few cop’cs in Germany and the early editions were not
I even aimed al children. They had no illustrations, and
c scholarly footnotes took up aiir.osl as much space as the
I tales themselves. Jacob and Wilhelm Grimm viewed
th?mselv<‘s as students of local folklore, who were trying
^ave the stories of oral s*orytelli*is from disappearing.
I A- m many other countries, storytelling had been
popular in Germany long before the Grimms' time,
tkiring long winter nights, people would keep each
, cfher entertained with tales of adventure, romance and
•ugic. To write their stories, the Grimms nterviewed
i i teh< 5, !’ isited t rem al their
house in Kassel.
A th< >ugh the brothers claimed that they were just
fceeping records of tales, Wil ne rn i ontinued lo improve
and reshape the stories up to rhe fimedition ol
IS". In an effort to make their more ar <eptable to
children’s parents, he stressed the rnorai of each tale.
! The collection, he said, should be used as 'a manual of
manners': keep your promises, don't talk to strangers,
work hard, obey vour parents.
Yd despite all Wilhelm's editing, often the unpleasant
details of the stories were left untouched. I he cr uel
treatment of children (the children, 1 lansel and Gretel
are put in a cage by a wik h and then ’aliened ready
| n?r eating) anil the violent punishments handed out to
the stories’ villains (in the original Sneie W'hite theevi
stepmother is forced to dance m red-hot iron shoes until
i she falls down dead) are still too much for some parents.
So why are they still so popular? Some suggest that il
is because they are about our struggle for happiness:
Cinderella is a t lassie 'rags io riches' story, where a poor
young girl finds her wealthy prince; Beauty and I he
Beast is about a girl with such a lov ing nature hr she
sees past the monstrous looks and bad temper of the
Beast .ind finds the good in him. Grimms' tales were
part of a storytelling tradition, not just in Germany but
worldwide, which often gave people an escape from
the hard realities ot daily Ie, but also nope for a better
future But as tor the brothers themselves, they just
wished foretell these exciting stories accurately. In. doing
so, they ensured that Grimms' fairy tales would live
happily ever after.
folklore (n) 1.->ок,1л:и i' traditional stories and beliefs from
a particular community
footnote (n) fol ,naut a note at Hie bottom of the page
which gives more information
scholarly (adj) .''skolac it».' connected with the formal study
of something
treasure (n) /'trcjafr a collection of valuable things
(often hidden)
П31ЕП2Б
.К-/ *
real life reacting to stories • pronunciation linking and elision
2d What a nightmare!
► 18
a
Real life reacting to stories
1 Work in pairs. What kinds of day-to-day things
do you find often go wrong: computers, transport,
things in the house, forgetting things?
Look at the extracts from six personal
accounts of things that went wrong. Discuss
what you think happened next. Then listen to six
conversations and check.
1 The bus broke down on the motorway, so we
were all left waiting until help could arrive.
2 My trousers got caught on the door handle and
as I walked away, they tore.
3 1 bent the key trying to force it into the door
lock and when I tried to straighten the key,
it snapped.
4 The lift got stuck between the eighteenth
and the nineteenth floors and two people
completely panicked.
5 I he tyres on my bicycle were badly worn
and when I hit a bump in the road one of
them burst.
6 My computer froze without any reason while 1
was working.
Look at the expressions for reacting to
stories. Can you remember which expressions
were used in the conversations in Exercise 2?
Tell your partner. Then listen to the conversations
again and check.
► REACTING TO STORIES
Sympathizing when something bad has happened
Oh, that's awful.
How embarrassing1
What a disaster!
Oh, that's really awkward.
Poor you!
What a nightmare!
Really? That's odd.
Really? How strange!
Commenting on a good outcome to a bad situation
Phew!
That must have been a relief.
That was clever.
That was good thinking.
That was lucky.
Talking about similar experiences
I can sympathize with that.
Yeah, I think I would have done the same thing.
Yeah, a similar thing happened to me once.
Yeah, I once had the same experience.
4 Pronunciation linking and elision
► 19
Listen to these responses. Notice how
the underlined sounds are cither linked as in
been a or elided as in what did, where the I of what
disappears. Repeat each phrase.
1 That must have beena relief, (linked)
2 So what did you do? (elided)
► 20
Work in pairs. Underline the sounds in these
sentences that you think are linked or elided. Then
listen and check. Practise saying the sentences.
Linked
I What a nightmare!
2 Oh, that's awful. Poor you!
3 How embarrassing!
4 Really? That's odd.
Elided
5 That was good thinking.
6 A similar thing happened to me.
5 Choose one of the following topics and prepare to
tell a short story about something that happened
to you. Then work in groups. Take turns to
tell your stories. Those listening to the story
should react.
• a time you were lost or stranded
• something embarrassing that happened to you
• a minor accident you had
• a computer problem
• a situation when someone you were with
panicked
• a situation where something broke or got stuck
A KEY MOMENT THE STORIES PICTURES TELL TRADITIONAL STORIES ►
A STORY
2e A real-life drama
Writing a story
1 K<•«id the opening paragraph from a story about
two men walking in the Amazon rainforest in
Peru. Answer the questions.
I What happened Io Rowan?
2 I low are the two characters in the story feeling
about their walk?
2 Work in pairs. Put these events in the order in
which they actually happened. Why do you think
the writer starts the story when Rowan cries out?
a Rowan cried out.
b Rowan's loot got caught in something.
c Rowan was moaning about his sore feel.
d Chris and Rowan were walking through
the jungle.
< ( hris went back to help Rowan.
f Chris saw that it was an animal trap.
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.fay acout his sort ***t я ай • ad owl., |
' i/- ~.s( Iftst zalf 'z« ticur. C/'LS was
-.•td toe fraiTA hik-J-ACt iz.cu^h tine thick juuw?^,
xt was fc.eea cr return, tc th* гаидр effort it
/Л. k. ’k/i i Wfrtw't идЯкм supplies with
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• 'st ее hears just 9 Hiwn Husk
r SCH^thu^/ /.f sfiid wal^ie.^
cask slcwl j :a stt w/at tzz >c-b.e>v was Reach
'?/za я/ьй try tc , F-ut as h? ect
•jt$< ’<. ht ctu'd see tk?- it was/Ct a tush that hed
zu^ht Rawa/v cu a z/.t.at йиСп-.р, tra-p which h₽d
: imped . .ле т-ftrvulj zo his - i^ht Pe-k.ie
3 Writing skill using descriptive words
a Look al Ihe highlighted words and phrases in
the story. Which describe movement and which
describe a way of speaking? Discuss what you
b Look al the words in bold in these sentences.
Try to work out their meaning from the context.
Then check in a dictionary.
Speaking
I 'I lelp!' she screamed.' That man running away,
he's just stolen my wallet.'
2 They continued on their way, but Jake could
tell that Jess was unhappy, because she kept
muttering under her breath.
3 He mumbled something about it being unfair,
but I couldn't catch his exact words.
4 'OK. Let's try your way then,’ she said with a
sigh. She had lost the energy to argue.
5 'I'll go first,' he said bravely, but she could see
that he was scared.
Moving
6 We moved cautiously along the narrow path,
conscious of the steep drop Io our left.
7 When he heard the car arrive, he leapt to his
feet and ran to the door.
8 She tripped on a rock and almost fell, bul then
regained her balance.
9 We hurried on for the next hour bul then
slowed to a more usual pace.
10 She turned anxiously towards the door,
wondering whether she should enter.
C Do you know any other verbs that describe a
particular way of speaking or moving?
4 Look at the main events of a story on page 153.
Then write the story in full, using this checklist.
• start the story at its most dramatic point
• make sure you use Ihe correct past tenses when
you describe events
• use some descriptive verbs and adverbs, but
don't overuse them!
5 Exchange stories with your partner. Did your
partner's story use the points in Exercise 4?
Which version of the story do you like best? Why?
Before you watch
1 Key vocabulary
Look at the diagram. Explain in your own
words these features of a mountain.
5 What did Cedar Wright say about their experience?
Complete the sentences with these words.
awesome biggest exhausted false good paper
stick treacherous vertical
I They thought the peak was Middle Palisade because il
was 'the_______________mountain here'.
2 The climb up the mountain was 'kind of
3 Al the top, they thought, 'Yes, that was
4 The ridge they had to go along was and
looked like 'death on a '.
5 The rock was peeling off 'like sheets of
6 'One______________move' on this mountain and you
are dead.
7 At the end of the climb, they were 'completely’
r
8 Although the climb was horrible, his conclusion was
times! You should totally do it!'
2 Work in pairs. Look at the title of the
video. What mistake do you think the two
climbers made? Look at the list of possible
mistakes (a-c) and then add two more of
your own.
a
a They chose a mountain that's too
difficult to climb.
b They attempted to do the climb in bad
weather.
c They took the wrong equipment.
While you watch
< 2.1
Watch the video of Cedar Wright
and Alex I lonnold climbing Middle
Palisade Mountain in IheSierra Nevada
in the USA. What mistake did they make?
Read the sentences. Then watch
the video again and choose the correct
options Io complete the sentences.
I Middle Palisade was a 4,000-foot I
14,000-foot peak.
2 They had already read I hadn 'I yet read
a description of how to climb Ihe
mountain.
3 The climb seemed really easy I
really difficult,
4 They thought they might be on the
wrong mountain / route.
5 They discovered their mistake when
they saw the summit register / the real
summit in the distance.
6 To reach the real summit they had to
avoid /walk along a dangerous ridge.
7 The rock under their feet was falling
away in thin pieces/large blocks.
8 The climb took them eight / twelve
hours in total.
After you watch
6 Vocabulary in context
< 2.2
Watch the clips from the video. Choose the correct
meaning of the words and phrases.
b Complete the sentences in your own words. Then compare
your sentences with a partner.
I The house was in a bad condition. The paint was
peeling off ... and the ...
2 I was very' ill-prepared for ...
3 For our summer holidays we are heading ...
7 Work in pairs. Retell the story' from the video, taking turns
to describe the events. Use these prompts to help.
climb - Middle Palisade
description - phones
lough - wrong route
top - summit register
realize mistake
walk - ridge
rock - peel off
arrive - twelve hours
8 Look at these situations (1-4). Imagine what could go
wrong. Write two possibilities for each situation. Then
compare your ideas with your partner. What would be the
worst mistake, do you think? Why?
1 You are starting a course of evening classes in English at
a local college.
You go to the wrong room, and you realize five minutes into
the lesson il is a French course.
2 You are travelling to the airport to meet your friend
where you will catch a plane to go on holiday together.
3 You are going to a wedding party of an old friend. You
take a card and a present with you.
4 You are driving to a job interview. You leave Ihe house
in good time.
summit register (n) sAmit 'redsistofiV a book at the top of the
mountain for people to sign (to keep a record of who has
climbed the mountain)
treacherous (adj) /’trctjoros very dangerous
UNIT 2 REVIEW AND MEMORY BOOSTER
Grammar
Vocabulary
1 Complete the story using the correct past tense form
of the verbs. Use both active and passive forms.
Most people ' (hear) of
Richard Branson - head of the Virgin
Group - and his business success. But not many
people know about his love of April Fools'
jokes*. In 2011, an article 2 (be/
publish) on the Virgin website announcing that
Branson 3 (just / buy) the planet
Pluto. In 2013, he 4 (reveal) that
his company 5 (work) for some
time on a glass bottomed plane so passengers
could look down at the scenery while they
6 (fly). The story ’
(be I pick) up by several media agencies. He
(even / play) an April Fools'
joke on the British police. In 1989, they
(be / call) to a field near London,
where several people 10 (report)
seeing a UFO. The officers ”
(not/expect) to find anything unusual, so they
were shocked to see a silver flying saucer in
the field. (In fact it was a hot air balloon that
(be / make) to look like a UFO.)
They were even more surprised when a figure in
a silver suit ” (step) out of it!
5 Choose the correct options to complete the
descriptions of a film.
Bridge of Spies is a1 gripped /gripping thriller dinxted
by Steven Spielberg. The setting / stage is Berlin
in the 1960s and the3 theme/plot is based on true
events. The story is4 said / told from the point of
view of the main character. Spielberg is amazing
at3 bringing/fetching a story to life and 6 sharing /
engaging his audience.
» MB
Took at the photos. Answer the questions.
I What do you remember about these stories?
2 Which story did you like? Use these adjectives
to describe it to a partner.
convincing funny gripping powerful
scary thought-provoking touching
2 Which April Fools' joke was reported by:
3 Did anyone in the stories impress you? Why?
I CAN
describe stories
Real life
» MB
or B.
Work in pairs. Take turns to be Student A
Student A: Make four statements about each of
these things, to elicit the different responses in the
box below.
a some local residents? b Branson himself?
Student B: Respond using as many different
responses from the box as possible, using
appropriate intonation.
» MB
Work in pairs. Identify the four passive
• my favourite pen
• my holiday
• my new boss
• my jacket
verbs in the story in Exercise 1. Discuss why
passive forms are used rather than active forms.
» MB
Write two sentences about something Ihat
happened to you last week. Read the sentences to
How embarrassing! Poor you!
Really? That's odd. That must have been a relief.
That was good thinking.
Yes, I think I would have done the same thing.
your partner and ask each other questions.
A: / reus kite to class on Wednesday.
B. Why were you late?
A: I lost my favourite pen at work. B: Poor you!
A: So I put a 'lost' notice on wall. B: Thal was good
thinking.
6
3
4
I CAN
use narrative past tenses
use active and passive forms
I CAN
react to stories
Unit 3 Science and technology
FEATURES 1
34 Is technology the
answer? 2
Solving the problem of
overpopulation
36 Just press 'print'
The future of 3D printing
How much do you depend on technology in your day-to-day
life and work? How affected are you if you lose your phone or
if your computer crashes?
Work in pairs. Look at the photo and read the caption. Which
of these areas of technology are represented in the photo?
In which area do you think the main technological
breakthrough of the next fifty years will come?
artificial intelligence communications energy use
medicine space exploration transport
38 Appropriate
technology
Technology to fit each
situation
42 3D-printed prosthetic
limbs
A video about how 3D
printing is revolutionizing
prosthetics
► 21
You are going to listen to three people making
predictions about the future. Read their predictions. What
reason do you think they will give for their prediction? Listen
and check.
I I expect that most of my generation will live to be around
LOO yean old
2 I think in the future people will be interacting with
intelligent machines even moiv than they do now.
3 I don't think global warming is going to be the problem
that everyone says it is.
4 Which of the predictions in Exert ise 3 do you think will come
true? Discuss with your partner.
mv ife
y SHORT EMAIL REQUESTS
overpopulation •
predictions
/г/ and Л/ in American English • future forms •
Is technology the answer?
So, I think I’ll beqr loday we're going to look at the
question of overpopulation: why it's a growing problem
am wnat solution we might find for it in the future.
Oyemopu idon, simply pul, is a situation where there are more
5 peop e than there are resources - food, water, and. energy
to suopon thenr When an area becomes overpopulated, one
or more of the fol ow ng things will happen people wdl go
hungry, pollution will increase, unemployment will rise, people
m ght even begin to fight over the imited resources
3 But overpopt lation is an issue that divides opinion Some say
that population has to be controlled Ihe American bioiogrst,
Paul Ehrlich wrote ri his 1968 book, Ihe Population Bomb,
that medical science had advanced too far and we were
keeping too many people abve He predicted that as a result
is millions of people would starve to death. But the population
has doubled since then to seven billion and, at Ihe current
rate, is going to reach nine b Ilion by 2050. Mass starvation
hasn't happened, IxKause in the 1970$ and 80s, scientists
developed better seeds and better pesticides to ncrease
food production. I hat s W' у other experts <n the scientific
community say that people will a ways find a technological
solution to such problems. They say that we are about to enter
an even more productive era of safer and cheaper food with
the help ol biotechnology and nanotechnology.
The real question s; have we now reached a pom: - with
incomes rising ano the world's middle classes expanding
where we cannot simply rely on science to provide
the answers? Do we, nsteac, have to start reducing uu'
consumption ? m visiting various cities in Europe next month
to speak to groups who arc researching this aporoach
But the problem, as the eighteenth century English econom st
Thomas Malthus pointed out. s that people are basically
lazy they won't act unless they have to. He claimed that the
population w II continue to grow until war, disease or famine
arrive to stop it (By the way,1 I give you the references to hrs
and Ehrlich's work at the eng of my talk) .
Reading and listening
1 Work in groups. I .ook at the photo. Which of
these problems does it illustrate?
congestion epidemic overpopulation
pollution poverty starvation
2 Which of the problems in Exercise 1 do you think
advances in science or technology can solve?
Better information on traffic with GPS systems could
help to reduce congestion, perhaps.
Read and listen Io an extract from a kx lure
about overpopulation. Match the opinions (1 3)
with the correct person or group (a-c).
1 People will only act to deal with a problem
when there is no other option
2 Many people are going Io die b<\ a use there is
not enough food for Ihe growing population
► 22
1 Science and technology will find answers to the
problem of overpopulation.
a Paul Ehrlich
b Thomas Malthus
c Other experts in Ihe scientific community’
4 Read the transcript again. Are the sentences true (T)
or false (F), according to the speaker? Correct the
sentences which are false.
1 Overpopulation means too many people in a
limited space.
2 (hie possible consequence of overpopulation is
conflict between people.
3 Paul Ehrlich thought we shouldn't help people
to live longer.
4 According to the speaker, the global population
will rise Io over nine billion.
5 The real issue is that people are getting richer
and consuming more.
5 Pronunciation /г/ and /t/ in American English
a
► 23
I isten to these words from the lecture. How-
does the speaker pronounce the letters r and f?
water energy limited starve better
more world visiting cities
b
Listen and complete these phrases said by
another American speaker. How' would a British
speaker pronounce /г/ and /t/ in these phrases?
I billion
2 an
birthday
4 great...
5 generate
6 another
Grammar future forms
► FUTURE FORMS
Predictions
1 People will go hungry; pollution will increase.
2 People might begin to fight over the limited resources.
3 At the current rate, the population is probably going to
reach nine billion by 2050.
Л Wo are about to enter an era of safer and cheaper food.
Plans and arrangements
5 Today we're going to look at overpopulation.
6 I'm visiting various cities next month to talk to ...
Decisions made at the time of speaking
7 So, I think I'll begin ...
8 I'll give you the references to his work at the end.
For further information and practice, see page 160.
6 Look at the grammar box. Answer the questions.
1 Which of the predictions 1 -3 seems to be the
most definite? And the least definite?
2 Which future construction do we often use to
predict something happening very soon?
3 Which prediction is based on some present
evidence?
4 Which sentence describes an intention or plan?
And which describes an arrangement?
5 Which sentence is an offer? Which is a decision
made at the moment of speaking?
7 Work in pairs. Discuss w hat future form is used in
each sentence and why. Lise the grammar box and
Exercise 6 to help.
1 I'm going to go to London tomorrow’.
2 1 don't think they’ll win the election.
3 The weather is about to get much worse.
4 Don't worn'. I II collect you from the airport.
5 I’m afraid I might be home late tonight.
6 We're meeting at 6.(X) p.m. outside the cinema.
7 It's going to be hard to get tickets at this stage.
8 Oh, that's my phone. 1'11 just take the call.
8 Choose the correct future forms to complete the
text. In some cases both options are possible.
11'm just going to wait / I'm just waiting a few
moments for everyone to arrive ... OK, I'm aware
of the time so7 I'm beginning I I'll begin now.
Hello everyone and thank you for coming today.
3 Гт about to speak / I’m going to speak for about
thirty minutes and then I hope there
•’ will be / might be time for questions at the end.
And my colleague, Liesel Babel, s is going to talk /
is talking this afternoon in the green seminar
room about appropriate technology. 4 think
you'll find! you're about to find her session useful
because7 she’ll speak / she's going to speak about
her experience in the field, working on various
projects in Africa. OK,8 I'm going to show / Гт
showing you a short film now, so could someone
at the back please turn tire lights down?'
Work in pairs. Act out these conversations,
putting the verbs in brackets in an appropriate
future form. Then listen and compare your answers.
1
A: What (you / do) this w’eekend?
B: I'm not sure, but we (go) to the seaside if the
weather stays nice.
A: Sounds like a good plan. We (just / stay) al
home and relax.
2
A: I (go) shopping for a wedding dress on Saturday.
Jen and I (travel) up to London to choose one.
B: How exciting! (you / show') it to anyone else
before the wedding?
A: I (let) you see it, if you want.
3
A: (you / help) me move this table? It (not / take) a
moment.
B: Sure. I (just / finish) writing this email.
4
A: Have you started your new job yet?
B: No, but 1 (start). Next Monday is my first day.
A: Good luck. I'm sure you (be) fine.
5
A: Another rise in the population, 1 see! Do you
think it (just / carry on) going up?
B: No, I think at some point soon it (probably /
reach) a peak.
Speaking my life
10 Work in pairs. Have conversations like the ones in
Exercise 9, using future forms. Talk about:
• your plans for the w'eekend.
• something you intend to buy.
• a favour you want to ask.
• a change in your life coming very' soon.
• a prediction about the population.
3b Just press 'print
3
Look al th<* questions about 3D
metal
nylon
4
c a pair of shoes
5
f
a screen
4
What 3D-printed objects did tin*
Do you know what 3D printing is and what it is used for?
2 Have you ever seen or used a 3D printer? If so, give details.
► 26
► 26
a shirt
a box
6
7
brick
leather
wood
1
2
3
c
d
speaker mention? Make a list. Phen
listen again and check your list.
printing. Then listen to an interview
from a radio programme and make notes
about the answers to these questions.
vocabulary materials • listening 3D printing • wordbuilding compound nouns (noun + noun)
grammar future continuous and future perfect simple • speaking the future
plastic rubber
cardboard concrete cotton glass
Vocabulary materials
1 Look at the words in the box. Choose (at least) two materials
that you would expect each of the items (a f) to be made ol.
I hen compare your ideas with a partner.
a chair
b a wall
Listening
2 Work in pairs. Answer the questions.
What is a 3D printer?
How is it similar Io an ink-jet printer?
How do the layers of printed objects
stick together?
What are its advantages over
traditional construction?
What's the most amazing thing 3D
printers can print?
What are its disadvantages?
Where will 3D printing be fifteen
years from now?
1
Wordbuilding compound nouns
► WORDBUILDING compound nouns (noun + noun)
We can use two nouns together to form a compound
noun with a new meaning.
light switch, glasses case
For further practice, sec Workbook page 27.
5 Look at the wordbuilding box. Use a noun from
box A phis a noun from box В to make compound
nouns to describe useful objects.
can coat coffee
credit cup
phone printer
replacement
□ card cartridge
charger cup
holder hook
key opener
6 What other compound nouns can you make using
a noun in box B, e.g. bottle opener?
Grammar future continuous
and future perfect simple
► FUTURE CONTINUOUS and FUTURE PERFECT SIMPLE
Future continuous
A Dutch architect is currently printing a house in
Amsterdam. He thinks in the future his firm will be
building a lot of houses this way.
Future perfect simple
Now 3D printers are expensive But in ten years' time the
cost will have come down a lot.
For further information and pract ce. see page 160
7 Look at the grammar box. Choose the correct
options to complete these statements.
1 The future continuous is used to describe
a completed action /an action in progress at or
around a certain time in the future.
2 The future perfect simple is used to describe an
action completed before / after a certain time in
the future.
8 Which future forms did the speaker use? Complete
the sentences using the future continuous or the
future perfect simple.
I Some printed body parts, like new 3D-printed
ears, already exist, but I expect twenty years
from now scientists_____________________ (make)
all kinds of body parts.
2 Fifteen years from now a lot of people
(already / buy) their own
3D printer.
3 In fifteen years we (make)
parts for things at home that have broken or
can't easily be replaced.
4 in fifteen years we
(all / forget) what life was like before 3D
printers existed.
9 Complete these predictions about 3D printing.
Use the future continuous and the future perfect
form of the verbs.
Before long every child in the West
(learn) how to use a 3D
printer by the time they leave school. Many of
them 2 (wear) clothes they
have designed and printed themselves. People
also expect there to be huge growth in 3D food
printing, allowing us to create new, healthier foods.
In the future . (eat)
things like insects without realizing it, because
food manufacturers4 (find)
ways to make them look like something else.
Some people think 3D printing will change our
standard of living completely. They say that because
the cost of a 3D printer ’
(come) down so much, ten years from now, people
6 (make) all sorts of things for
themselves that they couldn't afford to buy before.
But others are worried. They think 3D printing will
need to be regulated. Otherwise, very soon people
(try) to print things like guns
using instructions on the internet.
10 Check your answers to Exercise 9 with a partner.
Do you agree w ith the predictions? Which do you
think are the most positive developments? Why?
Speaking my life
11 Write questions to ask your partner about their
future. Use the future continuous or the future
perfect. Then work in pairs and take turns to ask
and answer the questions.
1 How many more yean, do you think you /
study / English?
How many more years do you think you'll be
studying English?
2 What things do you hope you / achieve I by
the end of this year?
3 What do you think you / do / in five years'
time?
4 Ten years from now, which of your friends or
colleagues do you think / enjoy / the most
success in their careers?
5„ When do you think you / earn / enough
money to retire?
reading technology • critical thinking supporting examples • vocabulary describing technology
speaking technological solutions
3c Appropriate technology
Reading
1 What's your favourite device or piece of technology?
Why is it useful to you?
2 Work in pairs. Look at these devices from the article.
Then read the article and answer the questions.
a sewing machine a solar-powered lamp
a water purifier a central heating system
a machine for shelling corn
I In what country or situation is each device used?
2 What do the devices have in common?
3 Read the article again. According to the article,
what characteristics make technology 'appropriate'?
lick the correct ideas.
a it does not cost a lot
b it is easy for the user to understand
C it is only used in developing countries
d it uses very simple ideas
e it is good for the environment
f it is a new form of technology
g it does not upset people's way of life
4 Delete TWO words in each of these sentences to
make them true, according to the article.
I Gandhi wanted technology that would
improve the situation of rich and poor people.
2 Schumacher thought that the new technology
should always be developed for and by the
people who used it.
3 I he Swedish company lernhuset found a
way to cut the station's healing costs by using
people's body heat.
4 The engineers in Guatemala were successful
in trying to make the village women’s work
quicker and easier.
Critical thinking supporting
examples
5 Match the types of technology (1 4) with the
examples (a—d) which support them in the article.
1 cheap and eco-friendly - for developing
countries
2 cheap and eco-friendly - for developed countries
3 helping people to be independent
4 not appropriate to people's situation
a a bicycle
b a solar-powered lamp
c a central heating system
d a device for shelling com
6 Do you think the examples were effective in
supporting each point? Why? / Why not? Which
example of 'appropriate technology' in the article
appealed most to you? Why?
Vocabulary describing
technology
7 Complete the sentences with these adjectives to
show the meaning of the expressions in bold.
appropriate easy efficient little
longterm old recycled useful
I It's a very neat solution: both clever and
2 It's a time-consuming process. We need to find
a solution that's more..............
3 We don't just want a quick fix; we want a
solution.
4 Il's a handy gadget, much more
than an average penknife.
5 It's not cutting-edge technology, but often the
ways are the best.
6 It's essentially a labour-saving device; it makes
cutting up wood very
7 It's an environmentally-fricndly product
because it's made from........... materials.
8 It's an economical car. It uses very
fuel.
Speaking my life
8 Work in pairs. Complete sentences 1-8 with these
phrases. Then describe something you own using
the phrases. Ask your partner to guess what it is.
6 hours 6 people light and a little heat
only £1.90 only 2 kilos put up in a few minutes
solar power strong nylon
Product 1 Product 2
1 It can hold up to ... 5 II runs on...
2 It's made of... 6 11 lasts up to .
3 It can be... 7 It costs...
4 It weighs ... 8 II provides ...
9
Work in groups. You are going to take part in a
competition for the best appropriate technology
product. Follow the instructions on page'153.
Appropriate technology
Maya women chatting as they shell
corn, Yucatan State, Mexico
my life
► PREDICTIONS ► THE FUTURE TECHNOLOGICAL SOLUTIONS ► PROBLEMS
► SHORT EMAIL REQUESTS
Even if the term 'appropriate technology' is
relatively new, the concept certainly isn't. In the
1930s, Mahatma Gandhi claimed that the advanced
technology used by western industrialized nations
L did not represent the right route to progress for his
homeland, India. He wanted affordable technology
that would lead to greater social equality:
technology that could empower the poor villagers
of India and help them to become self-reliant.
His favourite machines were the sewing machine,
a device invented 'out of love', he said, and the
bicycle, a means of transport that he used all his life.
The term 'appropriate technology' was first used
by E.F. Schumacher in his famous book Small is
is Beautiful, published in the 1970s, to promote his
own philosophy of technological progress. Do not
start with technology and see what it can do for
people, he argued. Instead, 'find out what people
are doing and then help them to do it better'.
;o According to Schumacher, it did not matter whether
the technological answers to people's needs were
simple or sophisticated. What was important was
that solutions were long-term, practical and, above
all, firmly in the hands of the people who used them.
25 So 'appropriate technology' is technology
which suits the needs and abilities of the user
and also takes into account environmental and
cost considerations. For this reason, it is often
found in rural communities in developing or less
Ю industrialized countries. Examples include: solar-
powered lamps that bring light to areas with no
electricity and water purifiers that work simply
by the action of sucking through a straw. But the
principle of appropriate technology does not only
35 apply to develop ng countries. It also has its place
in the developed world. For example, a Swedish
state-owned company, Jernhuset, has found a
way to use the energy produced each day by the
250,000 bodies rushing through Stockholm's central
train station. Their body heat is absorbed by the 40
building's ventilation system, then used to warm
up water that is pumped through pipes and heats
a new office building nearby. It's old technology -
a system of pipes, water and pumps - but used in
a new way. And it is expected to bring down 45
central heating costs in the building by up to
twenty per cent.
Finally, appropriate technology needs to be
culturally appropriate: in other words, it needs to
fit in with people's customs and social practices. so
This cannot always be guaranteed, as in the case
of a device for shelling corn developed to help
women in a Guatemalan village. Some engineers
who were visiting the village observed how
labour intensive and slow it was for women to 55
shell corn by hand. So they designed a simple
mechanical device to do the job more quickly,
thinking this would be welcomed by the women.
The new device certainly saved time, but after a
few weeks the women returned to the old manual co
method. Why? Because they enjoyed the time they
spent hand shelling: it gave them an important
opportunity to chat and exchange news with each
other. It is exactly this kind of sensitivity to what is
appropriate that Gandhi and Schumacher, in their 65
different ways, were trying to highlight.
self-reliant (adj) /self ri'laiant/ able to manage without
the help of others
straw (n) str.?: a tube used for sucking uquids
suck (v) члк to draw into the mouth by inhaling
real life dealing with problems • pronunciation stress in two-syllable words
3d I can't get the TV to work
Real life dealing with problems
5 Pronunciation stress in two-syllable words
1 What things can cause difficulties or problems for
people when staying in a hotel room? Here is the
most common complaint. I low many more can
you think of?
Noise from traffic or other guests
a
2 Work in pairs. Match the two halves of each sentence
to make eight common problems in hotel rooms.
I I can't connect to
2 There's no hot
3 The basin
4 I can't seem to adjust
5 There's a loud noise
6 The remote control
7 The main light
8 I can't get the door
a
b
c
d
e
f
g
h
the air conditioning,
for the TV doesn't work,
is flickering on and off.
the internet in my room,
to open with this key.
coming from the fridge,
is blocked.
water in my room.
► 29
Listen to these two-syllable verbs and nouns.
On which syllable does the stress fall in each word?
Which words do not follow the rule?
Verbs
adjust believe connect forget open
repair suggest
Nouns
basin bathroom control cupboard
mirror signal window
► 30
Work in pairs. Look at these other verbs and
nouns. Where do you think the stress falls in each
word? Listen and check.
► 28
You will hear three conversations in a hotel
between guests and a receptionist. Complete Ihe
table.
Conversation Problem Resolved? Yes / No / Partly
1
2
3
► 28
Look at the expressions for dealing with
problems. Then listen to the conversations
again and mark which phrases you hear. Write
( I (guest IG2(guest ?i.G3(guest3)orR
(receptionist) next to the expressions you hear,
according to who said them.
► DEALING WITH PROBLEMS
Asking for help
Do you have any dea how I can turn off the ...
Can you tell me how to ...?
I don't know if it's just me, but...
Explaining problems
I can't seem to open / turn on / connect (to) the ...
I can't get the ... to work / open / switch on.
The won’t close/open/work.
The... is broken/blocked/stuck/faulty.
There's no ... in the room/bathroom.
There's a lot of noise / a bad smell coming from ...
Responding to a problem
Have you tried turning/putting/swirching ...?
I’ll send someone to look at it.
I'm afraid there's not much I can do about it.
OK. Thanks / I'll give that a try
carpet curtain entrance intend manage
pleasure prefer provide replace shower
undo wallet wardrobe
6 Choose one of the problems in Exercise 2. Then
work in pairs. Act out conversations between a
guesl at a hotel and a hotel receptionist. Use the
expressions for dealing with problems to help you
Begin like this:
Receptionist: Hello. Is everything OK in your room?
Guest: Actually, no, it isn't.
40
my life
PREDICTIONS
THE FUTURE
TECHNOLOGICAL SOLUTIONS
PROBLEMS
3e Technical help
Writing short email requests
1 Match the emails (I-4) with the replies (А-D) and
put the correct name in each reply-1 low does each
person offer to help?
2 Writing skill being polite
a Underline the phrases used to make polite
requests in emails 1-4 and underline the polite
forms used to apologize in emails A-D.
Ь Answer the questions.
1 What is the relationship between each pair
of correspondents?
2 Which are big requests and which are
small requests?
3 Which phrases for requests and apologies are
only used formally? And informally?
3 Word focus out of
a Work in pairs. Underline the expressions with otd of
in the emails and discuss what you think they mean.
Then compare your answers with another pair.
Hello
I wonder if you can help me. I have an X3000 digital
camera that I bought from a shop in Oxford which has
since gone out of business The camera is great but I
have lost the user manual Could you please tell me
where I can find one7 I've looked on the internet, but
without success. Thank you Kate Winslow
Dear Sir/Madam
I bought a KJ450 printer from your online store three
months ago. but it is very slow. I would like to return
it and get a refund or an upgrade to a faster printer
Please can you advise me how to go about this? Yours
sincerely, Kevin Lyons
Thanks a lot for the advice with the car. I changed the
air filler and it's going much better. Just out of interest,
do you know what kind of oil is best to use with an old
car7 If so. can you drop me a line and let me know?
Cheers. Nathan
□ hri
Would you mind popping over to have a look at my
bike some time? It's making a strange noise. I'd be
really grateful Please don't go out of your way though.
Anytime in the next week or so is fine.
All the best, Sophie
b Complete these other expressions with out of using
these words.
date luck order practice time
1 I'd love to play tennis with you some time, but
I'm very out of , I'm afraid.
2 I'm afraid that printer is out of
you'll have to use the one in the next office.
3 This information is out of ..... -it's
got last year's figures on it, not this year's.
4 I'm sorry. We are out of . Let's
carry on the discussion tomorrow.
5 You're out of there. I’m afraid.
We sold Ihe last charger an hour ago.
4 Look at the following situation and write a short
email requesting help.
You bought two ink cartridges for your printer
online, but when they arrive you notice that the
best-before date on them has already passed. Write
and ask for replacements to be sent.
5 Exchange emails with your partner. Use these
questions to check your partner's email Then
write a reply to their email.
• Is the situation and the action demanded clear?
• Is the email in the correct register (formal or
informal) and polite in its request?
□
। So , I'd normally say yes. but I’m
going on holiday tomorrow for three weeks. Why not
take it to Michael's Cycles on the High Street7 They're
very good and not too expensive.
Dear
I am sorry, but an exchange is not possible (it is too
long after the original purchase date) and we only give
refunds in case of mechanical failure I am however
attaching some tips for you on how to make your
printer run faster I hope this helps. My apologies again
Davina Miles
Hi again,___________
I'm afraid I've no idea Try looking at the discussions
boards for your particular model on the internet I'm
sure someone'll know. Good luck
El
I regret to say that we only supply user manuals with
the equipment at the time of purchase However, you
can download one by following the link below. Kind
regards. Justine Bagnall
SHORT EMAIL REQUESTS
Before you watch
After you watch
1 What kind of things did you most enjoy doing
when you were five years old? fell your partner.
2 Look at the photo and the caption. What is a
prosthetic limb? What motor skills do you think
this prosthetic hand has?
6 Vocabulary in context
a
« 3.2
Wale h the c lips from the video. Choose
the correct meaning of the words and phrases.
b (. omplete the sentences in your own words. Then
compare your sentences with a partner
While you watch
< 3.1
« 3.1
You are going to watch a video about a new
technology that will help children with disabilities.
Watch the video and answer the questions.
1 What adjectives would you use to describe the
little girl, Charlotte?
2 What are the advantages of the 3D-printed
prosthetic limbs for Charlotte and her family?
Watch the first part of video (0.00-1.27)
again. Then answer the questions.
1 What surprises people about Charlotte,
according to her mother?
2 What does Charlotte say about needing help?
3 How does the presenter describe the prosthetic
limbs Charlotte has used up to now?
4 How does Charlotte operate the hook on her
prosthetic arm?
5 How much do new bionic hands cost,
according to her mother?
6 How often does Charlotte need a new
prosthetic arm? Why?
I Look at the sentences. Then watch the
second part of the video (1.28 to the end) again
and choose the correct options to complete the
sentences.
1 At a target price of £200 / £1,200, it's within
range of poor / normal families.'
2 'If 1 flex my hands / muscles, the hand in
response will open and close all of the fingers.'
3 First a 3D scan is made using a scanner / tablet
computer. Then a printer constructs it, bit by bit /
minute by minute.'
4 'At the moment, children are a bit under-served
by the robotics / prosthetics industry.'
5 'It's still at the prototype stage, but... for
Charlotte a moving / working hand is not far off
in the future.'
crude • . • r.ic and not made with tnu< h sk.ll
dexterity (n) -Irk stcrot ski in performing a task with the
hands
fme motor skills (n) (;nn nioutoir • skrlz •in.ill controlled
movements, like handling a spoon or paintbrush
meningococcal septicaemia (n) 'men.iiiil.v kokl .scpti scinio
о disease where bacteria poison the blood, often resulting
in disability
1 I'd say that my ... skills are on a par with ...
2 I recommend buying a ... They don't cost the
earth and they ...
3 It would be great if someone could custom
build a ... for me. Then I could ...
7 Work in pairs. Summarize the report about
Charlotte and the new 3D-printed prosthetic limbs
in your own words. Begin like this:
Charlotte’s a young girl who had an illness that affected
her limbs when she was younger. In spite of this, she ...
8 Work in small groups. Look at the photo and the
description of the device and discuss the questions.
1 What are the benefits of this kind of device and
who could they be most useful for (e.g. anyone,
children, old people, people with disabilities)?
2 What other things do you think these devices
could do to help people in the home?
3 Are there any disadvantages to using them?
If so, what?
Virtual voice assistants are machines that can both
hsten/understand and speak. They are connected
to your tablet or smartphone and they answer
commands and questions like 'Tell me the news
headlines' or Order a taxi for me to come in ten
minutes'. They can also be linked to devices in the
home, like the cooker, the front door lock or the
central heating system so that you can control them
with a simple voice command.
9 Work with a new partner from another group.
Do you use any similar 'voice assistant' technology
on your phone or tablet? When do you find it
mosl useful?
UNIT 3 REVIEW AND MEMORY BOOSTER
Grammar
Vocabulary
1 Choose the most appropriate verb forms to
complete the article.
4 Complete the sentences. You have been given the first
letter of each missing word.
1 It’s not c_____________-edge technology; it's a bit out
of d ...._ , really. But it's a great little phone
and the battery 1 up to 40 hours.
2 I see that because the car r on
electricity, not petrol, it's more e . But
just out of i , where do you recharge it?
3 I don't like electric food mixers. I know they're
I -saving, but I'd rather do it by hand.
4 It's a portable phone charger. It's a really
h_________________gadget and it only w_____________
130 grams.
5 If you're worried about needing extra luggage, this
travel bag is a n solution. It can
h up to 40 litres, but folds to the size
of an envelope.
the biggest problem we ' will face I are facing in the
next fifty years is global warming. Scientists predict
that by the end of the century temperatures • will be
rising I will have risen by 4U Celsius. And do you want
to know what single thing would solve this problem?
Well, ’ I'm going to tell / HI tell you. The invention of
a super battery. We already have ways to produce
electricity that don’t emit ССЪ, like wind and solar power,
but we have no control over when they are available.
You can't say to your family, 'Sorry, we * will have/ 're
having a cold meal tonight and no TV, because the
weather forecast says there5 will be / is about to be no
wind.' But if you had a battery that could store the energy
for later use, it would be different. Some think this
e might never happen / will never be happening, but others
are more optimistic. Llor Musk. CEO of Tesla, is confident
that this company ’ might/is going to produce such a
battery in the near future. In fact he believes the energy
storage market8 is about to boom / will be booming. If he’s
right. I, for one ’ will be celebrating / will have celebrated,
Irer ause it means we ' will be solving / will have solved
the greatest problem of our time.
5
2 What problem does the author think a super
battery can solve and how can it do this?
» MB
Answer the questions about the future
forms in the text. Then write two similar
questions to ask your partner.
I Can you find a future form that describes a
continuing situation in the future?
2 Can you find a future form that describes a
decision made at the time of speaking?
7
» MB
Look at these objects. Rewrite them next to the
material each one is more commonly made of. Then
compare your answers with a partner.
1 a glass sheet
2 a plastic wallet
3 a rubber floor
4 a brick window
5 a cardboard wall
6 cotton boots
7 a leather bottle
8 a concrete box
1 a cotton sheet
I CAN
talk about objects and materials
Real life
» MB
Put the words in the correct order. Then write
P next to the sentences that are said by the person with
a problem.
1 get / can't I the shower / to / I / work
2 you / have / turning / the thermostat / tried /
up / ?
3 to / connect / 1 / to / seem / the internet / can't
4 idea 11 / the I any / how / have / heating / can /
you / turn off / do / ?
5 that / 'Il / try, I thanks / I / a / give
6 me, / but / know / won't I the IV / just / I / it's /
work / don't / if
7 much / do I afraid / about / I'm / not I can / I /
it / there's
8 a / coming I bad / the bathroom / from / there's /
smell
» MB
Work in pairs. Use the problems in Exercise 6
and act out conversations asking for and giving help.
I CAN
use different future forms
use the future continuous and future perfect
simple
I CAN
ask for and give help with problems
Unit 4 Art and creativity
FEATURES
46
Work in pairs Look at these words about artists and performance.
Put them into three categories: who, what and where. Then write
four sample sentences describing who d<M*s what and when.*.
Look at the photo and the caption. What is unusual about
this artwork? Can you describe any other performance art you
have seen?
48
50
54
Reverse graffiti
Art that carries a message
All about Melbourne
Art anil culture in Australia's
second city
an actor an artist a band a
a classical concert a comedian
Why do we need
music?
I low music helps us
an exhibition a gallery
a musical
a play
a (night)dub
a gig
busker a circus performer
a concert hall a dancer
a live music venue
an orchestra a performance
Art for the people
A video about the work of
the graffiti artist Banksy'
a show the street a theatre
Who What Where
a dancer a performance a theatre
You can sec dancers give a performance in a theatre.
► 31
3
Listen to a conversation ah nil two people who are creative
in their free time. Answer Ihe questions.
I VVh.it does each person do as their normal job?
2 What creative thing does each person do and where do
th* \
4
Do you (or docb anyone in your family) do anything creative?
What is it? When and where do you/they do it? Tell your partner
my
AHI ANO MUSIC PARTICIPATION IN Illi ARTS MUSIC Pl AYUSTS IIKCS AND DISLIKES
hfe
AN ONLINE REVIEW
reading unusual street art • vocabulary art • grammar determiners • speaking art and music
4a Reverse graffiti
Reading
1 Is there any graffiti or street art where you live?
What do you think about graffiti in cities? Do you
think it improves or damages the appearance of
a town?
2 Look at the photo and title of the article. What do
you think reverse graffiti is? Read the article and
check your ideas.
3 Use the information in the article to complete these
sentences. Use one word in each space.
I Most city authorities say that graffiti is wrong
because it is done without .
2 Reverse graffiti works by cleaning away the
on walls.
3 The aim of the reverse graffiti artists is to
highlight the problem of in cities.
4 In removing soot from the car tunnel,
Alexandre Orion wasn't actually guilty of a
5 The only solution the Sao Paulo authorities
could think of was to clean everv _________________
4 Work in pairs. Cover the article.
Student A: Retell the story from Alexandre Orion's
point of view.
Student B: Retell Ihe story' from the city authority' s
point of view.
REVERSE GRAFFITI
► 32
Ilie idea of graffiti is to find a blank wall and spray paint
an image on it that expresses a particular message. Some
graffiti artists use pictures, some use words, some both.
But because the images are usually painted on walls
5 which the artist has no permission to paint on. the policy
of most city authorities is to remove such graffiti where
they find it (although they tend to leave it in certain places,
such as old industrial buildings which are going to be
demolished anyway).
i :j The principle of ’reverse graffiti', a growing movement
in the last fifteen years, is different. Reverse graffiti
artists lake a dirty wall and make images by removing
the dirt. Each artist has their own style but they all share
a common aim: Io draw attention to the pollution in our
is cities. Brazilian artist Alexandre Orion turned one of
Sao Paulo's many car tunnels into a rather scary' mural
by scraping away the dirt caused by pollution from cars.
Made up of white skulls, the artwork reminds drivers
of the effect that their pollution is having on the planet.
‘Every motorist sits in Ihe comfort of their car, but they 20
don't give any consideration to rhe cost that has for the
environment and ultimately for them too.' says Orion.
1Ъе city authorities in Sao Paulo were annoyed. Since
Orion hadn't committed any crime, they had only two
choices: lo remove the graffiti or to leave it. Either 2S
option seemed unsatisfactory, but in the end. they
decided that any graffiti was wrong and (hat (hey should
remove Orion’s work. In other words, they chose to
clean all parts of the tunnel that Orion had already
‘cleaned’. Encouraged by this, Orion continued making зо
reverse graffiti on both sides of die tunnel. The city
officials then decided to take drastic action. They not
only cleaned the whole tunnel, but also every' other car
tunnel in Sao Paulo.
Vocabulary art
► WORDBUILDING word families
When you learn a new word, try and learn other words from
the same family at the same time e.g. artistic, artwork
For further practice, see Workbook page 35.
5 Work in pairs. Complete the sentences using these
words and phrases related to art.
art exhibition art gallery artists artistic
artwork arty fine arts street art the arts
1 We went to sec a great at the
weekend in the new in town. It
was by a group of local_________________.
2 If you walk around the city, you will see lots of
camp ! . For example, the
station wall Ls covered with ______by
local graffiti artists.
3 * _ ____ ' is the term for painting,
drawing and sculpture, whereas the expression
' describes creative areas like
poetry, music and dance.
4 I'm quite an person in that I
enjoy going to see art, but 1 don't really have any
talent myself.
8 Choose the correct determiners to complete
this text about another 'reverse graffiti' artist.
The UK's Paul Curtis, known as 'Moose',
who works in Leeds and London, has had
some trouble with the authorities. He was
paid by ’ any / certain companies to make
reverse graffiti advertisements for their
products in I 2 3 4 either/ both cities. Leeds City
Council said, We view ’ all I each advertising
of this kind as environmental damage and
will take strong action against * some I any
company carrying out such campaigns.’ In
fact,5 no / any action was taken against the
companies, but Moose himself was ordered
to clean up the graffiti. But how was he
supposed to do this? By making6 all the I
the whole buildings he had cleaned with his
reverse graffiti dirty again?7 Most I Every
people agree that this would be a ridiculous
solution.
Work in pairs. Read the sentences about
art and discuss which determiners could go in
each space. Then listen to an interview with an
artist and complete the statements.
all any certain either no some
Grammar determiners
► DETERMINERS
- singular noun: each, every, the whole, either, neither
Each artist has their own style, but they all share a common aim.
~hey cleaned the whole tunnel.
Either option seemed unsatisfactory.
-* plural noun: all, both, most
The policy of most city authorities is to remove such graffiti
where they find it
* singular, plural noun or uncountable noun: any, no
he artist has no permission to paint on the walls.
- a plural or uncountable noun: all. certain, some
Some graffiti artists use pictures, some use words.
For further information and practice, see page 162.
6 Look at the grammar box. Then underline the examples
ot determiners in the article. What type of noun is used
with each determiner?
F Rewrite the sentences using the won! in brackets.
1 art should contain something
pleasing for the viewer.
2 Art should involve hard work
on the part of I he artist.
3 To be an artist, you need to possess
technical skills.
4 Art should make a social or a political point;
without message it's not true
. I.
5 The viewer shouldn't have to make
effort to understand a work
of art.
6 There is such thing as 'bad' art.
10 Work in groups. Discuss which of the
statements in Exercise 9 you agree with.
Speaking my life
11 Complete the sentences about art or music in
your own words. Then discuss your sentences
with a partner.
I Every motorist sits in the comfort of their car. (each)
2 Either option seemed unsatisfactory, (neither)
3 Orion hadn't committed any crime, (no)
4 They decided that any graffiti was wrong, (all)
5 They chose to clean all parts of the tunnel, (the whole)
6 In certain places, like old industrial buildings, they
tend to leave it. (some)
1 I like certain ...
2 Some ... is really difficult to understand.
3 Tastes in art? I don't have any ...
4 Both ... are musicians.
5 All ... should have free entrance.
6 At my school, we had no ...
7 Some people say that all ... is the same, but
I think that each ...
ART AND MUSIC
PARTICIPATION IN THE ARTS
MUSIC Pl AYLISTS LIKES AND DISLIKES
Ai
AN ONI INF REVIEW
listening what's on in Melbourne • grammar expressions of quantity • pronunciation weak form of
speaking participation in the arts
4b All about Melbourne
Listening
1 Work in pairs. Ask and answer
the questions.
1 What cultural or arts events
for visitors and tourists are
then* in your country?
2 Which events do you enjoy?
Is there an exhibition or
performance that you've
enjoyed recently?
3 What type of cultural
activities do you think
Australia offers visitors and
tourists?
► 34
Listen to a feature
about Melbourne on a weekly
radio programme. Answer the
questions.
I What is the main difference
between Melbourne and
Sydney?
2 What does Melbourne offer visitors?
3 W hat events do local people enjoy particularly?
5 Look at the granunar box. Which words or
expressions of quantity indicate:
► 34
Listen to the radio programme again. Are the
sentences about Melbourne true (T) or false (F)? Correct the
false sentences.
a a large number/amount?
b a small number/amount?
c neither a large or small number?
1 Melbourne always has sunny weallter and has many
places of natural beauty.
2 It is known as the architectural capital of Australia.
3 I he arts are enjoyed by a small number of art lovers.
4 Festivals in Melbourne only take place in the summer.
5 Melbourne's Formula I motor race and tennis
tournament an* world famous.
6 Not many visitors know about the local sports.
4 Would you like to visit Melbourne after hearing this radio
programme? What would you like to do there?
Grammar expressions of quantity
► EXPRESSIONS OF QUANTITY
+ plural countable noun: (not) many, (a) few. a (small/large)
number of, several
Several festivals take place in the winter months.
+ uncountable noun: not much, (a) little, a bit of. a large/huge/
small amount of
Cricket enjoys a huge amount of support.
♦ plural countable or uncountable noun: a lot of, lots of, plenty
of, loads of, a lack of, (almost) no, (not/hardly) any, some, enough,
the majority of
A lack of natural attractions has meant that Melbourne ...
6 Look at audioscript 34 on page 183. Find and
underline as many expressions as you can
that mean:
1 'many' or 'much'
2 'not many' or 'not much'
3 'some'
7 Choose a word to replace the underlined
words in the sentences.
a She has many friends.
b There is a lot of pollution.
с I don't have much time.
d There aren't many good shops.
e 1 have some ideas.
f Do you want some help?
For further information and practice, see page 162.
8 Look at these sentences. Is there any difference in
meaning between the words in bold in each pair of
sentences. Is there any difference in the way they
are used in a sentence?
1 a Melbourne has a few grey days a year,
b Melbourne has few’ natural attractions.
2 a There are hardly any tickets left for the
Australian Grand Prix.
b There are almost no bad coffee shops in
Melbourne
3 a There is a lot of information on what to do
in Melbourne on the website.
b There isn't much information about where
to eat on the website.
9 Choose the correct options to complete the sentences.
1 visit to the opera can cost much I a lot of money.
2 A reasonable number/amount of winter festivals
are free.
3 There is almost no /any rain in Melbourne at
Christmas time.
4 There are few/a jew tickets tor the tennis available
on the day - if you get there early.
5 We saw setvra/ / some interesting street art at the
Sweet Streets festival.
6 Almost // lordly anyone attended the afternoon
performance.
7 Most visitors show a little / little interest in
Australian Rules football - and why should they?
8 There aren't as many / much differences between
Melbourne and Sydney as people say.
10 Pronunciation weak form of
► 35
Listen to these phrases. Notice how of Ls
pronounced.
1 a bit of relaxation time
2 a lot of information
3 a huge amount of support
4 lots of people
5 a huge number of galleries
6 a lack of natural attractions
b Work in pairs. Practise saying these phrases.
• as a matter of fact
• just the two of us
• first of all
• most of the time
• in spite of that
• of course
• instead of me
• that's kind of you
Speaking my life
11 Work in pairs. Look at the infographic showing
Australians' participation in the arts. I hen complete the
sentences. Use one word in each space.
I Overall quite a lot of Australians take an
interest in the arts, and a small of them
also participate creatively.
of Australians read literature and a
of them also write creatively.
3 There is certainly not a of interest in the
visual arts, with a quarter of the population being
involved in some way.
4 Australians attend live performances
and ___ anyone said they never listened to
music.
5 Tlie main reason for not participating is having too
time. But the of money
it costs to be involved and not having
opportunities are also important factors.
12 Work in groups. Research how much your classmates
participate in the arts (both creatively and receptively)
and then report your findings. Follow these steps:
• Each group should research ONE of the following:
visual arts and crafts, theatre and dance, reading and
writing, music.
• Make questions about the items in the infographic.
• Circulate around Ihe class asking and answering
questions (get reasons for not participating).
• Work in your group again. Put your results together
and make conclusions, using expressions of quantity.
• Present your findings to the class.
A lot of students read books but very few do any cmitwe
writing.
anticipation by art form
Creative participation d Receptive participation
only (making and
doing) %
Music
Australi
33’h
►
54
PARTICIPATION IN THE ARTS
only (watching, reading,
etc.) %
d Both receptive
and creative
participation
MUSIC Pl AYLISTS LIKES AND DISLIKES
Participation in music:
Reasons for non-participation
Visual arts & crafts
Theatre & dance
Writing and books
It's difficult to find the time
I'm not really interested
d It costs too much
d There aren’t enough
opportunities close
to where I live
ART AND MUSIC ►
71У 1 6 AN ONLINE REVIEW
reading how music helps us • critical thinking identifying opinions • word focus spend • speaking music playlists
-I
4c Why do we need music?
Reading
1 Write down the names of two of your favourite songs
or pieces of music. Then work in pairs and answer
the questions.
I What kind of music is each one: pop, traditional/folk,
classical, rock, R&B/soul, hip-hop, etc.?
2 W'here and when do you usually listen to this piece
of music?
3 Why do you particularly like this piece of music?
2 Look at the title of the article. Do you think we need
music? Why? / Why not? Then read the article and
compare your ideas.
3 Cover the article. Work in pairs and see how many of these
details you can remember in three minutes. Then compare
answers and see which pair remembered the most.
I how much time we spend listening to music
2 what 'mothercse' is
3 why we listen to sad songs when we are sad
4 what rap music around the world is about
5 how music is like language
4 Look at I he expressions in bold from the article and choose
the correct meaning. Look at the article again to help you.
1 music has the power to excite or soothe us (line 12)
a calm b inspire c please
2 can give you goosebumps (line 16)
a a feeling of pride b a feeling of excitement
c a feeling of sadness
3 sad music seems to help us regulate negative feelings
(line 26)
a prevent b get rid of c control
4 western pop music follows very different patterns to
traditional Chinese music (line 44)
a repeated structures or forms
b musical rules c historical influences
5 we've made a kind of intellectual conquest (line 53)
a victory b progress c solution
Critical thinking identifying opinions
5 Read the article again and look at these opinions. Whose
opinion are they: the author (A), Valorie Salimpoor (S) or
an unknown source (U)?
I Music is not something we need to survive.
2 Music stimulates us emotionally and intellectually.
3 We listen to sad songs because it helps us feel someone
is sharing our sadness with us.
4 Music can make a verbal message more powerful
5 Music stimulates us intellectually because we use our
brains to predict the direction of the music.
6 Music satisfies key human needs.
6 Answer the questions. Then discuss your
answers with a partner.
Which of the opinions in Exercise 5:
a are supported by clear evidence in
the article?
b need more evidence to be convincing?
c are convincing because they reflect our
experience?
d summarize the main argument of
the article?
Word focus spend
7 We use spend w ith expressions of money
or time as in 'We spend a fifth of our
waking lives listening to music.' Complete
these sentences writh the correct word
(money or lime).
1 He spends like there's
no tomorrow.
2 It was great to spend_
together and catch up on news.
3 How do you like to spend your free
4 In business, you've got to spend
to make
5 We all need to spend
alone sometimes.
8 Complete these sentences in your
owm w'ords.
1 1 spent hours trying to ...
2 I've spent a fortune on ...
3 Once I spent a night in ...
4 I don't spend a lot on ...
Speaking my life
9 Imagine you are making a playlist for the
following situations. Think of one song
or piece of music for each situation. Then
compare your list with two other students.
Say why you think each piece of music fits
the situation. Did you choose similar or
different songs for each situation?
• studying
• doing exercise at the gym
• driving
• for a friend who is feeling sad
• eating at a restaurant
• doing the housewrork
WHY DO WE NEED MUSIC?
► 36
Humans, on average, spend a fifth of their waking
lives listening to music. It is deeply rooted in all
cultures across the world and yet, unlike food or
shelter, it is not something we actually need in
5 order to survive. So, why is it so important to us?
Valorie Salimpoor, a neuroscientist at Montreal’s
McGill University, who has researched the effects
of music on the brain, believes that the answer lies
in music’s ability to stimulate us both emotionally
and intellectually.
On an emotional level, music has the power to excite
or soothe us and it can do this more effectively than
any other way humans have come up with so far. Think
how a rousing theme for example, the Welsh national
т anthem sung by 70,000 rugby fans before a match - can
give you goosebumps. Or how a calming lullaby can
stop tears or help babies to sleep. The musical way of
speaking to babies, known as 'motherese', is a feature
of every culture around the world.
к Music produces emotions that we immediately feel and
understand, but that we find difficult to explain. Why,
for example, do we like listening to sad songs when we
nave experienced loss or are feeling down? You would
magine they would make us feel even more unhappy.
к But actually sad music seems to help us regulate
negative feelings and even lift us out of them. Some
oeople say the reason is a sense that someone else is
sharing our loss with us; others say we are comforted by
I xnowing that someone is suffering more than we are.
я 3ut no-one really knows the answer.
Music's emotional power also comes from the fact
that it can make a verbal message stronger. Rap and
hip-hop began in America as songs with a social message:
they described life for people who lacked the same
opportunities as the rich. These days, most commercial
hip hop artists in America rap about the things that fame
and money have brought them, but in other parts of the
world, rap music is still a powerful tool for expressing the
injustice that people in poor communities feel.
On an intellectual level, Salimpoor says that music
challenges our brains to understand and recognize certain
systems and patterns. Just as with languages, music has
patterns that are culturally specific. Western pop music,
for instance, follows very different patterns to traditional
Chinese music. But when we figure out how a new system
works - in other words, when we 'understand' the music
and are able to predict the direction it will take we find
this incredibly rewarding, intellectually. We experience
exactly the same satisfaction when we begin to
understand a new language and its patterns. Interestingly,
says Salimpoor, we enjoy new music most when it moves
in an unpredictable, but still understandable, direction.
In that situation, she says, 'we’ve made a kind of
intellectual conquest'.
Humans have various needs - physical, emotional and
psychological and while music may not fulfil the first,
it clearly plays an important role in satisfying the others.
You probably didn't think of this when you first heard
your favourite song, but perhaps it explains why you have
listened to it so often since.
35
40
45
50
55
► ART AND MUSIC ► PARTiCIPAT
► AN ONLINE REVIEW
4d Personal tastes
Real life describing likes and dislikes
1 Do you like musicals? Why? I Why not? Which ones
have you seen? Did you see them live or on film? Tell
your partner.
4 Pronunciation disappearing sounds
a
2 1 Sfeil Listen to a conversation in which Tom and his
friend Jake talk about the musical The Lion King. Complete the table.
Like (✓) Dislike (X)
musicals in general
the visual effects
Disney comic characters
this production of The Lion King
the music
Elton John
cost of tickets for musicals
► 37
Listen to these words from the
conversation. Underline the disappearing
sound, the part of the word that is
not pronounced.
► 38
different everyone generally
Underline the disappearing sound
in each of these words and practise
saying them. Then listen and check if you
were right.
► 39
beautifully chocolate comfortable
interesting medicine ordinary secretary
5 Read the sentences. Cross out the option
which does NOT fit in each sentence.
Look at the expressions for describing likes and
dislikes. Which expressions did Tom and Jake use to
express each like and dislike? Listen again and check.
► DESCRIBING LIKES AND DISLIKES
Do you like...?
Positive
Yes. a lot. I Yes, very much.
Yes. ... is great/brilliant/
amazing.
I love ...
I'm quite keen on ...
I'm a big fan of...
I'm really into ...
I've got a lot of time/respec t
I could watch / listen to ...
all day.
Negative
Not really. I Not particularly. /
Not especially. / Not very
much.
No, it's not my kind of thing.
I'm not really a fan of...
I’m not so keen on ...
doesn't really do anything
for me.
I can't bear...
... get(s) on my nerves.
I get a bit tired of...
I I'm not a bit I especially / wry keen on
romantic comedies.
2 I'm afraid I get a bit I very much I wry tired
of reality TV shows.
3 I never feel especially I particularly / rather
inspired by science fiction books.
4 I'm not really I wry /especially a fan
of musicals.
5 Jazz music doesn't so / really /particularly
do anything for me.
6 I'm afraid opera gets on my nerves a hit /
rather / especially.
6 Think of <i musical, play, film, concert, I V
programme or exhibition you have enjoyed
recently. Then work in groups. Describe your
choice to the group and compare and discuss
your likes and dislikes. Use the expressions
for describing likes and dislikes to help you.
ART AND MUSIC PARTICIPATION IN THE ARTS MUSIC PLAYLISTS ►
AN ONLINE REVIEW
LIKES AND DISLIKES
4e You've got to see this
Writing an online
review
1 Read the online review of an
exhibition by a recent visitor to
Ixmdon. Would you follow their
recommendation? Why? /
Why not?
2 Answer the questions. 'I hen
compare your answers in pairs.
I I low are the following themes
organized in the review? Put
them in order (1-5).
• the author's
recommendation
• an introduction
• the content of the exhibition
• the occasion of the visit
• the details of where and
when it is on
2 What information about the
event does she include?
3 Would you describe the tone
of the review as personal
or impersonal?
3 Writing skill personalizing
your writing
Work in pairs. Look at the features
of personal and impersonal
writing. Find examples of personal
language in the review.
Personal tone
• use active verbs
• use contracted forms
• use phrasal verbs
• add personal details
• use conversational linking
phrases (e.g. u'/ad's wore)
• share you r f eel i ngs
Impersonal tone
• use passive verbs
• use uncontracted forms
• use formal verbs
• avoid personal information
• use formal linking phrases
furthermore}
• be objective in your judgements
LL-L http/Avww. travekeviews.com
Travel
fine that t's always worth checking out the parks when you vise a
foreign city: as well as providing a welcome oieak, they can contain some
very interesting surprises. Last week, absolutely exhauslec from visiting
two museums and too tired even to think about shopping anymore, ту
boyfriend and I took a walk in Kensington Gardens. I was so glad we did,
because otherwise we'd have missed Anish Kapoor s ~irrpr sculptures.
The-e are four of them and rather than look oui of place as so many
mooer-i sculptures can do. they really worked with ther su~ou ridings.
1 ne sky mirror, as its name suggests, is placed at an angle to 'eflect the
changing sky. Another. Red Mirror, is also directed al the sky, sc that you
see the sky’s reflection, but this l ine with a red tin*. I ne ore I Iked best
was the C curve, a convex minor that makes you see everything upside
down. It was so funny to watch dogs and chilcren approach t, trying to
work out what they were looking at.
The secret of this exhibition's success is that r makes you appreciate
wnat is already a really delightful park even more. It wi I ba on until 30th
March and. if you are in London. I'd definitely recommend taking the time
to go and see it for yourself And by the way. it's free!
4 Write a personalized review of something you have seen and
enjoyed for a What's on website. Write 150-180 words.
5 Exchange reviews with a partner. Compare what you have
written. Use these questions to check your partner's review.
• Does the review include all the items described in Exercise 2
in their correct order?
• Does it feel like a friendly and personal recommendation?
• What features has the writer used from Exercise 3 to give
this impression?
• After reading the review, would you want to go and see
this event?
ART AND MUSIC PARTICIPATION IN THl ARTS
MUSIC PLAYLISTS LIKFS AND DISLIKES
53
AN ONLINE REVIEW
Before you watch
1 Look at the photo and caption. Then read the
background to the video below. Explain to your
partner in your own words what GCHQ does.
Background
The video is about an artwork in Cheltenham in
the UK. Cheltenham is home to GCHQ, the British
Government Communications Headquarters.
GCHQ is a government agency that checks
communication on the internet and other
electronic media to protect national security.
2 Key vocabulary
a Read the sentences. The words in bold are used in
the video. Guess the meaning of the words.
1 You don't see many public phone booths these
days, because most people have mobile phones.
2 There is a campaign by local residents to stop
the authorities turning the park into a car park.
3 James Bond is probably the world's most
famous spy.
4 They removed the carpet to expose the
beautiful wexxien floor underneath.
5 I bought this table at an antiques auction.
No one else was interested so I got it for $20.
6 We wanted to thank Ihe person who
gave us the money, but they wished to
remain anonymous.
b Match tlie words in bold in Exercise 2a with these
definitions.
a to reveal or show something which is hidden
b small enclosed compartments or cubicles
c when the name ot the person (who did or said
something) is unknown
d a sale where the item is sold to the person who
offers the most money
e a person employed to secretly collect
information (often for their government)
f a series of planned actions to achieve a
particular goal
While you watch
You are going to watch a video about a
public work of art. Watch the video and answer
the questions.
Read the statements. I hen watch the
video again and choose die correct options to
complete them.
1 The man at the beginning of the video is trying
to remove I put on boards that cover the mural.
2 The mural tries to make a serious /funny point
about GCHQ and government surveillance.
3 The owner of the building wants to sell I move
the mural.
4 The mural will go to a local gallery / wherever Ihe
collector decides.
5 Local campaigners want it to stay because it is
about Cheltenham / an important issue.
6 One resident believes that people should /
shouldn't pay to sec it.
7 Another Banksy mural in London /Cheltenham
was sold for £750,tXX).
8 Banksy himself is / isn’t involved in the debate.
After you watch
5 Vocabulary in context
Watch the clips from the video. Choose
the correct meaning of the words and phrases.
b Work in pairs. Complete the sentences in your
own words.
1 There has been a lot of protest about...
2 My ideal place to live would be ...
3 My favourite discount store is ...
6 Work in groups of three. Act out two short
interviews about the Banksy mural.
Student A: You are the news presenter. Ask each
resident questions about what they think of
the mural.
Students В and C: You are residents of the town.
Answer the presenter’s questions.
7 Work in small groups. Your town or city would
like to commission an artwork that would a)
improve the appearance of an area in the city
centre; b) be fun; and c) attract visitors.
• Discuss what kind of artwork you would like
to have.
• I )ecide who you would like to make the artwork.
8 Exchange your suggestions from Exercise 7 with
another group and evaluate their ideas.
1 Where is the work of art and what is around it?
2 What is it a picture of?
3 Who are die people you see in the video? What
do they want?
4 What is the other work of art you see by the
same artist?
elusive (adj) ,Tlu:siv/ difficult to find or catch
epitomize (v) i pitamaiz? to sum up perfectly, be a per fect
example of
scaffolding (n) ''sk;rt\xil<hi| a metal and wooden structure
for workers to stand on when repairing a building
surveillance (n) s.ifo'verbns the act of watching very closely
UNIT 4 REVIEW AND MEMORY BOOSTER
Grammar
Vocabulary
1 Complete the text about the I .dinburgh Festival
Fringe using these words.
a few a lot both every lack no
many much number whole
The Edinburgh Festival Fringe is the world's largest arts
festival. It takes place ’ _________year in August and for
the: __________month the city is taken over by actors,
street performers, comedians, artists, musicians, etc. There is
certainly no2 * * 5_ of vanety. The festival attracts a
huge4 ____of visitors from all over the world and
two million tickets are sold for over 2.000 different shows
The tickets don't costs ____________- £10 or £15 typically -
but if you go to6_____________of shows, then the costs can
add up.
______________artists just come to perform for the fun of it.
but • are young performers hoping that this
will be their chance to be noticed by cntics and producers.
The festival has launched the careers of several famous
actors and comedians, but there is *_ guarantee I
of success.10_______ the famous and the unknown
can succeed or fail.
2 Are these statements true (T) or false (F)?
1 It's cheap to visit the festival even if you see a
lot of performances.
2 The Edinburgh Festival has a mixture of
amateur and professional artists.
3
» MB
Make Iwo sentences about a festival in
your country using at least one of these words
or phrases in each sentence. Then rewrite the
sentences with the words from the box missing.
Ask a partner to guess what tire missing words are.
amount any each enough a little
loads of most several the whole
I CAN
им; determiners
use expressions of quantity
4 Match each person or performance with a place Io
make six pairs of words. Use one place twice.
an artist a busker a concert hall
a gallery a gig a live music venue a musical
an orchestra a play the street a theatre
5
» MB
Work in pairs. Describe the type of art or
artist that you sec in each photo. Add any details
that you can remember (what, where, who, etc.)
» MB
Work in pairs. Each write down as many
6
words or two-word phrases as you can from the
root word art. Then compare your lists.
I CAN
talk about art and artists
Real life
7 Complete the exchanges. Use one word in each
space.
A: Do you like watching live comedy?
B: No, not' . It doesn't really do
for me.
C: I'm not so ’ on this music. Can I
change radio station?
D: Sure ... it's not really my ‘. of
___either.
E: I’m a big * of Kurosawa's films.
F: Me too. I have a lot of7 * .. for him.
G: Don't you * tired 9
watching musicals?
H: No, I could watch them 10 ... day.
G: Really? I couldn't. They really get on my
ti
8
» MB
Work in groups. Use the lirst four words of
each exchange in Exercise 7 Io begin a conversation
about TV programmes that you like and dislike.
I CAN
describe likt»s and dislikes
Unit 5 Development
58
Listen to someone describing the development.
60
3
□ add to and improve
62
improve
thrive
66
4
Listen again. Tick the verbs in box A from Exercise 3
5
A HAPPY SOCIETY STAGES OF LIFE LOCAL AMf NITIES
S7
my
► 40
► 40
be good for
get bigger
make better
Look at the photo and the caption. How will this development
benefit people? How will it affect the landscape and the lives
of people living there? Give reasons.
that the speaker used. What did the speaker use each verb to
talk about?
do well
help to increase
□ benefit boost
enhance expand
The teenage mind
Ch i Id hood development
The Kerala model
Social development in
southern India
Scandinavian
mega-bridge
A video about the
construction of the
Oresund Bridge
Compare what they say with your answers in Exercise 1.
Look at these verbs. Match the verbs in box A with expressions
with a similar meaning from box B.
|| l| T L
The Belo Monte hydroelectric dam complex, Para, Brazil.
ES - f f •. * it! •. ' *
From reality to fantasy
The building of Dubai
Think about your own personal development and the
development of the place you live. Describe something that:
• has boosted your confidence at work or in your studies
or hobbies.
• has benefited the local economy.
• has enhanced the quality of life in your country.
• is thriving in the city or region where you live.
vocabulary urban features • reading urban development in Dubai • grammar verb + infinitive or -ing •
speaking changes in your town
5a From reality to fantasy
Vocabulary urban features
1 Work in pairs. Match words in box A with words in
box В to make as many urban features as you can.
Then check your answers on page 153.
□ apartment bus business car city green
high-rise leisure luxury office pedestrian
railway residential shopping town
□ area apartments block building centre
hall mall park station space zone
2 Which features in Exercise I docs your town
or city have? In your opinion, which does it
have too many of? And not enough of?
Reading
3 Work in pairs. Look at the photo taken in
Dubai. Discuss the questions.
1 Where was the photo taken from?
2 What can you see below?
3 What do you know about Dubai?
FROM
TO
► 41
in ri ding (the 828 metre
Rurj Khabfa) tire world's
biggest stropping
rial and trie world's
largest motorway
rrtersection I Ie helped
ii'l e Dubai become the
shopping cap.tal of ’1ч?
Middle Last.
I here once was a sheikh with nig dreams. I is land was
a sleepy village occupied by pearl divers, fishermen and
traders. A small river ran hrough Ihe village to the sea
and it was here that Sheikh Hashid t.xn Saeed a Maktoum
imagined building a gateway to rhe world. Rut ho coj d rot
afford Io make his dream a reality. So in ' 959 lx? asked a
neighbour lo lend him many m lions or dollars. Ho made the
river w dor, built mads, schools and nomes. I Ie buit if, and
the people Game.
I hen it was his son's turn to carry on developing his
tattler's vision. Sheikh Muhammed bin Hasnd al Maklour
transformed Dubai eto an air conditioned ’arr.asy work:
of nearly three million people. No project seemed to txi
too ambitious for him. Ho built Inc wood's tallest high-rise
Dubai attracts more than three million tourists a year, some
ot whom have second homes Ibero. Its most famous
landmark, Ihe Ри n Jumeirah, an artificial island built in Iht?
shape of a palm Irei?, provides holiday villas tor the rich
and famous. I he financial crisis ol 2008 made people feel
nervous about investing trocausc they risked losing money.
So. V a tew years. Dubai tailed to sell many ot its new
luxury apartments. But more recently, property in Uuba has
boon increasing in value again and it has boon easier to gel
people to г-vest.
The rest of the word watches with a mixture of wonder ano'
suspicion. Is this a model that people want to copy? Or do
they ix that Dubai has chosen to reject its heritage and
instead become the Las Vegas of t ie Middle Last?
4 Read the article and answer the questions.
I What was Dubai like about sixty years ago and
how has it changed?
2 What world records does Dubai hold?
3 Who is Dubai attractive to, according to the
author? Why?
4 How does the rest of the world feel about
Dubai, according to the author?
5 Would you like to visit Dubai? Why? /
Why not?
Grammar verb + infinitive or -ing
► VERB + INFINITIVE or -ING
verb <*• to + infinitive
He could not afford to moke his dream a reality.
verb -t- object + to + infinitive
He asked a neighbour to lend him some money.
verb + object + infinitive
The financial crisis in 2008 made people feel nervous
about investing.
verb + -ing
Sheikh Rashid imagined building a gateway to the world.
For further information and practice, see page 164.
5 Look at the grammar box. Read the article again
and underline more examples of the patterns from
the grammar box. Find:
1 four more verbs + lo + infinitive.
2 one more verb + object + to - infinitive.
3 one more verb + object + infinitive (without to).
4 two more verbs + -mg.
6 Complete the facts about Dubai. Use the correct
form of the verbs.
1 The population of Dubai grew from half a
million in 199(1 to 1.5 million in 2008 and has
kept on (grow) to this day.
2 Sheikh al Maktoum decided
(make) Dubai the region's most important
financial centre.
3 Attracting foreign banks and companies
involved ______(reduce) taxes for
companies and individuals.
4 The expansion of the airport has allowed
(Dubai / become) the third
busiest international airport in the world.
5 If you like (shop), Dubai has
over seventy shopping malls to choose from.
6 By planting 10,(X)() trees a year, the city planners
have managed _____(create)
many green spaces.
7 The Dubai authorities let
(its police / drive) cars like Lamborghinis and
Ferraris so that they can stop other supercars
when they are speeding.
8 In Dubai, they enjoy (build)
spectacular facilities, like an aerial tennis court.
7 Complete the sentences in your own words. For
sentences 14 use appropriate verbs. For sentences
5-8 use appropriate verb patterns. Then compare
sentences with your partner.
1 1... working late in the week, but I hate having to
work at weekends.
2 I... to get two tickets for the theatre tonight. Would
you like to come?
3 She ... to help me, but 1 told her that 1
could manage.
4 I... to get the job I wanted, but I'm going to ...
looking.
5 I like.., because it helps me ...
6 I've decided ... because I don't want to risk ...
7 I'm not going to carry on ... because I can't afford ...
8 Were you allowed ... when you were young? My
parents didn't let me ...
8 Complete the description of a redevelopment of a
city centre using these verbs.
afford allowed avoided considered
decided involved let needed seemed
suggested
There used to be a lovely residential area in the
city’ centre, but in the 1960s the local authority
to redevelop it as a shopping district.
This2 kntx king down all the houses and
building huge car parks to create space for shoppers
from out of town. What's strange is that no one
opposing the idea at the time. Even
the residents4 to accept that the area
to be modernized. If you 6 7....
turning houses into shops on such a big scale today,
you wouldn't be to do it. The result
was that we8 them spoil the character
of the centre. People shopped there in the day but at
night everyone 9 going there because of
dnig dealing and crime. Now, fifty years later, the local
authority is building houses there again, but rents are
so high that ordinary people can't10 to
live there.
Speaking my life
9 Write a similar description of an area in your town or
city that has changed in your lifetime. Try and use at
least four of these verbs.
afford allow avoid consider decide
fail involve make manage propose
seem suggest want
10 Work in pairs. Tell your partner how this area has
changed and if you think it was a positive or a
negative thing.
A few years ago the council decided to redevelop the area
around the canal. Thal involved putting in new paths
and bridges and...
CHANGES IN YOUR TOWN
A HAPPY SOCIETY STAGES OF LIFE LOCAL AMENITIES
59
AN OPINION ESSAY
listening social development in southern India • wordbuilding adverb + adjective • grammar verbs with both -/ng
and to + infinitive • pronunciation rhyming words • speaking a happy society
5 b The Kerala model
Listening
1 L<x)k at the two photos taken in the Indian state
of Kerala. Which of these adjectives could you use
to describe the places shown in each photo? What
other adjectives could you use?
exotic green hectic peaceful remarkable
wealthy
► 42
I isten to an interview with a journalist
who has recently been in Kerala. Tick the different
aspects of Kerala's social development that the
journalist mentions.
income
education
housing
health
politics
leisure / free time
mix of people
► 42
Listen to the interview again. Are the
sentences true (T) or false (F)? Correct the
sentences which are false.
1 The journalist went to Kerala to write an article.
2 The state of Kerala has a lot of people in a
small area.
3 One of the signs of Kerala's social development
is people's high level of education.
I Women have a higher social position than men
5 People in Trivandrum are too busy to be
involved in politics.
6 ()ne of the reasons for Kerala's success is the
attitude of Keralans to people who are different.
4 What surprised you most about Keralan society?
Why do you say this?
Wordbuilding adverb +
adjective
► WORDBUILDING adverb + adjective
Adverbs and adjectives can be combined to describe
people and things.
highly literate, well organized
For further practice, see Workbook page 43
5 Look at the wordbuilding box. Find the adverb
+ adjective phrases in bold in audioscript 42 on
page 183. Then match the phrases with these
meanings.
1 with a good level of education
well educated
2 by nature, understanding of differences
3 very involved in politics
4 able to read and write very well
5 with a satisfactory standard of living
6 very knowledgeable
6 Complete the phrases with these adverbs.
badly extremely highly reasonably
well (x2)
1 a(n) -organized event
2 a(n) damaged car
3 a(n) priced meal
4 a(n) -written bexrk
5 a(n) competitive match
6 a(n) talented singer
7 Pronunciation rhyming words
a
► 43
Work in pairs. Match the words from the
interview (1-9) with the words that rhyme (a i).
Listen and check. Then practise saying them.
1 slate a faced
2 poor b plane
3 low c opt
4 head d though
5 course e weight
6 main f force
7 stoppcxl g fun
8 none h law
9 waste i said
Ь Look at these words. Can you think of a word that
rhymes with each one but has a different spelling?
break foot height signed walk word
Grammar verbs with both -ing
and to + infinitive
► VERBS Wit H BOTH -ING and TO + INFINITIVE
Verbs with two meanings
go on, mean, regret, remember, stop, try
I remember going there with my wife in the 1990s.
Remember to send me a copy when it's published.
Verbs with no change in meaning
continue, hate, like, love, prefer, start
I was so interested that I started to write an article about it
I was so interested that I started writing an article about it.
For further information and practice, sec page 164.
8 Look at the grammar box. I hen discuss what the
different meanings of the verbs are in these pairs
of sentences.
1 a I remember going there in the 1990s.
b Please remember to send me a copy.
2 a Have you tried taking an aspirin?
b I'm trying to learn to write Chinese script.
3 a Alter spending a few days in Paris, we went
on to visit my aunt in Bordeaux.
b The students went on protesting for four
days.
4 a II was meant to be a holiday.
b Usually a low income would mean people
having a poor quality of life.
5 a I don't regret changing my plans.
b No land is wasted, which 1 regret to say
is not always the case in some developing
countries.
6 a We stopped to visit an Indian journalist
I know.
b Keralites never stop debating
9 Complete the text with the correct form of the verbs.
I remember1 (read) an article about
Kerala fifteen years ago and I've been meaning
(visit) it ever since, because I think
it sounds amazing. The government has tried
(improve) people's quality ot life
with various measures such as land reforms. In
the 1960s they stopped * .(allow)
landlords to charge rent to farmers. This meant
(give) the land back to the
people who worked on it. At the same time,
the government started * 1 2 3 4 5 6 *. (invest)
in education. So poor people in Kerala have
benefited financially and are also now better
educated. But no system is perfect, I regret
(say). The problem in Kerala is
that the economy is still based on agriculture
and someone who leaves school with a good
education doesn't want to go on 8...........
(work) in the fields. So although they prefer
(live) in Kerala, a lot of young
people are trying ’° (move) to more
developed parts of India to get a decent job.
10 Complete the sentences in your own words. 1 hen
read your sentences Io your partner. Add a follow-
up sentence to give further information.
1 Travel: lite first place I remember ... was ...
2 Education: I regret (not) ... when 1 was at school.
3 Plans: I've been meaning ... for some time.
4 Parents: After he left school, my father went on ...
5 Free time: Recently I've started ...
6 Work: Before I start work each day 1 like ...
7 Ealing: I prefer ...
Speaking my life
11 Work in pairs. Ask and answer the questions to
find out how happy your society is. Then compare
your answers with another pair.
Not very satisfied. People are always trying to cam more
money so they can buy more and more material things.
How happy is your society?
1 How satisfied do people seem with the amount of
money they have?
2 Do people have a good balance between work and
free time?
3 How happy are people with rhe education they get?
4 How confident are people that your country's health
system will look after them?
5 What kind of food do people eat? Is it healthy or not?
6 How engaged are people politically?
7 How often do people participate in cultural activities?
8 Are people tolerant of the different groups in society?
reading the teenage mind • critical thinking ways of arguing • word focus fall • speaking stages of life
5c The teenage mind
Reading
1 Look al these stages of human development and
answer the questions.
infancy -* childhood •* adolescence -► adulthood
1 Whal ages in our life do they represent, roughly?
2 What ages would you say these people are:
a teenager, a baby, a middle-aged man, a young
woman, a toddler?
2 Work in pairs. Think of three typical characteristics
of teenage behaviour. Then read the first
paragraph of the article and compare your ideas
with the characteristics there.
3 Read the rest of the article and answer the questions.
1 W'hat types of behaviour do all teenagers share?
2 Does the writer think these are positive or
negative qualities? Why?
4 Read the article again. Choose the correct options
to complete the sentences.
1 After fifteen, our search for exciting or unusual
experiences becomes more difficult / decreases.
2 Doing tilings at the moment we think of them is
a characteristic of teenagers /young children.
3 Teenagers don't understand / are fully aware of the
risks they take.
4 Adults think less about what they could lose /gain
Irom a risky course of action than teenagers do.
5 The future will mainly be influenced by the
previous /the teenagers' own generation.
6 Teenagers spend time with people their own age
because these relationships an* more fun / useful.
7 The author thinks teenagers react appropriately /
too much when they have problems with friends.
8 Wherever you go in the world, teenagers show
the same characteristics I respect for adults.
5 1’ind these words and expressions in the article.
What do they mean? Choose the correct definition.
1 on the spur of the moment (line 15)
a with no planning b all the time
c angrily
2 thrills (line 19)
a something exciting b something physical
c something interesting
3 ultimately (line 25)
a especially b in the end
4 novelty (line 38)
.i something friendly b something difficult
c something new and unusual
5 vital (line 44)
a a good idea b essential c useful
Critical thinking ways of
arguing
6 I <x»k at these ways to argue a point in a gentler
and less direct way I hen underline the words and
phrases in sentences 1 3 from the article that have
the same effect.
She is, perhaps, the greatest writer of our time.
This, for me at any rate, is no longer true.
1 But rather than looking at (and being critical of)
specific behaviour like this, it is probably more
useful to think about what lies behind it.
2 Such behaviour might seem dangerous, because
it involves taking risks, but actually sensation
seeking can also be a positive thing,...
3 But actually we should celebrate them,
because,... in scientific terms at least, they
make teenagers quite possibly the most
adaptable human beings around.
7 Work in pairs. Discuss these questions.
I Do you think being less direct helps to
persuade the reader? Give reasons.
2 Where else have you seen this less direct style
used? When do you use it yourself?
Word focus fall
8 Work in pairs. Look at these phrases w'ith the w'ord
fall. Discuss what each phrase means.
1 Teenagers usually react badly when they fall
out with a friend.
2 1 was sick for four days and I've fallen behind
with my work.
3 I've worn these shoes every day for a year and
now they're falling apart.
4 Our plan to go camping for the weekend fell
through because I couldn't find my old tent!
5 She fell for him the moment she met him.
9 Use the verbs with fall to describe five similar
situations from your own experience.
Speaking my life
10 I .ook at these stages of life. Answer Ihe questions.
childhood adolescence young adulthood
early middle age late middle age old age
1 What are Ihe positive .mil negative aspects of
each stage?
2 I )o you think attitudes change at different
stages of lite, e.g. to friendships, money, health?
3 Which do you think is the best stage of life?
We tend to think of adolescence as rhe most difficult
-rage in human development. Mention the word
‘teenager and certain stereotypical behaviour comes
to mind: not wanting to communicate with parents or
adults in general» doing silly or dangerous things like
skateboarding down a stair rail, constantly chatting
to friends on social media. But rather than looking at
»and being critical ol) specific behaviour like tins, it is
probably more useful to tliink about what lies behind it.
I We all like new and exciting tilings, and never more
so than when we are adolescents. Al around the age ot
fifteen, we reach a peak in what scientists call ‘sensation
L seeking*: the hunt for experiences that are unusual or
‘ unexpected. Sensation seeking doesn't necessarily mean
being impulsive — acting on the spur ol the moment
ir > satisfy your wishes. Ihat is more characteristic ot
toddlers and young children, wliich, from rhe age ot
about ten, begins to decrease. I'eens. actually, like adults,
often plan their lluills (a skydive, a bungee jump, driving
a fast car) quite deliberately.
Such behaviotu might seem dangerous, bcc.iusi it
involves taking risks, hut sensation seeking can also
be a positive thing, because trying out new tilings can
expand your world.'!he desire to meet new people,
f< и example, can lead to a wider circle of friends and
ultimately a happier, more successful life. Ihe difference
here with adult behaviour is not that teens ignore risks;
in fact, they recognize them just as much as adults do.
Teens generally rake more risks because they value the
reward of getting something they want more nighly.
Researchers believe this willingness to take risks is
linked to rhe human need to be able to adapt to new
surroundings when they are young. To be successful in
life, you have to move out of home and into a new', less
secure environment. And that is risky.
Another characteristic of adolescents is that they prefer
rhe company of people their own agc.lhis is partly
because their peers oiler more novelty and variety than
boring old family. But there is another, more powerful
reason: teenagers need to invest in the future rather than
the past. We enter a world made by our parents. Bur we
will live most of our lives, and thrive (or not) in a world
managed and re-made by our peers. So understanding
and building rclationsliips with them is vital.'Ihe
importance of peer influence can be seen dearly in how
strongly teenagers often react w hr* they fall out with
a friend or arc excluded from a social peer group. I hey
react as if their future depended ujxm these friendships!
.And they're tight. In many ways it does.
Excitement, novelty, risk, the company of peers. VVc
tliink of them as characteristics of the modem western
adolescent, bur these dements define adolescence in
almost .di human cultures, modern or ancient. As adults,
we complain about these characteristics and say things
like ‘Don't worry - they’ll grow out ol it soon.’ But
actually we should celebrate them, 'necause, in scientific,
terms at least, they make teenagers quite possibly the
most adaptable human beings around.
45
SO
STAGES OF LIFE
LOCAL AMENITIES
63
5d A controversial issue
Real life debating issues
1
► 45
Look at the photo and the caption. I hen
listen to the opening words at a public meeting
and say why the skate park is the subject of
the meeting.
Work in pairs. Imagine this skate park was near
your home. What would be the benefits? What
could be the disadvantages? Make a list.
► 46
Listen to people at the public meeting
debating what should happen to the park. Write
the views of each of the local people who speak.
Were any of their views Ihe same as the ones you
listed in Exercise 2?
Person His/Her view
First woman
First man •
Second man
Second woman
Work in pairs. [л>ок at the expressions for
► 46
5
Pronunciation sentence stress
debating issues. Discuss what the missing words
are. Then listen to the debate again and complete
the expressions with the words you hear.
Look at these sentences. Which words are mast
stressed in each sentence?
► DEBATING ISSUES
Making points
First, ... and secondly ...
More importantly...
1
2
3
4
5
1 he fact is that no one likes to be disturbed.
Quite honestly, that's a good thing.
For me, that's not the point.
Sorry, but I think that's an exaggeration.
The whole thing just doesn't make any sense
to me.
The1
that...
I think
j
is / The point is / The fact is
/1 don't think ...
me,
I think we’re э ______
Responding to a point
Absolutely.
I agree4.........
Yes, you're right.
I agree.
That’s a very
is just one factor.
that...
point.
Well, that depends.
I understand/apprcciate that.... but...
Actually, I'm not too15 by/about...
I’m more ' ......... that... / about....
Sorry,e I (don’t) think that’s ...
I don't accept that.
I don't think you’ve *
considered ...
It doesn't make any 10
about/
to me.
b
► 47
I isten to the sentences in Exercise 5a and
check your answers. Then practise saying the
sentences with the correct stress.
L ook al the proposed development. Imagine you
are a resident of this town. Make notes on how
you feel about I his development.
Proposed development
Conversion of a public library and public
swimming pool into a new shopping centre and
private gym / fitness club. The main argument for
closure of the library and swimming pool is that
they do not get used very often.
Work in groups. Al least one of you should
support the proposal and one of you should
oppose it. Think about your arguments. Then
debate the issue. Use expressions for debating
issues where appropriate.
i;/ CHANGES IN YOUR I OWN A HAPPY SOCIETY STAGES OF I IFF ►
mv ire
7 AN OPINION ESSAY
LOCAL AMENITIES
5e Big cities, big problems
Writing an opinion essay
1 Work in pairs. Answer the questions.
1 Why do you think people want to live in big
cities? Give reasons.
2 What problems do big cities create?
2 Look at the title of the opinion essay and read the
answer. What is the opinion of the writer?
% of world population living in cities
Our cities have become too big. The problems
they create outweigh the benefits. Discuss.
In 1800 only rwo per cent of the world's population lived
in cities. But since then, and particularly in recent years,
more and more people have moved to cities looking for
work and a better life. As a result, more than half the
world’s population now live in cities and that number
is expected to grow. Cities are evidence of the amazing
organizational abilities of human beings. However,
in some eases, they also bring many social, economic
and environmental problems. The question is: do the
problems they create outweigh their benefits?
Cities exist because they are more convenient places
to live. Jobs, schixils, hospitals are all close to people's
homes. There is a wide choice of people to socialize with
and they oiler good opportunities for entertainment and
leisure.
On the other hand, there also seems to he more crime,
more poverty and more pollution and often these
problems are found in a particular area of a town, making
them seem even worse. But this is not so surprising,
if you think about it. Ihe same problems exist in the
countryside or in smaller towns, but they are not so
concentrated. Because of this, they arc noticed less.
As long as Ilie population of cities does not grow more
quickly than the services available for it. cities can solve
a lot of our problems. In addition, they can provide jobs
and a more interesting life. I he problem with cities is not
how big they are, but how well managed they are.
3 Does the opinion essay in Exercise 2 follow this
structure?
Introduction -» Arguments for -*
Arguments against -* Conclusion
4 I he introduction to an opinion essay can
take different forms. Which of these does the
writer choose?
• giving a dramatic example of the problem
• telling a story about the problem from the
writer's own experience
• giving some statistics that illustrate the
seriousness of the problem
• quoting what someone famous has said about
this problem
5 Writing skill linking words
a Look at the linking phrases in the table. Then put
the highlighted phrases from the essay in the
correct place in the table. Compare answers with a
partner.
Adding an argument Introducing a contrasting fact Explaining the consequences
Furthermore, As well as Then again, Consequently,
b Choose an appropriate linking phrase to complete
the sentences.
1 Certain cities in the world have become
especially popular. , we have
seen the emergence of what are called megacities:
cities with over ten million inhabitants.
2 A lot of people find a better standard of living
in big cities. , big cities also
contain some of the poorest people.
being conv< n ent for
the residents, cities also make life easier
for businesses.
6 Write an opinion essay about this statement.
Use the correct structure and linking words.
In our busy urban lifestyles, we have
lost our sense of comm unity. We need to
return to a way of life that involves more
interaction between people and more caring
for each other. Discuss.
7 Work in pairs. Exchange essays with your partner.
Use these questions to check your partner's essay.
Did you use any of the same arguments? Do you
find the arguments convincing?
• Is it organized in clear sections/paragraphs?
• Does it follow the structure suggested in
Exercise 3?
• Does it use one of the introduction techniques
suggested in Exercise 4?
CHANGES IN YOUR TOWN
A HAPPY SOCIETY
STAGES OF LIFE LOCAL AMENITIES
65
AN OPINION ESSAY
Before you watch
В Work in pairs. Look at the photo of the Oresund
I Bridge. Answer the questions.
1 What's the bridge like?
2 What other ways can people use to get across
a stretch of water that separates two pieces
of land?
2 Key vocabulary
a Read the sentences. The words in bold are used in
the video. Guess the meaning of the words.
1 Tokyo is a lively metropolis where millions
work and live.
2 The Strait of Dover between France and England
is the busiest shipping channel in the world.
3 The Burj Khalifa, currently the tallest building
in the world, soars over Dubai.
4 The new block of flats completely obstructs our
view of the park.
5 The nuclear power plant will be built by an
international consortium.
b Match the words in bold in Exercise 2a with
these definitions.
a a number of companies which join together to
work on a project
b rises or flies very high
c a narrow strip of water between two pieces
of land
d a large busy city
e gets in the way of, blocks
While you watch
Watch the video and answer the questions.
1 What challenges did the builders of the
bridge face?
2 What solution did the architects come up with?
Look at the table. Then watch the first
part of the video (0.00 to 1.52) again and complete
the facts.
1 The width of the Oresund Strait:
2 The weather in this region:
3 What Copenhagen needs:
4 What Malmo needs:
5 What type of transport the bridge is for:
6 Height above the sea:
7 Height of each support tower:
8 What this is an example of in Sweden:
5 □ЕЯ Watch the second part of the video
(1.52 to the end). Then answer the questions.
1 What did architects use to assess the risks of
building a bridge here?
2 Why did they not build a lower bridge?
3 What adjectives does the project director use to
describe the tunnel solution? but
4 Why did the architects need to build an island
for their solution?
6 Complete the summary. Use one word in each space.
The Oresund Bridge was built to connect Denmark
and Sweden over the Oresund 1S
in the Baltic Sea. The idea was to connect
Malmo and Copenhagen to create one large
2 m with economic benefits for all.
The two countries signed an agreement in
1991 and a ’ c of companies
was formed to do the work. But the project
faced a lot of technical difficulties because
of ’a and sea traffic. A tunnel
would have been the ideal solution but it
was too ie . So tn the end they
decided to build part61 and
part'' b . The result is one of the
el bridges in Europe.
After you watch
7 Vocabulary in context
Watch the clips from the video. Choose
the correct meaning of the words and phrases.
b Complete the sentences in your own words. Then
compare your sentences with your partner.
1 The weather in ... is always lousy.
2 The most frustrating thing about my job I
my studies is ...
3 The project suffered a big setback when ...
8 Work in groups. Tliink of a town you know well.
Make a new transport plan for the town that
would do the following things. Then present your
plan to another group.
• make access to the town easier
• reduce the number of cars on the streets
• not be polluting
• not be too expensive
• make it more attractive for visitors
cable-stayed (adj) kcibi s)l stcid/' a way of supporting a
bridge or road by attaching cables to a tall column
converge (v) ksit'vaKrjdy come together
dangle (v) /'dirogO)! hang in the air
pact (n) /paekt' an agreement
UNIT 5 REVIEW AND MEMORY BOOSTER
Grammar
Vocabulary
1 Complete the conversation between an
interviewer (I) and an official (O). Use the
correct form of the verb: -tHg, to t infinitive
or infinitive without to.
4 Choose the correct options to complete the text.
Life in the city was so exotii /hei th that we decided
Io move. In any case, we needed a bigger house for
our two ' adolescents / toddlers, who were just beginning
to walk. Children need space to ' thrive / enhance. We
found a nice, * reasonably / very well pric ed house in a
small village, but the move fell through / down at the
last moment because the owner dec ided to stay. In the
end we found another but the whole process was really
stressful and we nearly loll 6 out with/over each other.
5
» MB
Complete these urban features using a word
I: The Nam Theun 2 hydro-electric power plant in
Laos occame operational in 2010. Did Laos start
(see) benefits immediately7
O: Yes, very quickly. The plant has helped Laos
(be) energy independent We also
sell electricity to Thailand because they need
(have) more electricity as their
economy continues4 (develop). But
we agreed with the World Bank '
(invest) this money in health and social
programmes.
I: And what about the environmental impact? I
know the project involved * (move)
people from their homes and also the destruction
of natural forests.
O: You can't avoid7 (affect) some
peop e’s lives with something this size. But we
have tried * (minimize) the impact.
We have spent $65 million(support)
the people who had to be resettled. It's true
the dam made some fishermen ’1
(give) up their old way of life, but actually 85%
of resettled people say their life is now better.
As for the forest, the government has suggested
” (use) profits from the plant to fund
conservation in other parts of Laos.
that rhymes with the word in brackets.
1 office (rock)
2 leisure (enter)
3 pedestrian (own)
4 shopping (crawl)
5 business (mark)
6 green (chase)
Work in pairs. Describe the features of a city' you
know and what you like or dislike about it.
Our capital city is very nice to walk around. Traffic is not
permitted in the centre and there are lots of green spaces.
» MB
I CAN
talk about the different features ot a city
Real life
7 Lise these words to complete the responses (1-6) to the
question below.
appreciate accept considered concerned
depend make
2 What have been the Iwo main benefits and
problems for I .aos of the Nam Theun 2 project?
» MB
Work in pairs. Which of these pairs
of phrases mean the same thing? If they mean
something different, explain the difference.
I a stop to talk
2 a begin to rain
3 a continue to
work
4 a don't like to
wait
5 a remember to
post
b stop talking
b begin raining
b continue
working
b don't like
waiting
b remember
posting
8
What do you think of the idea to build a new leisure
complex right in the cily centre?
1 Well, that will on what it looks like.
2 A lot of people say it will be good for Ilie local
economy, but I don't really that.
3 It doesn't any sense to me. It would be
better to build il out of town.
4 I that we need some new facilities. But
I just don't just think we have Ihe money.
5 I'm more about the lack of green space
in the centre, actually.
6 1 don't think the planners have really
where people are going to park.
» MB
Work in small groups. Respond Io this question
using phrases from I лек ise 7.
What do you think ot the* idea of closing the cily centre
to .ill traffic?
I CAN
use verbs whu h arc followed by the qerund or
the infinitive
I CAN
debate issues and respond to points others make
Unit 6 Alternative travel
70
Listen to someone describing her stay in this place.
72
5F
► 48
Look at the photo and the caption. What do you think there is
to do in and around this hotel? Would you like to stay here?
I I 'I
Voluntourism
Working holidays around
the world
Staycations
People who holiday at home
What did she like about her stay? What didn't she like?
Work in pairs. Choose the correct options to complete the
sentences. Then ask and answer the questions.
A mountainside guesthouse in the Swiss canton of Appenzell
74
Unusual places to stay
I lotels with a difference
1
2
78
The unexpected
beauty of travelling
solo
A video about one man's
journey alone
3
4
5
6
7
8
1 low much holiday I days off do you get from work
each year?
Do you like to stay in hotels or do you prefer self-catering I
self-service accommodation?
VVhen you book into a hotel, do you usually ask for a room
with a sight I view?
Do you generally take a lot of suitcase I luggage when you
travel or do you prefer to travel light?
What is your favourite kind of scenery I countryside: the
coast, forest, mountains or desert?
Do you generally enjoy the travel /journey as much as
actually being there?
Which aeroplane/airline do you prefer to fly with?
When you last went on holiday, how long did it take /last
to get to your destination?
PLANNING Л STAYCATION A VOLUNULR HOLIDAY AN UNUSUAl HOTEL GETTING AROUND
my life
vocabulary holiday activities • reading holidays at home • grammar negative forms • speaking planning a staycat*
6a Staycations
Vocabulary holiday activities
1 Work in pairs. Are you familiar with all of
these holiday activities? Discuss which of
the activities you have done and where you
did them. Then think ot three more holiday
activities and discuss where people do them.
Compare ideas with another pair.
buying souvenirs camping
eating out
exploring neighbourhoods going on safari
hiking photographing wildlife rafting
riding a segway sightseeing snorkelling
sunbathing taking guided tours
visiting museums visiting a theme park
Reading
3 Wrork in pairs. How well do you know your own capital
city and its attractions? Ask and answer these* questions.
1
2
3
4
5
6
Can you name five important tourist attractions in
your capital city?
How many of these have you visited?
Have you ever been on a bus tour or walking tour
of your city?
Have you ever been to a famous street market in
your city?
How often do you visit the city's main museums
or galleries?
EX) you know Ilie name of a good, reasonably priced
hotel in your city?
2
4
Work in pairs. Which are your favourite
holiday activities? Where have you done these?
One of my favourite things to do on holiday is to
climb to a high point, whether it's in a’town or in
the countryside, to get a view of the area ...
Read the blog about a staycation. Are the sentences
true (T) or false (F)?
Staycationers always sleep at home.
Staycationers go out and do different activities
during their staycation.
Staycations have all the stresses of normal travel.
Staycations often imitate traditional holidays.
1
3
4
1S
20
25
► 49
You probably don’t like the term ‘staycation. Me neither. But don’t be put off.
As a concept, it’s quite attractive. Perhaps you’ve already had one, but weren’t
aware of it. Staycations are holidays at home. But they don’t just mean staying
in and doing things around the house. Ihey involve things that you might do
on holiday - like sightseeing, eating out, going swimming, etc. hut instead,
you do them in your local area. You could even camp in your garden or at a
local campsite. Anything goes really - you just mustn’t go to work!
Staycations began around ten years ago, when people were looking for
a cheaper kind of holiday. Wouldn’t it be nice, people thought, to have a
holiday without all the costs of one? But let’s not ignore the other benefits
here: you get none of the problems associated with travel - no packing to
do, no long drives or delays at the airport; and also, you bring money to the
local economy.
Some staycationers like to follow a set of rules: they fix a definite start and end
date; they plan activities in advance; and they avoid their normal routine. You
don’t have to do these things, but they help to create the feel of a traditional
vacation. Others, aware that a barbecue and a visit to the local zoo probably
won’t match the thrill of foreign travel, take it a step further. Karen Ash,
whose story 1 read in the Wall Street Journal recently, was one.
Karen, who lives in New York, decided not to go to Japan, as originally
planned, but instead took a weeklong Japanese vacation in her own city.
She bought postcards and souvenirs at a Japanese market, admired bonsai
plants, ate ramen even spoke Japanese when ordering - all without
leaving New York. 1 ler itinerary also involved participating in a traditional
Japanese tea ceremony, attending a taiko drumming concert and watching
Japanese soap operas on DVD. 1 don’t think everyone would take that much
trouble over their staycation (at least 1 hope not), but it gives you an idea of
the possibilities!
5
W
5 Use the information in the blog to complete the
sentences.
I People first started having staycations because...
2 Staycations are good lor the local economy
because...
3 Some people think that visiting local attractions
isn't as exciting as...
4 Without leaving New York, Karen Ash was able
to have a...
Grammar negative forms
► NEGATIVE FORMS
Negative statements with think, believe, suppose, imagine
1 I don't think everyone would take this much trouble
(not I think-evefyone-wouldn't lake...)
Negative form of have to and must
2 You don't have to do these things.
3 Anything goes really - you /ust mustn't go to work!
Negative short answers with hope, expect, believe, guess,
suppose, be afraid
4 I hope not.
Negative infinitive
5 Karen Ash dec ided not to go lo Japan.
Negative suggestions
6 Let's not ignore the other benefits.
Negative words: neither, none, no
• There are none of the problems associated with travel
8 There's no packing to do.
9 You probably don't like the term 'staycation'. Me neither.
Negative imperative
". Don’t be put oft.
For further information and practice, see page 166.
• Write the affirmative version of sentences 1 -9 from
the grammar box using one word in each space.
1 I .............everyone...... take this
much trouble.
2 You do these things.
3 Anything goes really you just go
to work!
4 I hope ............
5 Karen Ash decided to Japan.
6 ............. ignore the other benefits.
7 There a ne of the problems
associated with travel.
8 There packing to do.
9 Me...................
7 Read the tips about staycations. Choose the correct
options to complete the text.
Let's 1 don't forget / not forget that the main reason
for choosing a staycation is to save money. Would
you be staying at home if you could afford to go
away? 12 don't guess so / guess not. So try ’ not to I
fo not spend the same amount as you would do
on a foreign holiday. For example, you 4 mustn't /
don't hove to eat out all the time in restaurants.
If you go on a day trip, take a picnic with you.
But make sure you add a few luxuries to the
picnic;5 everyone doesn't wan! / no one wants to
eat the same old food when they are on holiday!
Even if you don't spend a lot of money, you can
still be adventurous. Take a tent and set out on
a walk with ” no I none of your usual luxuries
(smartphone, satnav, etc.) and 7 no / none fixed
idea where you are going (but don't forget a
good map!). After all, the fun of any holiday is
discovering new places. Why should a staycation
be any different?
8 Rewrite the underlined ideas in these sentences
using a negative form, so that they have the
opposite meaning.
1 Let's spend a lol of money on
a foreign holiday.
2 All of Ihehotels had rooms available.
3 I think staycations really replace foreign
holidays.
4 Do you think you'll go lo Spain again this year?
1 imagine so.
5 I told them to wait until the last moment before
booking their holiday.
6 lake a swimming costume - there's a
swimming pool at the hotel.
7 If you want to go swimming, then we must- H's
OK with me.
8 I like foreign travel and Sarah does too.
9 Work in pairs. Complete these sentences giving
advice about travelling abroad in your own words.
Then compare your ideas with another pair.
I You don't have to ... to have a good holiday.
2 In remote places, there are often no ..., so ...
3 If you get lost in a new place, try not...
Instead,...
4 Don't be put off by ...
5 1 don't think using a travel guidebook ...
Speaking my life
10 Work in small groups. Plan a five-day staycation in
your own area or the area you are studying in. Try
lo give the staycat ion a theme, as in the arl ide, e.g.
a sporting theme, or a foreign theme. Make a short
itinerary of at least five activities.
A: What about a food theme, like eating out in a
different restaurant each day?
B: i don't think that would work it wouldn't be a
very cheap holiday.
A: No, I suppose not.
11 Work with another group. Compare your staycatk>n
ideas. Have a class vote on which staycation sounds
the most fun and easiest to carry out.
3 PLANNING A STAYCATION
A VOLUNTEER HOLIDAY
AN UNUSUAL HOTEL GETTING AROUND
71
6 b Voluntourism
Vocabulary travel
1 Complete the list ol things to do before going on a
foreign trip using these verbs. Then add two more
items of your own to the list.
boarding details guidebook insurance
lotion money vaccinations valid
_______to local area
Pviwt off •________passes
&up suwtaw* «wd mosquito repellent
CJieck passport is ‘ (тиХкиит six
months)
Kool? doctor's appointment to get * ____
Change *• _______
Checfe travel * cs up-to-date
write list of addresses and contact *
Leave with friends
Listening
► 50
Listen to Ihe interview again and use it to
complete these sentences using one word in each
space. I hen discuss wh.it each expression means.
I You probably thought that sort ot trip was for
eighteen-year-olds on their year.
2 Most people just want to off to
the beach and relax.
3 This should be a travel experience, not just
a work
4 In return the locals take them for
walks, which are like mini-safaris.
5 they have to pay their airfare and
expenses.
6 I he CRTP helps to restore cultural
sites around the world.
5 Work in groups and discuss the questions. I him
tell your ideas to the class.
1 What do you think of this type of holiday?
2 Is it right that people have to pay to volunteer?
3 What other ways can you think of to get close
to the local way of life on a holiday?
► 50
Voluntourism is when people travel to
a foreign location to work for free. Ixxik at the
photo. What sort of volunteering do you think
people do here? Then listen to the interview and
check your ideas.
Grammar question forms
► QUESTION FORMS
Direct questions
1 Have you ever thought of doing a bit of building work?
3 Which of the statements best summarizes Katie
Samuel’s definition of what a good volunteering
holiday should offer?
a a working holiday where you learn practical
and useful skills (e.g. building, teaching)
b a cultural experience w here both the visitor and
the host benefit
c an enjoyable way to help others less fortunate
than yourself
Direct negative questions
2 Don't most people just want to head off to the beach?
Indirect questions
3 Is it the case that people could come back with a
newskill?
4 Do you know where listeners can find volunteer
holiday possibilities ?
5 Surely they don't want people without experience just
turning up ?
Tag questions
6 It's not really a holiday as we know it, is it?
7 But the volunteers pay for the trip, don't they?
For further information and practice, see page 166.
Lcxik at the grammar box on page 72 and
listen to the questions (I -7). Ihen answer questions
1-5 below.
I In which three questions is the questioner saying
something they expect the listener to agree with?
2 In which four questions is the questioner
asking a more open question?
3 How do you make the indirect questions into
direct questions? (Begin Could ...? and Where ..?)
•I How do we form tag questions?
5 In which tag question does the intonation rise at
the end? In which does it fall?
7 Rewrite these ideas using question forms. You may
need to make other changes to the sentences.
1 You probably agree that volunteer holidays are
quite an interesting idea.
Volunteer holidays ,
2 I can't believe he intends to give up his well-paid
job in order to travel.
Surely
3 Which travel company did you use?
Can you remember ?
4 Tokyo is quite an expensive city, 1 imagine.
Tokyo isn't a ,
5 I expect it rained a lot when you were in England.
Didn't
6 I'm pretty sure that you've been to America.
7 Does this bus go to the town centre?
Do you know
8 Did you forget your passport?
."i ?
8 Pronunciation intonation in question forms
9 Read this telephone conversation between Mike (M),
a volunteer, and Jett (J), an employer. Complete the
questions in an appropriate way.
M: I li. I'm interested in helping out on the
C ontinental Divide I rail this summer. My
friend did four days helping to repair trails List
summer.11 can work for ,
?
J: Absolutely. You can do anything from two days
to two months.
M: I hat's great. 1 have about a week in June. 1 heard
that volunteers usually pay something to take
part.2 How much ?
J:
M: Sorry - free? * Surely
accommodation?
J: No, it's completely free. You just have to register
by filling out a form and sending it lo us.
M: 4 Can you tell me form?
|: Sure. It's an online form on our website.
M: Great. And where on the trail can I work?
J: New Mexico, Montana, Wyoming,...
M: ' in Colorado, do you?
J: Yes, we do. We have spaces in Winfield, Colorado,
and a few in Mount Elbert.
M: * And ... howr long the
training is?
J: There's no training beforehand. We just train
you as you w'ork. But we are looking for a chef
at the moment. You don't have any experience
M: No, I'm afraid not. I really just want to do a few
days helping to build trails.
Work in pairs and act out your conversations.
Then listen, to the conversation and compare your
answers.
Work in pairs. Practise saying the questions
in Exercise 7 with the most appropriate intonation.
I hen listen and check.
► 53
Do the tag questions in these sentences rise or
fall? Listen and check.
1 It's a lovely day, isn't it?
2 You haven't seen my phone anywhere, have you?
3 He doesn't look w ell, does he?
4 I hope it wasn't my fault, was it?
PLANNING A STAYCATION
3 A VOLUNTEER HOLIDAY
Speaking my life
11 Work in pairs, lake turns to enquire about a
volunteer holiday you'd like to go on.
Student A: Choose one of the options and prepare a
list of questions.
Student B: lxx>k at the information on page 155.
In pairs, ask tor and give information about the
chosen programme. Students change roles and
choose a different option.
I helping to repair a school building in Mah
(Saharan Africa)
2 helping secondary school children in Nepal
(I limalayas) to read and write English
3 helping on an activity summer camp for disabled
children in England
4 recording types of plant in a tropical rainforest in
Borneo (Indonesia)
Can i/oit tell me how long the vacation is?
It can get very cold in Nepal. can't it?
AN UNUSUAL HOTEL
GETTING AROUND
73
reading historical hotels • critical thinking analysing tone • word focus mind • speaking and writing an unusual
6c Unusual places to stay
Reading
1 Work in pairs. Make a list of all the different types
ot accommodation that people stay in on holiday,
e.g. hotel, tent, etc. Give one advantage and one
disadvantage of each. Then compare your ideas
with another pair.
2 Read the extract from a travel magazine's guide to
unusual places. Answer the questions.
I Which seem like comfortable places to stay?
2 Which seem to have the most disadvantages?
3 Read the guide again. Choose the correct option
(a or b) to complete Ihe sentences.
I Karosta's ow n description of its hotel is:
a surprising,
b not truthful.
2 The writer thinks the cost of a night in prison is:
a too high.
b about right.
3 For a long time after the gold rush Virginia City
was:
a uninhabited.
b a rich town.
4 I he cabins at the Nevada City Hotel are:
a old and uncomfortable.
b comfortable inside.
5 The caves of Sassi di Matera:
a are unchanged since the Bronze Age.
b were changed a little during the Rennaissance.
6 The new owners have tried to keep the original:
a furniture.
b atmosphere of the caves.
7 In a lot of art hotels the art is not:
a very good.
b very noticeable.
8 The different rooms at the Propeller Island City
I odge are decorated in:
a a dramatic way.
b a similar way.
4 Which of these words are part of a building; which
are pieces of furniture? Tell each other what each
one means. Draw a picture if it helps.
balcony bench chest of drawers corridor
fridge porch saloon shutters
vaulted ceiling
5 Which of the places in the guide w'ould you prefer
to stay in? What are your reasons? Tell your partner.
Critical thinking analysing tone
6 The tone of a piece of writing affects how the
reader interprets the information in it. Which of
these (a-c) best describes the tone of this article?
a serious and factual
b light and conversational
c subjective and negative
7 Work in pairs. Find examples of this tone in the
article. Does the tone make you more or less likely
to want to stay in these places?
Word focus mind
8 Work in pairs. Look at the guide again. Find the
expression with the word mind in each paragraph.
Discuss if it is a noun or a verb, and what it means.
Then guess what these olher expressions with
mind mean.
1 1 am in two minds about whether to stay at a
hotel or drive back home that night.
2 If you change your mind about coming with
me, let me know' before Friday.
3 I'm sure you can think of a solution if you put
your mind to it.
4 Sorry I haven't got back to you about the
weekend. I've had a lot on my mind lately.
5 Sorry, I know I've heard his name before but
my mind's gone blank.
9 Work in pairs. Act out conversations with phrases
with mind from Exercise 8. Take it in turns to begin
using a sentence from Exercise 8.
A: I am in two minds about whether to stay at a hotel
or drive back home that night.
В: I would stay the night, if I were you. You don't want
drive when you are tired.
Speaking and writing my life
10 Work in small groups. Create your own idea for an
unusual place to stay. Discuss:
• w’here the hotel is
• how your hotel is different
• w hether it should be luxurious or basic
• what facilities you can offer that fit with
the theme
11 Write a short review' of your unusual place to stay
for a travellers' w'ebsite. Use an appropriate tone.
Then present your idea lo the class. Vote for which
one sounds the most interesting.
► 55
PRISON HOTELS
Built in 1905, Karosta naval jail in Latvia originally housed badly behaved
Russian sailors. Now a hotel, it offers guests 'an opportunity to stay
overnight on real prisoners' benches and mattresses’. The hotel's website
goes on to describe Karosta proudly as 'unfriendly, unheated and
uncomfortable'. They are not lying Ibis is more a reality jail experience
than a hotel. 'Reception' is a dark corridor where a former prison guard
explains the rules to you (no luggage except a toothbrush, no attempts to
escape), and then fires his gun in the air to show you he is serious. After
a meal of bread and sweet Russian tea, 'guests' are given five minutes to
: wash before making up their own bed from a wooden bench and thin
mattress. Sound unpleasant? It is. Mind you, for $12 per night, what do
you expect?
PERIOD HOTELS
Do you fancy stepping back in time to America's Wild West? Virginia City
in Montana, a former gold-rush town of the 1860s, was a ghost town until
it began to be restored for tourists in the 1950s. Owned largely by the
state government, the town now operates as a large open-air museum.
Nearby is the Nevada City Hotel and cabins where you can sit out on the
porch and enjoy life as a cowboy. The rooms feature period furniture and
downstairs there's a real Wild West saloon. The cabins look extremely
basic from the outside, but inside they have large double beds and private
bathrooms. Bear in mind that if you stay during the week, you might be
disappointed. The city only really comes to life at weekends, when actors
walk around dressed as sheriffs, cowboys and gold prospectors.
CAVE HOTELS
If you have even more primitive accommodation in mind, why not try a
.c. cave hotel? Cold, damp, dark? It doesn't have to be. The caves of Sassi di
Matera in Italy are Bronze Age homes that were given a makeover in the
Renaissance with vaulted ceilings, doors and shutters. More recently, until
the 1950s, they were the homes of local peasants who lived there with
their animals. But now they have been renovated to provide hospitality
ЭС in a historical setting. Although visitors to Le Grotte Della Civita must
do without television or fridges, the rooms are comfortably furnished
with antique furniture - mine had a beautiful oak chest of drawers. The
owners wanted the caves to still feel authentic, so they have left as many
original features as possible, like the iron rings where peasants tied up
their animals. Prices start at a less peasant-friendly $300 per night.
Unit 6 Alternative travel
ART HOTELS
A modern art gallery is a place where you can lose yourself in an artist's
vision of the world. A hotel is a place where you can spend the night,
in more or less comfort according to your budget. As its advertising
promises, Propeller Island City Lodge in Berlin manages to combine the
two. Situated in a former apartment block, the hotel is a collection of
individually designed rooms the upside-down room, the all orange
room, the mirror-filled room. In most art hotels, you can forget the art
and simply enjoy the comfort of your surroundings Not in Propeller
Island. The decoration is so extreme that you are forced to get into the
spirit of it. The rooms can be small and claustrophobic (although some
have balconies) and often you have to share a bathroom with other
guests But if you don't mind that, it's the next best thing to spending
the night in an art gallery.
real life getting around • pronunciation intonation in sentences with two clauses
6d Couch surfing
Real life getting around
1 Work in pairs. Read the description of couc h
surfing. Then discuss how couch surfing works. Is
it something you would do? Why? / Why not?
2 You are going to listen to a conversation between a
couch surfer and a host. Look at the expressions to
talk about getting around. Who do you think says
each expression?
Listen to the conversation. Check your
answers from Exercise 2.
Listen to the conversation again. Complete
the expressions.
► 56
► GETTING AROUND
I'm coming in by ’
I wanted to pick you up, but ’
That's3... ....., but I can make my own way.
How do I get to 4.„. ....?
You could just get5
Alternatively, you can hop on6
Look out for the 7 ..... on your right.
It's only a twenty-minute8
The easiest thing is to4 .....
I'll come out and ............
III get held up, I’ll ". ....... But otherwise,
expect a call around six thirty.
5 Pronunciation intonation in sentences with
two clauses
► 57
Listen to these two sentences with bid.
Notice how the speaker's intonation rises at the
end of the first clause, indicating that they have
not finished speaking.
I I wanted to pick you up, but my car's at die
garage that day.
2 You could just get a taxi, but it's about eleven
kilometres from the centre.
Ь Practise saying these sentences using the
same intonation as in Exercise 5a.
1 I'll try to gel home by six, but I can't promise
1 will.
2 Normally it's a ten-minute drive, but the
roadworks have made it longer.
3 I can't make it today, but I'll pop over tomorrow.
4 It's kind of you to offer, but we can make our
own way.
5 The bus is cheap, but the train is much quicker.
6 Work in pairs. Take it in turns to play the roles of
couch surfer and host. As the guest, imagine you
come from another country and are touring the
host's country. Phone your host and ask about the
best way lo get to his/her home from another city.
PLANNING Л STAYCATION
A VOLUNTEER HOI IDAY
Couch surfing originated with a
New Hampshire student who was
looking for somewhere cheap
to stay in Iceland. He emailed
1,500 students at the University
of Iceland asking if ho could sloop
the night on their couches Couch
surfing is now an established
worldwide practice and this is how
it works.
When you have made your travel
plans, you contact people on the
couch surfing network online, to
find out if they can offer you a
bed for tho night in the places you
are going to visit. There's no fee.
The only obligation on your part is
to be able to offer a place to stay
at your homp when someone asks
in the future. Apart from being
free, the benefit is that you meet
people with local knowledge. If
you're lucky, some might even
become long-term friends.
AN UNUSUAl HOTEL ►
GETTING AROUND
e A disappointed customer
iting a letter/email of complaint
4 Writing skill formal language
Have you ever had a bad experience on holiday that
mcu complained about? What happened and what
was thcoulcome?
Read the letter of complaint from a guest about a stay
ir a hotel. Answer the questions.
1 Why is the customer unhappy?
? What does she want the hotel to do about it?
' Does her complaint seem justified?
44 Ascot Street
Oxford
0X4 1EP
S.'/eet Ho*el Grouo
Pembroke Road
London
W8 6NX
Dear Sir/Madarn
am writing lo exo’ess my dissatisfaction with my stay at
ne Veteria Ar~s Hotel on 12th April, made a reservation
Trough another website whim was offering one night dr
*/ro people wilt’ an evening meal and breakfast lor £110.
• towever. when we amved a: 5.30 p.~ we were informed
that there was no table available in the restaurant and that
we could either d ne al 6.00 p.m. or fire another restaurant
n the town.
.Ve had the strong impression tha.. because t was a
iscojr tea offer, we did not receive the same level of
ospitalty as regular f.ill-paylrg guests The situation was
embarrassing and inconvenient. After some discussion with
the staff, we opted lo dine in t re restaurant, but much later
than we wished at 9.30 p.m. Ko one apologized for this
Compensation is rot actua ly my principal concern. I would
ust like you lo investigate the matter and ensure that this
srtuaron does not arise in njture with other guests.
a Find the formal words or phrases in the letter
that say the following:
1 say I was
unhappy about
2 they told us
3 a cheap deal
4 get
5 after we talked to
6 chose to eat
7 wanted
8 what worries me
most
9 look into
10 make sure
Ь Rewrite the sentences replacing the expressions
in bold with more formal language. Use the
letter to help you.
1 We want to tell you how unhappy we were
with the standard of the food on the cruise
ship Golden Dawn.
We wish to express our dissatisfaction with
the standard of the food on the cruise ship
Golden Dawn.
2 I told Ihe receptionist that 1 had booked the
room for two nights., not one.
3 After I'd talked to the manager, she said
she was sorry and promised to look into
the problem with the shower. But no action
was taken.
I 1 would have expected that the safety' of
the guests was what the staff were most
worried about.
5 Given the trouble this caused us, we
expected to get some money back.
6 The manager said no other rooms were
free, but if the opportunity came up, she
would move us.
5 Read this situation. Then write a letter or email
of complaint to the hotel.
roure fatnfjly
Ann Dunhill
Work in pairs. Formal letters follow certain
conventions. .Answer the questions.
You recently stayed at a small hotel in the
centre of Oxford in the UK. During the night
you were woken up by some noisy people
trying to climb a wail into the hotel courtyard.
You went down to reception to tell a member
of the hotel staff but no one was there. You
are angry and upset that no staff were on duty
during the night.
1 What is the correct position for each address?
2 When do we write Yours faithfully and when do
we write Yours sincerely?
3 When* is the reason for writing mentioned?
4 Where is the request to the recipient of the letter
for action?
5 I low would the format be different if this was
an email?
6 Work in pairs. Exchange letters and compare
what you have written. Use these questions lo
check your letters.
• Does the letter begin with the reason
for writing?
• Does the letter end with what action
is expected?
PLANNING A STAYCAIION A VOLUNILLR HOLIDAY
AN UNUSUAL HOHL Gt HING AROUND
77
A LETTER/EMAIL OF COMPLAINT
Before you watch
В Work in pairs. Look at the title of the video. Make
a list of Ihe benefits of travelling alone and the
benefits of travelling with someone else.
2 Compare your list with another pair. On balance,
which do you think is better for you?
After you watch
8 Vocabulary in context
< 6.2
Watch the clips from the video. Choose
the correct meaning of Ihe words and phrases.
b Complete these sentences in your own words.
Travelling alone Travelling with someone else
While you watch
l< 6.1
Watch the video and answer the questions.
1 What kind of places does the man visit?
2 Why do you think he is travelling alone?
Read these statements. Then watch the
\ ideo again, listening carefully to the answerphone
messages. /Xre the sentences true (T) or false (F)?
1 The woman really wanted to go with him on
the trip.
2 The man really wanted to make the trip alone.
3 The woman wants to hear all his news about
the trip.
4 1 he woman blames the man lor what happened.
5 The woman doesn't know if the man is angry
or just too busy to call back.
6 The man is a keen photographer.
7 The woman feels angry that he hasn't answered
her calls.
8 The man finally answers the phone.
5 What do you think happened that caused the man
to go travelling on his own?
6 Complete the table of the things you saw in the
video. Write as many things as you can in four
minutes. Then compare your list with a partner.
Types of transport Types of weather Activities
Plane Cloudy Picking flowers
Watch the video again and see how many
mom things you notice. Do you think the video
makes a good case for travelling alone? Why? I
Why not?
I The thing I find most weird about people and
their phones is when they ...
2 It's very tough to ...
3 I can t figure out why ...
9 You are going to leave phone messages for a friend
while you are on your travels.
Follow these steps:
1 Plan a solo trip, thinking of three or four places
you will visit.
2 Work with a partner. Turn your chairs back-to-
back so you cannot see your partner's face.
3 Take turns to 'phone' each other and leave
voicemail messages about where you are, what
you are doing and how you are feeling.
4 When you are finished, change partners and
tell each other about the messages you received
from your first partner, i.e. Where did they go?
Did they have a go<xi experience? etc.
Д. Your call cannot be taken at the moment, so please
leave your message after the tone [Beep]
B: 'Hey .. it's me, Daniela. I tried to catch you before
I got on the plane, but 1 missed you. Гт in Scotland
now...'
UNIT 6 REVIEW AND MEMORY BOOSTER
Grammar
Vocabulary
» MB
Look at the photo. Make questions to
ask your partner about it by completing these
sentences.
1 Do you know where ...?
2 It looks.....
3 Have vou ever ...?
2 Complete the conversation between Marianna (M)
and Paulina (P). I se the words in brackets or use
tag questions where no verb is given.
M: You're planning to go to Mexico for your
holidays,1________ . ?
P: Yes, that was the plan, but I've decided
(not / go) now. I thought to
myself, '1 always travel to exotic places. Why
(not / I / find) out more about
my own country for a change?'
M: I li.il s i ailed a sta\cation. ? I ll
certainly be a lot cheaper, -.......... (you /
not / think)?
P: Well, yes, but that's not the point. I
. ... (not / want I stay) at home. I'm
going to travel around the north of Poland.
To Gdansk, which I've always wanted to see,
and to Szcezin. There'll be no rush; I'll just
take my time and wander round taking in the
atmosphere. But I (hope / not /
rain) all the time.
M: I \ (not / hope) too. Do you
know where ’.......... (you / stay)? Or
(you /not / decide) yet?
P: Г11 take a lent with. me. but I 1
(not / think / use) it that much. 1'11 stay in
guesthouses mostly.
M: Well, I think it's a great idea. You
.................(not / have / worry) about visas
or changing money or vaccinations. There'll be
none of that stress.
3 Where is Paulina Irom and how is she going to
spend her holidays? Why?
I CAN
use negative forms correctly with a range of verbs
form indirect, negative and tag questions
» MB
Work in pairs. Discuss what you
remember about the places to stay in the photos.
Which of these things can you do in each one?
Which can you definitely not do in any of them?
eat out enjoy the scenery hike
raft sightsee snorkel sunbathe
take guided tours view wildlife
5 Complete the questions with one word in each
space. Phen work in pairs and ask and answer the
questions.
1 How many days...............do you get each
year?
2 Where do you in mind for your
next holiday?
3 What is the longest time it's you
to travel somewhere?
4 I lave you ever forgotten to check that your
passport or insurance is before
travelling?
5 Have you ever had to get ............against
diseases before travelling?
6 What the most important thing a person
holidaying in your country should
________________in mind?
I CAN
talk about holidays and travel
use expressions with mind
Real life
6 Match the sentence beginnings I 8 with the
endings a-h.
1 I'll pick you up
2 I he easiest thing is to hop
3 Are you corning in
4 I'll call if I get held up
5 I ook out lor the post office
6 I can easily make
7 It's only a ten-minute
8 How do I get
a in traffic.
b my own way.
c ride.
d lo your house?
e by train?
f on a bus.
g on your right.
h from the stat ion.
7 Chixise a well known place or meeting point in
your town. Tell your partner how to get there
using public transport. Use at least three of the
phrases from Exercise 6.
I CAN
ask for and give directions and holiday advice
Unit 7 Customs and behaviour
У
82
1 isten to someone who has lived in Tokyo describing
84
► 58
Work in pairs. Look at the photo and the caption. What 'rules'
or customs do people follow in this situation? Make a list of
examples of polite/thoughtful behaviour and a list of examples
of rude/inconsiderate behaviour.
A matter of taste
1’he diet of the indigenous
people of northern Alaska
Cruel to be kind
The 'tiger mother' approach
to parenting
customs on the subway there. Answer the questions.
1 Did the speaker mention any of your ideas from Exercise 1?
2 Which custom or behaviour surprised you most? Why?
Lixik at the rules of behaviour for students attending university
lectures or seminars. Complete the sentences with these words.
86
Cultural conventions
U nderstanding personal
space and turn-taking
chew interrupt raise show stare switch
90
Eating insects
A video about Americans
with an unusual taste for
insects
1
2
3
4
5
Always
Don't
off your phone during the lecture.
the lecturer.
your hand
first if you have a question.
Be attentive. By all means make notes, but don't just sit and
at your laptop screen.
I Jon't cat food or
seminar.
Be polite, respectful and
other students.
gum during a lecture or
consideration to
4
Do you agree with the rules in Exercise 3? Arc there any more
rules you would add?
my
TRADI1IONAL RULI S ОГ BEHAVIOUR FOOD AND EATING НАВП5 TURN-TAKING IN CONVERSATIONS
WEDDING CUSTOMS A DESCRIPTION
reading tiger mothers • vocabulary raising children: verbs • grammar zero and first conditionals; time linkers
speaking traditional rules of behaviour
7a Cruel to be kind
Reading
1 Work in pairs. Look at the photo. What
do you think might lx? happening here?
2 Which of these things (1-7) do you
tliink should be: a) controlled strongly
by parents; b) controlled a little by
parents; or c) left to the child to decide?
Give reasons.
3 Read the article and answer the questions.
1 WTiat is a 'tiger mother'?
2 What are a tiger mother's attitudes to the first five things
in Exercise 2?
3 How do these attitudes compare to the attitudes of a
'western' mother?
4 What are the results of Amy Chua's 'tiger mother' parenting?
Vocabulary raising children: verbs
1 watching TV
2 playing computer games
3 practising a musical instrument
•1 going out to play with friends
5 doing homework
6 choosing what subjects to study at
high school
7 choosing activities outside school
(e.g. sports, hobbies)
4 Work in pairs. Look at the pairs of verbs in bold. You will find
the first verb in each pair in the article. Discuss the difference
in meaning between the verbs.
1 bring up and educate children
2 praise and reward good behaviour
3 rebel against and disobey your parents
4 encourage and force your children to do something
5 give in to and spoil your children
6 nag someone and tell someone off
7 shame and punish someone
CRUEL TO BE KIND
► 59
io
1S
20
25
Is there a right way to bring up children ? Some
parents read books to Imd an answer, some
follow their instinct. Whatever they do, a doubt
always remains: 'When my children have grown
up. w H have any regrets about my parenting ?'
But doubt' is • Ot in the vocabulary ol Amy Chua,
a successful lawyer, professor and author of Bartle
Hymn of the Tiger Mother, a guide to a Chinese
approach to brngmg up children. According
to C hua, western mothers are too soft on their
children. They praise them lor every effort, even
if Ihe res.i I is corning last in a race or playing
a oiano piece badly. Often, when their children
ask to go out and play rather than do their
homework, the parents just give in to them.
he tiger mother's approach is very different
They accept nothing ess than 'A' grades in every
subject: f the child fails to achieve these, it simply
shows they nave not worked hard enough
'hey encourage their children not with praise
ano reward, but w In punishment and shaming.
'Unless you learn this piano piece,' Chua told
her daughter. 'I will take your doll's house to a
charity shop.’ She even rejected her daughter's
nomemaoe birthaay card because it had been
drawn m a hurry.
But Chua says that this is a more honest ano direct approach. If her child |
has been lazy, she says, she will tell them - that is the t ger mother's
way. in the same situation, western parents te I their chi'dren
not to worry: if they keep trying, they will do better next
time.
A strict routine of work before play, no TV or computer
games, plus the constant nagging of the tiger mother t
doesn't seem much fun for the children. But perhaps it
works. Chua's chi dren have not rebelled against her.
They regularly get top grades at school and are
proficient at violin and piano. Chua is
convinced that as long as
she continues to push
them, they will have
successful careers
like hers.
Grammar zero and first
conditionals
► ZERO and FIRST CONDITIONALS
Zero conditional
if the child fails to achieve these, it simply shows that
they have not worked.
When their children ask to go out and play rather than
oo their homework, the parents just give in to them,
first conditional
# 'hey keep trying, they will do better next time,
f ner child has been lazy, she will tell them.
unless or as long as
Unless you learn this piano piece, I will take your doll’s
house to a charity shop.
As long as she continues to push them, they will have
lisuccessfu/ careers.
(For further information and practice, see page 168.
S Look at the grammar box. Answer the questions.
I Which tenses / verb forms are used in zero and
first conditional sentences?
2 Which type of conditional do we use to talk
about these things?
a a fact or something that is generally true
b a particular possible future event or situation
3 In which sentences can you use either if or when
with a similar meaning?
4 I low are the words its long as and unless different
in meaning from iff
6 Choose the correct options to complete the zero and
first conditional sentences.
1 If Charlie carries on / toil! carry on drinking fizzy
drinks all the time, it will ruin /ruins his teeth.
2 Children become /will become. very confused if
they won't have/don't have an established routine.
3 We ll go / We go to the playground after tea as
long as y< mil have finished / you'zv finished all
your homework.
4 11 a child will be misbehaving / is misbehaving, it will
be/is important to understand why.
5 When parents will be/are too strkt, it is / will be
natural for children to rebel against them.
6 On the whole, it will be/is difficult for a young
child to know how to behave if no one will tell /
tells them.
7 When 1 will have./have children, I will try / try to
be the kind of parent that praises, not punishes.
8 1 will always feel/always feel very uncomfortable if
I will see/see parents shouting al their children.
► TIME LINKERS
Time linkers (when, as soon as, before, after, while,
until) in sentences with a future meaning
When my children have grown up, will I have any
regrets about my parenting?
For further information and practice, see page 168.
7 Look at the grammar box again. Choose the comvt
option to complete the rule.
In a sentence about the future where two clauses are
connected by a time linker, we use a present /future
verb form after the time linker.
8 Look at the* prompts. Write complete sentences about
the future? using appropriate verb fonns.
1 I / go and get / some milk / before /
the shop / close.
2 She / stay / in her job until / she / find /
a better one.
3 I / not / be / able lo call you while / 1 / drive.
4 She / meet / us / after / she / finish / work.
5 As soon as / everyone / board / the plane /
we / be / able to leave.
6 I / not / make / a decision / until / I / speak /
to Emma about it.
7 I / have / to take the bus to work next week /
while the car / be / repaired.
8 Dinner / be ready / for you / when / you /
get / home.
9 Choose the best options to complete* the sentences.
I I'm going lo live at home as long as / until 1 can
find a reasonably priced flat to rent.
2 My dad says he'll leach me how to drive as long
as/while I pass all my college exams.
3 I tliink he'll change his mind about going to
university' until /after he lias had time to think
about it.
4 Unless I If you do as you're told, we won't be
going lo the festival on Saturday.
5 Los Angeles is a great place to I i ve after / if you
have a car and plenty of money.
6 I'm sure-you’ll be able to watch the match while/
until you're waiting at the airport.
10 Complete the sentences said by adults to or about
children in your owrn words. Then compare your
answers in pairs.
I 'if you don't finish your supper,...'
2 'Children only appreciate how difficult it is to be
a parent when...'
3 'If you study hard at school,...'
4 'If you treat your children as y'our friends,...'
5 'It's fine for children to li ve at home until...'
6 'As long as my' children are happy,...'
Speaking my life
11 Think of five traditional rules of behaviour that
parents have given to children. Then work in
small groups and discuss which are still good
rules and which you think are old fashioned or no
longer appropriate.
Don ’t speak until you are spoken to/1 think this is old-
fashioned and wrong because if you tell your children not
to speak, they awi'l develop good communicufian skills.
TRADITIONAL RULES OF BEHAVIOUR
FOOD AND t AUNG HABUS
IURN 1AKING IN CONVLRSA1IONS
83
listening a matter of taste • grammar usually, used to, would, be used to and get used to
pronunciation /ju:/ and Zu:/ • vocabulary and speaking food and eating habits
7b A matter of taste
Listening
► 60
► 60
1 What is the strangest thing you have ever
eaten? Why did you eat it? What did it
taste like?
Listen to an extract from a
radio programme about the diet of the
indigenous people of northern Alaska.
Answer die questions.
1 What kind of food forms their
traditional diet?
2 Why is this surprising or unusual?
Listen to the extract again and
choose the correct option (a, b or c) to
complete the sentences.
1 In less____________countries people
don't eat so much meat.
a well-off
b cold
c northern
2 In northern Alaska there were not
many available to eat.
a dairy foods
b small animals
c plants
3 The speaker has been told that whale
skin is very______________
a nutritious
b oily
c tough
4 Harold Draper says that what
is important is eating the right
a nutrients
b foods
c vitamins
5 The fat of animals is not
as unhealthy as other fats,
a sea
b wild
c domestic
6 Since Ihe Eskimo have started eating
more processed food, they have more
problems.
a health
b financial
c social
4 Are you .surprised by the Eskimo diet?
Why? I Why not? Do you think we should
eat fewer processed foods? What would you
miss most if this was the case?
Grammar usually, used to, would,
be used to and get used to
► USUALLY, USED TO, WOULD, BE USED TO and GET USED TO
usually + present simple
1 We usually eat fruit to get more vitamin C.
used to + infinitive
? Heart conditions among the Eskimo used to be half the number
in the wider population.
3 They didn't use to have a so called balanced diet.
would ♦ infinitive
4 They would cook the meat in seal oil.
be used to + noun or -ing
5 On the whole, we are used to eating a range of foods.
get used to ¥ noun or -ing
6 We have got used to eating certain foods to get each nutrient.
For further information and practice, see page 168.
5 Look at the sentences in the grammar box. Match the
phrases in bold with the descriptions (a-e).
a a repeated past action, habit or situation that
no longer happens (three phrases)
b a repeated action or habit (not a state or situation) in
the past
c a habit or action that happens regularly or is generally
true
d something that seems or seemed normal (not strange or
difficult)
e a new tiling that people adapt to or that becomes
normal
6 Choose the correct options to complete the
paragraphs about eating habits.
Q In China, people ' do not usually finish I didn't use
to finish everything on their plate, because finishing
everything is a sign that you are still hungry. Visitors
from the West find it difficult to1 be used to I get
used to this, because they ‘ used to eat I are used to
eating everything to show that they like it. When a
Chinese host sees their empty plates, he or she4 usually
assumes / is used to assuming that they want more.
Ы Fifty years ago, people in the USA 'got used to
sitting I used to sit down for meals with their families
each evening. Families nowadaysL usually eat I get
used to eating together no more than three times
a week, because busy lives, work and IV get in the
way. But it is believed that if more families could
7 be used to dining I get used to dining together again,
it would strengthen family relationships.
9 Pronunciation /ju:/ and /u:/
a
► 61
Look at the words in bold. The letter и is
pronounced /ju:Z. Listen to the sentences anil repeat.
I I usually eat a big breakfast.
2 Did you use to eat a big breakfast?
3 I’m not used to eating a lot of meat.
b Work in pairs. Practise saying these words with
the same sound (underlined).
consume cucumber future human
nutritious opportunity produce tuna
useful
C
In these words there is no /j/ sound before
the /u:/ sound. Practise saying the words. Then
listen and check. Which sounds come before /u:/?
fruit juice June junior rule true
В Eating a traditional English breakfast of eggs, bacon
and sausagesя used to be / would be a common thing
in the UK. A big breakfast was important because
people * didn't use to eat I weren't used to eating
so many snacks during the day. Nowadays people
10 get used to having I usually have a small breakfast
and then have a snack if they feel hungry later in the
morning.
Ы When I was young I " used to eat I was used to
eating a lot of sweets. Every Saturday my sister and I
7 would go / got used to going down to the shops and
spend all our pocket money on chocolate and toffee
and all sorts of things that were bad for our teeth.
7 Complete these sentences with usually, used to,
would, get used to or be used to. Where there is a verb
in brackets, put it in Ihe right form.
1 We (eat) out a lot, but
restaurants are so expensive these days that we
don’t anymore.
2 I (have) a tuna and
mayonnaise sandwich for my lunch.
3 1 (take) sugar in my coffee,
but now I drink it without sugar. It took a little
while to the taste, but now
it feels normal.
4 When I was little, if 1 didn't like some food on
my plate, 1 (hide) it in my
napkin when no one was looking and put it in
my pocket.
5 When 1 was staying with my friends in
England, we (have) supper
at six o’clock in the evening. It was strange,
because I (eat) much later.
8 Are any of the sentences in Exercise 7 true for you?
How is your experience different?
Vocabulary and speaking food
and eating habits my life
Work in pairs. Look al these commonly
mispronounced words. Can you pronounce them?
Put them in the correct category. Then listen and
check your answers. Think of two more items for
each category.
almonds a chocolate bar crisps cucumber
eggs lettuce fizzy water fruit juice ketchup
lamb muesli yoghurt raspberries tuna
1 Snacks and sweets
2 Fruit and vegetables
3 Dairy products
4 Breakfast cereals
5 Sauces
6 Soft drinks
7 Protein-rich foods
11 Find out about your classmates' eating habits. Ask
three classmates questions about these areas.
• Meals: times, who they eat with, what they eat
• Fast food: how often and what
• Fruit and veg: which and how much
• Snacks and sweets: which, when and how often
• Eating habits in general: have they changed?
12 W’ork in pairs. Make conclusions using usually,
used to and be used to.
Most people don't usually eat a big breakfast.
X used to eat supper with his family, bul now he
usually buys fast food.
Y is trying to get used to cooking for himself.
TRADITIONAL RULES OF BEHAVIOUR ► |
WEDDING CUSTOMS A DESCRIPTION
reading personal space and turn-taking • critical thinking questions and answers •
word focus same and different • speaking turn-taking in conversations
7 c Cultural conventions
Reading
1 Work in pairs. Imagine you are having a job
interview. Discuss what you would do.
I Clothes: dress smartly or casually?
2 Posture: sit forward, lean back, something else?
3 Distance: be close to the interviewer or not?
4 Voice: speak loudly, softly, confidently, etc.?
5 Eye contact: keep strong eye contact or not?
6 Body language: fold arms, keeps hands
down, etc.?
2 Read the first paragraph of the blog. What is meant
by the terms 'personal space' and 'turn-taking'?
3 Read the rest of the blog and then say which ot
these statements (a c) best summarizes the author's
findings about personal space and tum-taking.
a There are proven cultural differences in these
areas, but they are not important.
b Anthropologists have given too much
importance to the differences in these areas.
c Tlie differences in these areas are small, but
important because they can cause us to be
uncomfortable.
4 Find the answers to these questions in the blog.
I What did Edward Hall think we risk if we fail
to understand differences in personal space?
2 What do you tliink is meant by 'contact' and
'non-contact' cultures?
3 What does the author find is missing from the
research done so far into personal space?
4 What do the two stories about turn-taking in
Nordic countries tell us?
5 What is the average time that people anywhere
in the world take to respond in conversation?
6 Why does the author think that differences in
these areas interest us so much?
5 Find words or expressions in the blog that mean
the following.
1 made bigger than it really is (para 1)
2 upset feelings at something rude (para 2)
3 based on personal stories/accounts (para 3)
4 a line on which we measure tilings (para 4)
5 small or insignificant (para 5)
6 I he usual way (para 6)
Critical thinking questions and
answers
6 What question does the author ask at the start ol
the article? Does hr answer it by the end? If so,
what is his answer?
7 Work in pairs. Look at these other questions that
the blog raises. Is there an answer to them in the
blog? What are the answers?
I Why do anthropologists seem lo exaggerate
cultural differences?
2 Why do we need to be careful about making
cultural comparisons?
Word focus same and different
8 Look at the expression with difference from the
passage. Then complete the idioms in bold by
adding the words same, different or difference
Which two idioms mean the same thing? Which
two are complete opposites?
In other words, the difference is pretty minimal.
1 We didn't fight! We just had a....... of
opinion.
2 1 don't mind where we eat tonight. It's all the
lo me.
3 Being able to speak a language is one
thing; being able to teach it is a completely
matter.
4 You say money's not important, but if you were
p<x>r, you'd be singing a tune.
5 Really, it makes no to me where
we stay. A youth hostel is fine.
6 A jail and a prison are one and the
thing.
Speaking my life
9 Work in pairs. Discuss the customs in your own
culture regarding personal space and turn-taking.
I hen compare your ideas with another pair.
10 I ook at this list of the most common first words
in turn-taking in English conversation. What first
words are most common when responding in your
language, do you think? What words do you most
use in conversation?
Yeah Mm... I And Oh So No Yes
Well But You Right
11 Work m pairs. I lave short conversations using
these opening questions and statements (a d). Lse
words in Exercise 10 to give you time to respond.
a I )o ail cultures smile to show they're happy?
b I >o you use gestures a lot when you speak?
C Is there a particular culture/nalionality that
you find talks too fast?
d You can tell a lol about people from their body
language.
CULTURAL CONVENTIONS
► 64
Whenever I read about cultu-al differences in
communication, I always find mysel asking t these are
real differences o'something may nod or exaggerated.
So retxrri у I deeded I would investigate these supposed
5 differences in mom ; fetal. And chose two specif ;
areas - personal space and h in taking - to try and find
out the truth. Personal space means how close we arc
used to standing o' sitting next lo other people, Гиге-
taking refers to the ‘ruins' ot conversation - how long you
о sneak fc- ar id how long the othc' person wails before
responding.
The idea that different cu turns perceive space
different у was first investigated properly by an American
anthropologist, Edward I tall, ir the 1950s,1 c put Uto
- range tor ’personal distance’ (far ily or erose friends)
at between 45 cm and 1.2 m and for ‘social distance’
(colleagues, neighbours, etc.) at 1.2 m to 3.5 m.
I tail claimed tnat ir ’non contact’ cultures (the USA,
tot them Europe, the Far Last?, the d stance is greater;
/) n 'contact' cultures ( alii Amcr ca. the Middle Last
Sou.horn Europe) it s smaller. Hr warned that not
respecting the correct distance between people could
lead to misunderstand ng or, worse, offence, lo gave
an example of an American at an airport who t nds a
- seat for himself in an empty seat ng a-ua. The mart feels
very uncomfortable when a Modifcrariua i looking man
comes and sits in thio chair right next to him.
There is a lot ot similar anecdola evidence to support
claims of cultural differences, but wry little scientific
зо evidence. . fecause, w ii e Ine ranges tor the a- ou- it
of space we need seem accurate, the actua amount
detwr.ds cn many more factors than just cultural
background: the age of too people involved the r gender,
where they live (city or country), their .social position and
their personality. {I could give many ether examples lo .35
prove that the USA is a ‘contac.’ culture, tor instanrxi.)
Anthropologists also give examu us of big culture
differences in turn-taking. Nordic cultures (Denmark,
Sweden. Norway, Finland) are reported to have
long delays between one turn and Ihe next. Orc
anil>rop<;:xjist describes ottering coffee lo a Swedish
guest in hs nouse. A'ter a minute t: silence the guest
says, ‘Yes. please.' Another gives an account of two
men walking to wczk one morning. I he f rst man says.
'I lost my knife hero, yesterday.’ As they return home 45
from work that evening, the other says, 'What knd of
knife was it?' Cultures at the other end of Ihe scale
include Japanese, Korean and Dutch. In Antigua, for
example, studies have observed that shakers quite
commonly talk over one another, with no delay al all so
between turns.
Hut ague the scientific data shows that then: is very
little cultural difference in l ie actual time decays in
turn taking. The typical pause across cultures is about
0.2 soexxids (with English speakers il is around 0.25).
I he maximum gap is 0.4Z seconds (Danish) and the
minimum only 0 07 seconds (Japanese;, bother
words, the deference is protly minimal.
How do these stories ot exaggerated differences
сото about? One reason could bo ‘ha’ when it 60
comes to personal space and waiting lor a response
we are very senstvo lo ar y variation from tne norm.
Hui I suspect the main reason is that, as humor
beings, wo find contrasts entertaining. Б еге is
nothing wrong wrh ihat. but we must br: cautious 65
vJien we make comparisrxis and bear in mind Itinl
our similarities are. in tact, much greater
tl’an our differences.
vocabulary weddings • real life describing traditions • pronunciation the letter s
7d Wedding customs
Vocabulary weddings
► WORDBUll.DING word pairs
Some words have a natural 'partner' or make a
matching pair.
bride and groom, host and guest
For further practice, see Workbook page 59.
1 Work in pairs. Look at these words related
to weddings. Match the words with their
definitions (1-8).
bride engagement fianc6(e) groom
hen do reception stag do veil
► 66
Listen to the second part of the description.
Put the stages of the ceremony in the correct order.
a A child presents the hennaed coin to the groom.
b The bride's head is covered with a red veil.
c The guests start to sing separation songs.
d The bride's hands and feet are decorated
with henna.
e A gold coin is put into the remaining henna.
f The henna is prepared by the daughter of another
couple.
► 67
Work in pairs. Retell the events using the
expressions for describing traditions. Then listen to the
complete description again and compare your version.
1 a pre-wedding party for the man
2 a pre-wedding party for the woman
3 a party after the wedding
4 a woman on her wedding day
5 a man on his wedding day
6 a piece of thin cloth that covers the
woman's face
7 a promise to be married in the future
8 Ihe person who has made the promise
2 What pre-wedding customs or events are
traditional for Ilie bride-to-be in your country?
Real life describing traditions
Listen to the first part of a description
of a traditional pre-wedding 'henna night' in
eastern lurkey. Who attends the event and
how is it celebrated?
4 Complete the first four expressions for
describing traditions by writing in the details
of the henna night.
► DESCRIBING TRADITIONS
it takes place ’ before the wedding.
It marks the* 1____________that a bride spends ...
It’s an occasion forJ , because ...
It symbolizes the4 as a single
person ...
It's traditional/customary for this to be done by ...
Typically, / As a rule. / Usually, the women from ...
Describing the sequence of events
The ceremony begins with the ...
Then,... / After that. ... / Next... / Finally,...
While this is happening / During this part, the
guests...
After/Once the bride's head has been ...
On the morning of the wedding, a ...
7 Pronunciation the letter s
a
► 68
Listen to these words. Flow is the- underlined s
pronounced in each word: /s/, fzJ or /3/?
custom dress friends music occasion
pleasure suppose spends weddings
► 69
Work in pairs. Say how s will be pronounced
in these words. Listen and check. Think of two more
words for each sound. Then compare with another pair.
decision eastern lose plans rings single
surprise usual
8 What special events or customs take place during
or after a wedding in your country? Choose one
event or custom and prepare a description using the
expressions for describing traditions to help you.
Think about:
• the timing of the event.
• the sequence of the events.
• its significance.
• any special symbols used.
9 Work in small groups. Describe the customs to each
other. Then ask questions to get more information.
Are these customs still very common?
7e Firework festival
Writing a description
1 Work in pairs. Describe what you can see in the photo.
2 Read the description of a festival. Does the description
mention each of these things? What does it say about
each one?
a the name of the festival
b the date of the festival
c the reason for the festival
d the main attraction at the festival
e other activities that take place
f die high point of the festival
3 Read the description again.
I Underline all the adjectives used to describe
the festival.
2 What overall impression does the writer want to
give, do you think?
Las Fallas or the 'Festival of fire' in Valencia, Spain,
s one of the most unusual and exciting festivals in
the world: a joyful mixture of parades, music, food and
-reworks. It takes place every year between 15th and
19th March and marks the beginning of spring, a time
where everything bad must be burned to welcome in the
new season.
"ie focus of the festival are extraordinary statues called
i ninots, many as tall as houses, made of cardboard.
wood and plaster. The nmols often make fur of
characters from real life, like politicians and celebrities,
and are placed at different points all around the city on
15th March. Each ninot is judged for its creative design
and prizes are giver to the winners. (They have taken
months to buila and cost thousands of Euros.)
For the next two days, people celebrate >n the streets,
drinking, eating paella (tne traditional local dish),
watching fireworks and generally having fun. Late in
me evening on 18th March young men cut holes in the
| nmots and stuff them with fireworks. Then at exactly
midnight comes the climax ot the festival, when all the
nmots across the city are set on fire in one spectacular
burning ceremony. It is a unique, and very noisy, display.
4 Writing skill adding detail
a When you write a description it is important to
add interesting details. Answer the questions.
1 What details docs the writer add about
these things?
the festival in general
the beginning of spring the ninot statues
the characters from real life the celebrations
the final display
2 1 tow are the details added: with adjectives, with
an explanation, with a list, with an example?
'one of the most unusual and exciting festivals in
the world' - adjectives
b Work in pairs. Add details to the description of
a music festival, using the guide in brackets.
1 In the middle of the park there is a ... stage,
(adjectives to describe the stage)
2 People then make their way to the main
square,... (list of activities while making their
way, e.g. singing)
3 There are all kinds of food to eat, such as ...
(examples)
4 l he festival takes place in mid-July, a time
when ... (explanation)
5 Write a description of a festival you know
well. Start with the basic facts (use the ideas in
Exercise 2) and then add in more interesting detail.
6 Exchange descriptions with your partner. Use these
questions to check your partner's description.
• Does the description include the date of the
festival, its significance, its high point and the
activities people do?
• Does it give you a strong overall impression of
the festival?
• Does it include interesting details?
• After reading the description, would you like
to go to the festival?
..r TRADITIONAL RULES OF BEHAVIOUR FOOD AND EATING HABITS TURN TAKING IN CONVLRSAIIONS
1 6 WEDDING CUSTOMS ►
Before you watch
1 I low much do you know about insects?
3 You are going to watch a video about eating
insects. Discuss the answers to these questions
before you watch.
1 Match the names of the insects with the photos.
2 What do you know about each one?
1 Which countries include insects in their diets?
2 Is eating insects a new habit?
3 Why is producing insects belter for the
environment than producing meat?
4 Are insects good for you ?
caterpillar cockroach cricket fly
mealworm mosquito
While you watch
4
from Exercise 3.
Watch the video and check your answers
5 Work in pairs. Try to remember the insects that
you saw in these foods.
1 apples covered with ..............
2 a lollipop with a in it
3 a cocktail made with ..............not shrimps
4 a stir fry made with..........
5 a banana and cream dessert with a
on top
Look at these questions. Ihen watch the
video again and make notes. Discuss the answers
with your partner.
< 7.1
1 Where is Hotlix shop and restaurant?
2 I low long has Larry been trying to get
Americans to eal insects?
3 According to Larry, why do most .Americans
not like eating insects?
I 1 low many species of insects are eaten around
the world?
5 What does one of his dinner guests want to
know about the cockroach on his plate?
After you watch
2 Key vocabulary
7 Vocabulary in context
Э Read the sentences. I he words in bold are used in
the video. Guess the meaning of the words.
l« 7.2
Watch the clips from (he video. ( boose
the correct meaning of the words and phrases.
1 The chet Jamie Oliver is an advocate of healthy
eating for kids.
2 She served the fish with a simple garnish
of herbs.
3 There is a small niche market for
sugar-free chocolate.
4 Avocado ice cream? 1 hat sounds revolting.
5 Their clothes are pretty ordinary but they have
snob appeal because they are so expensive.
b Match the words in bold in Exercise 2a with these
definitions.
b Work in pairs. Complete these sentttnoes in your own
words. Then compare your sentences with a partner.
1 The fashion for ... is anything but new.
2 I can't stomach ...
3 My friend disagreed with me about ... but I
was able to win him/her over by saying ...
8 Work in pairs. I hink about the sweets or candy
you used to eat when you were a child. Wliat can
you remember about them? Describe the sweets to
your partner.
a serving a small group
b someone who speaks in favour of something
C disgusting
d attract people who like h> feel superior to others
e a small amount ot food used for decoration
brim with (v) 'brim wi<V are lull ot
bugs (n) .Ълу/.' insects
gourmet (adj) '"guofr of food, very high quality
land of plenty (n) 'la:nd av 'plcnti.' a country or place where a
lot of food (or other goods) is available
UNIT 7 REVIEW AND MEMORY BOOSTER
Grammar
Vocabulary
1 Choose the correct options to complete the
description.
5 Complete the rules of good behaviour. Put the
letters of the words in brackets in the correct order.
If you ' used to eat I are used
to eating lunch in the middle
of the day and dinner around
7.30 p.m., then you : get I
will get a shock if you go to
Argentina. Lunch 3 usually
takes! is used to taking place
around 2 p.m. and dinner
after 9 p.m. On a Saturday
night, it’s at least 10 p.m.
before restaurants4 start!
will start to get busy. But it’s
not just eating times that are
different. At home in England
15 used to eat / got used to
eating a big breakfast, very
little lunch and then I
6 will / would have a
reasonably big supper when
I got home from work.
Here breakfast is just coffee and a piece of toast and
lunch is a big deal. And the meat! I don’t think I’ll ever
7 be used to I get used to eating so much meat. As you
know, when you eat a big lunch, you generallyH fee//
will feel pretty sleepy afterwards and the answer to
that is to take a short nap or ’siesta' in the afternoon.
Actually, in Buenos Aires, the traditional siesta is not as
common as it was used to being / used to be, but you
still find people in the provinces taking them.
6
1 Don't ______________others, (rupterin)
2 Try not to _____________at people, (estra)
3 Don't speak when you are... __food,
(whingec)
4 _____ your phone during meal times,
(whitsc fof)
5 Show ___to others, (isticonaroned)
6 Be aware of other people's . space,
(nosapler)
» MB
Work in pairs. Which is the odd one out?
Why? (Pronunciation is one possible reason.)
1
2
3
4
5
6
7
8
punish tell off nag spoil
educate bring up look after raise
encourage shame praise reward
bread cheese rice pasta
reception stag do engagement hen do
fruit muesli juice cucumber
bride veil groom fiance
body language gesture raise your hand
posture
I CAN
talk about parenting and about behaviour
talk about food and eating habits
Real life
7 Match the beginnings (1-8) with the endings (a h)
to make sentences about a coming-of age tradition.
2 Write down four things that the writer f inds
strange about eating habits in Argentina.
3 Complete this sentence with one of the
grammatical forms in the text.
My parents never wasted food. Often we
(eat) food left over from the day before.
1 It marks
2 It takes place
3 It is an occasion
4 The ceremony symbolizes
5 It's customary for
6 Ihe ceremony begins
7 Typically,
8 Once the child
» MB
Make two similar sentences with spaces
about your own past or present eating habits.
Ask your partner to complete the sentences.
I CAN
use used to, would, be used to and get used to
use the zero and first conditional and time linkers
a people to give presents to the child.
b the moment when a child becomes an adult.
c the child stands up and gives a short speech.
d with the parent entering the hall with the child.
e has given their speech, others can also say
some words.
f on the child's sixteenth birthday.
g for celebration.
h the differences between being a child and a adult.
8
» MB
Work in pairs. Take turns to describe
a special celebration in your country. Use the
phrases 1-8 from Exercise 7.
I CAN
describe a (traditional) celebration
Unit 8 Hopes and ambitions
FEATURES
94 Rise of the
'rocket girls'
The team that guided
NASA's spacecraft
96 I wish I could ...
Superpowers that people
wish they had
98 Saving Madagascar
Hopes and fears for
Madagascar's environment
102 What would you do if
money didn't matter?
A video about people's true
ambitions
► 70
1 Look at the photo and the caption. Find two wishes you like.
Listen to someone speaking about the wall. Note down
the examples ot things that people write.
3 Complete the sentences with these words. Explain your
choices to your partner.
ambition goal hope
1 Our aim I / target is to raise £10,000 for charity.
2 Her / dream is to be a professional dancer.
3 My parents' wish / / expectation was that
I would study medicine at university.
What verbs did the speaker use in these phrases? Listen
again and complete the phrases.
1 the dreams they'd like to true
2 goals that are easy to
3 people wanting to up to other peoples'
expectations of them
4 a lot of people an ambition to travel
5 some will their ambitions and some won't
5 Work in pairs. What are your dreams, goals and ambitions?
How easy will they be to achieve, do you think?
► 70
reading the first human computers • word focus make and do • grammar second, third and mixed conditionals •
pronunciation contracted or weak forms • speaking ambitions
8a Rise of the 'rocket girls'
Reading
1 Look at the title of the article and the photo.
Discuss the questions with your partner. Then
read the article and c heck your answers.
I Who do you think the 'rocket girls' were and
what did they do?
2 What do you think their ambition was?
2 Read the article again. Correct the underlined words
to make these sentences true according to the article.
I The men who flew to the moon were more
experienced than the women engineers and
mathematicians who helped them get there.
2 In the 1950s 'computers' were machines that
did mathematical calculations.
3 A small mistake could mean that a spacecraft
could reach its destination.
4 As time went on the 'rocket girls' started
programming actual scientists. "
5 1 he advantage of being an all-female group
was that they worked very hard together.
6 The author Nathalie Holt hopes that we will
see more women astronauts in future.
Word focus make and do
3 Look at the article again. Find five expressions with
make and do. Then choose the correct options to
complete the sentences about make and do. Match
the expressions from the article with each rule.
1 Wo usually use make I do to describe
performing work or a task.
2 We usually use make I do to describe creating
something.
3 We use make/do + an object pronoun
(e.g. something, it, that).
1 In other fixed expressions, we usually use
make /do.
4 Choose Ihe correct verb to complete these sentences.
I Can I do / make a suggestion? Wiry don't we
take it in turns to do / make the housework?
2 I'm doing / making a very interesting evening
class at the college and I've done / made some
good friends there too.
3 1 want to do/ make something to help them:
something that will really do/make a difference.
4 I've done / made a note of all the things we need
to organize and all the shopping we need to do/
make before the party.
5 Their busmess is struggling. They’re doing /
making everything they can. They're just not
doing / making a profit.
► 71
Rise of the ‘rocket girls’
Everyone knows Buzz Aldrin, the famous astronaut,
but how many of us have heard of Eleanor Francis
Helm, an engineer behind numerous successful NASA
space missions? Hei in was part of a group of brilliant
j and determined female mathematicians working at
NASA's Jet Propulsion Lab (JPL) in California in the
1960s. Nathalia Holt, the author of a new book about
these women - known as 'rocket girls’ says. 'If they
hadn't worked on the lunar project, "man" would
io not have reached the moon.'
The rocket girls stared out at JPL in the 1950s, having
answered a job advertisement saying ‘Computers
needed'. They were called computers because, before
today's digital devices, you needed humans to do
is mathematical calculations. And the calculations had
to be extremely accurate. If someone had made the
smallest mistake, a spacecraft bound for the moon
would still be travelling somewhere in outer space,
having missed its target entirely.
20 The rocket girls went from being 'computers' to
becoming the lab's first computer programmers
and engineers. As a result, they had an incredible
influence on almost every NASA space mission you
can think of. One of the group's early leaders, Macie
25 Roberts, made the decision to hire only women and
this policy continued for the next thirty years. They
brought in many women who wanted to be engineers
but didn't have the necessary qualifications. If anyone
tried to employ only men or only women today, they
jo wouldn't be allowed to. But Macie Roberts made a
special work environment which in fact had great
advantages. The women formed close working
relationships and worked flexible hours to help each
other and balance home and professional lives. At
3' the same time they felt they were doing something
really valuable. As a result, many women stayed on
working at the lab for thirty or forty years.
Holt says that if there were more women engineers
today, she probably wouldn't have written the book.
49 She hopes that the 'ocket girls will now get the
recognition they deserve and be an inspiration to a
new generation of female engineers.
Grammar second, third and
mixed conditionals
► SECOND, THIRD and MIXED CONDITIONALS
Second conditional
1 If anyone tried to employ only mon or only women
today, they wouldn't be allowed to.
Third conditional
2 If these women hadn’t worked on the lunar project,
'man' would not have reached the moon.
Mixed second + third conditional
3 If there wore more women engineers today, she
probably wouldn't have written the book.
Mixed third + second conditional
4 If someone had made a mistake, the spacecraft would
still be somewhere in outer space.
for further information and practice, see page 170.
5 Look al the grammar box. Choose the correct
oplions to complete the explanations.
1 Sentence 1 describes a situation in the
present or future / past. It refers to a real
possibility / imagined situation.
2 in sentence 2 the (/-clause describes an
imaginary situation in the present/past.
The result it describes is in the present /past.
3 In sentence 3 the (/-clause describes an
imaginary situation in the present / past.
The result it describes is in the present /past.
4 In sentence 4 the //-clause describes an
imaginary situation in the present /past.
The result it describes is in the present / past.
6 Read the sentences (1-4). What type of conditional
sentences are they? Then describe the ac tual
situation and the result.
1 III were on a spaceship travelling to Mars,
I would be worried that I might never come
back.
This is a second conditional sentence.
I am not ou a spaceship travelling to Mars. I'jii vol
worried that 1 might never come back.
2 If some of the engineers had been men, it
wouldn't have been such a special working
environment.
None of the engineers
so a special working
environment.
3 If I were better at maths, I would have studied
physics at university.
I ...................at maths, sol
physics at university.
4 If I had read Nathalta Holt's book, I would
know all the facts about the rocket girls.
I ......Nathalia Holt's book,
so I ....all the facts about the
rocket girls.
7 Write conditional sentences using the information
in these sentences Notice the time of each action
or situation and result.
I They didn't give me a work visa, so I can t
work here legally.
2 We live a long way from the city, so we don't
see our friends very often.
3 J really didn't understand the film, so 1 walked
out before the end.
4 I'm not used to the cold weather, so I had to
put on an extra jumper.
5 Going on holiday is expensive because we have
three children.
6 She did well in her law exams. Now she's
working for a top legal firm.
7 I didn't phone you because 1 was wailing for
another call.
8 I’m not angry about what you did. That's why
I didn't say anything.
8 Pronunciation contracted or weak forms
a
Complete the conditional sentences. Then
listen to how the missing words are pronounced:
as contracted forms or as weak forms.
1 If the rent cheaper, I
take the flat.
2 What would you ... done if you
_____________me?
3 So sorry! If I known you were here,
I asked Jo to get you a coffee.
4 If she ed at college, she
now be a fully qualified journalist.
b Work in pairs. Practise saying the sentences from
Exercise 8a.
9 Who or what has influenced you in your life?
Complete these sentences in your own words.
I hen compare your experiences with a partner.
1 If I hadn't had a good ... teacher, perhaps 1 ...
2 If I were more ambitious, perhaps 1 ...
3 I wouldn't be doing what 1 do today, if my
parents...
4 If I had studied ... instead of..., I ...
5 If I hadn't met... I wouldn't...
6 I'd recommend anyone to watch/read ... II
1 hadn't..., 1...
Speaking my life
10 Think of one friend or family member who has
achieved their ambition and one who has changed
their ambition. Describe what has happened to
them, using at least two //-sentences.
If my mother hadn't done evening classes when we
were young, she wouldn't be a qualified nurse now.
If my brother hadn't met the singer Sean P, he
wouldn't have become a professional songwriter.
listening superpowers • wordbuilding noun suffixes • grammar wish and if only •
pronunciation /// and /t J7 • speaking wishes
8b I wish I could ...
Listening
1 I ,ook at the photos of the National Geographic
Explorers and the captions What do you think
each job involves? Do any of the jobs interest you?
Why? / Why not?
► WORDBUILDING noun suffixes
We use certain suffixes when we talk about people who
do particular jobs: -er, -or, -/an, -/st, -ant, e.g. filmmaker,
doctor, politician, scientist, accountant.
Nowadays we tend not to distinguish so much between
male and female workers. For example, we say police
officer, rather than policeman or police woman or we use
the male term for female roles, e g. actor not actress.
For further practice, see Workbook page 67.
2 Look at the wordbuilding box. What are the job
names from these verbs and nouns?
1 electricity
2 economics
3 to bake
4 to fight fires
5 law
6 to translate
7 history
8 reception
9 library
10 to consult about business
► 73
► 73
The eight explorers in Exercise 1 were asked
this question: 'If you could have a superpower, what
would you most like to have?' Listen ami write
down what superpower each explorer wanted.
Listen to the explorers again and complete
the sentences.
If I had this power,...
I I could see the world in the way.
2 I could see the bigger
3 1 wouldn't get so_____
4 people couldn't me.
5 it would have saved me a lot of
6 I'd go and listen to what people were saying in
the
7 I would like to
8 that would be an superpower.
5 Work in pairs. Discuss which of the superpowers
you would like to have. Or is there another
superpower you would like? What would you
do if you had this power?
Grammar wish and if only
► WISH and IF ONLY
wish /if only + past tense
1 I wish I had the ability to make other people understand,
wish / if only + could + infinitive
2 If only I could turn anything into any kind of food I
wanted.
wish / if only ♦ past perfect tense
3 / wish I'd had that power earlier in my career.
wish/if only + someone (or something) + would +
infinitive
4 Sometimes you wish other people would get what
you're trying to say.
5 / wish they'd stop looking at me in that confused way!
For further information and practice, see page 170.
6 Look al the grammar box. Are these statements
true (T) or false (F)? If the statement is false,
correct it.
1 Ihe speakers in sentences 1 and 2 are talking
about a past situation.
2 If only in sentence 2 has a weaker meaning
than wish.
3 The speaker in sentence 3 is talking about a
present situation.
4 The speaker in sentences 4 and 5 is talking
about a present situation.
5 The speaker in sentences 4 and 5 wants
someone else to act to change the situation.
7 Choose the correct verb forms to complete this
person's wishes.
'I wish 1* 1 had/would have a superhuman memory.
You could say that would be a bad thing because
you'd remember all the things you wish you didn't
do /hadn't done or all the missed opportunities you
wish * you took/you'd taken and your life would
be full of regrets. But I don't mean that I wish I
1 remember / remembered everything; I just wish I
could remember / would remember the things I wanted
to, like names and dates and interesting facts.'
8 Complete the sentences with the correct form of
the verbs.
1 I и ish I । team) to play a
musical instrument when I was younger.
2 Marta is very homesick. She wishes her family
(be) here with her.
3 I wish the weather (not /
be) so cold. Then we could eat outside.
4 Jerry wishes he (not /go)
out last night. He's too tired to work today.
5 1 wish the bus ________(hurry up)
and come. We've been waiting for 25 minutes.
6 I'm sorry. 1 wish I_____ (know)
the answer, but I don't!
7 I love London. I just wish it
(not / be) so expensive!
8 I w’ish the builders next dtxir
(stop) making so much
noise. I can't concentrate.
9 She's got an amazing voice. If only I
(can / sing) like that!
10 Kate wishes she ________(bake) you a
cake for your birthday, but she didn't have time.
9 Read the notes in the box. Then complete the
sentences below using the words given as a guide.
Note that in affirmative sentences we often use a
comparative form.
/ wish (something) were more ...
In negative sentences we often use not so + adjective.
/ wish (something) were not so...
1 Marta is very homesick. She wishes her family
. (not / be / far away)
2 I w’ish the weather
(be / warm)
3 1 love London. I just wish it
. (be I cheap)
4 I wish the builders next door
. (be / quiet)
10 Pronunciation /J/ and /tJ7
a
► 74
Listen to these words. Underline the word
that you hear in each pair.
1 w’ish
2 shop
3 cash
which
chop
catch
4 shin
5 w'ash
6 shoes
chin
watch
choose
b Work in pairs. Take turns to choose w’ords to say.
Your partner should decide which word they hear.
Speaking my life
11 Work in pairs. Choose one of these situations or
your ow n idea. Imagine that everything that could
be w'rong about the situation is wrong.
Then follow' the steps ( I and 2).
• a new job you have just started
• a new study or course you have just started
1 Make a list of all the problems (e.g. the boss
shouts at everyone all the time, the work
is boring).
2 Make al least five wishes about the situation.
Use each of the forms in the grammar box at
least once.
f wish the boss would stop shouting at everyone.
If only the work were more interesting.
12 Work with a new partner. Compare your wishes
from Exercise 11. Were any of your ideas the same?
WISHES
AMBITIONS ►
AN ONLINE COMMENT
reading Madagascar's unique environment • critical thinking emotive language •
vocabulary and speaking strong feelings
8c Saving Madagascar
Reading
1 I .ook at the tacts on page 99 about the island of
Madagascar. Write three questions about the facts.
Then work in pairs. Cover the page and take turns
to ask and answer your questions.
2 Read the article. Answer the questions.
1 Which of Madagascar's natural resources is the
author most worried about?
2 I low is this resource collected and where does
it go from there?
3 What examples does the author give of ways
of making money and saving Madagascar's
natural resources at the same time?
3 Choose the correct option (a, b or c) to complete
the sentences.
1 Madagascar has unusual:
a trees.
b animals.
c plants and animals.
2 I he Malagasy people are:
a very poor.
b very sad about their situation.
c very practical.
3 To grow crops they had to:
a clear the forest carefully.
b set fire to the forest.
c get government permission.
4 The president who came after Marc
Ravalomanana was concerned about:
a the environment.
b the country's finances.
c international relations.
5 The new government passed a law allowing
people to:
a cut down hardwood trees.
b export hardwood to China.
c sell wood from fallen hardwood trees.
6 For many Malagasies cutting down hardwood
trees is:
a an easy way lo make money.
b necessary to make furniture.
c against their beliefs.
7 Other types of tree are cut down to:
a build simple boats for Malagasies.
b make medicines.
c transport the rosewood.
8 Che forest offers locals other ways to make
money, such as:
a developing new med icines.
b taking tourists on guided walks.
c exporting flowers.
Critical thinking emotive
language
4 When writers feel very strongly about an issue,
they will use strong or emotive language to try
to make the reader have similar feelings. Find
the emotive words or phrases that describe the
following things.
1 how special a place Madagascar is (para 1)
2 what a bad state the island is in (paras 2 and 6)
3 how strongly ecologists feel about the situation
(para 3)
4 how bad the actions of the loggers are (para 4)
5 how impressive Ihe hardwood trees are (para 4)
6 how tough the work of cutting trees is (para 5)
7 how badly the rosewood trees are being treated
(para 5)
8 how selfish the rosewood industry is (para 6)
5 Do you think the writer helps his argument by
using this kind of language? Or would it be better
to give a more objective argument? I low would
you rewrite the first paragraph to make it more
objective?
Vocabulary and speaking
strong feelings my life
6 Replace the words in bold with these emotive
words from the article.
alarmed back breaking bleak delight
majestic unique
1 /\ lot of effort is being made to preserve this
individual place, (para 1)
2 You could see her pleasure when she was told
she had got the job. (para 1)
3 I was worried by the news that he was ill.
(para 3)
4 You get a beautiful view of the tall and elegant
mountains, (para 4)
5 Clearing the garden was really physical and
tiring work, (para 5)
6 With no prospect of a job, tire future for many
young people looks hopeless, (para 7)
7 Work in pairs. Think of a place that is very' special
and that you hope will be protected (e.g. a local
green space or a traditional community). Write a
short description (100-150 words) using emotive
language. Then read your description to the class.
Vole on which description is the most persuasive.
► 75
Madagascar is the world's fourth largest island at over
225,000 square miles. Although all islands have their
own unique ecosystems, nature has given Madagascar
incredible riches. Roughly ninety per cent of its animal
and plant life is found
nowhere else on the
planet, its carrot-shaped
baobab trees and strange
looking lemurs make even
tbc most well-travelled
visitors wide-eyed with
amazement and delight.
Madagascar
I But ts beauty hides the island's desperate situation. The
average Malagasy - as the islanders are known - lives on
I only a dollar a day, although you would not guess this
I from their cheerful optimism. Moreover, since the first
humans arrived in Madagascar around 2,300 years ago,
nearly ninety per cent of lire island's original forest has
been lost either cut down for use as timber or burned lo
I create room for crops and, more recently, cattle.
Alarmed ecologists identified Madagascar as a region in
danger and demanded that the cutting and burning stop.
In 2002, they celebrated when a new environmentally
friendly president, Marc Ravalomanana, was elected. Rut
I only seven years later, in 2009, he was replaced by a new
trader with little interest in protecting the environment.
Needing money, trie new government made it legal lo
sell wood from hardwood trees which had already been
cut down or had fallen during storms. Yet n reality they
r did little lo control the loggers who continued to rob the
foresls of wood from living trees. I he main targets of this
environmental crime arc the rosewood and tlie ebony,
lhe wood from these majestic trees is in high demand: in
China it is used to make expensive furniture lor the now
I middle class; in Europe and America it is a valued material
in the manufacture of musical instruments.
Guinea and Borneo
ot its flora and fauna is iouno nowhere else on Earth
producer of vanilla n the world
population ot Madagascar
different species of lemur live only or Madagascar
different ethnic croups of Asian and Africa0 ong»n
the time I takes a rosewood tree lo reach
TH LARGE
9(
NUMBER
22 MILLION
18
300 YEAR
► AMBITIONS ► WISHES STRONG FEELINGS ► PREFERENCES
► AN ONLINE COMMENT
hardwood (n) .‘ha:(r)d,wud/ а туре of strong, hard wood from
certain slow growing trees, e.g. rosesvood, ebony and mahogany
logger (n) 'Irxpiri.' a person who cuts down trees (as a job)
raft (n) .'rudt a platform, often with no sides, used as a boat
sacred (adj) . 'seiknc having important religious significance
The locals are caught m a trap. Poverty and the high
value of rosewood $3,000 per cubic metre - have
driven them to cut down trees that they traditionally
helieved to be sacred. It is dangerous and back-breaking
work. Using hand axes, in a lew hours they bring down
a tree that has stood tall for many centuries. Then
they cut the trees into two-metre logs and drag them
40
several kilometres
to the nearest river.
Rosewood trees are
not the only victims.
In order to transport
45
the heavy rosewood logs down the river, rafts must be
built from other wood, lo make each raft four or five
lighter trees from near the river are cut down. All this
disturbs the natural habitat of the islands' animals and
puts their survival at risk.
In this bleak landscape what can bring hope? One man's
work may offer a possible route out of the darkness.
Olivier Behra, who first came to Madagascar from
France in 198/, believes that the only solution is to give
local people economic alternatives. In the Vohimana
forest he has persuaded the locals to stop cutting down
trees and instead to collect medicinal plants and sell
them to foreign companies like Chanel. Meanwhile he
has trained the village lemur hunter to act as a guide
for tourists who wish to photograph them. The same
tourists also pay to visit the wild orchid conservatory
that Behra has set up. Can small-scale actions like this
compete with the greed of Madagascar's rosewood
industry? Or will the latest government's promise to
stop the illegal trade in rosewood come to anything?
Only time will tell.
SC
55
6П
MADAGASCAR IN NUMBERS
island in the world after Greenland, New
maturity
«ы&ЙЙ °f ebony and rosewood exported in 2009,
much of 4 illegally
real life discussing preferences • pronunciation do you, would you, shall we
8d Choices
Real life discussing preferences
1 Which of these things are you generally choosy or
picky about (careful about choosing)? Which .ire
you easy-going about?
• the food you eat
• the films you watch
• the clothes you wear
• the people you spend time with
Listen to five short conversations. Complete
the choices given by the first speaker. Write which is
the second speaker's preference (I or 2) and why.
► 76
Choice Preference Reason
1 1 2 be driven 2 feels tired
2 1 pasta 2 — —
3 1 walk in old town 2 •
4 1 see a film 2 more fun
5 1 2 only whisper can't say
► 76
Work in pairs. Complete the expressions
for discussing preferences. Then listen to the
conversations again and check.
► DISCUSSING PREFERENCES
In general
I prefer driving 1 being a passenger.
I like simple food 2 spicy food.
If you • to choose, would you rather
only be able to shout or4 to whisper?
On a specific occasion
I’d rather to a museum.
I'd rather you6 , if you don't mind.
И t up to me, I’" say
let's go to the festival.
I think that * probably be more fun
OK. I'd prefer10 do that too ...
5 Complete the questions with the correct form of
the verbs.
1 ,.iu i you I ill .. I
cat) cheese again or
(never / eat) meat again?
2 Would you prefer (have)
noisy neighbours or nosy neighbours?
3 Would you rather people
(give) you an honest opinion about your work
or (say) something nice
about it?
4 Do you prefer (give)
presents or (receive) them?
5 Weuki\<n.i i. th. i be)
talented and (not h
famous or (have) fame
without being talented?
6 Would you rather your parents
(give) you a lot of money or
would you prefer (earn) it
yourself?
4 Pronunciation do you, would you, shall we
► 77
Listen Io these sentences. Notice how the
underlined words become merged. Then practise
saying the sentences in the same way.
I Do you prefer tea to coffee?
2 Would you like Io come with us?
3 Shall we find another restaurant?
4 Would you rather cat out tonight?
6 Work in pairs Ask and answer the questions in
Exercise 5. Give reasons for your answers.
7 Think of choices or possibilities for the follow ing
situations. I Live conversations like Ihe ones in
Lxercise 2. I se the expressions for talking about
preferences to help you
• something to do al the weekend
• something to eat tonight
• somewhere Io go on holiday
100
my life
AMBITIONS WISHES STRONG FEELINGS ►
PREFERENCES
8e A wish for change
Writing an online comment
1 Do you read the comments after online articles
or blogs? Why? / Why not? Have you ever
written a comment on another person’s article or
blog yourself?
2 Read the comment. Answer the questions.
1 Who wrote the comment and what were they
responding to?
2 Why did they wrile it?
3 Do you find the comment persuasive? Why? /
Why not?
Comments ♦ Community Profile O’
1 comment
Valerie Dupeyrat (Energy services advisor)
Thanks for a great bog and for drawing attention tc all
Ihe waste n hotels: overheated reoms, fights that are
left on all n ghl. towes that are used once and tnen sen
to the laundry. But why step wth notels? It would oe
oettor to mention all ihe other examples of unnecessary
waste in modern life.
In the "'em ng I walk down the hgh street past shops
witn doors woe open, blowing hot a>r into the street
At n'gnt I wa'k home cast ki'y-lit office buildings, wnen
too workers have already left; past enormous flashing
screens wnere advertisers try tc go one better than
their competitors. At tne supermarket l take mv frezen
vegetacles from a cooling caoinei that is completely
open. My children leave ’heir computers on when they
go out and their phene chargers plugged n with no
phone on t ie other end (though of course tney should
know better).
What can we do about it? Just wishing mat peop e
would act more responsiby is not erougn. We would
be cotter oft il we were forced to act Increasing the
price ot energy wot d be one idea. Another would be
to make laws just as we have traffic laws to make us
drive safely aganst wasting energy.
3 Work in pairs. How is the comment organized?
In which paragraph (1-3) is each of these
functions (a-d)?
a examples that illustrate the problem
b a recommendation or request for action
c a reference to the article it is commenting on
d a summary of the problem
4 Word focus better
Underline the phrases in the online comment
which use the word belter. Then match the phrases
with the definitions (а-d). Compare your answers
with your parbier.
a (of a person) have enough sense not to do
something
b be in an improved situation (often financially)
c be more useful or desirable
d improve on the effort of another
5 Writing skill giving vivid examples
a What does the writer say about lights and towels
to illustrate her argument?
b Find five more examples of energy waste in the
second paragraph.
6 I .ook at this list of things that annoy people about
modem life. Complete the phrases to say whal is
annoying about each one.
• magazines that...
magazines that are full of news about celebrities
• trains which ...
• mobiIe phones that...
• TV shows about...
• supermarket food that ...
• computer programs which ...
7 Imagine you have read an article about one of
the items in Exercise 6. Write a short comment
(120-150 w’ords) on it.
8 Work in pairs. Exchange comments and compare
what you have written. Use these questions to
check your comments. Does your partner agree
with the way you feel?
• Is the comment well organized?
• Does it give vivid examples?
• Is it persuasive?
.., AMBIIIONS WISHtS STRONG FFEIINGS PREFERENCES
my life k
AN ONLINE COMMENT
Before you watch
1 Look at the title of the video. Write down your
answer to the question on a piece of paper. Don't
show it to anyone else yet.
2 Key vocabulary
a Read the sentences. The words in bold ate used in
the video. Guess the meaning of the words.
I I didn't really know what I wanted to do when
I left school, so I used the school's vocational
guidance service.
2 I low do directors of companies justify having
salaries of a million pounds or more?
3 There is no better surfer in the world she's a
master of her sport.
4 Anyone can do what they want they just have
to focus on it and desire it enough.
5 He hates his job. I Ie feels completely miserable
going into the office every day.
b Match the words in bold in Exercise 2a with
these definitions.
a someone who does something very well
b service to help someone to find the right career
c very unhappy
d give a reason for
e want something a lot
While you watch
« 8.1
«8.1
Watch the video and answer the questions.
I What is the key question the narrator mentions
at the beginning and end of the video that we
must all ask ourselves?
2 If we don't ask this question, how does the
narrator say we will spend our lives?
Read the summary below. Then watch
the first part of video (0.00-1.28) again. Choose
the correct options to complete the summary.
Sometimes there is more than one answer.
The narrator often gives career advice to his 1 own
children I school children / college students. They
say that if money wasn't important they would
be2 painters / uniters /musicians. But they say
th.it these jobs don't bring ’ money /satisfaction /
happiness. The narrator keeps questioning them
until he has found something they ‘ are really good
at / really want to do/find really fun and then says
do that. I Ie says that just going after money is
' stupid / selfish/a uvisfe of time.
< 8.1
Watch the second part of the video
(1.28 to the end) again. What did the narrator say
about these things (1-4)? Make notes as you watch
the video.
1 a short life and a long life
2 what happens when you keep doing something
you enjoy
3 whether other people w ill share your interests
4 what we are teaching our children
After you watch
6 Vocabulary in context
a
<8.2
Watch the clips from the video. Choose
the correct meaning of the words.
b Work in pairs. Complete the sentences in your
own words.
1 I haven't the faintest idea where ...
2 If you keep trying out different jobs,
eventually ...
3 1 don't know how long I will go on ...
7 Work in small groups. Ixiok at these comments
about the video. Discuss what you think of each
comment. 1 hen write your own comment.
Carla P
It's an inspirational spocct’. It's saying that money
doesn't bring happiness. But more mportarr than that,
it's saying you can be what you want to be.
Shinjii
I his is a nice idea but it's rot very pmntical. If
everyone is painting and writing poetry ano riding
loses, who will drive the trains and work ir tbo bar ks
and offices?
Stefan
I I ke this but I think there is a contradiction. I to says
money doesn't matter, but then he says it you become
a master of something you will earn morey from it
8 Work in pairs. Read your answer from Exercise 1
and ask each other for more details about this. Has
your idea about what you would do changed in
any way since watching the video?
itch (v) /it J/ to have an uncomfortable feeling on your skin
that makes you want to scratdi
UNIT 8 REVIEW AND MEMORY BOOSTER
Grammar
Vocabulary
1 Read this post on a travel forum. What
three things does the writer suggest taking
on the trip?
It had always been my dream to go on this
Antarctica trip ' I*d like to bo able to had the words
toexpress ho* .netedible it was I he trip starts
with a guided tour of Buenos Aires and ends with a
coach tour in Ushuaia in Tierra del Fuego Actually,
they should make this a hiking tour, but that’s a
small point. In the middle are ten amazing days
sailing on a ship to Antarctica. The purpose of my
post here is just to tell you what and what hot to
take. In fact, ‘Ijegret not looking at this forum
trryself before J left-1 took a lot of waterproof and
windproof clothing with me and I was glad I did.
4 It stopj2£d_nie getting cold and wet. I also took
a power cable with lots of sockets so that I could
charge my phone and camera and computer all
al the same time.5They don’t have many power
points on Lie ship, so that was important Гаке
seasickness tablets too - it can get quite rough. Oh,
and the last thing: I Look too many clothes.' didn’t
know they had a good laundry service on the boat
4 ( boose the correct options Io complete the sentences.
Then discuss with your partner which of the sentences
about Ihe 'rocket girls' are true.
1 Ihey did I made tasks that computers now perform.
2 They did I made mathematical calculations.
3 It they did I made a mistake in their calculations, it
didn't usually matter.
4 In spite of their jobs, they still did / made the shopping
and did I made the housework.
5 They didn't do I make great friendships because they
were focused on their work.
6 Ihe head of NASA did I made the decision to hire
only women.
7 They did / made a big difference to the NASA space
programme.
Complete the phrases using these emotive words.
Make a sentence with each word to say to your partner.
alarmed back-breaking bleak delight
majestic unique
» MB
1 a desert landscape
2 work
3 .1 experience
4 the on her face
5 he was by the news
6 a animal
2 Write conditional or wish sentences to
express the same idea as the underlined
sentences in the text.
1 I wish I...
2 It would be better it...
3 I wish I ...
4 I would .... if...
5 If they..., that...
6 If I.
» MB
Work in pairs. Explain why the
different forms are used in each pair of
sentences.
I a I wish you lived nearer.
b I wish you would move back to the UK.
2 a If I'd missed Ihe plane, I would have
been very upset.
b It I'd missed the plane, I'd still be in
Rome.
I CAN
make second, third and mixed conditionals
express wishes about the past and present
l CAN
use make and do correctly
identify and use emotive language
Real life
6 Complete Ihe exchanges with one word in each space.
A: Would you eat out tonight or stay in?
В: I think I'd2 ___ to stay in, if you don't
3
С: I don't know if it1 be better
quit my job now or wait until I've
found another one.
D: I think you'd be better * finding a new
one first than just leaving.
E: Do you mind if I smoke?
F: I'd rather you ‘ , actually. I don't like the
smell.
7
» MB
Work in pairs. Talk about your own preferences
Make sentences with I'd rather verb + than ... Use
these verbs: be, have, work, learn, be able, spend time.
I'd rather be loe> hot than too cold
I CAN
ask and talk about preferences
Unit 9 The news
FEATURES
106 A life revealed
The power of the image
108 And finally ...
Good-news stories
110 From hero to zero
The story of pilot Peter
Burkill
114 News: the weird and
the wonderful
Two good-news stories
1 Work in pairs. Look at the photo and the caption. Why do you
think these people are sleeping here? What could be the news
story behind this photo?
2
► 78
Listen to a radio news report and answer the questions.
1 Why did these Chinese parents stay overnight at the
university?
2 Why did they sleep on the gym floor?
3 What do you think of the dedication of the parents?
Does anything similar happen in your country?
3 Ihe story* behind the photo was a radio news story, but there
are other ways to get news. What are they?
4 Look at the pie chart below showing how US university
students get their news. Discuss the questions.
1 How do most students get their news? Are you surprised?
2 Which category in the chart would you put yourself in?
3 What kind of news do you follow mostly (national,
international, local, sports, business, etc.)?
radio
magazines
television
Facebook/Twitter
other websites
I don’t care about the news
online or print newspaper
NLWSSIORILS GOOD-NtWS S1ORHS THF MLDIA WHAT YOU HF ARD
A NEWS ARTICLE
9a A life revealed
Reading
2
1
2
3
3
6
7
8
REVEALED
A
20
IC
► 79
3
4
5
1
2
Vocabulary reporting verbs
1 Look at the sentences. Cross out ONT. word that doesn't
fit in lhe sentences. Then discuss with your partner the
difference in meaning between the other two words.
'It was a mistake/ they denied I admitted / agreed.
Don't blame / thank /accuse him unless you are sure it
was his fault.
'Be careful/ he offered /advised / warned.
'Please help me/ he asked /persuaded / begged.
'It's the best restaurant in the world/ they claim /
complain / explain.
1 Ie congratulated / praised / criticized us, saying what a
brilliant job we held done.
'It's a great opportunity. Take it/ he recommended /
urged / convinced.
'I'll help you whatever happens/ she threatened/
promised / swore.
She remembers the moment the photographer look her
picture. Ihe man was a stranger, but he asked if he could
and she agreed to let him. She had never been photographed
before and until they met a second time seventeen years later,
she was not photographed again, lhe photographer, Steve
McCurry, remembers the moment too. It was 1984 and he
was reporting on the lives of Afghan refugees in a camp in
Pakistan. She was staring out of the school lent and he admits
thinking at the time that his picture was nothing special Yet
the Afghan girl’ became one of the most famous images of
our lime. Her intense expression warned us not to ignore the
victims of war, especially its young victims. In 2002, National
Geographic persuaded McCurry to return lo Pakistan to look
for the girl. After showing her photo around the refugee camp,
he found a man who knew where to hnd her. He offered to
felt h her from her home in the Tora Bora mountains.
Work in pairs, l ook at the photo and discuss
the questions, t hen read the article and
check your answers.
I lave you seen either ol lhe photos that
the photographer is standing between?
Where are these two women from and
how old are they, do you think?
What do you think is the relationship
between them?
Read the article. What news story' was Steve
McCurry' reporting when he took these
photos?
Alter three days, he relumed with Sharbat Gula, a woman
around 29 years old. McCurry knew at once that this was
her. l ime and hardship had erased her youth. Her skin
was weathered. But her eyes still had the same intensity.
Her brother explained the story of their lives. I Ie blamed
the war for forcing them and many other Afghans out of
their homeland. Sharbat had escaped to the mountains
when she was a child, where she hid in caves and begged
people to give her food and blankets. She married when
she was sixteen and now her time is occupied with
bringing up her three children: cooking, cleaning and
caring for them. Yet she does not complain about having
had a hard life. More amazingly, she is not aware of the
impact that her photo and her sea green eyes had on
the world.
4 Complete the sentences by finding the contrasting
facts in the article.
1 Sharbat Gula let McCurry take her picture,
even though ...
2 Tire picture became world famous, even
though ...
3 McCurry recognized 29-year-old Gula
immediately, even though ...
4 Sharbat Gula does not complain about her life,
even though ...
Grammar verb patterns with
reporting verbs
5 Find these verbs in the article. Underline them and
the forms that follow them. I low many different
forms are there?
agreed admits warned persuaded
offered blamed begged complain
► VERB PATTERNS Wit H REPORTING VERBS
verb + fо +• infinitive
e.g. promise. refuse, swear, threaten
He refused to help me.
verb + someone + to + infinitive
e.g. advise, ask, convince, encourage, invite,
recommend, urge
They invited us to stay
verb <- -ing
e.g. deny, recommend, suggest
suggest waiting
verb + preposition +• -ing
e.g. apologize for, confess to, insist on. object to
He apologized for missing the meeting.
verb + sorneone/something + preposition r -ing
eg. accuse . of, criticize ... for, congratulate ... on,
praise ... for, forgive ... for, thank ... for
She thanked me for supporting her.
For further information and practice, see page 172.
6 I .ook at the grammar box. Where in the box would
you place each verb from Exert ise 5? Tell your
partner.
7 Work in pairs. Discuss what the person actually
said (or thought) at the time in each sentence you
underlined in Exercise 5.4 hen compare your
answers with another pair.
She agreed to let him take her picture.
'Yes, you can take my picture.'
8 Complete the article with the verbs in the correct
form. Add a preposition where necessary.
People often accuse photographers
(be) unethical when they take
pictures without others' permission. A photographer
who photographs someone in their living room with
a telephoto lens cannot deny7 * *....................... (act)
unethically they have invaded someone's privacy.
We often criticize journalistsi (do)
this kind of thing. But is this the same as taking a
picture of a stranger without them knowing? The
person hasn't invited you * (take) their
picture. Perhaps they would feel uncomfortable if
you asked them ’ (pose) for a shot;
they might even refuse 6 (let) you do
it. A lot of photographers insist7...................... (be)
invisible so that the photos are more natural.
They object * (ask) their subject
for permission first because this would spoil 'the
moment'. However. I always advise photographers
’ (talk) to their subjects first. In fact I
strongly recommend 10......... (get) to know
their subjects' story, because then their photographs
will have more meaning.
9 Report these statements using the reporting verb
in brackets. You may need to change other words
(e.g. pronouns). Begin each sentence with She.
I 'I think you've been very brave/ (praise)
She praised me for being very brave,
2 'You should consider a career in journalism.'
(encourage)
3 He always puts his own interests first.'
(accuse)
4 'Why don't we wait to see what he says first?'
(suggest)
5 'I'll look at your article when it s finished/
(promise)
6 'I'm sorry I didn't introduce you to my boss.'
(apologize)
7 'People must make up their own minds/ (urge)
8 '1 can lend you my camera, if you like.' (offer)
Speaking and writing my life
10 Work in pairs. Choose one ot these reporting verbs
to write about something true that happened to
you (3-4 sentences). Then read your brief story lo
your partner.
accuse admit apologize complain
congratulate criticize deny encourage
offer thank warn
/ remember once al school I avis accused of breaking
a window. I knew who had really done it, but I had
promised not to say, so I was in a difficult situation!
NEWS STORIES
ГПу lite A NEWS ARTICLE
GOOD Nl WS STORIES
THE MEDIA WHAT YOU HEARD
107
9 b And finally
Vocabulary positive adjectives
► WORDBUILDING forming adjectives from verbs
We can add ing to many verbs to form adjectives that
describe something that causes a particular feeling.
entertain — entertaining, move •* moving
For further practice, see Workbook page 75.
1 News programmes often like to end with a gtxxi-
news story. I ook at these verbs and make them into
ad jet tives that can describe these kinds of story.
amuse astonish charm encourage
engage inspire
1 A(n) ............. story makes you feel
hopeful.
2 A(n) ...story' makes you smile or
laugh.
3 A(n).......... story shows you how much
people can achieve.
4 A(n) .......... story makes you feel
amazed or very surprised.
5 A(n) or story
interests and pleases you.
2 Work m pairs. 1 hink of an example of a good-
news story you have heard recently. Tell your
partner. Use one ol Ihe adjectives in Exercise 1.
/ sme a really inspiring local news story on TV about
a five-year-old boy who raised money for his sick sister
by cycling round the park near ...
Listening
► 80
Look at the photo. What good-news story do
you think is illustrated here? Then listen Io the three
news stories and make notes on each. Compare notes
with a partner and fill in any missing details.
Listen again and answer the questions.
story' 1 How was the Syrian man rewarded for
his honesty?
story 2 What were the reactions of the public and
the commanding officer to the incident?
story 3 Who has Dr Zhavoronkov been testing his
drugs on and with what results?
► 80
5 Work with a student from another group and
retell the stories. Which did you find the most
encouraging/inspiring/channing/astonishing?
Grammar passive reporting verbs
► PASSIVE REPORTING VERBS
Il + passive reporting verb + that + subject
1 It is thought that the officers involved will ho
disciplined in the coming days.
subject + passive reporting verb + infinitive
2 The 2S-year-old Syrian is believed to have been in
Germany for less than a year...
3 Local police are now said to be looking for the money's
true owner.
Л A Latvian scientist based in the UK is reported to be
close to finding...
For further information and practice, see page 172.
6 I люк at the grammar box on page 108. I X> we know
who is doing the thinking, believing, saying ami
reporting in each sentence?
7 Look at sentences 2-4 in the grammar box. Which
sentence contains:
a a simple infinitive?
b a continuous infinitive?
c a perfect infinitive?
8 Rewrite sentences 2-4 in the grammar box using
11 + passive reporting verb + subject.
2 It is believed that the 25-year-old Syrian has ...
3 It is said that the ...
4 It is...
9 Rewrite these sentences using passive reporting verbs.
1 People say that the man is from the I loins area of
Syria.
The man is
2 l he police confirmed that the man will receive a
financial reward.
It was_______________________________________
3 People say that the same police officers had done
similar things before.
The same police officers are
4 We all enjoy the snow, but people didn't think this
was an appropriate use of police time.
We all enjoy Ilie snow, but this was
5 We know that there are a lot of rich customers
waiting to buy these new medicines.
A lot of rich customers are
6 People don't generally believe that drugs can
prevent ageing.
.
10 Rewrite the sentences from these good-news stories.
Change the passive reporting verbs from one type to
the other.
1 Costa Rica is said to be the happiest country' in the
world.
I
2 The family arc believed to be celebrating their $10
million lottery win in private.
It______________________________________________ .
3 Frank was known to have bexm a gifted musician at
school
It......................................... „..._ .
4 It is known that laughing regularly increases life
expectancy.
l aughing regularly
5 It was thought that he had given up hope of ever
seeing his family again.
He
6 It is reported that scientists arc getting very dose to
finding a cure for the disease.
Scientists
11 Work in pairs. Complete the good-news
story using these passive reporting verbs and
infinitives.
is known it is now thought
it was demonstrated to be to be getting
to have stopped
And finally ... despite all the warnings about
a growing bole in the world's ozone layer,
’ that the hole may be
shrinking. The ozone layer in the atmosphere
to protect us from the
Sun's radiation since it absorbs ultraviolet rays.
However, in the 1970s,3
that this layer was becoming thinner and
thinner and that there was even a hole in it
over the Antarctic. CFC gases in fridges and
aerosols were said 4 the
main reason for this. Consequently, many
people urged governments to ban the use of
these gases. They were successful and the use
of CFCs is nrlicvcd : . by
the mid 1990s. Now new research has shown
that the ozone hole has shrunk by four million
square kilometres. What's more the ozone
layer itself is thought6
thicker again. This is good news for the planet
and for all of us who enjoy spending time in
the Sun.
Speaking my life
12 Work in groups of three. You are going to
prepare a good-news story. Choose one of
the headlines below or a story you know.
I hen write a good-news story, using at least
one passive reporting verb. When you have
finished, practise reading your story' aloud.
I hen each person should work with a new
group to share their stories.
• Woman rescued from fire by pet
• Valuable painting found under bed
• Ten-year-old child compared to
Shakespeare
• New clothing fabric invented
• Couple celebrate 90th wedding anniversary
• Dentist that people actually enjoy visiting
And finally, a woman was rescued from her
burning house yesterday by his cal. Although lhe
house is known to have smoke alarms fitted to it,
the woman slept deeply as her ...
NEWS STORIES ►
GOOD-NEWS STORIES
THE MEDIA WHAT YOU HEARD
109
reading the power of the press • critical thinking different perspectives • word focus word • speaking the media
9c From hero to zero
Reading
*1 Work in pairs. Look al Ihe headlines in the order
they appeared in the newspapers over several
months. Discuss what you think happened.
HERO BA PILOT PETER BURKILL SPEAKS:
I THOUGHT WE'D DIE IN HEATHROW CRASH
‘I AM NOT A HERO,’
SAYS BA CRASH PILOT CAP TAIN PETER BURKILL
RI- Л I 11 ERO or вл I I K. I it
ISO) PI LOT JOHN COWARD
HERO PILOT FORCED OUT OF BA*
FALLEN HERO: THAT DAY CHANGED MY LIFE FOREVER
OFFICIAL REPORT SAYS ICE FAULT
CAUSED BA AIRPORT CRASH
2 Read the story on page 111 quickly. Then check
the sequence of key events with your partner.
How did the story differ from your answer in
Exercise 1?
3 Read the article again. Are the statements true (T)
or false (F)?
I Burkill's co pilot was at the controls when the
engines failed.
2 Some passengers were badly hurt
during landing.
3 At the time of the accident, Burkill was a single
man who liked to enjoy himself.
4 Burkill's crew read BA's internal report.
5 Burkill was praised in Ihe A Al В report.
6 He refused to work for another airline.
4 Complete the sentences with words from the
article.
1 Burkill went from being a hero to being a
(opposite of hero), (para I)
2 When the plane crash landed,
(incredibly) it stayed upright and no one was
hurt, (para 2)
3 Perhaps his colleagues believed he wasn't
(good at his job), (para 3)
4 The press claimed Burkill had
(failed) the people he was supposed to be
responsible for. (para 3)
5 Burkill felt ..(completely
unsupported) by his colleagues and the
company, (para 4)
6 After the official report was published, Burkill
was....... (given as a prize) a medal for
Elis actions, (para 6)
Critical thinking different
perspectives
5 Make notes to complete the table about the event
described on page 111. If the motivation is not
clear, pul 'not clear'.
People involved Their view on the accident and Burkill's role in it Motivation for taking this view
Peter Burkill took a risk but il worked and Ihe rest was luck did what any pilot would Jwiv done
BA staff
BA management
AAIB*
the press
*Air Accidents Investigation Branch
6 Which of the people do you believe? Who do you
think the newspaper's readers believed?
Word focus word
7 Find four expressions in the article with word.
Match each one with the definitions below.
1 to be the one who is able to make the final
point in an argument and win il
2 news or a rumour starts to circulate
3 the only evidence is what two opposing sides
claim is true
4 there is no news about something
8 Work in pairs. What do these other expressions
with xvord mean?
I 'Ihe new gallery is amazing. But don't take my
word for it: go and see for yourself.'
2 'When my husband handed me the keys to a
new car for my birthday, I was lost for words.'
3 'The hotel doesn't advertise al all. Il just relies
on word of mouth lo gel new customers.'
4 '1 can’t believe the council are closing the library.
They gave their word that they wouldn't.
Speaking my life
9 Work in groups. I Discuss these questions about the
media in your country.
1 I low respectful are journalists towards politicians?
2 How balanced is the reporting of public scandals?
3 Are people interested ill reading about the private
lives of famous people?
FROM
HERO
ZERO
► 81
In January 2008, hours after saving his plane from crashing
at Heathrow airport, flight captain Peter Burkill was praised
as a hero. Only days later, when reports appeared in the press
accusing him of freezing at the controls, he became a villain.
How did this extraordinary transformation come about?
Peter Burkill was the pilot on flight 38 from Hong Kong and
responsible for the lives of its 152 passengers. But 35 seconds
from landing, two of the plane's engines failed. With the plane
losing height fast, Burkill asked his co-pilot, John Coward, to
lake the controls while he himself adjusted Ihe wing flaps to
help the plane reach the runway. It was a risky decision, but it
worked. The plane just missed some houses and landed heavily
on Ihe grass just short of the runway. After a few hundred
metres, it miraculously came to a stop without turning over. The
passengers escaped without serious Injury. As far as Burkill was
concerned, he had done what any captain would have done
and the rest was luck.
When the official AAIB report was finally published in February 50
2009, it concluded that ice in the fuel system had been the
cause of the problem and that the actions of the c rew had
saved the lives of all on board. In particular, it praised Captain
Burkill's decision to change the wing Пар settings.
I he pilots and the air crew were awarded the British Airways 55
Safety Medal and the story of Peter Burkill. the hero, once again
made the headlines. But the damage had been done. In August
2009 Peter Burkill left the company that he had served for
25 years. He began applying for jobs with other airlines, but he
was not invited to a single interview. 60
So did his critics win? No. Burkill himself had the last word.
BA said that he was always welcome in the company and in
September 2009 they asked him to come back and fly for them.
Burkill accepted.
However, this svas not the version of events that BAs staff
heard in the following days. Word went around that rather
than taking control of the plane, Burkill had panicked. Ihe
suggestion was that he was not competent to fly a plane.
Some newspapers, seeing the chance to sell more copies,
picked up the story, claiming that John Cosvard was the
real hero, hey published details of Burkill's past, painting
a picture of a well-paid pilot who lived the life of a playboy,
out - when it had mattered, it was suggested - he had
•el down his crew ano passengers. Worse still for Burkill,
i wasn’t even his word against the press. Afraid of bad
□ublicity, British Airways banned him from speaking about
the events until an independent investigation by
the Air Accidents Investigation Branch (AAIB)
was complete.
Overnight, Burkill's life changed. Before the
accident he had had everything: a great job. a
icautiful home, a loving wife and the respect
of his colleagues. Now he felt betrayed and
desperate. Ihe stress put enormous pressure
m his family and Burkill became depressed. He
begged the company to issue a statement to
dear his name, but they refused, preferring to
wait for the results of the official investigation,
.ven though BA's own internal report cleared
him of any wrongdoing, it was only read by
senior management. No word of it reached
his colleagues and rumours started
going around that crew members were
afraid to fly with him. He wrote to BAs
chief executive asking for help, but
got no reply.
zVAYS
t*
9d Spreading the news
Real life reporting what you
have heard
1 Look at four of the most common topics that
people most like to gossip* about. Can you think
of a recent piece of gossip that you have heard
from any of these categories?
• money and status
• other people's relationships
• celebrities' lives
• people's character and reputation
‘gossip (v) have conversations about events (not always
confirmed as true) in other people's lives
► 82
Listen to two conversations. Which category
of gossip does each conversation fall into?
3 Work in pairs. Discuss the questions.
Conversation 1
1 What has happened to Liam, the man they are
talking about?
2 Why are the speakers suq^rised about this news?
Conversation 2
3 What do they say has happened to Dr Ilarris
and why?
4 Do we know if the gossip about him is true?
Look at the expressions for reporting what
you heard. Use the expressions to complete the
sentences from the conversations. Then listen to
the conversations again and check your answers.
Conversation 1
1 A: By the way,________________Liam?
, he's been promoted.
Sarah, he's been given
the job of area manager.
B: Area manger? I ! He's
not even that good at his current job ...
that he's going
to get a massive pay rise.
B: Well, 1 . I don't think
the company has money to throw around at
the moment.
Conversation 2
3 A: Well, he was tired from
his job yesterday. he's
not even a proper doctor.
В: I wouldn't take too much notice of what
Tara says. She things.
4 A: Oh my goodness - that's terrible.
В: I know. But actually, it
You do hear of things like that happening.
5 Pronunciation the schwa
a
Unstressed syllables often produce the schwa
sound /а/. Listen to these examples and repeat. The
stressed syllable (not a schwa) is underlined.
/а/ /а/
apparently
/а/ /а/
supposedly
► 84
Underline the stressed syllable and circle the
schwa sound in these words. Then listen and check
according generally happened information
proportion reckon surprisingly
C Work in pairs. Practise saying the words in
Exercise 5b.
6 You are going to spread news around the class.
Follow these steps:
• Tell your partner two facts (one true, one false)
about yourself or something you did, or two
facts (one true, one false) about someone
famous.
• Mingle with other students in the class and
tell them the facts you heard. (Speak to at least
three people.)
• Return to your partner and report the facts
you heard.
• Discuss which ones you think are true or not.
Use the expressions for reporting what you
have heard.
• Tell the class what you thought and see if you
were right.
► REPORTING WHAT YOU HAVE HEARD
Did you hear about...?
I heard/read the other day that ...
Someone told me that...
They reckon that...
According to (somebody)...,
It seems that...
Apparently/Supposedy, ...
Expressing belief and disbelief
That doesn't surprise me.
I can well believe it.
I'd (I wouldn't) take his/her word for it.
They generally get their facts right.
I don't believe it.
He/She tends to exaggerate things.
I'd take that with a pinch of salt.
I wouldn't take too much notice ot what he/she says.
NEWS STORIES GOOD-NEWS STORIES THE MEDIA ►
A NLWS ARTICLE
WHAT YOU HEARD
9e News story
Writing a news article
1 Read the article and answer the questions.
1 What problem does the article describe?
2 What solution is being proposed?
3 Who might not be happy about this solution?
2 Complete Ihe notes (1-5) about structuring a
newspaper article using functions a-e.
Headline:1.......
First short paragraph:2......
Second paragraph: •'
Third paragraph (optional):
or gives other relevant facts
Final paragraph:
states how the story ends,5...... or gives
an alternative side to the story
a gives the details of the story
b what is likely to happen next
c catches the reader's attention
d gives most of the key information
e includes a comment or quotation about
Ihe events
3 Writing skill using quotations
a I ook at the sentences (I -3). Then choose the
correct options to complete the rules (a d).
I The head of the investigation said, 'We haven't
even started to write our report.'
2 'Don't wait for me/ she said with a smile.
3 'And what/ he asked, 'is the solution?'
a Always begin a quotation with an opening
quotation mark and then a small I capital letter.
b Always pul the final punctuation of the
quotation inside / outside the quotation marks.
с II the quotation is followed by a phrase like
'he said' or ‘she asked', put a comma before/
after the final quotation mark.
d If a phrase like 'he said' or 'she asked' comes
before the quotation, put a comma before/after
the opening quotation mark.
Pul the correct punctuation in these sentences.
I hen compare answers with your partner.
1 Shall we eat Grandma he asked
2 I know exactly what he said she said
3 That's very kind she said but 1 can manage
4 General Sedgewick turned to his men and said
don't worry boys they couldn't hit an elephant
at this distance...
Is ‘supercar season’ over?
Temporary residents in some of London's richest
areas have been warned that their supercars will
be banned or even taken away if they are caught
driving them dangerously.
Every summer the sheets of Kensington and Chelsea
are filled with the sound of loud engines and screeching
tyres as rich visitors to London bring with them their
collections of Ferraris, Aston Martins and Lamborghinis.
Although the visitors bring necessary income to tire
five-star hotels, shops and restaurants, many local
residents have complained about the noise and
dangerous driving. Nov/ the police have stepped in
and warned drivers that inconsiderate driving will
be punished.
‘A car which suddenly accelerates in a busy street
can be a real danger to the public,’ said the head of
police for the area, ‘and we must act before someone is
seriously injured.'
Not everyone will be happy, however.The supercars
have attracted a huge number of fans who come
to photograph them as they parade along London’s
poshest streets.
4 Write a short news article (150 170 words) lor one of
the following headlines. Use al least one quotation.
• Child's pushchair given parking ticket
• Man takes wrong plane home
• Meeting to discuss shorter meetings runs out
of time
• Burglar takes selfie with stolen phone
5 Exchange stories with your partner. Use these
questions to check your partner's article.
• Does the article include a short first paragraph
that gives the main idea or key information?
• Does Ihe rest of Ihe article use Ihe structure
described in Exercise 2?
• Do any quotations use the correct punctuation?
Before you watch
1 You're going to watch two 'good-news' stories. Look at
the photo and the caption. What do you think the first
story is about?
2 Key vocabulary
a Read the sentences. ITie words in bold are used in the
videos. Guess the meaning of the words.
I He has been ruthless in his career, pushing others
aside in his ambition to get to the top.
2 She swiped at the wasp with her hand, but it didn't
go away.
3 I ions arc not afraid to attack prey - like buffalo - that
are larger than them.
4 I had the disease when I was a child so I am
immune to it now.
5 I'm sorry. I dropped a spoon in my coffee and it
splashed over the tablecloth.
6 I like to dip biscuits in my tea and then eat them.
b Match the words in bold in Exercise 2a w’ith these
definitions.
a cause liquid to fly up in the air
b make a swinging movement with the arm or hand
c place something in liquid for a short time
d not affected by something (e.g. an illness)
e animals which are hunted by other animals
f not caring who you hurt as long as you get what
you w’ant
3 Which group of words (1-3 or 4-6) do you think goes
with story 1?
While you watch
You are going to see two very different good-
news stories. Watch and then:
1 say which story you think is 'weird' and which is
'wonderful'.
2 write a headline for each story.
Read the questions below. Then watch the
first news story (0.00-1.35) again. Discuss the answers
to the questions with your partner.
1 What adjectives are used to describe humpback
whales?
2 What other species do they protect?
3 What adjectives are used to describe orcas?
4 How do the humpbacks fight off the orcas?
5 What is the benefit to the humpbacks of protecting
other species?
Watch the second news story (0.36 to the end)
again. Then work with your partner and complete
Khan's story. Use one word in each space.
Khan has a fried chicken in Chiang Mai,
Thailand. It looks 2 , but Khan is quite
an unusual man.3 ___ years ago, he
was cooking at his stall and a 4
dropped a 5 ____ into his wok from
a tree above. The oil6 . .. all over
his head and his . He took a
home. Tire next day he was
going to see the ’ , but when he
looked in the10 ___he saw he had
no” . So he went back to w’ork as
usual.
Watch the last part of the story (1.36
to the end) again. Complete the statements.
I The tourist describes Khan’s ability to
handle hot oil as disgusting / incredible.
2 He doesn't have a clear I any idea how Khan
can do this.
3 Khan's accident has actually helped his
sales / confidence.
After you watch
8 Vocabulary in context
l« 9.2
Watch the clips from the video. Choose
the correct meaning of the words and phrases.
b Complete the sentences in your own words.
Then compare your sentences with a partner.
1 You made quick work of... !
2 I am really put off when I see ...
3 ... is in a vulnerable situation because ....
9 Work in groups. Discuss which news story
interested you most and why. What more
would you like to know about each one?
10 Work in pairs. Watch the first news story
again and provide the narration for it.
Follow this procedure.
• Watch the video with the sound off.
Discuss whal you think the speaker was
saying at each point.
• Decide how you will divide the narration
between you
• Watch the video for a second time and
provide the narration
11 Work in groups of three or four and act out the
second news story. Follow this procedure.
• Decide on your roles: a) narrator, b) Khan,
c) the tourist visiting the stall, d) a director.
• Discuss what you are going to say and what
the 'cues' are for each speaker to speak.
• Then try’ acting out the news story, with the
director giving advice as necessary.
• Perform your version to another group.
UNIT 9 REVIEW AND MEMORY BOOSTER
Grammar
Vocabulary
1 Complete this g<xxl-nvws story with the correct
verb pattern (passive, infinitive, preposition t -ing,
etc..) of the verbs.
A seven year-old boy has been found alive and well in a
forest in northern Japan five kilometres from where he
is said (go) missing a week ago. Soldiers
who found the boy praised him 2 (keep)
calm and _______ (not / panic).
Yamato Tanooka had been missing since Saturday
after he got out of the family car on a mountain road.
It * __ (believe) that Yamato had been
misbehaving and his father, Takayuki Tanooka, ordered
him 1 (get) out as a punishment. Mr
Tanooka now admits 6 (react) too harshly
and has apologized to officials 7 (cause) so
much trouble.
Soon after getting lost, Yamato found a military shelter
in the forest where he stayed until he was found. Police
said that he was lucky because there 8
(know)’ (be) bears in the forest. It is not
clear if he had food, but the shelter had beds and is
also thought10 (have) safe drinking water.
'He did the right thing,' said a police spokesperson.
I recommend anyone in the same situation
(find) shelter and then 12
(stay) where they are.
2 Which of these things do we know to be true (1)?
Which are possibly true (РТ)?
1 Yamato did something naughty.
2 Mr Tanooka feels sorry about his behaviour.
3 Yamato acted very sensibly in the forest.
4 Yamato was able to gel food at the shelter.
3 Rewrite sentences 4 and 6 from the article as shown
below. Then compare sentences with a partner.
4 Yamato is believed ...
6 Mr Tanooka blames himself ...
» MB
Use a reporting verb or passive reporting
verb to make two more sentences about what you
think Yamato did after he was found.
I CAN
use the correct verb patterns with reporting verbs
use passive reporting verbs
5 Choose the correct options lo complete these
sentences.
I I )on't just hair / lake my word for it. I encourage I
suggest frying °ul *or yourself.
2 She has accused him of / for taking her car
without permission, but he denies I refuses it.
No one else was there, so it's her word against /
over his.
3 It's such a terrible decision that I'm almost lost
for / without words. I’m going to threaten / urge
her to think again. I hope I can warn / convince
her to change her mind.
6
Answer the questions about these people
from the news stones in I nil 9.
» MB
1 What did the Chinese parents of university
students insist on?
2 What did Sharbat Gula agree' to let Steve
I l
3 What was the pilot Peter Burkill accused of?
I CAN
use a range of reporting verbs
use expressions with word
Real life
7 Decide if the speaker is reporting, expressing belief
or expressing disbelief. Write R, В or D.
1 They reckon that half a million people came to
the free festival.
2 I'd take that figure with a pinch of salt.
3 Apparently, a lot more people came than
expected.
4 1 think lhe newspapers often tend to exaggerate
these things.
5 According lo official reports, around 250,000
attended.
6 Well, they generally gel their facts right.
7 I think we can take the organizer's word for it.
8 I wouldn't lake much notice of what the
promoters say. The just want publicity.
8
» MB
Work in small groups. Each write down a
recent < I.iim someone has made in the news (e.g.
They reckon that..., Apparently...). Then respond to
these i laims using expressions ot belief or disbelief.
I CAN
comment on stories and rumours, express belief
and disbelief
Unit 10 Talented people
FEATURES
118 An ordinary man
Ihe extraordinary career of
an astronaut
120 The real-life Batman?
A man with an unusual
i '.•ni
122 The king herself
fhe story of the pharaoh
Hatshepsut
126 Queen of Egypt
A video about the life of
Cleopatra
1 Work in pairs. Match these words with their definitions (a-g).
background experience knowledge qualifications
qualities skills talents
a strong natural abilities
b abilities developed by practice
c (generally positive) characteristics
d certificates which show you have learned something
e what you've done in your life
f what you know
g your past in general (where you come from, where you
studied, etc.)
2 Look at the photo and the caption. What qualities, skills,
knowledge, qualifications and experience do you think a
mahout needs to do their job well?
Listen to a description of a mahout's job. Compare the
description with your answers in Exercise 2.
4 Make short notes on your own background, experience,
knowledge, talents, etc. Then ask and answer questions with
your partner.
What qualifications do you have?
► 85
A CAREER PATH DFFINITIONS JOB CHARACTERISTICS SKILLS, IAI FNTS AND EXPERIENCE
117
10a An ordinary man
Listening and reading
Vocabulary careers
► 86
Work in pairs. Look al the photo. Cari you
answer the questions? T hen listen and check.
1 Who do you think the person in the photo is?
2 When was this photo taken?
3 What quotation is associated with this event?
Read Ihe article. What kind ol man was Neil
Armstrong? Give reasons for your answer.
► WORDBUILDING verb (+ preposition) + noun
collocations
When you learn a new noun, try to note also the vcrb(s)
that collocate with it and any preposition that follows
the verb.
follow a career
graduate from tchool/colloge
For further practice, see Workbook page 8J
3
Read the article again. Answer the questions.
Why do you think Neil Armstrong called ‘the
ultimate professional'?
I low did his experience of aircraft and flying
develop in his early career?
What motivated Armstrong?
What is meant by 'the rest is history'?
What did Armstrong do to avoid publicity after
the Apollo 11 mission?
According to Armstrong, who was responsible
for the success of the Apollo 11 mission?
4 Work in pairs. Find verbs (+ prepositions) in the
article that collocate with each of these nouns. Then
identify the different steps in Armstrong's career.
2
3
4
5
6
7
to ... a career
to a school or college
to a course
to the navy
to an astronaut
to a firm
to / ................... /
a job
и
23
30
eil Armstrong, the most famous of the astronauts
on the spacecraft Apollo " 1, has been called
the ultimate professional. He was hired to do a
job. Ho did the job and then he wont home and
kept quiet about it. In forty years, he only gave
two interviews. But how could the man who f rst set foot on the
Moon, known to people all over the world, remain such a mystery?
Armstrong followed a career that came from a passion for flying
that he developed as a child in the 1930s. He learned to fly
before fie tiad graduated from high school and then did a course
in aerospace engineering at Purdue University in the USA. After
this, he served in tho US Navy as a pilot for three years, flying
78 missions in the war in Korea. He left the navy in 19b2 and got
a job with the Lowis Flight Propulsion l aboratory where he flew
experimental aircraft. He readied speeds of 6.600 kilometres an
hour and altitudes of over 200.000 feet.
It is not clear when he decided to become an astronaut, but it
was never his ambition to be famous. His aim was simply to push
the limits of flight. In 1962, nows came that NASA was looking for
astronauts for their Apollo programme. Incredibly excited, he applied
for tho job and was accepted. The rest, as they say. is history.
When he and the other astronauts returned from the Apo Io 11
Moon landing in July 1969, Armstrong was a worldwide celebrity
and could have done anything ho wanted IV show's, public
speaking. Instead, he became a teacher and also worked for an
avionics firm. At the weekend, he wen* flying to get away from all
Ihe attention.
Armstrong retired in 2002, ten years before ris death. He had
fulfilled his dream, but he did not feel any more special than all
the others who worked on the Apollo space programme. He was
just the pilot.
2
3
4
5
6
Grammar articles
► ARTICLES: A/AN. THE or ZERO ARTICLE?
Indefinite article: a/an (♦ singular countable noun)
It Is not dear when he decided to become an astronaut.
definite article: the (♦ singular/plural countable noun or
uncountable noun)
He and the other astronauts returned from the Apollo I1
Moon landing.
zero article (+ plural countable noun or uncountable noun)
He learned to fly before he had graduated from
high school.
For further information and practice, see page 174.
5 1 люк at the grammar box. Complete lhe
statements (I 3) with the correct type of article
(а/ап, the or write 'zero article').
1 We use
• to talk about one person or thing in general.
• to say a person or thing is one of many.
• when we first mention something.
2 We use
• to talk about people or tilings in a
general way.
• before certain generally familiar places
(school, work, hospital, university).
3 We use
• to talk about a specific person/people or
thing(s).
• when we refer back to a person /people or
thing(s) already mentioned.
• before a superlative adjective.
6 Read the first paragraph of the article again. Look
at the articles and nouns (1-9) in bold. Match
the articles and nouns with the correct use from
Exercise 5.
I - Use 3: before a superlative adjective
Neil Armstrong, ’ the most famous ot
the astronauts on Apollo 11, has been called 'the
ultimate professional'. He was hired to do
a job. He did 4 the job and then he went ’ home
and kept quiet about it. In forty years, he gave
two interviews. But how can ° the man who f rst set
foot on ' the Moon, known to people all over the
world, remain such a mystery?
7 Find an example in the article of each of the
following:
1 zero article with:
a a country b a subject of study c a month
2 the with:
a a country b a professional organization
c a period of time
8 Complete lhe sentences. I Jse lhe or leave blank
where no article is needed.
1 Where I live in New Zealand
weather in summer is pretty nice.
2 He's thinking about joining police after
he leaves university.
3 At weekend, I often play tennis
or go for a run first thing in moming.
Then I come back and have breakfast.
4 1 love countryside. last week, we
went walking near Lake Windermere in
north of England.
5 A survey showed that in UK
most people go to bed around 11.00 in
evening and get up at 7.30 in
morning.
6 1 need to go to shops and get some food
before I go home tonight.
9 Work in pairs. Take turns reading the sentences.
Put in articles where needed. Correct each other.
I .Armstrong could fly 7 plane before he could
drive 7 car.
2 As 7 boy Armstrong played 7 baritone horn,
but he wasn't 7 very good musician.
3 In 7 Korea, one of 7 wings on his plane broke
and he ejected into 7 sea.
4 7 first meal which 7 astronauts ate on 7 Moon
was 7 bacon and 7 peaches.
5 .Armstrong was 7 member of 7 team which
investigated 7 Challenger space shuttle disaster.
6 In 7 1990s, Armstrong stopped signing 7
autographs because 7 people were selling them
for $1,000 each.
10 Pronunciation linking vowels
Words that end with a vowel sound and
words that begin with one are often linked by a
'hidden' /w/, /j/ or /г/. Listen and say which sound
links the two words. Then practise saying the
sentences with your partner.
1 thewiiltimate professional
2 to dowa job
3 in Koreawand the USA
4 he saw, a film about space
5 he„only gave two interviews
6 a herowof our time
Speaking my life
11 Draw the path of your own (or a relative's) career.
Use these stages and try to use articles i orrectly.
interests as child • school subjects «eailyjobs •
university or courses done * other experiences •
important events ♦future ambitions
As a child, I was itry interested in drawing and painting.
At school, I loved art and I had a fantastic art teai her.
A CAREER PATH
JOB CHARACTERISTICS SKILLS, IAII NTS AND EXPERIENCE
119
listening an unusual talent • vocabulary the senses • grammar relative clauses • speaking definitions
10b The real-life Batman?
Listening
1 Work in pairs. Look at the photo and the
caption. Discuss the questions.
Vocabulary the senses
5
Complete the descriptions with these five senses.
Then compare your answers with a partner.
i
What is a 'bat'? Who is the character
'Batman'?
2 What is this man doing? Is it anything
unusual?
eyesight hearing feeling sense of smell
sense of taste
Eagles have amazing
and can spot
► 89
Listen to a description of Daniel Kish.
What obstacle did Kish have to overcome and
how did he gel his nickname?
3
► 89
Choose the correct options to complete
2
the summary. Then listen again and check
your answers.
Daniel Kish was blind from birth la young age.
He taught himself to recognize how near objects
are by clicking his2 tongue/fingers and then
listening for an echo. Using this technique he
can ride a bicycle, go hiking in the countryside
and play 1 ball games / board games. As well as
determining the distance of an object, Kish can
also tell4 whether it is moving / how solid it is.
He can 'see' a house from a distance of about
fifteen I fifty metres. Many blind people already
use the technique of echolocation 6 actively /
passively. It's a skill you can learn in just a couple
of days /a month. Kish thinks the technique could
be useful for people who are8 partially sighted I
fully sighted too.
Work in pairs. The speaker mentions a specific
example of when 'echolocation' could be useful
for fully-sighted people. What is it? Can you
think of any other situations?
3
4
small animals from high up. Rhinoceroses, on
the other hand, are so short-sighted they can't
distinguish between a tree and a person at
five metres.
Cats have sensitive noses, but, strangely, a poor
.... They can't recognize if something
is sweet.
Dogs have such a keen
that they
can detect if a human has touched an object a
week before. They hear belter than humans too,
although like us, some go deaf or become hard of
____________in old age.
People used to think crabs were basically numb,
that they had no
. But a recent
experiment showed they reacted negatively to
small electric shocks.
Underline the adjectives before each sense in
Exercise 5. Then find three more adjectives that mean
the following.
a unable to see far
b without hearing
c w'ithout feeling
Work in pairs. What other animals can you think of
which have one very strong or weak sense? Which are
your stronger senses? Which are most important to you?
Grammar relative clauses
► RELATIVE CLAUSES
Defining relative clause
1 Kish clicks his tongue and then listens for the echo
which comes back.
2 He can do many things that blind people cannot
ordinarily do.
3 Ihe 'real life Batman' is a description he welcomes.
4 He is amused by the nickname for which he is now
famous
Non-defining relative clause
5 Daniel Kish, who was born blind, taught himself
to ‘see’.
6 A wooden fence, whose surface is softer than brick,
gives a 'warmer' echo.
what...
7 He just loves what he is doing.
For further information and practice, see page 174.
8 Look at the sentences in the grammar box. Answer
tlie questions.
1 Which type of relative clause contains essential
information? Extra information?
2 If you put a relative pronoun in sentence 3, what and
where would it be?
3 Can you leave out the relative pronoun in sentences 1
and 2? Why? / Why not?
4 What relative pronoun means 'the thing(s) that or
which...'?
5 In sentence 4 we can also say ... the nickname he is
famous for. Which version sounds more formal?
6 Which relative pronoun is used for possession?
9 Work in pairs. Look at the twelve relative pronouns
in bold in audioscript 89 on page 188. What does each
word refer to?
1 who = Daniel Kish
10 Write definitions of these people and things using
defining relative clauses. Then compare your sentences
with your partner.
1 Batman is a character...
Batman is a character who first appeared in a comic.
2 Daniel Kish is a man ...
3 A blind person is someone ...
4 Echolocation is a technique ...
5 A click is a sound ...
6 Bats are animals ...
11 Choose the correct relative pronoun to complete these
sentences.
I Ancient history' is not a subject that / whose I
about which I know much about.
2 The President, which I who / that will celebrate her
ninetieth birthday tins year, is a much loved figure.
3 You should never read a letter if you are not the
person whom /to who/to whom it is addressed.
4 1 don't understand that / what / which he means.
5 The house where/ whose / which we stayed in
belonged to а local teacher.
6 She shares a flat with her cousin, that / who /
which works well for both of them.
7 That / Which / What I liked about the film
were the characters.
8 I'd like to thank Conal in particular, of
whom / whose / which support has been
amazing.
12 Rewrite these two sentences as one sentence
using a relative clause. There is sometimes
more than one possible answer.
1 That's the man. Maya was talking about
him the other day.
That's the man
2 Only two per cent of blind people use a
white stick. That's surprising.
()nly two per cent
3 They wanted to achieve that. I think
they did.
I think they achieved ......
4 The study looked at how well people can
use maps. It had very interesting results.
11
5 Frank is now the managing director of
letbury Supermarkets. His first job with
them was as a cashier.
1 rank
6 The money was really intended for
homeless people. They never received
a penny.
The homeless people
7 It's a small country. The country has had a
big influence on the history of the region.
It's a small country
8 His brother is also a basketball player. He is
six years younger than him.
1 f is brother
13 Work in pairs.
Pair A: Look at the 'Down' words in the
crossword on page 153.
Pair B: Look at the 'Across' words in the
cross won! on page 154.
Write clues for these words using relative
clauses. Then read your clues to a pair with the
other set of clues and complete the crossword.
1 Down: an adjective that means 'near' (can also
be a verb)
2 Across: an adjective whose opposite is 'quiet'
Speaking my life
14 If you could choose* to have one sense (sight,
hearing, etc.) with superhuman ability, which
one would it be and why?
DEFINITIONS
A CAREER PATH ►
A PERSONAL PROFILE
reading a woman who was king • critical thinking examining the evidence • word focus self
speaking job characteristics
10c T iie king herself
Reading
1 Work in pairs. Look al the title of
the article. What is strange about the
words king and herself together?
2 Read the article and put these events
about Ilatshepsut's(Hat shep-sut) life
in the correct chronological order.
a I ler nui in my was discovered in a
less important tomb.
b Lhe monuments she bui 11 were
destroyed.
c Thutmose III became pharaoh.
d She ruled Egypt as king for 21
years.
e I ler mummy was identified anil
put in the Royal Mummy Rooms.
1 She married Ihutmose П.
g She was born, the eldest daughter
of Ihutmose 1 and Queen Ahmose.
3 Choose the correct option (a, b or c)
to complete the sentences.
1 Hatshepsut's mummy was not
identified at first because it:
a was badly damaged,
b was not in a royal tomb,
c had another name with it.
2 Hatshepsut was concerned that
people would:
a realize she was a woman,
b not think she was royalty.
c not remember her
achievements.
3 Thutmose III did not want people
to know that 1 latshepsut had been:
a king.
b queen.
c related to him.
4 Thutmose Il's children consisted of:
a one son and one daughter.
b one son.
c one daughter.
5 According to tradition, the queen
regent was supposed to:
a do nothing.
b help the king until he was old
enough to rule.
c act as prime minister.
6 In later statues and images,
1 latshepsut appears male from:
a her body shape.
b her face and altitude,
c all her clothes.
Critical thinking examining the
evidence
4 Find evidence in the text to support each sentence (I 5). If then?
is clear evidence, write 100%. If there is no evidence, write 0%.
Pul approximate percentages in between if it is not clear.
1 Hatshepsut was an ambitious woman.
2 If I latshepsut had had a male heir herself, she would have
allowed him to be king.
3 Thutmose III thought his stepmother was wrong to act as
king.
4 1 latshepsut knew that what she had done was wrong.
5 Hatshepsut's wish to be remembered has come true.
5 Work in pairs. Compare your scores and the evidence you found
Do you think on balance this story has a happy or sad ending?
Word focus self
6 Work in pairs. Look at the expression in bold from the article.
Then discuss what the other expressions with self mean.
... standing in a self-confident maimer ...
1 It you want to know how to think more positively, you'll find
a lot of self-help books on the subject in most bookshops.
2 My father is a self-made man. He started working in a shop
at 16 and had a $2 million business by the time he was 25.
3 I saw my favourite actor in the street recently, but 1 was
looking a mess and 1 felt too self-conscious to go up to her.
4 Sticking to a diet is difficult. You need a lot of self-control.
5 Giving so much time to the college isn't just kindness; it's
also self-interest he hopes to become its president one day.
7 Choose two of the expressions from Exercise 6 and write your
own sentences with them. Then read the sentences to your partner
without the phrase and see if they can guess which one it is.
Speaking my life
8 Work in pairs. Look at the job characteristics. Which options do
you think describe the job of a leader or a manager?
• working 9-5 or at any hours?
• being freelance or employed?
• working with people or things?
• using your hands or your brain?
• taking decisions or following instructions?
• travelling or staying in one place?
• w orking for money or love?
• working inside or outside?
• being full-time or part-time?
• being independent or part of a team?
• working in the commercial (private) sector or public service?
9 Ask two other people questions about their work preferences
using the list of characteristics in Exercise 8. Then try to work
out what their drcam job might be and suggest it.
Unit 10 Talented people
► 90
the king herself
•13
IS
today her body lies in the Royal Mummy Rooms
at the Egyptian Museum in Cairo, alongside other
pharaohs. Next to her is a sign which says 1 latshepsnt,
the king herself (1473-1458 BC)’. But in 1903, when ihe
I archaeologist I toward Carter found Hatshepsut’s coffin
in the Valley of the Kings, it was
empty Had her mummy been
t stolen or destroyed? Ihe truth only
came out a century later when
f Egyptian scientists identified a
mummy called KV60a from a
‘ less important tomb, as that of
I latshepsnt. None of the treasures
normally found with pharaohs’
I mummies were with il. Il was not
even in a coffin.
Halshepsut was one of the greatest builders of ancient
I Egypt, who built numerous monuments and temples.
Al Karnak, we can still see an inscription describing her
I hopes as to how she will be remembered: Now my heart
turns this way and that, as 1 think what the people will
' say. Those who see my monuments in years to come, and
I who shall speak of what I have done.'
[ But following her death, her successor and stepson
I Thutmose III set about erasing her memory, ordering
all images of her as the king to be removed from
monuments and temples. Her statues were smashed and
I thrown into a pit. Yet the images ot her as queen were left
I undamaged. Why?
I Halshepsut was the eldest daughter of Thutmose 1
and Queen Ahmo.se. Bui Thutmose I also had a son
by another queen, and this son. Ihutmose II, became
pharaoh when his father died. As was common among
Egyptian royalty, Thutmose II married his sister,
Halshepsut. They produced one daughter. Another, less
important wife, Isis, gave 'I hutmose II the male heir
which 1 latshepsnt was unable lo provide.
coffin (n) .''kofin.' a box in which a dead body is placed
heir (n) >'ea(r>‘ someone' who will receive a title when another
person dies
inscription (r) .'in•skripjaiv words cut into a hard surface
mummy (n) /'тлте a dead body wrapped in layers of cloth
regent (n) .'''rndjant.'' a person who governs a state because
the real king or queen is too young or is absent.
tomb (n) .'li.itn.' a stiucture in which a dead person is placed
When Ihutmose II died not long after from heart
disease, his heir, 'Ihutmose III, was still a young boy. As
was the custom, I latshepsnt took control as the young
pharaoh’s queen regent. At first, Halshepsut respected
convention and just handled political affairs while the
young king was growing up.
But before long, she began
performing kingly duties. And
after a lew years she no longer
acted as queen regent, but fully
assumed the role of‘king’ of
Egypt, the supreme power in the
land.
No one really knows why
I latshepsnt broke the
conventional rules. Was it a key
moment in Egypt’s history when a strong leader was
needed ( Ihutmose 111 was still a boy)? Did she believe
she had the same right to rule as a man? Did she feel a
right as a direct descendant of the pharaoh, Ihutmose 1?
Or was she just hungry for power? Whatever the reason,
her stepson was relegated to second-in-command and
'the king herself went on to rule for an amazing 21
years.
At first Halshepsut made no secret of her sex in images
her body is unmistakably a womans - but later she
is depicted as a male king, with headdress and beard,
standing in a self-confident manner with legs apart.
Many inscriptions still exist which have references lo ‘my
people'. 'These suggest that she knew she hail broken the
rules and wanted her subjects’ approval. Iler stepson,
Ihutmose III, meanwhile, grew increasingly frustrated.
After Hatshepsut’s death, he took his revenge, doing his
best to erase her memory as pharaoh from history. But,
ironically, in the long term il is Hatshepsut, ihe King
I lei self, who has achieved greater fame.
j 5
miiiiiimvniiiiiiiimi
ЛЖЯЯЯ ЯЯЯЯР1
fllllllllll
► A CAREER PATH ► DEFINITIONS JOB CHARACTERISTICS ► SKILLS, TALENTS AND EXPERIENCE
► A PERSONAL PROFILE
real life describing skills, talents and experience • pronunciation difficult words
10d The right job
Real life describing skills, talents and experience
is a charity
which sends
boxes of
essential items needed in an
emergency - a tent, tools,
cooking utensils, a water
purification kit - to places
where disasters, such as
earthquakes and floods, have
struck. Boxes are prepared
in the USA and delivered
immediately by Shclterbox
employees to anywhere in the
world where they will help to
save lives.
1 Read the description of Shelterbox. What kind of
organization is it and what service do they offer?
2
► 91
Listen to someone being interviewed for
a job at Shelterbox. Answer the questions.
I What aspect of their work is the* candidate
interested in?
2 What does the interviewer think might be a
problem?
► 91
Look at the expressions from the interview
describing the candidate's suitability fora job.
Look at the prepositions used in each case. I hen
listen to the interview again and complete the
expressions.
► DESCRIBING SKILLS, TALENTS and EXPERIENCE
I'm familiar with your work because I have a friend
who 1_____________
I’m very keen on the idea of2
I specialized in J_..
I’m good at coping with 4
I think I'd be suited to'
I have quite a lot of experience of *
I'm quite good with ’
I'm comfortable with allи
I'm serious about wanting to ’
I need to become more knowledgeable about
к»
4 Work in pairs. Discuss if the candidate did a good
job of selling himself to the interviewer.
5 Pronunciation difficult words
► 92
The spelling of a word in English does not
always indicate how you should say the word.
I low confident are you that you can pronounce
these words from the interview? For very
confident put a (/), quite confident put a (?) and
unconfident pul a (X). Then listen and check.
although business comfortable
environment foreign knowledgeable
months specialized suited world
► 93
Listen to eight more words and try to
spell them.
6 Work in pairs.
Student A: choose one of the jobs below that
interests you (or your own idea) and think about
lite skills, talents and experience you have that
would help you do it. Imagine you are being
interviewed for this job. Try to convince Student В
why this would be a good job for you.
Student B: You are the interviewer lor the job Student
A has chosen. Try to think of some appropriate
questions. 1 hen ask Student A. Then swap roles.
• a travel guide for a tour operator taking groups
on walking holidays
• a sales assistant in a children's bookshop
• a tester of new video games
• a fund-raiser for your old school or university
• a volunteer firefighter (part-time)
• a trainee chocolate maker
124
my life
A CAREER PATH DEFINITIONS
A PERSONAL PROFIIE
10e First impressions
Writing a personal profile
1 Which of these things (a-e) have you written
a personal profile for before? What kind of
information did you give about yourself?
a a job application
b a social networking site
c a university application
d a holiday rental website (like Airbnb)
e a voluntary organization
2 Look at these three short personal profiles. Which
of the purposes in Exercise 1 was each one written
for? Match the profiles (1-3) with a purpose (a-e)
from Exercise L
D
I'm 28 years old and ive with my husband,
Jack, in Bristol in the UK, where I teach n a
primary school. We've just moved irto a new
home. When I'm not working on the house,
I love cooking for people and cultural events.
Jack and I are easy going types who are
passionate about travel and discovering new
people and places.
□
A bright and experienced re:a I manager with a
background in men's arid ladies' fashion both in
large department stores and small boutiques. A
creative and adaptab e professional who has a
great eye for design ano detail
□
I am a curious and independent-minded
person whose ambition is to work in
journalism, l he world in which wc live is
very complex. For that reason, I am keen lo
develop not only my knowledge of world
affairs, but also my ability to think critically
about society, culture and politics.
3 Look at the profiles and answer the questions.
1 Which profile(s) are written in the first person?
And the third person?
2 Which profile is written in a less formal style?
How can you tell?
3 Which profile is the most persuasive?
4 Vocabulary personal qualities
a Find adjectives in the profiles which mean
the following.
1 intelligent
2 wanting to know more
3 very enthusiastic
4 imaginative
5 with a lot of practice
6 with their own ideas
7 relaxed
8 can change to fit the situation
b Which of these adjectives would you use to
describe yourself?
/ think I'm quite creative, but Гт not sure my
friends would agree.
5 Writing skill using with
a How would you write this phrase using a relative
clause?
A retail manager with a background in men's and
ladies' fashion
b Rewrite these phrases using with. Where you have
to change an adjective or verb lo a noun, you will
nt4*d to think what preposition follows it.
1 an IT expert who has experience of
software design
2 a recent graduate who is passionate about
languages
3 a young couple who love travel
4 a creative individual who is interested in
fashion
5 a bright manager who is ambitious to succeed
6 an easy-going musician who is talented
al cooking
6 You are going to write your own short profile
similar to one of the profiles in Exercise 2. Choose
one of tlie contexts in Exercise 1. Think about the
main impression you would like the reader lo get
of you.
7 Exchange profiles with your partner. C heck your
partner's profile using these questions.
• What was the main impression the profile
gave?
• Is the profile written in an appropriate style?
• Does it include adjectives to describe their
qualities?
• Does it include at least one with i noun
expression
• Overall, was the profile effective?
A CAREER PATH DEFINITIONS
JOB CHARACTERISTICS
SKILLS. TALENTS AND EXPERIENCE
125
A PERSONAL PROFILE
Before you watch
1 Work in pairs. Make notes about what you know
about Cleopatra.
• who she was
• when and where she ruled
• important events in her life
2 Key vocabulary
a Read the sentences. I he words in bold are used in
the video. Guess the meaning of the words.
I As the eldest son ot the Queen of England/
Prince Charles is her rightful successor to the
throne.
2 I {is comments that si xteen-y ear-olds are not
intelligent enough to vote has caused a lot of
controversy and has infuriated young people.
3 I he American civil war was between the
northern states of the USA and their rivals, the
southern states.
Ь Match the words in bold in Exercise 2a with these
definitions.
a a fight for control of a country between two
groups within that country
b the position of being king or queen
c a person who takes over a job or position from
someone else
d made someone very angry
e an issue that people argue oj disagree about
I people who you compete against for something
While you watch
M 10.1
Look al Ihe events in Cleopatra's
life. Then watch the video again. Complete Ihe
sentences.
I Cleopatra was born in BC into the
Ptolemaic dynasty of Egypt.
2 She became Queen at the age of....
and ruled Egypt with her brother.
3 Cleopatra and Ptolemy had a .............
relationship and he forced her from power.
4 When Julius Caesar arrived in Egypt, Cleopatra
managed to get to see hint by hiding in a
5 Julius ( aesar was charmed by Cleopatra. 1 Ie
defeated her rivals and helped her take back
6 Soon after that, Cleopatra had a baby that she
claimed was son.
7 After Caesar was murdered, Cleopatra looked
for someone else in Rome to help her and
found Mark Antony, who was also hungry for
8 Together, Cleopatra and Mark Antony
ruled Alexandria and eventually they got
9 Mark Antony said that ..was the
true successor to Caesar and this infuriated
Mark Antony’s rival, Octavian.
10 (X tavian defeated Antony and Cleopatra at the
battle of Actium in BC.
11 legend says that Cleopatra spread rumours
that she was and when Mark
Antony heard this he killed himself.
12 Cleopatra tried to make peace with Octavian,
but when she couldn't, she too killed herself
with a ...... bite.
И 10.1
Walch Ihe video. Match the characters in
the story (1 -6) with their descriptions (a-f).
After you watch
Characters
Description
5 Vocabulary in context
1 Cleopatra
2 Ptolemy 13th
3 Julius Caesar
4 Caesarion
5 Mark .Antony
6 Octavian
a Cleopatra's younger brother
and co-ruler
b a rival to Mark Antony in
Rome
c Cleopatra and Julius
Caesar's son
d winner of Rome's civil war
e Queen of Egypt
I a potential successor
to Caesar and, later,
Cleopatra's husband
< 10.2
Watch the clips from the video. Choose
the correct meaning of the words and phrases.
b Complete these sentences in your own words.
Then compare your sentences with a partner.
1 I was overjoyed when 1 heard that...
2 I think that... is in decline.
3 .Although he is dead, Michael Jackson's ...
lives on.
6 What three adjectives could you use to describe
Cleopatra? Give reasons for your choice.
7 Work in groups and discuss these questions.
distort (v) xlis'l.-nt.* change something from its normal state
so that it becomes strange
dynasty (n) .'"dinastu' a family that rules a country for several
generations
1 Who are the most famous characters in the
history of your country?
2 What qualities are they known for? Were they
all good qualities or not?
UNIT 10 REVIEW AND MEMORY BOOSTER
Grammar
1 Complete Ihe first part of the article (I -10) with
a(n) or the or leave with no article. Then complete
the second part (11-16) using relative pronouns.
Constance Adams has had ' interesting career.
She studied 7 architecture atJ Yale
University before working as * architect in
Berlin and 5 Japan. She then joined the Johnson
Space Centre intJ USA. where she helped design
IransHab, a module for 7 International Space
Station. 8 module was designed to provide
living accommodation for astronauts during
their stay in 10.....space.
In order to accommodate a crew of astronauts
”.......mission was to reach Mars, the designers of
the IransHab module had to achieve two things. They
had to design a module 12 would be only 4.3
metres in diameter when it was launched. But once it
was in space, it needed to be three limes that size to
be big enough for the six astronauts 1 would
live there. So they made a structure 14 could
inhale and unfold in space lo become a three-level
'house',s astronauts could eat, sleep and work.
I he module had to be strong enough for the times
space debris, travelling seven times faster
than a bullet, hit it.
2 What Iwo important design features of the
TransHab module does the texl describe?
3 Make sentences defining two of these things
from Unil 10. Lse at least one article and relative
pronoun in each definition. T hen rewrite the
sentences leaving spaces for the articles and
pronouns and ask your partner lo complete them.
Vocabulary
4 Complete the words to make sentences about jobs
and careers. You have been given the first letter.
I I have ad in engineering from
Sussex University. I g from there
in Ю12.
2 1s in the army for four years, so 1
understand the importance of discipline.
3 I'm very a and
e_____*g............., I can work in whatever
environment you need me to.
4 I a for the job because I'm good at
selling and I want to I a career in
sales.
5 Both my parents are doctors, so it was a natural
choice for me to b a doctor too.
5
» MB
Work in pairs. Discuss which of these
areas is being described in each sentence in
Exercise 4. Then make similar sentences to
describe vourself in each area.
background experience knowledge
qualifications qualities skills talents
I CAN
describe my experience, skills and qualifications
Real life
6 Complete the sentences with Ihe correct prepositions.
1 I'm familiar all the usual
computer programmes.
2 1 specialized mechanical
engineering at university.
3 I think I'd be well suited working
abroad.
4 I’m good coping
difficult people.
5 I’m serious following a career
the fashion industry.
6 I'm very keen......... the idea of creating
new designs.
7 1 have some experience
advertising, but I'd like to become more
knowledgeable ...it.
» MB
Rewrite the sentences in
Exercise 6 so that
they are true for you. Make two of Ihe sentences
false. Then read them to your partner and ask your
partner to guess which two are false.
blind echo flood heir (14Ь8) BC
(CAN
I CAN
use a/an, the and zero article accurately
use relative prnnouns in different relative clauses
use expressions to present myself at a job interview
Unit 11 Knowledge and learning
1 Look at the photo and the caption. Answer the questions.
FEATURES
130 Innovation in learning
An innovative school
in Brazil
132 Memory
What is it like to have an
amazing memory?
134 Who's a clever bird,
then?
What goes on in the mind
of an animal?
138 Paraguay shaman
A video about the uses of
medicinal plants
1 What kind of things might you find in this museum?
2 What's your favourite museum? Why?
2 Look at the verbs (1-6) to do with learning. Match them with
the verbs (a-f) with a similar meaning.
1 acquire (e.g. a new skill)
2 be unaware of (e.g. a fact)
3 engage with (e.g. a subject)
•I get (e.g. the meaning of something)
5 inspire (e.g. a person to learn)
6 take in (e.g. a lot of information)
a connect with
b motivate
c not know about
d pick up or learn
e understand
t understand and
remember
► 94
Listen to someone talking about taking her children to
the Children's Museum and answer the questions.
I What did her kids engage with?
2 What was she not aware of?
3 What inspired her?
4 Why is there too much to take in?
3
4 Work in pairs. Discuss the questions.
1 Which subjects inspired you most at school?
2 Which subjects could you not really engage with?
3 What knowledge that you acquired at school or university
has been most useful (to you)?
LEARNING EXPERIENCES MAKING EXCUSES TYPES OF LEARNER GETTING CLARIFICATION
AN EMAIL ABOU1 A MISUNDFRSIANDING
vocabulary education • reading an innovative school • grammar could, was able to, managed to and succeeded in
speaking learning experiences
11a Innovation in learning
Vocabulary education
1 Choose the correct options to complete these
sentences about education.
1 She will take I pass her final exams next June.
2 Learning by heart I from experience is the best
way to learn your multiplication tables.
3 Revising I Cramming for your exams is not
a good idea trying to remember loads of
information at the last moment doesn't help
you remember things in the long term.
4 He turned up for /dropped out of college when he
was fifteen and got a job in a car repair garage.
5 1 acquired a lot of academic knowledge /practical
experience, at school, but not many life skills.
6 I always got gixx.1 notes / marks in English
because my mum is a native English speaker.
2 Work in pairs. Discuss these questions about
education in your country.
1 Does education in your country focus more on
practical skills or on academic knowledge? Is
there a lot of learning by heart?
2 How much emphasis is given to marks and
exams? Is this a good or bad thing?
3 Is there a big problem of non-attendance at
school? What about people dropping out
completely?
Reading
3 Read the article about the Lumiar School in Brazil.
What are the main ways in which it is different
from a traditional school?
► 95
INNOVATION
9
in
LEARNING
10
15
20
25
30
It is a question that has troubled educators for centuries. How do
they ensure that students don’t just turn up to college and pass their
exams at the end, but that they are truly engaged in their learning and
achieve excellence?
'he Lumsar international School in Sao Paulo may have found the answer.
The person behind the protect is Ricardo Semler, a businessman who
developed a management style- where employees were trusted to do their
jobs and make trier own decisions they were even able Io sei their own
working hours and salaries. Semler managed to make this approach work
in his own company, ncroasirrg sales from $4 million to $212 million m
twenty years.
Lumar is a schoo unlike any other. Pupis occupy ‘spaces’ rather than
rooms ano learning takes place ‘everywhere’- in play areas, Ilie halt, the
dining room. It a pupil does not tee* engaged in a lesson, Низу can go to
another ore or to the library io read. Most learning is done through projects
which poo ls design w-th their feUow students and teachers. Teachers are
more like subject ‘experts’ than traditional teachers.
On the day t visited I attended a weekly meeting where all pupils could
discuss issues affecting school fe. The meeting was an opportunity for
students to rase concerns, but also an occasion when Низу were able to
practise mportan* lite skit s like debating and collaboration. Tire problem
they succeeded in soV-ng that day concerned some plates that two of the
pupils tiad broken while running in the kitchen Punishment was not Hie
issue, he question was how to prevent this happening again. Someone
suggested a ‘No runn ng n school' rule, then another boy spoke up. He
said it the boys were made to pay for new plates, probably their parents
would just give them the money. I lis suggestion: What if Ihe schcxil pays,
but the boys themseves have to go and find tfie same clwia in the strops?
I was amazed. I le was six years old and he could speak confidently in
front of a group. What’s more, he managed to come up with an excellent
solution to a difficult problem.
4 Complete the sentences using words from the
article. You have been given the first letter.
1 Ricardo Semler based the Lumiar School
approach to education on his own c
2 Pupils learn by participating in p
with other students.
3 The weekly meetings help the pupils to leant
important I
4 The six-year-old boy's suggestion was to ignore
the m... and give the boys a task to do.
Grammar could, was able to,
managed to and succeeded in
► COULD. WAS ABLE TO. MANAGED TO and
SUCCEEDED IN
could + infinitive
1 / attended a weekly meeting where all pupils could
discuss issues affecting school life.
7 He was six years old and he could speak confidently in
front of a large group.
was/were able to + infinitive
3 They were even able to set their own working hours.
managed + to + infinitive
4 Semler managed to make this approach work in his
own company.
succeeded in + -ing
5 The problem they succeeded in solving that day
concerned some plates...
For further information and practice, see page 176.
5 Look at the grammar box. Complete the rules
using the correct forms.
1 We use and was/were able to
to describe a general ability to do something in
the past.
2 We use and to say
we had a possibility or opportunity to do
something in the past.
3 We use ______ oi
was/were able to to describe success in a
specific (difficult) task in the past.
6 Look at these two sentences from the article.
Which of the other forms in the grammar box
could vou use in each sentence?
J
1 The meeting was an occasion when they were
able to practise important life skills.
2 What's more, he managed to come up with an
excellent solution to a difficult problem.
7 Choose the correct options to complete these
sentences. Sometimes both options are possible.
1 He had such a strong accent that I couldn't I
wasn't able to understand him.
2 He failed his exams the first time, but he
succeeded tn taking /was able to take them again.
3 She could / managed to read and write from the
age of three.
4 Could she / Did she manage to pass her driving
test last week?
5 When we got to the top of the mountain, we
could /managed to see for miles.
6 I didn't understand the teacher's explanation,
but luckily Jess could/was able to explain the
problem to me.
7 After trying the key for several minutes, they
could get / succeeded in getting the door open.
8 Sorry, I didn 't manage / wasn 7 able to get any
milk at the shop. They'd sold out.
8 Complete the short article with an appropriate
verb form (could, was able, to, managed lo and
succeeded in) and the verb in brackets.
Ricardo Semler's philosophy is the same in
education and in business: to be democratic
and to let people manage their own work. For
example, if a salesperson '
(reach) their weekly sales target by Wednesday,
they could take the rest of the week off. At his
weekly board meetings two seats were open for
anyone in the company who1
(get) there in time. For example, if two cleaners
(arrive) first, they got the
seats. The advantage of having regular employees
present was that they4
(have) more honest meetings. The important
thing for Semler was to have people around him
who5_______ (think) for themselves.
That is why he set up a school: to teach people
to be independent. With the Lumiar School he
' (do) this.
Speaking my life
9 Describe your learning experience of TWO of the
following. Use the corned forms of could, was/were
able to, managed to or succeeded in in your answer.
• riding a bicycle
• driving
• speaking English
• cooking
• playing a sport or musical instrument
• mastering a job or a work skill
I remember mu dad teaching me to ride a bike when I
was six. At first I couldn't keep my balance, so he held
the back of the bike. Each time he let go I managed to
ride for about ten metres before ...
LEARNING EXPERIENCES
MAKING EXCUSES TYPES OF LEARNER GETTING Cl ARIFICATION
131
11b Memory
speaking memory tests • listening memory • wordbuilding homonyms • grammar future in the past
pronunciation contrastive sentence stress • speaking making excuses
5
Speaking my life
2
Work in pairs. Look at the objects in a junk shop
in London's Portobello street market. I low many
objects can you name?
1 low good is your memory? Cover your book
and write down all the objects you can remember.
Then compare your list with your partner. What
techniques did you use to remember the objects?
Listening
3 What things do you often forget? Which failures of
memory annoy you the most?
4
► 96
Listen to the first part of a talk on memory
by a psychologist. Write down the failures of
memory that he mentions. Were any of them the
same as the ones you wrote down in Exercise 3?
► 97
► 98
I .isten to the rest of the talk and answer the
questions.
1 What does the woman 'AJ' remember?
2 How does 'AJ' feel about her good memory?
3 Why are people's memories perhaps not as
good as they used to be?
C hoose the correct options to complete the
psychologist's statements. Then listen to the whole
talk again and check your answers.
1 AJ's memory is stimulated by events / dates
in the same way that our memories can be
stimulated by certain images / smells.
2 Having a good memory should make people
feel more confident /happier.
6
Our memories are selective: they remember
mostly urgent/important things and good/bad
things.
We should be grateful for / conscious of all the
things that our memories hide.
Psychologists call the technology we use to
store information our ‘extra / external memory
Now medical sc fence is trying to address the
problem of poor / select izv memory.
Wordbuilding homonyms
► WORDBUILDING homonyms
Homonyms are words which have multiple meanings They
are words which are spelled and pronounced in the same
way but have a different meaning.
cross (adj) = angry; cross (v) = to go across, e g. a bridge or
road; cross (n) a symbol made of two intersecting lines
For further practice, sec Workbook page 91.
7 Look at the wordbuilding box. Read the sentences
and look at the words in bold from the talk. Choose
the correct meaning of these homonyms (a or b).
1 AJ's memory is stimulated in the most intense
way by dates.
a fruit that grows on a palm tree
b days of the year specified by a number
2 When you found a pen and paper, the idea
had gone.
a establish b located
3 I'm sure everyone recognizes these common
failures of memory.
a shared b usual, normal
4 It's a bit like it is for the rest of us when certain
smells bring back strong memories.
a remainder
b period of relaxing
5 Medical science is trying to address the
problem of poor memory.
a write a street name and house number on
an envelope
b deal with an issue
Grammar future in the past
► FUTURE IN THE PAST
was/were going to and was/were about to (+ infinitive)
1 You were going to write down a groat idea you had.
but when you found a pen and paper, ...
2 You were about to give a speech or make a comment
at a meeting, and then ...
would (+ infinitive without to) and would have (+ past
participle)
3 You recognized someone in the street and would have
spoken to them, but you didn't because ...
was/were supposed to (+ infinitive)
4 You were supposed to send a friend a card for their
birthday, but then...
For further information and practice, seo page 176.
► 96
Look at the grammar box. Try to remember
what the speaker said in Exercises 4 and 5 to
complete each sentence. Then listen again and check.
9 Do the verbs in hold in the grammar box describe
actions that were completed?
10 Choose the correct verb form to complete this
description of another memory patient.
There was another interesting patient who couldn't
form new memories. Ho could only remember
events before 1960.1 was going to ask / would ask
his doctor how someone with no memory managed
to cope with daily life, but she suggested I speak
to the patient directly. So I went to interview him.
Our appointment’ was supposed to be / would
be at 2 p.m., but the time made no difference to
him since he lived only in the present. IJ would
tell I would have told him my name and why
I was there, but I realized there was no point:
4 it was supposed to mean I it would have meant
nothing to him. So I began by asking him about
his past and he talked about his childhood during
the Second World War But then the telephone
rang. When he came back, I • was about to ask I
would ask him to continue, but it was clear he had
completely forgotten our earlier conversation. I
thought he€ was about to be I would be frustrated
by this, but not at all. If anything, he seemed glad
not to be burdened by memory.
► 99
Look at the grammar box again. Rewrite
these original plans using future in the past forms.
Then listen and check your answers.
I I'm going to ask Sarah to come.
I was going to <!‘4L.. Sarah to come, but I asked
Kate instead.
2 Her diary says she should be in Cairo this week.
She in Cairo this week, but
she's ill so she couldn't go.
3 I'll send you the original, if I can find it.
He ___________me the original, but he
couldn't find it so he sent me a copy.
4 We are supposed to arrive there by ten o'clock.
We ........there by ten o'clock, but
the train didn't get in until eleven.
5 He's about to announce his retirement.
He .....his retirement, but now
he thinks he'll stay until next year.
6 I he council is going to build a new shopping
mall.
The council ........a new
shopping mall, but residents opposed the idea.
12 Pronunciation contrastive sentence stress
a
► 99
Work in pairs. Underline the words in
the rewritten sentences in Exercise 11 that give
the contrasting facts. Listen again. I hen practise
saying each sentence using contrastive stress.
b Complete these sentences with a contrasting idea.
Underline the words in the sentence that make the
contrast. Then say your sentences to your partner.
Your partner says which words you stressed and
why.
1 I le was going to take the day off, but... they
needed him at work after all.
2 We were supposed to be going to Italy, but...
3 I would have driven, but...
4 They were about to buy a new TV, but...
5 I was going to order the fish, but ...
Speaking my life
13 Work in pairs, look at these three situations.
Think of a good excuse to explain why each one
happened. I hen tell your excuses to the class. Al
the end vole on which excuses were best.
• You were thirty minutes late for an important
business meeting and didn't call io say you
would be (or 'to warn them').
• You borrowed someone's car and were
supposed to return it the next day, but they had
to call you to find out where it was.
• It was a close friend's birthday two days ago.
You didn't send a card or gel them a present.
‘Sorry, Гт late. My tram was delayed. J ions going to
call you but...'
LEARNING EXPERIENCES
□ MAKING EXCUSES
TYPES OF LEARNER GETTING CLARIFICATION
133
reading how animals think • critical thinking explaining ideas • word focus learn • speaking types of learner
11c Who's a clever bird, then?
Reading
1 Work in pairs. What kind of things can animals
learn to do? Which animals seem the most
intelligent?
2 Read the article and say how Alex the parrot
demonstrated his intelligence.
3 Read the article again. I )o these statements agree
with Ihe information given in the article? Write
true (T), false (F) or not given (NG) if there is no
information.
1 Pepperberg's idea was to let Alex communicate
to her how he saw the world.
2 Pepperberg didn't want people to think she
had chosen Alex for his intelligence.
3 Alex showed that he could distinguish between
colours and shapes but not numbers.
4 Pepperberg concluded that cognitive skills
were necessary for survival in the wild.
5 Alex felt very proud of his ability Io
communicate in English.
6 Some animals can have thoughts and emotions.
4 Which aspect of Pepperberg's experiment did you
find the most interesting'? Tell your partner.
Critical thinking explaining ideas
5 When writers express an idea, they often
explain il Io make sure the reader understands.
Read the article again and underline the sentences
or phrases used to explain 1 -6 below.
1 what thinking is
2 that a good way to find out what an animal is
thinking is to teach it to speak
3 that researchers had no confidence in her idea
4 that Alex made up words for new things
5 that birds need to be able to adapt to their
environment
6 that .Alex showed an understanding of feelings
6 Which of these ways (a, b or c) does the writer use
to explain each idea in Exercise 5?
a by rephrasing or saying Ihe same thing in other
words
b by giving examples
c by quoting someone who made the same point
Word focus learn
7 Work in pairs. Find these two expressions with
the word learn in the article. Discuss what each
expression means.
1 learn (something) by heart
2 learn (something) the hard way
8 Look at the expressions in bold with leant in these
sentences. Can you work out what the expressions
mean? Which expression means the same as 'learn
the hard way'?
I Tom's a professional photographer - ask him
for advice, if you're interested in learning some
tricks of the trade.
2 Jessica wants to design the new brochure, but
she's only been here a month. I told her that
you have to learn to walk before you can run.
3 It's never too late to learn. My grandfather
look up the piano when he was 73.
4 I've learned my lesson. I'm never going to
try to build a piece of furniture again without
reading the instructions first.
5 There's no point complaining about the
changes in the organization. We're just going to
have to learn to live with it.
6 You'd think that the company would learn
from its mistakes, bul they never do.
9 Choose two of the expressions from Exercise 7 and
use them in sentences about your own learning
experiences. Read your sentences to your partner,
omitting the expressions with learn. Can your
partner work out the missing expressions?
Speaking my lite
10 Work in pairs. Do the quiz on page 154 to find out
what type of learner you are. The answers are on
page 155.
11 Work in small groups. Discuss how your teaming
style affects your language learning. What things
can you do to leam more effectively? Look at the
ideas below and add any others you can think of:
• watching English language films with the
subtitles on
• reading stories (in English newspapers, books,
magazines) and retelling them
• keeping a vocabulary book and drawing
illustrations of each new word
► 100
How do yon lind out what an animal is
thinking? I low do you know if it is thinking
-acquiring information about the world around
it ami interpreting it - at all? One good way,
thought Harvard graduate Irene Pepperberg,
might be to ask it.
In 1977, she decided she would teach a one year-
old African grey parrot named .Alex to speak
English. 'I thought if he learned to communicate,
I could ask him questions about how he sees
the world.'
Pepperberg bought Alex in a Chicago pet store.
She let the store assistant choose him because
she didn't want oilier scientists to say that she
had deliberately chosen a clever bird. Given
that Alex's brain was the size of a walnut, most
researchers thought Pepperberg was certain to
fail. 'Some people actually called me crazy for
trying this/ she said.
But with Pepperberg's patient teaching, Alex
learned how to imitate almost one hundred
English words, including the names of food. He
could count to six and had learned the sounds
for seven and eight. But the point was not just
lo see if Alex could learn words by heart and
then repeat them. Pepperberg wanted to get
inside his mind and learn more about a bird's
understanding of the world.
In one demonstration, Peppcrberg placed Alex
on a wooden perch in the middle of the room.
She then held up a green key and a small green
cup for him to look at. 'What's the same?' she
asked. Without hesitation, Alex's beak opened:
'Co-lour.' 'What's different?' Pepperberg asked.
'Shape,' Alex said. She demonstrated that
.Alex could tell what a key was, whatever
its size or colour. I Ie also made up words
for new things: he called an apple a
'banerry' (a combination of banana
and cherry', his favourite fruits). Many
of Alex's cognitive skills, such as his
ability to understand the concepts
of 'same' and 'different', are rare in
the animal world. But parrots, like
humans, live a long time in complex
societies. And like humans, these birds
must adapt to changing relationships»
and environments.
‘They need to be able to distinguish colours to
know when a fruit is ripe or unripe/ Pepperberg
explained. 'They need to categorize things -
what's edible, what isn't and to know the
shapes of predators. And it helps lo have a
concept of numbers if you need to keep track ol
your Hock. For a long-lived bird, you can t do all
of Ibis with instinct; thinking must be involved/
Alex also expressed feelings and awareness of
others' feelings. If Peppcrberg grew frustrated,
Alex could notice this and offer an 'I'm sorry '
to her. 'Wanna go back' he would say when he
had had enough of the tests and wanted to go
back to his cage. 'Talk clearly!' he commanded,
when one ot the other birds that Peppcrberg was
teaching mispronounced the word green. He's
moody/ said Pepperberg, 'so he interrupts the
others, or he gives the wrong answer just to be
difficult.' Through her experiments, Pepperberg
certainly learned more about the mind of a
parrot, but like the parent of a teenager, she
learned the hard way.
5Э
55
Who's a
clever
cognitive (a) /'kognattv/ related to thinking and
thought processes
flock (n) ''fink'' a large group of birds (and sheep!)
perch (n) /рз:(гИ17 a wooden bar that a bird stands on
► LEARNING EXPERIENCES ► MAKING EXCUSES TYPES OF LEARNER ► GETTING CLARIFICATION
► AN EMAIL ABOUT A MISUNDERSTANDING
11 d Keep learning
Real life getting clarification
1 I люк at the list of short courses offered by a local
college. Use a dictionary if necessary. Which ot the
courses interest you and why?
I .isten to a telephone conversation
between someone enquiring about a course and
a course administrator. Answer the questions.
1 What kind of course is Ahmad interested
in taking?
2 What course does Liz suggest for him instead?
3 What does Ahmad decide to do?
3 Look at the expressions for getting clarification
which Ahmad used. Which expressions does he
use to ask for repetition (R) and which does he
use to ask for explanation (Е)?
► GETTING CLARIFICATION
What do you mean by ’ ?
Can you speak up a little?
Can you explain what1___ 1
I’m not really with you.
Are you saying that the history of art?
Could you give me an example of1 2 3 4 ?
What was 5 *______ again?
Hang on a second. That's too much to take in all at
once.
I didn’t catch ♦__
Did you say7 ______?
► 101
I isten to the conversation again. Complete
the expressions for getting clarification in
Exercise 3.
5 Pronunciation linking in question forms
a
► 102
hi certain commonly used combinations
(did you, could you, what do you, etc.) the words are
strongly linkixl together. Listen to these examples.
Rousham
ADULT EDUCATION CENTRE
COURSE TITLE FREQUENCY EXAM COURSE
Bask car mechanics 5 Apr, 10 wks 1 x 2hrs A
Introduction to Psychology 22 Jan, 18 wks 1 x 2hrs У
Vlogging 11 Apr, 8 wks 1 x 1.5hrs
First aid 12 Apr, 4 wks 2x l.Shrs J
Fitness instructing 1 Mar, 12 wks 1 x 2 hrs J
Flower arranging 22 Jon, 18 wks 1 x 2hrs A
Art appreciation 5 Apr, 10 wks 1 x 2hrs A
Screenwriting 21 Jan, 18 wks 1 x 2hrs X
Web design 12 Apr, 6 wks 1 x 1.5hrs X
Starting your own business 11 Apr, 8 wks 1 x 1.5hrs X
1 Are you saying the course is full?
2 Did you say Tuesday?
3 Can you speak up a little?
4 What do you mean?
5 Could you give me an example?
b Work in pairs. Practise saying these sentences.
• Can you explain what you mean?
• What are you hying to say?
• Could you repeat that?
• Di<l you mean September?
• What do you think?
6 Work in pairs. Act out a conversation, enquiring
about a course. Then change roles and repeat the
conversation.
Student A: You are a potential student. Choose
one of the courses from Ihe list or another course
you would like to do. Tell Student В vour choice.
Prepare questions about the course (e g. how long
it is, what is covered exactly).
Student B: You are a college administrator. Prepare
what you are going to say about Student A's
chosen course (e g. what the course covers, if it
offers a qualification).
LEARNING IXPERIENCES MAKING EXCUSES
tYPES OF LEARNER ►
GETTING CLARIFICATION
11 e The wrong course
Writing an email about a
misunderstanding
1 Work in pairs. Read the email from a student
to an adult education college. Answer the
questions.
1 What is the misunderstanding about the
course?
a the timing
b the level
c the subject
2 1 low would you describe the student's
feelings about the situation?
a angry
b offended
c frustrated
3 How would you describe the tone of the
email?
a complaining
b reasonable
c apologetic
I Dear Sir/Madam
I I enrolled on your course 'car mechanics 1' >n
August and have attended three sessions. When
I i originally enqu red about the course, I was told
I that it was suitable for people with no previous
I knowledge of car mechanics But in fact everyone
I else on the course seems to know a lot already So
I despite the fact that the lessons generally start with
I a basic concept, they move very quickly onto more
I complicated ideas
I don't blame the teacher On the contrary, fie does
his best to explain conceots to me But I feel that
I am just holding everyone else back. They know
how an engine works already, whereas I have no
background at all in mechanics.
I was going lo leave it a couple of weeks more
before saying anything, but the last session was
so difficult that I have decided to write now and
ask for a refund. While I apprec ate it's not really
anyone's fault that this has happened, I hope you
will understand how unsatisfactory the situation is
for me
I look forward to hearing from you.
Yours faithfully
Silvia Redman
3 Writing skill linking contrasting ideas
a Look at these contrasting ideas. Find the sentences in
the email that express these ideas. Then say what words
or phrases are used to link them.
1 The course should be for beginners. No one else
is a beginner.
2 Each lesson starts with a simple idea. It progresses
quickly to difficult ideas.
3 T he teacher is not at fault. 1 Ie helps me as much as
he can.
4 The other students know a lot. 1 know nothing.
5 No one Ls to blame for this. I still feel it is unfair.
Ь How would you rewrite the sentences in the email with
despite and whereas using although and on the other hand?
C Complete these sentences with appropriate linking
phrases from the email.
1 the brochure says the start date
is 12th September, the first real class is a week later,
on the 19th.
2 The course is advertised as 'practical',
you learn a lot of theory as well.
3 the course fee is quite high,
it's a great investment because it increases your
employment prospects.
4 The course isn't much fun, ..... you
wouldn't expect a course in lifesaving to be fun.
5 The French conversation class focuses on everyday
French, in the А-level French
class you cover literature and written French more.
6 Training as a fitness instructor is not easy.
, it's one of the toughest courses
I’ve been on.
4 Imagine you enrolled on one of the other courses
on page 136. Think of a misunderstanding that
occurred with the course. Write an email to the college
explaining the misunderstanding and asking for
a refund.
5 Exchange emails with your partner. Compare what you
have written. Use these questions to check your emails.
• Does the email make clear what the
misunderstanding was?
• Is the tone of the email reasonable?
• Has the writer used linking words and phrases
correctly?
• Do you think the email will get the response or
action the writer wants?
2 What do you think the college should do in
response to the email? Should they give a
refund or do something else? Give reasons.
LEARNING EXPERIENCES MAKING EXCUSES
TYPES OF LEARNER GETTING CLARIFICATION
137
AN EMAIL ABOUT A MISUNDERSTANDING
Before you watch
1 Look at the photo and the caption. How do
shamans treat sick people, do you think? Are their
techniques different from doctors who use Western
or conventional medicine? How?
2 Key vocabulary
a Read the sentences. The words in bold are used in
the video. Guess the meaning of the words.
1 We have a nature reserve near our house. A lot
of people go there to watch birds.
2 /\t the moment there is no cure for cancer, but
scientists say they are getting close to one.
3 They live in an isolated part of Scotland two
hours from the nearest town.
4 If you leave a cut open to the air it will heal
more quickly.
5 The yoga class always begins with the teacher
singing a chant.
Ь Match the words in bold in Exercise 2a with these
definitions.
a remote and on its own
b a short song which is repeated over and
over again
c become healthy again
d an area of land where plants or animals are
officially protected
e a medicine or treatment that makes an illness
or disease go away
While you watch
Watch the video about medicinal plants
and answer the questions.
1 Where do the medicinal plants come from?
2 Why are these plants now at risk?
3 What arc the scientists visiting Paraguay
hoping to find?
Read tire statements. Then watch the
video again and underline the incorrect words in
each statement. Check with your partner and write
the correct words.
1 The plants in the forest could contain cures
for diabetes, malaria, heart disease and
common fevers.
2 As the plants disappear the shamans disappear
with them.
3 The shamans have as much knowledge as you
would find in a medical encyclopaedia.
4 The scientists travel to meet the shaman
Gervasio, who lives in a research facility.
5 Meanwhile, Gervasio is dancing, perhaps trying
to make a spiritual connection with the forest.
< 11.1
6 Together they look for a specific type of plant
which the scientists want to use in fever
research.
7 Gervasio's wife then makes a local dish with
the plant for them.
8 The scientists are trying to record this
knowledge of medicinal plants and have
published it online.
After you watch
5 Vocabulary in context
Watch the clips from the video. Choose
lhe correct meaning of the words and phrases.
b Complete these sentences in your own words.
Then compare your sentences with a partner.
1 ... is/are the best way to transmit knowledge.
2 ... has always been a source of wisdom and
learning in my life.
3 A potential disadvantage of drinking too much
coffee is...
6 Work in small groups. Make a list of herbs, spices
or vitamins commonly used in your country to
help with these medical problems. Add another
problem and cure if you can. Then tell each other if
you have tried these cures and with what success.
Problem Cure
1 Cold vitamin c (orange juice)
2 Flu
3 Toothache
4 Stomach ache
5
7 Look at these beliefs about cures and prevention of
illness, Which are true, do you think? Do you have
any similar beliefs in your country?
1 Eating fish is good for your brain.
2 Spicy food causes stomach ulcers.
3 Chicken soup helps cure a cold.
4 If you go outside with wet hair, you'll catch a
cold.
5 Eating cheese before bed can give you bad
dreams.
6 Drinking honey and lemon soothes a cough.
deforestation (n) 'di.foris'teijan. cutting down trees
diabetes (n) /daia'bktnz/ a disease which affects the levels
of sugar in the blood
UNIT 11 REVIEW AND MEMORY BOOSTER
Grammar
Vocabulary
1 Choose the correct options to complete this story
about a linguist.
When police in Brazil interviewed an immigrant who
spoke an unrecognizable language, they called Ziad
Fazah, hoping that he will I would he able to help
them. Fazah, originally from the Lebanon, claimed
that he ? could / managed to speak 54 different
languages. He quickly realized that the man was
speaking a dialect used in Afghanistan. With Fazah's
help, the man 1 lould I was able to explain that he had
escaped Afghanistan and was seeking asylum in Brazil.
Fazah’s talents were first noticed by the Lebanese
government when he was seventeen. They2 * 4 were
qoinq to I would use him as an interpreter, but soon
afterwards he moved to Brazil with his parents. There
lie married a Brazilian and began giving private
language lessons. Fazah ' would remain I would have
remained unknown, but in 2006 his language abilities
were tested on a Spanish television programme and
he received international attention. Some people
questioned his abilities. * Was he really able I Did he
realty manage to speak fluently in over 50 languages?
The evidence was not completely convincing, but even
if it is half that number, it is st.I impressive.
2 Answer Ihe questions about the story in Exercise 1.
1 Why were the police interviewing the man
from Afghanistan?
2 What does the writer conclude about Ziad
Fazah's language-speaking abilities?
3
» MB
Work in pairs. Tell your partner something:
1 you could do when you were younger but can't
do now,
2 you were going Io do yesterday but forgot.
3 you couldn't do at first, but managed to do in
the end
4 Work in pairs. Complete each expression about
learning with a verb or preposition.
1 If you want to ...........the exam, you'll
need to.............what you've learned.
2 Learning.............. your mistakes is
learning the way, but it works!
3 The best teachers their pupils and
help them to engage the subject.
4 Don't worry if you don't the
system at first; you'll soon pick it.............
5 There's just too much information to
in all at once. Do they expect us to
learn it all heart?
6 Just be patient. You have to learn to
before you * an
I I low were children encouraged to learn in
these places?
2 How is Ibis similar or different to Ihe way you
learned at school?
I CAN
use expressions related to learning
talk about knowledge and education
Real life
6 Match phrases I 5 with phrases a-e (hat have the
same meaning.
I What do you mean by that?
2 Could you give me an example?
3 Can you speak up a little?
4 What was that again?
5 I'm not really with you.
a 1 didn't catch that.
b 1 don't really understand.
c For instance?
d Can you explain that?
e 1 can't hear you very' dearly.
7 Work in pairs. Think of five facts in Unit 11 about
learning and memory'. Fell your partner. For each
statement your partner should respond with a
different phrase from Exercise 6.
I CAN
talk about past ability
express the future in the past
I CAN
ask for and get c larification
Unit 12 Money
FEATURES
142
Look at the statement. Do you agree with it? I isten to
144
Listen to the speakers again. Complete the phrases
► 103
► 103
Guests from the Explora Hotel, Chile,
enjoy a buffet lunch on Easter Island
Work in pairs. Look at Ihe photo and the caption. Is this a
luxury yon would buy if money were no issue? What luxuries
would/wouldn't you spend money on?
about the economy that the speakers use. Ilien tell each other
what you think each expression means.
Saving for a rainy day
Norway the richest country
in the world
Get someone else
to do it
The growing service
economy
two people's responses to il. Note down it they agree or disagree
with it. I hen discuss with a partner if any of their views are
similar to your own.
'It doesn't matter if the gap bet ween rich mid poor is getting wider as
long as everyone's standard of living is rising anyway.'
146
Start-up
Plow one takeaway food
van launched an $800
million industry
150
The Farmery
A video about one man's
mission to sell food locally
1
2
3
4
6
the standard of living
the haves and the have
the
people's buying
the cost ot
quality of
gaP
4
Work in pairs. Are these statements about your country true or
false? What evidence is there for this?
I People have a better standard of living than a tew years ago.
2 People have a better quality of life now than in the past.
I HF ECONOMY IN YOUR COUNTRY GETTING THINGS DONE NEW BUSINESS IDEAS NEGOTIATING
A SHORT REPORI
vocabulary services • wordbuilding the + adjective • listening the growing service economy •
grammar causative have and get • pronunciation /J/, . tf, /3/ and /dy1 • speaking getting things done
12b Get someone else to do it
Vocabulary services
Wordbuilding the + adjective
1 Work in pairs. Match the words in box A with the
words in box В to make as many services as you can.
□ car carpet Ы alterations
child clothes cleaning cutting
computer dog fitting minding
furniture hair painting planning
house party repair restoring
shoe window walking washing
2 Discuss these questions about die services in
Exercise 1.
1 Which of these things do people generally do
for themselves?
2 Which of these services might people pay
someone else to do?
3 Which services involve the greatest skill, do
you think?
Listening
► 106
► 106
Listen to an interview with an economics
professor. Answer the questions.
1 Which services from Exercise 1 do the speakers
mention?
2 Does the professor think people paying for
these services is a good thing or a bad thing?
Why?
I isten to the interview again. Make notes
about the following things.
1 the other sen'ices that are mentioned
2 why more people are buying these services
3 the reaction of the interviewer to the story of
the person who hired some help at Christmas
4 what the speaker says about the people who
provide these services
► WORDBUILDING the + adjective
We can use the + adjective to refer to a group of people.
the rich, the poor, the powerless
For further practice, see Workbook page 99.
5 Look at the wordbuilding box. Then work in pairs.
Look at the list of other groups in society (a-f).
Make expressions using lhe + adjective.
a people who are over 70
b people w ith no job
c people without anyw'here to live
d people who are unwell
e people who work hard
f people who are young and in good health
Grammar causative have and get
► CAUSATIVE HAVE and GET
have/get + something + past participle
1 Nowadays you can have your car washed inside and
out for as little as £6 by professional car washers.
1 I've even heard of people who get their Christmas tree
installed.
have + someone + infinitive (without to)
3 You don’t have to be rich to have a cleaner tidy your
house once a week.
get + someone + to + infinitive
4 The idea of getting someone else to wash your car was
unthinkable.
For further information and practice, see page 178.
6 Look at the grammar box. In which sentence(s) is:
a someone doing a job for you?
b the person doing the job not mentioned?
c the person who does the action always
mentioned?
7 1лх>к al audioscript 10b on page 190. Underline
other examples of each type of causative verb.
8 Complete the short summary of a survey about
paying for services. Use the correct form of the
verb in brackets.
Nearly half of all homes in Britain have other
people ’ (do) their housework for an
average of six hours per week. The most common
reasons that people gave for getting someone
(help) around the house were their
own long working hours and to avoid arguments
with their partner. A third of people said that if
they didn't have help, things just wouldn't get
(do). The most popular jobs people
pay for are having the house4 (clean)
regularly, getting someones (do) the
gardening and having a handyman
(fix) things when they arc broken. The services can
be expensive too. Some people pay up to £500 per
week to have a personal assistant'
(organize) their affairs, and up lo £400 a week to
have children8 (look) after while
they are at work.
9 Look at these things that a rich couple gets
other people to do for them. Complete the
sentences with causative forms. Note that you
can sometimes complete the sentences in two
different ways.
1 When they had a party last month, someone
organized everything for them.
The\ everything for
them, (get)
2 A personal trainer takes their children to the
park to play football.
They_________ to the park to
play football, (have)
3 A driver picks their children up from school
every day.
They ___________ _____________from school
every day. (have)
4 A travel consultant ch<x>ses their holidays for
them.
They for them, (have)
5 A nanny looks after their children when they
are on holiday.
They _____when they are
on holiday, (get)
6 Someone even packs their bags for them, I
think!
rhey even for them,
I think, (get)
10 Look at the services in Exercise I. Write down
a) one thing that you usually get someone else
to do and b) one thing that you would never get
someone else to do. Compare your ideas with
your partner.
THE ECONOMY IN YOUR COUNTRY
3 GETTING THINGS DONE
11 Pronunciation /J/, /у/, /3/ and /d$J
a
► 107
Listen carefully to how the underlined
letters .ire pronounced in the following words.
I hen practise saying them with your partner.
/J/ /dy
carwash Chores decision change
shelves richer garage college
shopper watch pleasure fridge
► 108
L isten to these words. Discuss which of
Ihe four sounds /J7, /tf/, /3/ or /$/ are in each word
Then practise saying them.
agent arrange cheese choice fashion
general January machine sugar
television usual
Speaking my life
12 What do the letters 'DIY' stand for? Work in pairs.
How many DIY jobs can you make? Have you
ever moved into a flat or house that needed a lot
doing to it? Tell a partner.
assemble clean decorate do fit fix
put up tile
I ______ a kitchen cabinet
2 ___ _____a carpet
a pi. tW№
4 a tap
5 ________ some shelves
6 .... the bathroom
the gardening
8
13 Work in pairs. Look at the flat in the photo. Make a
list of all the tilings that you would n<?ed to get done
before you could live in it. Then decide what you
will do yourself and what you will get professional
help to do. Explain your plans to another pair.
NEW BUSINESS IDtAS
NEGOTIATING
reading a new business trend • vocabulary business words • critical thinking opinion words •
speaking new business ideas
12c Start-up
Reading
Critical thinking opinion words
Look at the photo on page 147 and
answer the questions.
i
2
3
What kind of food do you think
is sold from this van?
Do you think businesses like this
make a lot of money? Why? /
Why not?
How often do you buy takeaway
food? Do you use these kinds of
takeaway fcxid vans?
Why? / Why not?
2
3
4
5
6
5
You will often find that writers use particular adjectives, adverbs
and adverbial phrases to give their opinion about a situation.
Find these words or phrases in the article and discuss what the
writer is saying about each situation.
Even more significantly (line 6)
The writer thinks this is very important.
Strangely (line 13)
even (line 26)
impressive (line 44)
definitely (line 58)
And after all, (line 60)
3
Read the article and make brief
notes on the following. Then
compare your notes with your
partner.
1
2
3
4
The basic business idea:
The gap or opportunity in the
market:
The advertising:
Why the business is popular:
Look at the subheadings (A F).
Match each one with one of the six
paragraphs in the article.
A
В
D
E
F
Spreading the word
Hard times can be good times
Big business
Making yourself attractive
Small beginnings
A social event
Vocabulary business
words
4 Work in pairs. Find these words
or phrases (a-h) related to
business in the article. What do
you think they mean? Check
your answers on page 155.
a trend (para 1)
b recession (para 2)
c set up (para 2)
d upmarket (para 3)
e passing fashion (para 3)
f loyal (para 4)
g buzz (para 4)
h catchy (para 5)
6
Overall, how would you sum up the author's opinion of this
business idea? Do you agree
with him?
Speaking myiite
7 Work in small groups. Imagine1 that you have bought this old
railway carriage. Discussing each of the points below, come up
with a business idea for it.
• the service you will offer e.g. restaurant, holiday
accommodation, takeaway food and drink, something else
• the location - e.g. in a town, the countryside, a beach, a sports
venue
• the customers - a particular group or the general public
• the promotion of the idea - what media you will use to attract
customers
8
Present your idea to the class and then vote on which you think
is the best business idea.
t started as a simple business idea. Iwo friends in Los
Angeles thought it might be fun lo mix Korean barbecue
recipes with Mexican tacos and sell the takeaway tood
from a van. I hat was in 2008 and -he resulting tacos, what
founder Roy t hoi calls I.os Angeles on a plate’, became an
instant success. Even more siiniifitanl ly, their Kogi BBQ food
buck started a whole new Irend in mobi c cuisine.
hood trucks and vans have been around for a long time.
I here are In >t dog and hamhurgei vans sclEng'cheap eats
> along roadsides and next to construction sites all over
( alihrrnia. What Kogi BBQ food did was '.o bi ing higher
quality food ata reasonable price to a new generation of
consumers. Strangely, the economic recession ol 2008 was
an excellent opportunity lor this kind ot busi iess. Choi and
> entrepreneurs like him could set up a business al a traction of
the cost ol opening a new restaurant. I Ky could also easily
find slait i rom among the increased number otunemploy'ed
chefs and oilier workers that had become available. At the
same lime consumers, now less willing lo spend their money
) in traditional restaurants, were happy to find that they could
still go out and find good food at an affiirdaale price.
Today, thousands of upmarket food иск ; .не parked
on city streets horn San Ftanc'iSKi to Washington, I).( ,,
selling eveiything from luxurious lobstci rolls to handmade
as ice cream. What seemed al foe t ime to be a passing tashion is
now a giowing, $800 million animal industry. I here has even
been a I lollywuod movie. Chef, about the phenomenon.
have much luck selling their food outside nighk lulls
on Sunset Boulevard. I hen they started exploiting the
growing power ot soiial media. Kogi used Twitter to
constantly update its customers on its ihanging location.
I iftle try little, a loyal group ot plugged ir young
followers appeared, h acking Kogi, and started to create a
buzz around the brand. Within a few months, Kogi was
attracting hundreds of. usiouiets -and servingup to
200 kilos of meal al several stops every dav. NwswcY'i
cal cd it 'America's first viral eaten '. Kogi BBQ now
has an impressive 135,000 followers, tour tnicksand a
permanent truck stall at I os Angeles main airport.
iS
40
45
Branding and a catchy name are very important: Ь'дяЛ
!/<•.' USA (Vietnamese sandwiches)/ Rtfgfo'Cajun (C reole
fcxxi)/ Wa!}'n'Rcil (Waffles) are some go« <1 examples,
lhe trucks themselves arc brightly painted and covered
with rolonrhil stickers.
SO
Al 10 pan. on ,i cold Saturday night. I join the queue
outside lhe Kogi BBQ truck. It's a long queue, mostly
of young people Customers take photos ol iheir tacos
as they buy them and message them to their frends.
()ne couple have dr iven wo hours to lie here and they
joke and chat with a local couple who are regulars.
There is definitely an important social aspect to this,
it may be takeaway food, but it's a shared experience
ami, from what 1 can see, a very happy one And after all,
isn’t that what eating should he about?
60
Choi is modest about Ins part in this revolution. 1 picked up
on the feeling that food was important/ he writes,'not just a
so meal to luel yourself lo do something else/But it wasn't simply
the idea to fuse Korean and Mexican cuisine that brought
in the < i retainers. Wb.it really pul Kogi on the map was its
early use of social media. Initially. Kogi's small tear:’, didn't
cuisine (n) /kwi zi:n/ a style of cooking
fraction (n) /'fr.’ck.l’foin; a small amount {ol something)
fuse (v) 'fju:z.' combine (often to make something new)
plugged-in (adj) ."plxgd nV connected by social media
taco (n) /Чгекэи/ traditional Mexican dish
THE ECONOMY IN YOUR COUNTRY GFTTING THINGS DONL ►
A SHORT REPORT
NEW BUSINESS IDEAS
NEGOTIATING
147
real life negotiating • pronunciation long vowel sounds
12d The bottom line
Real life negotiating
1 Which of these things have you negotiated? Are
there any other things which you have negotiated
recently? Did you get the deal you hoped lor?
• your salary
• a car or other expensive item
• who does the chores at home
• more time to finish a piece of work
2 Read this advice about negotiating. Do you
agree with it? How does it relate to your own
experience?
'Never get emotionally involved in the thing you
are negotiating for. If the other person sees how
much you want something, you will be at
a disadvantage.'
Listen to a woman who is trying to
negotiate a lease (or contract) on a building tor
her business with an estate agent. Answer the
questions.
I What point do they have trouble agreeing on?
2 What does the woman suggest to get around
this problem?
3 How does the negotiation end?
4 How important is it to each person to agree
the lease?
Work in pairs. Listen to the negotiation
again and complete these expressions for
negotiating.
► NEGOTIATING
A key thing for us is ’ __the lease.
I was hoping we could2_______________down.
If you look at it from our point of view, we're a
1
Let's face it, ten years is a4 __.
Do you think your client would be willing to
a bit on that?
I’m sure you’ll appreciate that our client's
is ...
To tell you the truth, that's why the rent is
Isn’t there some way around that?
Not that I can think of.
What did you have in mind?
If I were in your shoes. I think I'd just
*
At the end of the day, it has to ‘
for you.
5 Work in pairs. Look at Ihe expressions lor
negotiating again. Which expressions are used
for the following?
• to say what the important thing is
• to be direct and clear
• to talk about an obstacle to Ihe agreement
• to ask the other person to see your side
6 Could each person have done better in the
negotiation? How? Tell your partner.
7 Pronunciation long vowel sounds
a
► 111
I isten to the long vowel sounds and
repeat the words.
/eiZ delay take
/i:/ medium detailed
/ai/ final line
/эи/ low negotiate
/u:/ include shoes
Listen to these phrases and underline the
long vowel sounds in each phrase. Then practise
saying the phrases.
1 A key thing for us is ...
2 1 was hoping we could ...
3 Let's face it...
4 At the end of the day, ...
5 What did you have in mind?
6 To tell you Ute truth,...
8 You are living in a foreign country for eight
months and want to get a car to use while you are
there. You see a second hand one advertised in the
newspaper. It seems to be exactly what you are
looking for. Work in pairs and negotiate the sale of
the car.
Student A: Look at die information on page 153.
Student B: Look at the information on page 155.
148
my life
IHE ECONOMY IN YOUR COUNTRY GETTING THINGS DONE NE W BUSINESS IDEAS ►
A SHORT REPORT
writing a short report • writing skill key phrases in report writing
Unit 12 Money
12e Get to the point
Writing a short report
1 Read this brief report about a training course
that someone attended. Answer the questions.
1 What was the aim of the course? Was it
successful?
2 What was unusual about the course?
As requested, here is my Feedback on the one-day
public speaking course at the LeGard School
in Paris.
Overall, it was a great experience, although not
at all what 1 had expected. The teachers all have a
background in theatre and acting. So rather than
learning about how to structure a talk or use
Powerpoint slides, we concentrated on various
drama techniques: specifically, voice control,
breathing, posture and movement Initially, 1
was very sceptical about this. However, as the
day progressed, the value became clearer’ We
were asked to use the techniques in short role
plays - a family argument, a friend s dinner
party. Normally. 1 would feel very embarrassed
about acting or performing in front of others,
but I didn’t; the techniques had improved my
confidence enormously. Consequently. I now feel
much more ready to take on the challenge of
public speaking.
Tb sum up. 1 would strongly recommend this
innovative course as an introduction to public
speaking although a follow-up course on how to
write a speech might be necessary.
2 Complete these notes about the course. Then
compare with your partner, indicating where
in the report you found this information.
1 Type of course:
2 l-ocation:
3 General impression:
4 Details of the course:
5 Positive points:
6 What the course lacked:
7 Recommendation:
3 Writing skill key phrases in report writing
a Underline words or phrases in the report with
these meanings. (They are listed in Ihe order that
they appear in the text).
1 Because I was asked to do this
2 When you look at the whole thing
3 To give precise details
4 At the beginning
5 As a result of this
6 My conclusion is that
b Complete the sentences. Use five of the phrases
from the report.
1 , the course was well organized.
2 ___ , I am sending you a price list for
our courses, _ _ the courses in report
and letter writing.
3 The courses are very expensive. ,
I would not recommend them.
4 ' , 1 thought it would be too
difficult, bul the teachers explained everything
very carefully.
4 Write a short report (150 181) words) giving
feedback on a course you have taken. Include
these points:
• the name and length of the course
• the number of participants
• the methods used
• the effectiveness of the course
• your recommendation
5 Exchange reports with your partner. Use these
questions to check your partner's report.
• Does Ihe report include all the points in
Exercise 4?
• Does it use some of the key phrases for report
writing?
• Did you get a good overall impression of the
course?
A SHORT REPORT
my life
Before you watch
1 Work in pairs. Look at the photo and the title of
the video. What new business idea do you think
the man has had?
2 Key vocabulary
a Read the sentences. The words in bold are used in
the video. Guess the meaning of the words.
I We have a small greenhouse in the garden
where we grow strawberries.
2 Supermarkets generally experience between
five and ten percent inventory loss in fruit and
vegetables.
3 We've consolidated all our negotiators into one
negotiating team.
4 7 he grape harvest takes place every September
and needs a lot of extra workers to complete.
5 We walked along the beach, collecting sea
shellsand interesting coloured pebbles.
b Match the words in bold in Exercise 2a with
these definitions.
a the cutting and collecting of crops when they
are fully grown or ripe
b losing items of stock because they are
damaged, wasted or stolen
c small round stones
d a glass building in which plants or vegetables
are grown
e combined a number ot smaller things into a
stronger or more effective unit
While you watch
< 12.1
Watch the video and tick the things
you see. Then tell your partner what you think
lien Greene's business idea is and what makes it
original.
a fields
b farm animals
c crops
d farm buildings
e shops
f a greenhouse
g shipping containers
h vegetables
i mushrooms
j a street market
aquaponics (npl) •’ irkw.i'pnniks.- growing plants in water
populated by fish
hydroponics (npl) •' haidrou'poniks.* growing plants in water,
not soil
nutrients (npl) .’’njiKt riant s' the food ingredients that are
essential for something to grow
shipping container (n) •' Jipuj kjn'tcinair;.' large metal box
used for transporting goods by sea (and then rail or road)
Willy Wonka (n) .-'wili 'unnk.v a fictional character -famous
for his magical innovative chocolate factory
< 12.1
Watch the first part of the video again
(0.00-2.28). I hen complete the summary with the
correct form of these verbs.
consolidate grow hang lose sell
transport use
Most food grown on farms has to be harvested,
packed and then ... to the shops. At
ever}'stage you2 ...... some of the harvest.
So my idea was to ' this whr»le process
into one site. At I he Farmery; a structure made
Irom shipping containers and greenhouse parts,
we4 .... the food within the building and
then5 ______ it from an area at the bottom
of the building. The plants grow on living walls
that6 off the outside of the containers.
It's a very different method we7
systems where the plants grow in water. We focus
on mushrooms, herbsand salad greens.
< 12.1
Read the questions below. Walch the
second part of the video again (2.29 to the end)
and make notes. Ihen discuss the questions.
I What does Ben Greene say he is giving
customers with this new way of buying food?
2 How would he like to expand his business?
3 What are the two markets he has identified for
food grown in this way?
4 I low could shopping here make people on
lower incomes feel?
5 How docs Ben Greene hope people will look at
food after experiencing The Farmery?
6 Above all, how does he want people to feel
when they have visited I he Farmery?
After you watch
6 Vocabulary in context
a
< 12.2
Watch the clips from the video. Choose
the correct meaning of the words and phrases.
b Complete these sentences in your own words.
I hen compare your sentences with a partner.
1 1 want to pursue a career in ... because ...
2 ... is a very complex subject.
3 I'm on a mission to ...
7 What do you think of The Farmery? Do you think
it will be successful? Why? / Why not?
8 Work in small groups. I ook at the list of products
that could be made and sold on the same site.
Choose one and decide how to make buying it an
interesting experience for customers. Present your
ideas to the class. Which was Ihe best idea?
• clothes or shoes
• chocolate
• furniture
• bread or cakes
• bicycles
UNIT 12 REVIEW AND MEMORY BOOSTER
Grammar
Vocabulary
1 Put the words in brackets in the correct
order to complete the article.
The internet has changed the economy in
more ways ’ (how / just /
than) we shop. It has also encouraged us
to share more, for example by giving free
online advice on how to do things. Whereas
before we might have gone straight to a
garage 1 (to / repaired /
our car / have), now we look on forums first
to see if someone can tell us how to fix
it.3_____________ (set up / some
communities / have / even) internet groups
where neighbours lend each other things. If
you have a hole in your roof, in the past you
would 4 (got / to / fix /
a roofer / have) it. But now you might ask a
neighbour if you could borrow a long ladder,
or you5
(even / ask / might / for) their help. In fact
someone will almost certainly offer to
help anyway since 6 *
(just I human nature / is I that). We are all
winners in this sharing economy because
’.... _(others / getting
/ help / to) us saves money and builds
social connections.8
(thing / the / doesn't do / it / only) is increase
consumption. But that is not such a terrible
thing, because it reduces waste.
6
2 /\ccording to the author, what are the
three benefits of the sharing economy
brought about by the internet?
3 Tell your partner about a) two jobs you
would only get someone else to do and
b) something you have just had done.
I CAN
use focus adverbs to add emphasis
use causative have and get
8
4 Look at the phrases about jobs around the home.
The verbs are with the wrong norms. Rewrite the phrases
putting the appropriate verbs with the nouns. Which of
these things could you do yourself?
1 assemble a carpet
2 put up a tap
3 fix the bathroom
4 fit the garden
5 tile a wardrobe
6 do some bookshelves
5 Complete the definitions below with five of these words.
earnings invest lend life living loan owe
salary save
1 To money means to put it somewhere
where it will grow.
2 To money is when you have an obligation
to pay someone.
3 Your is the money that you receive from
your work or investments.
4 Your quality of refers to your level of
health, wellbeing and happiness.
5 A is money you borrow to buy something.
» MB
Work in pairs. Write definitions for these words
and phrases: debt, the income gup, standard of living.
I CAN
talk about money and the economy
Real life
7 Complete the conversation by matching each of the travel
agent's statements (1-4) with Ihe customer's responses (a-d).
1 TA: So, how does our proposal look? We've suggested
four different hotels in different parts of the island.
2 TA: Well, you asked for top hotels and I'm sure you'll
appreciate they aren't cheap.
3 TA: That's my point, really. It's not something you do
every day. I think if I were in your shoes, I'd just go
for it.
4 TA: 1 can ask. But I can't promise anything.
a С: I understand that. Nice hotels are a key thing for us,
because» it is our honeymoon, at the end of the day.
b C: If you could, that would be great. I'm sure there
must be a way around it.
с C: It looks amazing, but to tell you the truth it's much
more money than we were hoping to spend.
d C: Would it be cheaper if we stayed in just one hotel
for the whole two weeks?
» MB
Work in pairs. Cover Exercise 7, leaving only
the first few words of each line visible. Act out the
conversation. Add two more sentences to finish the
negotiation.
I CAN
negotiate a proposal
UNIT 2b Exercise 10, page 25
Student A
UNIT 10b Exercise 13, page 121
Pair Л
Location: Kenya, Maasai Mara National Reserve
Subject: A Kenyan chef waits to serve breakfast lo tourists on safari in the Maasai Mara National Reserve.
Story: Tourists in Kenya pay over $300 per day for a hot air balloon safari. Included in the safari is a champagne breakfast.
Emotions/ Ideas: The luxury that some tourists enjoy.
UNIT 2e Exercise 4, page 29
• Photographer Steve Winter and writer Douglas
Chadwick were writing a story on rhinos in
Kaziranga National Park in India.
• I hey drove into the park to start filming.
• A few kilometres into the park they saw three
young rhinos in the road.
• I’he jeep stopped and die two men got out to film
the rhinos.
• Pie mother of the three rhinos came out of the
trees to their left, hit the jeep with her horn and
tried to push it off the road.
• The Iwo men got back into the jeep.
• The driver put his toot down and the' jeep
moved off.
• 1 he mother rhino chased after them for 200 metres.
UNIT 3c Exercise 9, page 38
Instructions
• f orm a group of four people. Ask the teacher
which product you are going lo present.
• Turn to the correct page and read the description
of your product. Descriptions 1 and 2 are on page
154, description 3 is on page 153, description 4 is
on page 155.
• In your group, prepare a brief presentation ol
the product: what it is, how it works, what it is
appropriate for and why it is special.
• Choose one person to give the presentation (the
others will have to answer questions). Think about
the questions you may be asked.
• Take turns to give and listen to the presentations,
asking and answering questions as you go.
• Take a class vote on which product you think is
the best.
UNIT 12d Exercise 8, page 148
Student A
You want to buy this car. It is
a seven-year old VW Golf
and the advertised price is
£3,000. It is in good condition
but has a lot of miles 'on the
dock' (100,000). Obviously, you would like to get
it for less, if you can. The problem is you have
been looking for a long time and want to get a car
quickly so that you can drive to work every day.
UNIT 3c Exercise 9, page 38
Description 3
UNIT 5a Exercise 1, page 58
Lrban features
apartment block bus station business park
car park city centre city hall
high-rise block high rise building
luxury apartments office block
pedestrian area pedestrian zone
residential area shopping centre
green space
leisure centre
office building
railway station
shopping mall
town centre
Water Container
In poor rural areas, clean waler Is often miles
away from the people who need it, leaving them
vulnerable to diseases found in unclean water.
l he strong Q Drum holds 13 gallons <59 litres) in
a rolling container that makes il easy to transport
safe, drinking water a task that is usually done
by women and children.
Developed by: P. J. and J. P. S. Hendrik.se
Launch country: South Africa
UNIT 2b Exercise 10, page 25
Student В
Location: Ontario, Canada
Subject: Twin girls, Lily and Gillian, born in China, meet each other after a long separation.
Story: Lily and Gillian were adopted when they were less than one year old by two different families in Canada. The families meet regularly so the girls can spend time together.
Emotions/ Ideas: Happiness at being reunited; the strong bond there is between twins.
UNIT 3c Exercise 9, page 38
Description 1
Portable Clay Cooler
Building upon an ancient food-storage technique,
the pot in -pot system uses evaporation from a layer
of wet sand between two pots to help extend die life
of farmers’ goods. Tomatoes can last weeks instead
of just days. This means more fresh produce at the
market and more income for farmers.
UNIT 11c Exercise 10, page 134
Quiz ____________________________________________
Ask each other these questions and make a note of the
answers. Then look at the key on page 155 to see what
type of learner you are. Discuss if you agree with this.
I WHEN I STUDY GRAMMAR I LEARN BEST BY
A reading dear rules В writing down examples
C putting it into practice in conversation
2 IN LESSONS. I PREFER
A discussing В looking at pictures, maps, diagrams or videos
C doing something practical
3 I REMEMBER NEW VOCABULARY BEST WHEN IT IS
OMPA
A a dear definition В an Image C a demonstration
4 IE I AM DISTRACTED IN CLASS. I USUALLY ...
A hum or sing to myself В make little drawings in my book
C play with a pen or pend I
5 WHEN LEARNING A NEW SKILL. I PREFER ...
A someone to explain it to me В someone to demonstrate it
C just to gel on with it myself
6 WHEN I'M NOT SURF HOWTO xPELLA WORD. I ..
A say the word aloud to myself В try to visualize it in my mind
C write down different versions
7 I PREFER TO READ .STORIES WITH LOTS OF .
A dialogue В descriptive passages
C action or adventure
Л I PROBABLY LEARN MOST WHEN I M
A listening to others speak F nglish
H watching an English film or documentary
C trying to use English myself
UNIT 3c Exercise 9, page 38
Developed by: Mohammed Bah Abba
Launch country: Nigeria
Description 2
UNIT 10b Exercise 10, page 121
Pair В
Sugarcane charcoal
Burning wood and dung, the main fuel sources for
many in the developing world, has contributed
to deforestation and breathing problems among
inhabitants. These briquettes (small bricks) made
from crushed sugarcane stalks not only make use
of a local resource, they also burn more cleanly and
allow residents to start a charcoal business for less
than $50.
Developed by: MIT D-Lab
Launch country: Haiti
1M
UNIT 6b Exercise 11, page 73
Advertisement 1
Experience of a lifetime - help lo rebuild Joseph's
Primary School in Mali
• minimum three weeks, maximum twelve weeks
• physical work; no experience needed, but you
need to be fit and hard working
• conditions: living in small rural village, climate
is very hot and dry; two days off per week
• accommodation and transport provided: basic,
sharing with other volunteers
Cost: from £1,400 including flights
Advertisement 2
Volunteers needed for secondary school near
Kathmandu, four week programme
work as a classroom assistant in a busy secondary
school, helping students to read and write lnglish
• no teaching experience necessary, hut good
Lnglish and patient manner essential
• conditions: weather can be extremely <. old
• accommodation: with local family
NB Most volunteers take one of our hiking tours of
the Himalayas alter the programme
Cost: £1,200 including flights
Advertisement 3
Sunshine Activity ( amp is looking for volunteers
We arrange summer activity holidays for disabled
children from all over the UK. We have four
different camps, two on the coast and two in
the countryside. Staff are both experienced and
inexperienced camp leaders who arrange a variety
of activities, including outdoor games and sports,
musical evenings, talent competitions, etc.
Cost: free
Advertisement 4
Borneo /lorn inilialive volunteer* welcome
Do important work cataloguing plants in the
tropical rainforests of Borneo. I'his is outdoor work
in very hot and humid conditions. Two-month
programme including one week s initial training.
You will be living in tents w ith other volunteers.
Practical experience of camping is an advantage.
Cost: £2,300 including flights
UNIT 12c Exercise 4, page 146
Vocabulary business words
a trend (n) = a fashion or direction
b recession (n) = a period of (economic) decrease
c set up (v) = establish
d upmarket (adj) = high quality and more expensive
e passing (adj) fashion (n) - something which is
popular for only a short time
f loyal (adj) = faithful
g buzz (n) - excitement and activity
h catchy (adj) = easy to remember
UNIT 12d Exercise 8, page 148
Student В
You want to sell this car. It is
a seven-year old VW GoH and
the advertised price is £3,000.
It is in good condition but
has a lot of miles 'on the clock'
(100,000). You would like to get as
dose to the asking price as you can. However, it has
been advertised for two months and you would like
to sell it soon.
UNIT 3c Exercise 9, page 38
Description 4
Solar Wi-Fi Streetlight
The StarSight system consists of
a series of pylons that use solar
panels to power streetlamps,
a Wi-Fi box for wireless
internet access, and if needed,
closed-circuit TVs for security
surveillance. The result is an
integrated system of electricity
and communication, plus better
street lighting, which has been
shown to help nxluce crime.
Developed by: Kolam Partnership Ltd.
Launch countries: Nigeria, South Africa, Turkey
UNIT 11c Exercise 10, page 134
Answers to quiz
Mostly As - this means you have an auditory learning
style. In other words, you remember best when you
hear things.
Mostly Bs - this means you have a visual learning
style. In other words, you remember best when you
see things.
Mostly Cs this means you have a kinaesthetic
learning style. In other words, you remember best
when you do things or when things are acted out.
Present tenses: simple, continuous and
perfect
We use the present simple to express something we
see as permanent or unchanging. This can be:
• a fact, e.g. Water boils at 100’C.
• a habit, e.g. Hr eats a lot of junk food.
• a routine, e.g. Michela calls her sister even/ day.
We use the present continuous to express:
• something happening at the time of speaking.
Гт waiting for the train to conic it’s late again.
• a temporary situation.
Juan's working for a bank at the moment but he wants
lo change career.
• something happening around the time of speaking.
She's trying to find a new job.
• a currently changing situation.
The future of some animals is becoming less certain
every year.
Remember that we don't use startve verbs (verbs that
describe states) with a continuous tense.
I don't know my cousins very well. (not I'wmet
L'Jli >4 J I
We use the present perfect (simple and continuous)
to express a connection between the present and the
past. This can be:
• when a past event has an impact on, or relevance
in, the present.
Poor Sam - he's broken his leg. (- He broke his leg,
and it's broken now.)
♦ when something started in the past and continues
into the present.
I've been best friends with lan since we were al
university. ( We became friends at un versify, and
we are still friends.)
► Exercises 1 and 2
Present perfect simple and continuous
We use the present perfect simple and continuous to
talk about the same time periods. We use the present
perfect continuous when we want to emphasize the
duration of the event. We use it to talk about:
• past events that have an impact on the present.
She's tired - she's been working all day. (1 he event
may or may not still be in progress now.)
• repeated past events that have an impact on the
present.
Л: You look fit and healthy! B: Thanks I've been
exercising a lol recently.
• prolonged (long) events that started in the past
and continue in the present.
Wc'vt’ been waiting for the bus for over an hour!
• repeated events that started in the past and
continue in the present.
I've been coming to this cafe for years.
We often have a choice whether to use the present
perfect simple or present perfect continuous. We
choose the present perfect continuous when we want
to emphasize duration or repetition.
I've lived here for over ten years, (no particular
emphasis)
I've been living here for over ten years.
(emphasis on how long it has been)
In some cases, there is a bigger difference in meaning.
I've written a lot of emails this morning. (= I've
finished writing emails)
I’ve been writing emails all morning. (- 1 may still
have more to write.)
► Exercise 3
Past simple and present perfect
We use both past simple and present perfect to talk
about the past.
We use the past simple lo refer to something at a
specific time in the past.
/ lived with my parents until I was 25. (= I don't live
with them now.)
We use the present perfect to express a connection
between the past and the present.
Arron's lost his phone, (past event that is relevant
now)
I've lived with my parents al! my life, (event which
started in the past and continues)
Time expressions
We normally use adverbs of finished time periods
with the past simple. With the present perfect simple
or continuous, we normally use adverbs of unfinished
time periods. Common time expressions include:
Past simple: last week, in the past, in 2016, yesterday, a
few days ago, when I was a child
I started work there a year ago.
Present perfect simple: ever, so far, this year, just, over
the past three months, this year, since I was a child, yet,
btfore, already, until now
I have never worked abroad before.
Present perfect continuous: just, aver lhe past three
months, this year, since I was a child
I've been working here since last year.
Some time adverbials can be used with both past
simple and present perfect, e.g. for hours, all day
I waited all morning. (= I'm not waiting now.)
I've been waiting all morning. (= It's still morning
and I'm still waiting.)
► Exercises 4 and 5
1a Choose the correct tense to complete the sentences.
3 Complete the rh the present perfect
simple or continuous of tire verbs in brackets
Sometimes both forms are possible.
I More and more people are becoming I become
vegetarians.
2 A: Who's that? B: It's Mateo. I Ie has bought I
buys a new car.
3 They know I have known each other for a long
time.
4 / often meet I I'm meeting my friends on Saturday
evenings.
5 She's slaying I She slays with her parents until
she finds a flat.
6 Martha is always being I is always a very reliable
person.
7 It rains / It's raining again - we can’t go to the
park.
8 / learn / I'm learning French at the moment.
1b Match the sentences from Exercise la with the
uses a-h.
a fact
b routine
c something happening at the time of speaking
d something happening around the time of
speaking
e changing situation
f temporary situation
g past event with relevance in the present
h past event that continues in the present
2 Complete the conversation with the present
simple, present continuous or present perfect of
the verbs in brackets. Sometimes more than one
form is possible.
В: I know, sorry! I was talking to Peter.
A: Oh, how is he?
B: He's looking very' fit. But I’m not surprised he
(go) to the gym everyday
after work.
I (not see) him tor a
long time. Does he still work in his father's
company?
B: Yee, but he I like)
working there. In fact, he
(look) for another job. He wants to go and live
abroad.
A: Really? I know a lot of people who
(move) abroad recently.
B: Me too - it's strange.
A: Right, 17__ ... (be) really hungry.
Shall we order something to eat?
B: Yes, ot course. Oh sorry, my phone
(ring). It might be my boss,
1 have to answer it... Sorry'!
I I'm really fed up! I
for the bus for over an hour!
2 A: Is that a new car? B: No, 1
(have) it for three years now.
3 He (go) to Japan five times.
He loves it there!
4 A: Why are you so red? В; 1
(work) outside in the sun all morning.
5 How long (they / be)
married for?
6 My eyes hurt. I _________ (look) at a
computer screen for too long.
7 A: Do you want to watch The Martian?
B: No, I (see) already.
4 Choose the best time phrase to complete the
sentences.
1 I lived there since 2015 I from 2012 to 2014.
2 She's eaten out twice this week / last week.
3 We met in 1998 / since 1998.
4 I've been feeling sick a few days ago / for a few days.
5 I've had this watch since I when I was a teenager.
6 We've become better friends otvr the last few
months / a few months ago.
7 They've been living in the same house since /
for twenty years.
5 Complete the emails with Ihe most appropriate form
of tire verb in brackets. Use the past simple, present
perfect simple or present perfect continuous.
Dear Jeanne
My daughter and I ’ (argue) a
lot recently and it’s making me really sad. We argue
about a lot of things but it's mainly because she
never helps around the house. I come home late from
work and the house is a mess.2
(try) speaking to her lots of times, but she won't
listen to us. She 1 (not speak)
to me since our last argument and that was
three days ago! When I was young, I always
4 (help) my parents at home but
she just doesn't care. What can I do?
Clara
Dear Clara
I'm sorry to hear about your problems. In my opinion,
many parents5 ... (give) their
children too much freedom and now they're living
with the consequences. Why does your daughter think
she doesn't need to help? Probably because you
6 (not teach) her to respect you
when she was little. Now she's nearly an adult and it
may be too late. I can only advise you to keep talking
and explaining. Tell her: 'When 17
(work) all day, you need to help me clean up in the
evening'. Give her reasons, not rules it might help
Jeanne
Narrative past tenses
We use several different tenses when we narrate a
story in the past.
We use the past simple:
• to describe the main events in sequence, i.e. one
event after another.
He got in the car, started the engine and drove away.
• to describe a general state in the past.
It was one of the coldest winters in memory.
We use the past perfect:
• > when we need to make it clear that one past event
happened before another one.
When the police arrived, the thieves had already left.
(- First the thieves left, then the police arrived.)
• Ло describe something that happened (or a state
that was true) before the main eVent(s) or story.
I couldn't believe it when I saw the plane tickets in his
hand. I’d always wanted to visit Australia!
We use the past continuous to describe an activity in
progress in the past. It can be:
• the background to an event within'the story.
I was sleeping when the phone rang, (event
interrupts background activity)
It was raining when we arrived, (background
activity continues after event)
• the background to Ihe main story.
It was 2015 and I was living in Paris.
We use the past perfect continuous to describe a
longer activity in progress in the past:
• before a main event.
It had been snowing all night and my flight was
cancelled.
• up to a main event.
We'd been enjoying a morning on the beach when
something strange happened.
We form the past perfect continuous with had + been
+ -ing-
He had been studying for weeks for the test. (+)
She hadn't been waiting for long. (-)
Had you been expecting the news? (?)
Note that we use both past continuous and past
perfect continuous to talk about an activity in
progress in the past. With the past perfect continuous
there is more emphasis on the duration of the activity.
I'd been walkingall morning, so I had really sore feet.
(I was walking for a long time before my feet got
sore.)
I was crossing the road when I saw him. (The two
actions happened around the same time.)
► Exercises 1, 2 and 3
The passive
Form
We form the passive with the correct form of the verb
be and the past participle of the verb. To change the
tense, we change the form of be.
t
7 he photography
exhibition
is held every year.
is being held soon.
has been held here since 2010.
was held in June.
was being held when we visited,
had been held just days before.
There are also infinitive (with and without to) and -ing
forms of the passive.
I didn't expect to be criticized so much.
My article might be published in the magazine.
I enjoy being photographed.
We don't normally use the passive with the present
perfect continuous or past perfect continuous.
Use
When we use the active form, the focus of the
sentence is on the* 'agent' - the person or thing that
does an action.
Ansel Adams took this photo.
When we use the passive, the object of the active
sentence becomes the subject.
Ansel Adams took this photo.
OBJECT
This photo was taken by Ansel Adams.
SUBJECT
The focus of the sentence is now on 'this photo’, not
the photographer.
In passive sentences, we often don't mention the
agent at all. We do this:
• when the agent is unknown or unimportant, for
example in news reports.
The story was published in over thirty languages.
The car was stolen in the middle of Sunday night. 1
• when we prefer not to directly mention someone
by name, e.g. because they did something wrong.
I see the kitchen hasn't been cleaned again.
If we want to mention the agent, we introduce it with
the preposition by. We normally do this when the
agent is new or important information.
The photo was shared by over ten million people.
We often use the passive to add some follow-up
information.
The photo of Albert Einstein sticking his tongue out
is one of the most famous in history. It was taken in
1951 by photographer Arthur Sasse.
► Exercises 4 and 5
1a Put the sentences in the correct order to make a
story.
a When she arrived al the restaurant, she realized
that she'd left her purse at home.
b Anu had completely forgotten about her
friend's birthday dinner and now she was late!
c In the end, she Ibui a great evening, and the
best thing was she didn't have to pay for
anything!
d After paying the taxi driver, she joined her
friends, who were all really hungry.
e Anu was sitting at home when she received a
message on her phone.
f So, she ran inside the restaurant and asked her
friends for some money.
g She decided lo get a taxi to the restaurant.
h They id been waiting for a long time for her to
arrive!
i It was from her best friend and it was about the
dinner party that evening.
1b Match the underlined verbs from Exercise la with
the uses (a-e).
a a main event in the story
b something that happened before the main
events in the story
c an activity in progress in the past - background
to the main story
d an activity in progress up to a main event in the
past
e one event in the story that happened before
another event in the story
2 Complete the sentences with lire past perfect
continuous. Use the prompts.
I The roads were really wet because ... it / rain /
all night.
2 Andre couldn't concentrate because ... he /
not sleep / well.
3 We /not wait/ for long ... before the train
arrived.
4 I / study hard / all morning ... so I decided to
have a break.
5 you / look for a new job / for a long time ...
before you found one?
6 He was very happy with his result because ...
he / try to pass the exam / for years.
7 I had a sore throat because ... I / sing / all
morning.
8 Maria / work at the company / for long ...
before she was promoted?
3 Complete the text with the correct form of the
verbs in brackets.
One day in 2001, Adele Geraghty
(read) a newspaper when
she2 3 4 5 6 ......... (see) an advert for a
poetry competition. She '
(decided) to email some of her work. Soon
after, she * (receive) a reply
from a university professor called Phil. He
(receive) similar messages and
(not understand) why. Adele
found out that the newspaper 7 8..
(print) Phil's email address by mistake, instead
of the email for the poetry competition, so she
(write) lo Phil to tell him.
Adrie and Phil felt an instant connection and
(develop) a strong friendship
even though Adele was in the USA, and Phil
was 3,1)00 miles away in the UK. They met for
the first time in 2002, exactly one year after they
... (send) their first messages
and five years after that, they got married.
4 Rew rite the sentences (or parts of sentences) in
italics using the passive.
1 The first book printed in English was a
collection of stories about the Trojan Wars
printed in 1473. Yow can see it in the British
library in London.
2 One of the most popular songs in 2014 was
'Happy'. Pharrell Williams wrote and performed
3 The Olympic Games lake place every' four
years. In 2024, they will hold them in Paris.
4 In 2006, Edvard Munch's famous painting
The Scream was found. Iwo years earlier, a tine
stole it from a gallery in Oslo.
5 In 1962, three prisoners escaped the Alcatraz
prison island in California, USA. The police
turner found them and they are slill on the US
government's list of 'wanted fugitives'.
6 WhatsApp has millions of users around the
world. While you ’re reading this sentence, peoph
are sending about 1,000 messages every second.
5 Complete the sentences with the correct passive
form of the verb in brackets.
1 Bernhard Schlink wrote lhe Readei in 199S
It (make) into an a
winning film in 2008.
2 I read stories to my children every' night Th.у
love...... .....(read) to.
3 Snapchat ........... (download) over
500 million times since it was created
4 I tried to get the book from the library but it
already (takeout
5 Larger cities can ......... (see)ea-uh
from the International Space Station.
6 She hopes ..................(award) a prize
for her latest documentary series.
Future forms
Making predictions
We use will, might, going Io and be about to to make
predictions.
We use will (or won't) when we arc confident about a
prediction. We can add probably if we are slightly less
sure.
A: I'm sure you'll do really well in the exam.
B: Well, I'll probably pass. Hut there's still a lot of
work to do.
We use might (or might not) when we are less
confident about a prediction.
lake an umbrella it might rain later.
We use (not) going to when we have some evidence for
a prediction.
Look at the queue we're going to be here for ages!
We use about to i infinitive to make a prediction that
something will happen very soon.
Oh no I think the car's about to break down.
► Exercise 1
Plans and arrangements
We usegomg to and the present continuous to talk
about plans and arrangements. I here is often little
difference between them.
We use going lo + infinitive to talk about a plan or an
intention. We normally use going to when we have
decided to do something but it is still an intention
rather than a fixed arrangement.
Are you going to watch the tennis this afternoon?
Гт going to visit my cousin in Australia this
summer. (- I have decided to go, but I haven t
booked rny ticket yet.)
We use the present continuous to talk about a fixed
arrangement to do something at a specified time in
the future. Often the arrangement involves someone
else or we have already taken some kind of action
such as buying a ticket, signing a contract, etc.
I'm meeting Sian after class do you want to come?
Гт starting my new job next week.
She's flying to New York on Tuesday.
We also use the present continuous to find out if
people are free.
Arc you doing anything tonight? ( Do you want lo
do something together?)
We can also use be about to to talk about something
we plan to do very soon, and might when we feel less
confident about a plan.
Гт about to leave work, so I'll be home soon.
I might come tonight, bul I'm not sure yet.
Instant decisions and offers
We use will:
• for a decision we make at the time of speaking.
A: Do you want a lift to the cinema? B: No thanks - I'll
get the bus.
• to make offers and promises.
I'll send you a message later to confirm.
► Exercises 2 and 3
Future continuous and future perfect
simple
Future continuous: form
We form the future continuous with will * be + -ing.
We'll be sitting on a beach this lime tomorrow! (t)
IVc won't be leaving until 5 p.m. (-)
Will you be working when I get home tonight? (?)
Future continuous: use
We use the future continuous to describe an action in
progress at or around a certain time in the future.
/7/ be watching the football at 830 tonight.
We also use the future continuous to predict events we
expect lobe in progress at a certain lime in the future.
In ten years, we'll be using computers in very different
ways.
I'll be seeing Tasil at the conference next week.
We often use time phrases like this time next
week, tomorrow at 8 p.m. and until with the future
continuous.
This time next week, I'll be doing my final
university exam.
Future perfect: form
We form the future perfect with will - have + past
participle.
We'll have arrived by 1 p.m. (+)
We won't have finished the report before Monday. (-)
Will people have stopped using social networks in
fifty years' lime? (?)
Future perfect: use
We use the future perfect simple lo describe an action
completed before a certain time in the future.
i'll have finished my university project by the end of
summer. (= I'll finish it before that time.)
We often use the future perfect with time expressions
like in five years, in ten years' time, by, by the time, before
and already.
Гll have gone to bed by the time you get home.
I think that in fifty years, we'll have invented an
alternative tv private cars.
► Exercises 4-6
1 Choose the correct options to complete the sentences.
1 I'm sure that he might not/won't be late.
He's always on time.
2 He's going io/about to be really happy when he
sees what I've made for dinner. He loves pizza!
3 They will / might be able to come and see us at
the weekend but they aren't sure yet.
4 Get on the train - it will / it’s about to leave!
5 It isn't going to /might not rain today look,
there are no clouds in the sky.
6 Have something to eat now because we might
not / we're not about to have time later.
7 I know that ГН /1 might pass all my exams
because 1 studied very hard for them.
2a Use the prompts to complete the sentences or
parts of sentences in italics. Use the most logical
future form will, going to or present continuous.
Use the other information in the sentences to help.
1 I've bought my ticket! / /fly / Canada /
next month!
2 A: Would you like some tea or coffee?
B: I / have / some coffee, please.
3 We / visit Tom's parents / some time next month
but we haven't decided when exactly.
4 A: I'm really hungry! B: / / make you / a sandwich.
5 They /cat out / tonight. They've already booked a
table at their favourite restaurant
6 She doesn't want to live with her parents
anymore, so she / look for / her own place / soon.
2b Match the sentences from Exercise 2a with the
uses a—d.
a a plan or intention c an instant decision
b a fixed arrangement d an offer
3 Complete the conversation using the correct future
form of these verbs. Sometimes more than one
form may be possible.
call come (x2) go meet pick
A: Mike,1 to the exhibition
with us tonight?
B: An exhibition? What's it about?
A: I told you last week! We -
to an exhibition about future technology. I
the others at 6.30 p.m.
outside the museum. Do you want to come?
B: That sounds good. I low about going for dinner
afterwards?
A 1 hat's a good idea. I *
others to see if they'd like to join us.
B: Great. Would you be able to give me a lift?
A: Yeah, sure. I _____________ you up from
your office at 6 p.m.
B: Great! I'd better go now I can hear my boss. 1
thin к 11 into my office!
Experts say Lbat by 2030, the world's population
1 will be increasing / will have increased to 8.5 billion.
These extra people will have used / will be using a
lot more energy, so we'll need to find new energy
sources. Solar power is one possible solution,
and countries in Africa may have a big role to
play in this. For example, Morocco has recently
built a huge solar power plant in the Sahara
desert, which 3 * * * will be shirting / will have started
to produce a third of the country's energy within
five years. Bv 2030, the government hopes that it
4 will be producing / will have produced 52% of its
energy from solar power. They also hope that one
day Morocco will have become / will be becoming
energy-independent and that theyb will be selling /
will have sold energy to other countries around the
world. If everything goes to plan, some day in the
future, a person living in Europe 7 will have used /
will be using electricity produced in .Africa.
5 Complete the pairs of sentences with the future
continuous or future perfect of the verbs.
1 Titis time next week, I (not
sit) in this office. I . (start)
my new job by then.
2 From 12.30 p.m. to 2.30 p.m., she
(teach). The lesson
(not finish) by 2 p.m.
3 In the future, most people
(not drive) petrol cars. But I don’t think
we (stop) using petrol
completely.
4 A: I (pass) near your house
tomorrow at about 4 p.m. Do you want to meet
up? B: Sorry, but I (not get)
back from work by then.
5
(use) your car this afternoon? Or can I
borrow it? My car's in the garage and they
(not fix) it in time for my
Spanish class.
6 Read the information in Paula's diary. Complete
the sentences below with either the future
continuous or the future perfect of the verbs in
brackets. Use negative forms w hen necessary.
9 a.m. start work
10-11 meeting
12-1 lunch
3-4 phone call
with client
6-7 go to gym
7.30 dinner with Greg
1 Paula work at 9.30 a.m. (start)
2 Her meeting by 10.45 a.m. (finish)
3 She lunch between 12 and 1. (have)
(talk) to her client at 4.15.
5 At 6.30 p.m., Paula in the gym.
(work out)
6 She to the gym by the time she
has dinner, (go)
Determiners
We use determiners before .1 noun to show which
particular person or thing we are talking about.
We use each, every, lhe whole, either and neither with
singular, countable nouns. We use ли/» and every
to talk about all the members in a group. We prefer
cm h when we are thinking about each member of the
group separately.
I 've been to every museum in this city.
Lach gallery has a cafe and restaurant.
When there are only two things or people, we use
each, not every.
There were drawings on each side of the paper.
We use the whole to talk about all of something.
Unfortunately I was ill, so I missed the whole festival.
We use either to say 'one or the other'. The negative
form is 'neither'. It means 'not one or the other'.
I’m happy logo to either cafe. They both sound nice.
I applied for two courses but neither application was
successful.
We use all, both and most with plural nouns. We use
both to talk about two things. We use most to say ‘the
majority'.
All the shops were closed when we arrived.
Both galleries have free entry.
Most people where I work bring lunch from home.
We use and no with singular, plural and
uncountable nouns. We can use any in a negative
sentence or no in a positive sentence with the same
meaning.
There isn't any snow in the mountains.
There's no snow in the mountains.
We also use any to mean 'it doesn't matter which'.
Choose any seat you want.
Ask me if you need any help. ( I can give you all
kinds of help.)
We use all, certain and some with plural and
uncountable nouns. We use certain to refer to a
particular place, thing or person without naming it.
Visitors should leave all food at reception.
Some museums in the city are free to visit.
The gallery is only open on certain days of the week.
Note that we don't normally use some with a singular
noun.
Wr had a problem with our hotel.
(not We had some problem with tmr hvhd.)
With many determiners, we add of before a pronoun
or before the noun phrase beginning with a
possessive adjective (my, her, etc.), an article or words
like this, these, etc.
Some of Sally 's friends are coming tonight.
Were any of the paintings good?
A: Which of these two dresses do you prefer? Neither of
them.
► Exercises 1, 2 and 3
Expressions of quantity
We use expressions of quantity to say how much or
how many. Like determiners, the choice of expression
depends on the meaning we want lo express ami
whether the noun is countable or uncountable.
Л large number/amount: a lol of, lots of, plenty of, loads
of, many, much, a large number, a large/huge amount of,
the majority of
Neither a large or small number: several, some, enough
A small number/amount: not many, no! much, a little, a
feu1, few, little, a small number of, a small amount of, a lack
of, almost no, hardly any
Zero amount: no, not any
We use (not} many, (a) few, a (small / large) number of
and several with plural nouns.
There are several hotels around here. (= more than
two or three but not many)
We use (not) much, (a) little, a bi! of, a large/huge/small
amount of with uncountable nouns.
1 had a bit of free time so 1 went for a walk.
We had a huge amount of food al the party.
We use a lot of, lots of, plenty of, loads of, a lack of,
(almost) no, (not/hardly) any, some, enough and the
majority of with both plural and uncountable nouns
There are loads of really interesting things to sec in
Sao Paolo. (- lots, informal)
Don't rush - we've got plenty of time. (= more than
we need)
There are hardly any music venues in this town.
(- almost no or very few.)
There's a lack of jobs for young people in my country
(= there aren't enough)
In informal, spoken English, we don't normally use
many or much on their own in a positive sentence.
We use a lot of, lots of, etc. instead. Many and much are
normal in negative sentences and questions.
However, we do use too many/much and so many/mi
in positive sentences.
► Exercises 4 and 5 T
little and a little; few and a few
f
There is a difference in meaning between little and
a little, and few and a few. We use a little and a few to
mean 'some, bift not a lot'.
Would you like <1 little waler with your coffee?
We use little and few lo express a more negative
meaning. They mean 'not much' and 'not many’.
There is little money to improve public transport.
(- So we have .1 problem with public transport >
We don't normally use few ami little in informal,
spoken English. We use not much/many instead.
/ don't have much lime to study.
► Exercise 6
Exercises
4 Underline two correct quantifiers in each sentence.
1 Choose the correct determiner to complete the
sentences.
I Every / All the people that came to the party
said they'd had a great time.
2 A: Would your kids like to play baseball
outside or do some painting? B: They'd be
happy with either / both activity.
3 Only certain /each trains have space for bicycles.
4 The whole /Most artists don't earn a lot of money.
5 Some / Each singers like to meet their fans after
their concerts.
6 She remembered that she hadn't drunk no/any
coffee that morning.
7 There were any / no cars in the car park.
8 Either / Neither film that we watched over the
weekend was very interesting.
2 Choose the correct options to complete the
conversation.
A: So, what do you think about our new house?
B: It's lovely! I love how 5 each / both room is
painted in a different colour.
A: Yes, we wanted *’ several / all of the rooms to
have their own identity.
B: That's a lovely painting on the wall. Where did
you get it?
A: We bought it in ’ an / some art gallery near our
house. It's by a local artist.
B: How nice! I don't have4 any / no paintings in
my house. 1 should get some!
A: We put a painting in 4 every / most room in the
house even the bathroom! And 6 most / most
о/them were painted by local artists.
B: What a great idea.
3 Complete the text with these determiners.
any both certain each either
the majority the whole
The Musee d'Orsay in Paris is one of the most
famous art galleries in the w'orld and is a 'must
art lover. of
the art on display is French, from the period 1848
to 1914.3............... museum is worth visiting,
but4 parts are more popular than
others. 1 he most famous works on display are the
'impressionist' paintings.
The building itself is also a work of art. Originally
a railway station, the building became a gallery in
1986. It has two famous clocks from its days as a
station:5 still show the correct time.
Entrance to the museum is free on the first Sunday
of °. ....... month. To get there, take the
metro to Solferino or the Asseinblee Nationale.
stop will leave you a five-minute
walk from the museum.
1 There are plenty of / loads of / a large amount of
excellent museums in Madrid.
2 1 went to Mexico City on business but
unfortunately I didn't have much / many / a lot
of free time there.
3 The city government can't build new parks
because there is a lack of I any / almost no
money available.
4 She doesn't have no I any / a huge amount of
money so she can't afford to live on her own.
5 1Ъеге are only a small number of / a few / a little
music venues in the city.
6 It took a long time to get from the airport to
our hotel because there were a small amount of /
hardly any / almost no taxis.
5 Complete the conversation with these quantifiers.
a little hardly any loads of not any
several too much
A: So, do you still think we should Ь<юк a trip to
Barcelona?
B: Well, I'm not sure. It's a beautiful city, but
it's very popular. I'd rather try somewhere
quieter you know, a place where
tourists go. And where there's
not2 pollution.
A: I knowr w'hat you mean, but there are
things to do there. Museums,
shopping, concerts - it says on this website that
there are even4 beaches nearby.
B: Well, that sounds nice. We can do
sightseeing in the morning -
maybe just an hour or two - and then spend
the rest of the day at the beach!
A: OK, let's do it then. Now’, I saw that there’s a
flight on the Friday morning. Let me go to the
site.... Oh no!
B: What?
A: Look! There are6 seats left! We'll
have to choose somewhere else.
6 Look at sentences 1 -4. Choose the best
continuation (a or b).
1 There are a few' good concerts on tonight.
a We can choose w'hich one wre'd like to go to.
b So we should think of something else to do.
2 There was little traffic on the roads.
a So she got home a bit later than expected.
b So she got home a bit earlier than expected.
3 There are few hotels in this part of the city.
a I'm sure you'll find somewhere good to stay.
b So you might need to stay somewhere else.
4 We have a little time before our train leaves.
a let's go and get some food for the journey.
b We need to go straight to the station.
Verb + infinitive or -ing
When we use Iwo verbs together in a sentence, the
form of Ihe second verb depends on the first verb.
Verb + to + infinitive
We use /<• » infinitive after the following verbs:
(can/can't) afford, agree, allow, arrange, ask, begin, choose,
continue, dei ide, expect, fail, help*, hope, intend, learn,
manage, need, offer, plan, pretend, promise, refuse, seem,
start, threaten, want, would like, would love, would prefer
She refused to change Ihe date of the meeting.
The government failed to reduce unemployment.
There seems to he a problem with my internet
connection.
Verb + object + to + infinitive
We use an object + to + infinitive after ask, get, help*,
need and tell.
We need the city council to build more parks.
How can we get people to move to the area?
Note that we can use ask, help and need with and
without an object.
She asked to leai’e the room.
The policeman asked me to show sonte ID.
Verb + object + infinitive
We use an object + infinitive (without to) after help*,
let and make.
My boss didn't let me go home until 7 p.m.
The film really made us laugh.
*We can use an infinitive with or without to after help.
He helped me to clean the apartment. - He helped
me clean the apartment.
Remember that we also use the infinitive form
without lo after modal verbs.
Verb + -ing
We use the -ing form after the following verbs:
adore, avoid, begin, can't help, can't stand, consider,
continue, describe, enjoy, fancy, finish, imagine, involve,
keep, mention, (don't) mind, miss, practise, recommend,
risk, spend (time/money), start, suggest
Can you imagine living on the 100th floor of an
apartment building?
We also use the -ing form after phrasal verbs, e.g.
tarry on, give up, keep on, look into, think about.
I he meeting was over but he carried on talking.
► Exercises 1, 2 and 3
Verbs with both -ing and to + infinitive
After continue and start we can use* both the -ing form
and to + infinitive, with no change in meaning.
It continued to rain all day. = Il continued raining
all day.
I've started to leant Spanish. - Гое started learning
Spanish.
With hate, like ami prefer the basic meaning remains
the same. I lowevcr, we normally use the -ing form
when we're talking in general about our preferences.
I love visiting new places.
Max and Sara hate going lo the cinema
We use to + infinitive to say we think something is
a gtxxl or bad idea, or to talk about when or how
regularly we do something.
I prefer not to listen to music when I study.
She's probably not in her office at the moment - she
normally likes to go for a quick walk after lunch.
Verbs with two meanings
The form of the verb following go on, mean, regret,
remember, stop and fry changes its meaning.
go on + -ing = continue an action
My knee was hurting but I went on running.
go on +• infinitive - do something different
After he left university, she went on to become an
important politician.
mean > -ing = involve
My train is al 6.30 a.m., which means getting up very
early.
mean + infinitive intend
Sorry -1 meant to call you but I forgot.
regret + -ing = feel sorry about something you did or
didn't do
He regrets studying maths al university.
regret + infinitive - feel sorry that you have to tell
someone about a situation (formal)
We regret to inform you that your application was
unsuccessful.
remember i ing - have memories of an earlier»event
/ remember coming here when I was a child.
remember + infinitive = not forget to do something
Did you remember to lock the door?
stop i -ing - finish doing an action
She stopped driving when her phone rang.
stop + infinitive finish an action in order to do
.mother action
We stopped to get some petrol.
try 1 ing do something to sec what happens
I tried not drinking coffee in the morning, but I hated it.
In/ i infinitive make an effort, normally unsuccessfully
We tried to call you but my phone wasn't working.
1 Choose the correct options to complete the
sentences.
I We can't afford going / to go on holiday this year.
2 I asked the sales assistant to help / helping me.
3 W hy do the neighbours keep making I .*<• так
sc» much noise?
4 The local council is thinking about build /
building a new shopping centre.
5 My manager made me to work I work late
yesterday.
6 Do you fancy watching/to watch a film tonight?
7 They'd like coming I to come to see our new house.
2 (. ompletv the* groups of sentences with the correct
form of the verbs in bold.
drive
1 I Ie agreed me to the airport.
2 She doesn't enjoy in the rain.
3 Mark let me his new sports car.
exercise
4 My doctor told me more often.
5 I make my children with me.
6 He's not keen on in the gym.
work
7 Do you mind at the weekends?
8 She got him for her for free.
9 I might from home on Friday.
3 Complete the sentences with the correct form of
these verbs.
take queue expand write make hire
fly
A: Have you heard they are planning
our local airport?
B: No, really? Why do they want • it
bigger?
A: Well, apparently, it gets too busy. But I think we
need people '______________fewer flights, not
more. Think about all the pollution it creates.
B: 7 he government can't make people
less. And it does get busy there.
I hate ’ so I find it all very’ stressful.
A: Then mayrbe they should spend the money on
6 more staff.
B: That's actually a good idea. You should
to the government and tell them!
4 Choose the best explanation (a or b) for each
sentence.
1 Lukas stopped to have something lo eat.
a 1 Ie was full.
b 1 Ie was hungry.
2 1'11 remember to meet you at the theatre.
a We met there in the past.
b We've arranged lo meet there in the future.
3 I he speaker went on to suggest some solutions,
a l he speaker started to talk about solutions,
b The speaker spoke about solutions for a
long lime.
4 II was hot so we tried opening the window,
a The window was stuck.
b We could open the window (but it didn't
h. |p)
5 I like to study late al night when I have exams,
a 1 think it's a good idea to do this.
b 1 enjoy doing this.
6 I regret buying that car.
a I'm sorry to tell you that I bought that car.
b II wasn't a good idea to buy that car.
5 Choose the correct options to complete the
sentences.
1 A: This is a disaster! I've lost my passport!
B: Try to calm down /calming down. When did
you last have it?
2 A: I'm calling to find out if 1 passed the exam.
B: Unfortunately, I regret informing / to inform
you that you did not pass.
3 A: Do you want a coffee?
B: No, thanks - just water. I've stopped to
drink / drinking coffee in the afternoon.
4 A: You should find a bigger flat.
B: You're right. 1 can't go on living /to live in
this one. It's just too small!
5 A: Why didn't you tell me you were leaving
your job?
B: Sorry, I meant to tell /telling you but I forgot!
6 A: This is the cafe I've been telling you about.
B: Oh, I remember to come/coming here with
some friends a few years ago.
6 Complete the announcement with the correct form
of these verbs.
eat join leave make organize sightsee
talk
The Faculty of Engineer ng has decided
a two-day study trip to Bogota,
Colombia. On the first day, we will be joined by
a professor from a local university, who will give
us a brief tour of the city and will then go on
about the TransMilenio bus system,
which revolutionized public transport in the city
in the 2(X)0s. The next day we will visit Soacha, to
sec «i recent development project there. I his will
mean ’ Bogota early in the morning,
but the project sounds fast mating and we led sure
you will not regret * lhe trip there.
We will stop in Soacha lunch and
afterwards, we will return lo Bogota, where you
will be able to spend some time 6
Please email the faculty administration by next
I riday if you intend us lor the trip.
Negative forms
To make negative statements with think, believe,
suppose, imagine and want, it's more common to make
the first verb in the sentence negative, nol the second.
/ don't think it's a good idea.
Negative forms of have to and mush Have to and
must have a similar meaning in positive sentences.
I lowever, mustn't and not have to have completely
different meanings.
Yoh mustn't take so much luggage. {- Don't do it!
Your bag will be too heavy.)
Yoh don't have to take so much luggage. (= You can
if you want, but you won't need it.)
To make negative short answers with hope, expect,
believe,guess, suppose and be afraid, we add not.
Believe not is mainly used in more formal contexts.
A: Do you think Marc is going to be late again?
В: I hope not.
Ihe affirmative equivalent is so, e.g. Гт afraid so.
Negative imperatives: To make an imperative
negative, we use don't. 1 he form is the same if you are
talking to one person or more than one-person.
Don't forget lo print your train tickets.
Negative infinitive: To make an infinitive with to
negative, we add not before to.
We agreed not to go on another beach holiday this year.
Negative suggestions: To make a negative suggestion
we use let's not + infinitive.
Let's not go out tonight - we can just watch a DVD.
► Exercises 1 and 2
Negative words: neither, none, no, not ... either
We use no directly before a plural or uncountable
noun in a sentence with a positive verb.
There are no trains from the airport at this time of night.
We can't use no if there is an article or possessive
adjective before the noun. Use none of instead.
None of my friends remembered my birthday.
None is a pronoun. We use it in place of a noun to say
'not one' or 'not any'.
There were three shops in the village, when I lived here.
There are none now.
We use neither * auxiliary verb + pronoun to agree
with a negative statement. It means 'also not'.
A: / don't like cold weather. B: Neither do 1.
The affirmative equivalent is so (So do 1).
We can also use pronoun + neither with the same
meaning.
A: I don't like this film. B: Me neither.
I he affirmative equivalent is too (Me too)
We also use not ... either with the same meaning.
A: We don’t feel like going out. B: We don't either.
► Exercise 3
Question forms
We form direct questions by inverting Ihe subject
and auxiliary verb. In present simple and past simple,
where there is no auxilary verb, we need to add a
form of the auxiliary' verb do.
Did you enjoy your break?
We often ask direct negative questions (questions
with a negative verb form) when we expect or want
Ihe other person to agree.
A: Wasn't it cold this morning? (- You must agree!)
We also use negative questions to show surprise.
Didn't you like Ihe hotel? I thought it was great.
► Exercise 4
When we want to be polite, we can add a phrase to
the beginning of the question to make an indirect
question.
Do you know what time Ihe tour starts?
The word order after the added phrase is the same as an
affirmative statement (with no inversion or auxiliary).
Could you tell me where the trail starts?
To ask an indirect yes/no question, we add if.
Is the shop open now? -> I'd like to know if the shop is
open now.
We also use phrases like I'd like to know and I was
wondering to introduce an indirect question. These are
followed by a full stop, not a question mark.
We can also make indirect questions by adding surely
to the start of the sentence. We do this when we expect
Ihe other person to agree, or to express surprise.
Surely the museum won't be open this late in the day?
► Exercise 5
We form tag questions w ith auxiliary verb f pronoun.
W’e put them on the end of a statement. If the statement
is positive, we add a negative tag question and if the
statement is negative, we add a positive tag question.
It's cold today, isn't it?
They didn't like the concert, dill they?
We use the auxiliary from the statement to form the
question tag. If there is no auxiliary in the statement,
we use a form of do.
It wasn't as hot as last year, was it?
You live in Madrid, don't you?
We use tag questions:
• lo check information, often when we're surprised.
When we do this, we use a rising intonation in the
tag question.
Little children don't have to pay on Ihe train, do they?
• to ask someone to agree. When we do this, we use
a falling intonation in the tag question.
We're booking the flights this week, aren't we?
► Exercise 6
1 Choose the most appropriate negative form to
complete the sentences.
I A: Do you think it's going to rain this
afternoon? В: 1 hope not / no.
2 Let's don't wait I not wait any longer.
3 I le doesn't think it's / thinks it isn't a good idea.
4 I expect you not to be I to be not late this morning.
5 No / Don't speak during the exam.
6 The museum is free today so you don’t have to I
mustn't pay to enter.
7 You don't must /mustn't smoke in the hospital.
2 Complete the second sentence so it has the same
meaning as the first sentence. Use the word or
phrase in bold.
I 1 don't think we should get a takeaway tonight,
let's
get a takeaway
tonight.
2 Our opinion is that his story isn't true,
believe
। -
true.
3 It's not necessary to book a table before going
to the restaurant.
have to
। be
going to the restaurant.
4 You mustn't forget to lock the door before you
leave.
don't
the door
before you leave.
5 A: Did I pass my exam?
B: I'm sorry’ but you didn't.
afraid
I
6 She doesn't intend on spending too much
money on her holiday.
to
She's planning
too much money on her holiday.
3 Choose the correct options to complete the
conversation.
A: What would you like to do today? 1 None of /
None the shops are open yet, so maybe we
should just go for a coffee.
B: But we've just had breakfast. 1 don't want
another coffee.
A: Actually,2 either / neither do I. OK, how about
going to that modern art gallery we read
about?
B: Good idea. But in the guidebook it says there
are3 no /none buses that go there directly.
A: Let's walk, then - it'll be easier.
B: It's too hot to walk!
A: A taxi, then?
В: I don't want to pay so much money.
A: No, 1 don't4 neither /either. Well, shall we get
the bus, and walk the rest of the way?
B: OK. 1 need to go to the bank first, though. 1
have5 no / none of money left at all!
A: No, me" either / neither. But the nearest bank is a
forty-minute walk from here.
B: That’s too far! Shall we just stay in the hotel this
morning?
4 Complete the negative questions using Ihe verb in
brackets. Use the same tense used in the answer.
1 A:_____________the restaurant?
B: No, 1 didn't - it was terrible, (like)
2 A: it a lovely day, yesterday?
B: Yes, it was. 1 had a great time, (be)
3 A: to the lesson?
B: No, he isn't. 1 Ie's sick, (come)
4 A:___ ... yet?
B: No, I haven't. I'm starving! (eat)
5 A: book before going on the tour?
B: Yes, you do. But 1 did it yesterday, (have to)
6 A: you call to tell them you're OK?
B: Yes, you're right -1 should, (should)
5 Rewrite the direct questions as indirect questions.
1 Where is Ihe station?
( ou Id you tell me
2 What time does the museum open?
They'd like to know __________.
3 When are you leaving?
Can I ask
4 Where were you yesterday evening?
1 v
5 Are they going on holiday again? I can't
believe it!
Surely
6 Who's that man over there?
Do you know
6 Write tag questions for the statements.
1 You're going on a safari this summer,
___________________________________ ____________7
2 He isn't married,
3 They couldn't find a hotel,
?
4 You woke up very' early this morning,
_____________ __________________________________ ?
5 We're not late for the party,
________________________________________________7
6 She didn't pass her exam,
7 You haven't been to mv new* flat,
?
8 He has already seen the film,
Zero and first conditionals
Zero conditional
We use the zero conditional lo l.ilk about facts or
things that are generally true. I he form is:
//+ present simple + present simple
If you punish a child, you need to tell them why you're
doing it.
We can also use when instead of if. l he meaning is the
same.
When children misbehave, it's often because they want
attention. (= If children misbehave ...)
First conditional
We use the first conditional to talk about a particular
possible future event or situation. I he form is:
If + present simple - will/won't
If he does well at school, he'll be able to go to a good
university.
We can pul the clause with if first, or we can put the
main clause first. When the if clause comes first, we
put a comma before the main clause. When the if
clause comes second, we don't need a comma.
They'll cancel the concert if it rains.
Unless, as long as
We can use unless or as long as in place of if in
conditional sentences. We use unless to say if not.
You won't pass your exam unless you work hard.
(= If you don't work hard, you won't pass your
exam.)
We use ns long as to say 'if and only if'.
You can play in the park as long as you don’t get your
clothes dirty.
We never use a future form after if, unless or as long as.
It- the- went her wtH-be-mee this weekettth go-tv-
the betwh-.
If the weather is nice this weekend, we'll go to
the beach.
► Exercises 1 and 2
Time linkers: when, as soon as, before, after,
while, until
Like if, unless and as long as, we don't use a future
form after the time linkers when, as soon as, before,
after, while or until. We use a present tense, even when
we’re referring to the future.
I'll call you when I'm getting ready to leave.
I'll pick you up as soon as I finish work.
We can eat before we go out.
School starts a day after we get bat к from holiday.
You can make dinner while I'm doing the shopping.
You can't go out until you finish your homework.
► Exercise 3
usually, used to, would, be used to
and get used to
usually + present simple
We use usually + present simple lo talk about a habit
or action that happens regularly or is generally true.
/ usually eat a sandwich for lunch
used to and would + infinitive
We use used to + infinitive to talk about a repeated
past action, habit or situation. It is sometimes, but not
always, used in contrast with a present situation.
I used to eat unhealthily but I’m more careful now.
(= repeated past action/habit)
My parents used to own a restaurant. (- past
situation)
The negative is didn't use to. We ask questions with
Did you use to ... ?
I didn't use to like vegetables when 1 was a child.
Did you use to walk to school or get the bus?
An alternative negative form is used not to. This is
more formal than didn't use to.
We use would + infinitive to talk about a repeated
action or habit in the past. We normally say when the
action/habit happened.
/ remember when I was little, my dad would make
pizza every Saturday night.
We don't use would to talk about a state or situation in
the past. We use used to or past simple.
► Exercise 4
be/get used to
Be/get used to has a very different meaning to used to +
infinitive.
We use be used to - noun or -ing to say that something
isn't strange or difficult (to do).
/ start work al 7 a.m. every morning so Гт used to
getting up early.
When I moved lo Moscow, I found the winters very
cold, but now Гт used to them.
We can also use this form in the past or the negative.
It was hard to go on a diet because 1 wasn’t used to
eating healthily. ( Il was difficult/strange for me.)
We use get used to + noun or -ing when we are
learning to adapt to something difficult or unfamiliar
and it is becoming normal.
Гт getting used to cooking for myself now 1 live
away from home.
1 driving a car was scary al first, bid I soon got used
to it
Note that we always use the -ing form or a noun after
be/get used to, not the infinitive.
► Exercises 5 and 6
1 Correct the mistake in each conditional sentence.
I If you won't book a ticket before you go, you
won't gel a seat at the concert.
2 If 1 was late to my lesson, the teacher gets angry.
3 Il's dangerous to drive when it will snow hard.
4 When I finish working I'll call you.
5 You did better in your exams, if you study hard
now.
6 t he football match will be cancelled, if the
weather is bad.
2 Rewrite Ihe sentences with unless or as long as.
1 You won't gel Ihe job if you don't practise for
your interview, (unless)
2 You can borrow my car but only if you promise
to be careful, (as long as)
3 You can go out only if you finish all your
homework, (as long as)
4 If she doesn't work hard, she’ll never be
successful, (unless)
5 You can borrow my umbrella only if you
remember to give it back, (as long as)
6 If you don't practise every day, you won't get
better at playing the piano, (unless)
7 We can go out for a picnic but only if it doesn't
rain, (as long as)
3 Match the sentence beginnings (I 7) with the
endings (a-g). Then complete the sentences with
the correct form of the verb in brackets.
1 Please call me
2 Before they go out for a walk this morning,
3 I'll wait with you at the station
4 Wh i Ie you' re cleaning the house,
5 You'll never be able to run the Marathon
6 After he finishes work,
7 I always get a headache
a they something to eat. (have)
b until your train .......... . (arrive)
c when 1 enough water, (not drink)
d I ............Ihe dog out for a walk, (take)
e unless you training, (start)
f he........ his friends at the gym. (join)
g as soon as you this message, (get)
4 Rewrite the* sentences with used to or would.
Use would where possible.
1 J cooked with my mother a lot when I was young.
3 He didn't like drinking colfee before a long run.
4 When they were little, their grandma took them
to the cinema once a month.
5 Did you have a best friend at school?
6 For years, I visited my aunt in I .ima every
summer.
7 Our football coach made us run for twenty
minutes before each session.
5 Rewrite the sentences with the correct form of get/
be used to + •ing.
1 It’s normal for me to make speeches in front of
a lot of people.
1 in front of a lot of people.
2 It's starting to feel normal for me to commute
to work even' day.
I ...to work every day.
3 11 wasn't normal for him to eat out so often.
He __________________out so often.
4 Does it feel normal for you to wear a uniform?
...................... a uniform?
5 It was hard, but I learned to live on my own
11 was hard, but I ........on my
own.
6 It's not normal for him to cook tor other people.
He for other people.
6 Complete the text with these verbs. Use the correct
form of used to + infinitive or be/get used to + -ing.
Note they ran be affirmative or negative. More
than one option is possible in some places.
do dream eat live see take try
wake up
When 1 was a kid, I always 1... of living
abroad so 1 was really happy when I moved to
Hong Kong three yearsago for work. When 1 first
arrived, it was a bit of a culture shock. I'm from a
small town, so 1 ....such high buildings
and skyscrapers. I also had to ’
in a very small Hal and paying a lot of rent. In
my country, I lived five minutes' walk from my
office? but I soon4........ the train to work
here - they're very punctual and frequent. Bul
even after three years,5 * early to get
the train - I'm often late for work! The food here
is also very different. There's a lot mon? variety
now', so 1й lots of different types of
cuisine. I iving abroad can be different bul 1 think
everyone can do it - you soon 7 ............things
in a different way.
Second, third and mixed conditionals
Form and use
We use the second conditional lo describe a situation
in the present or future. Il suggests that the situation
and result are unreal or imagined. The form is if +
past simple, would + infinitive.
If I had a lot of money. I'd become a space tourist. (+)
If the traffic weren't so bad, I wouldn't mind
driving. (-)
Would you be able to come to the training if we
changed the date? (?)
We use the third conditional to describe an unreal or
imagined situation and result in the past. The lorm is
if- past perfect, would have + past participle.
If I'd worked harder at school, I would have
become a doctor.
If I hadn't had such an inspiring teacher, I wouldn't
have gone to university. (-)
i f you had been able lo travel more, where would
you have visited? (?)
As with first conditionals, we can put the clause with
if first, or we can put the main clause first. When
the if clause comes first, we put a comma before the
main clause. When the if clause comes second, we
don't need a comma.
I would have applied for the job if the pay had been
better.
► Exercise 1
Mixed conditionals
We can also use a combination of second and third
conditionals. We use a mixed second and third
conditional lo describe an unreal situation in the
present with an imagined result in the past.
If I had more money, I’d have booked a better hotel.
second conditional third conditional
We use a mixed third and second conditional to
describe an unreal situation in the past with an
imagined result in the present.
If you'd gone to bed earlier, you wouldn't be so tired
now.
third conditional second conditional
We can use were instead of «ws after г/to talk about
an unreal/imagined present or future situation.
When we do this, it sounds more formal.
If I were wealthy, I would have bought the house.
The phrase 'it I were you' is fixed. We don't normally
say 'if I was you', even in informal situations.
► Exercises 2 and 3
wish and if only
Form and use
We use wish and if only to talk about unreal or
imagined situations that we would like to be true or to
come true. The basic meaning of wish and if only is the
same, but if only is stronger.
We use wish / if only + past tense to talk about a
situation in the present.
/ wish it was summer. I'm tired of this cold weather!
We use wish I if only + could to talk about an ability or
possibility we would like lo have in the present.
I f only I could play a musical instrument. It would be a
lot of fun.
I wish we could stay for lunch But we’ve got other
plans.
As with conditionals, we can also use were instead of
was. It sounds more formal.
1 wish Martin weren't always so busy.
► Exercise 4
We use wish I if only + past perfect to talk about a
situation in the past that we want to be different.
If only our plane had arrived on time. Now we're stuck
here in the airport!
We use wish I if only + someone +• would + infinitive
to talk about a situation in the present that we want
somebody else to act to change. We often use this
structure when we are dissatisfied with the situation or
we are complaining.
I wish you wouldn't complain so much.
I wish Sarah would listen to other people more.
We sometimes use wish / if only + would with things, as
well as people.
I wish it would stop raining.
I wish my phone wouldn't always stop working just
when I need it!
We don't normally use wish to talk about the future.
We use hope instead.
We hope that we'll see you again soon.
(not We wtsh-daU we4l see yett again tannt?)
► Exercises 5 and 6
1 Complete the sentences to make second or third
conditionals. Use the context to help you decide
which form to use.
1 I'm so busy at the moment. If I
_____________________ (have) more time, I
_____________________(take) up a new hobby.
2 She felt cold when she left the house that
morning. She ____________________ (wear) a
warmer coat if she (know)
how cold it was.
3 He can't afford to go on holiday this summer.
He ................... (go) to Thailand if he
(have) enough money.
4 I study physics at university. I
(not choose) this subject
if in. - hoo teachei
encourage) me to do it.
5 You look very pale these days. If you
(spend) more time outside,
you (not be) so pale.
6 He failed his driving test.
Ilf (d । hi
(practise) more.
2 Match the sentence beginnings (I-6) with the
endings (a-f) to make mixed conditionals. Then
decide whether each sentence describes:
i an unreal situation in the past with an
imagined result in the present.
ii an unreal situation in the present with an
imagined result in the past.
1 If public transport was more efficient,
2 If you hadn't decided to become a doctor,
3 1 hey would have bought a bigger house
4 He wouldn't feel so hungry now
5 We'd be able to get into our car
6 If she liked playing football,
a what job would you do instead?
b if they had more money.
c if you hadn’t lost the keys!
d I would have come here by bus.
e she would have joined our team.
f if he'd eaten more in the morning.
5 My life (be) very different
now if 1 (not meet) my
husband all those years ago.
6 If she । । at the
moment, she (be able to)
help us move house last w eekend.
4 Complete the sentences with the correct form of
the verb.
1 It's cold today. 1 wish it warmer!
I.. ,
2 I wish I (not have to) work at the
weekend.
3 If only he (live) closer to me.
4 I wish I (can) play the guitar.
5 The bus is so crowded. If only there
(not be) so many people!
6 They w'ish they (see) their friends
more often.
5 Choose the correct options to complete the
conversation.
A: I low' did your exams go?
В: OK, I hope. I just wish * I'd had I / had more time
to study' before the exams! But it's difficult to
study and work at the same time.
A: Yes, that must be tiring! What do you do?
В: 1 work bi a restaurant. 1 enjoy it, but I just wish
1* 1 2 wouldn't have to/didn't have to work at the
weekends. I sometimes wish that 13 4 hod taken I
took a year off before coming to university lo
w'ork and save some money.
A: Bui do you like your course? You're doing
biology, aren't you?
B: Yes, that's right. It’s good, but there are
very few women in my year. 1 often wish
4 there were / there had been mon* of us.
A: Yes, I’m sure. So, where are you going now?
B: I'm going home. 1 need to tidy up - I love my
flatmates but 1 wish they * hadn’t made / wouldn't
make so much mess all the time!
6 Complete the sentences with the correct form of
one of these verbs. Note they can be affirmative or
negative. Use wish + would w'hen possible.
buy clean learn leave keep shout
3 Complete the sentences with mixed conditionals,
using the verbs in brackets.
I III (not leave) so late,
I (not be) in such a rush now'.
2 If she ____(speak) French,
she ... (understand) the
French film we w’atched yesterday.
3 He (come) to the theatre
with us tomorrow if he already
_________ (not / see) the play.
4 If they (live) closer to me, I
(go) to their party’.
I if only that dog barking at night.
He keeps waking me up!
2 I w'ish I how to drive a car when I
was younger.
3 He w’ishes his boss at him so
often.
4 I wish you your room. It's so
messy!
5 Someone stole my bag from my car last night.
If only I _____________it there overnight.
6 1 w’ish I that laptop in the sales
last month. It's so expensive now.
Verb patterns with reporting verbs
Form and use
We can use different verbs lo report speech and
thoughts. The patterns we use change, depending on
the verb.
Verb + to + infinitive
We use to + infinitive after agree, offer, promise, refuse,
swear and threaten.
Jack offered to take a photograph of me.
I refused to leave the budding.
He swore lo tell the truth.
Verb + object + to + infinitive
We use object + to 4 infinitive after advise, ask, beg,
convince, encourage, invite, persuade, recommend, urge
and warn.
Julia asked me lo drive her to the airport.
I don 't like concerts but Max convinced me to come.
Verb + -ing
We use -ing after admit, deny, recommend and suggest.
They denied taking the money.
Luke suggested going to the park.
Verb + preposition + -ing
We use -ing after verb + preposition combinations,
e.g. apologize for, complain about, confess to, insist on and
object lo.
You should apologize for being so rude.
Sara insisted on eating al home.
Verb + object + preposition + -ing
Witt» some other verb + preposition combinations,
we place an object between verb and preposition,
e.g. with accuse ...of, blame ... for, criticize ...for,
congratulate ... on,praise ... for, thank ...for.
Anna always accuses me o f being lazy.
Lars praised his son for winning the competition.
Note that when we use reporting verbs we often have
to make changes to pronouns, time expressions, etc.
You've broken my phone! -* She blamed me for
breaking her phone.
I'll be back tomorrow > She promised to be back the
next day.
Some reporting verbs can also be followed by that 4-
dause. When we use a reporting verb 4- that, we often
make a change to the tense.
'We'll be late.’ • I warned you that we would be late.
► Exercises 1, 2 and 3
Passive reporting verbs
Form and use
We sometimes use passive verbs to report feelings,
beliefs, opinions and rumours, especially in
journalism or other formal contexts. We often do this
when we don't know or don't want to say who made
the statement.
There are two patterns:
• it 4- passive verb 4- that 4 subject
It is thought that the Prime Minister will make an
important announcement later today.
• subject + passive verb 4- infinitive
4 man aged 95 is reported to be a lottery winner for
the third time.
To report a past action in the present perfect or past
simple with the second patten», we use a perfect
infinitive (an infinitive form with have I past
participle).
three people are said I о have been rescued from a
house fire.
lo report an action in the future or in progress
now with the second patten», we use a continuous
infinitive (be 4- -ing form).
The company is said to be looking for a new manager.
We commonly use the following verbs with both
patterns: believe, confirm, expect, know, report, say, think
and understand.
A 22-year-old man is known to have stopped the
global spread of the computer virus.
it is known that a 22-year-old man stopped the
global spread of the computer virus.
► Exercises 4, 5 and 6
1 Match the sentence beginnings (1-6) with the
endings (a-f).
1 He asked me
2 She admitted
3 They complained about
4 Can you please promise
5 I congratulated her on
6 My friends have agreed
a having to work at the weekend.
b to help him, but I'm too busy.
c passing her driving test.
d not to be late to the meeting?
e to look after my dog while I'm on holiday.
f taking the money from my wallet.
2 Complete the second sentences so they mean the
same as the first, using the verb in bold.
1 She said it was a good idea to visit the
museum, recommend
She the museum.
2 'I'm going to leave without you if you don't
hurry up.' threaten
lie U I didn't lv.iily
up.
3 She said sorry because she was late to the
lesson, apologize
l.ii • i
4 'Would you like to come to our house for
dinner?' invite
Th foi dinner.
5 I told her that she should go to the doctor's,
advise
I to :
6 My manager said I should learn a foreign
language, encourage
My manager_____________________________a
foreign language.
3 Complete the text with the correct form of these
verbs.
do eliminate introduce recycle start
stop watch
Environmental groups around the world
recommend the use of plastic bags
but Modbury, in Devon, England, has become the
first town in Europe to stop using them altogether.
The story started in 2007 after Rebecca Hosking, a
wildlife camerawoman, invited local shop owners
a documentary - Message in the
leaves - about the damage plastic bags cause to the
environment. The owners were so shocked that
they promised 3_... giving plastic bags
to their customers. They agreed *
aII their bags and encouraged their customers
the same, then started using non-
plastic bags. Soon, Modbury became plastic
bag free and not long after, Ihe UK government
decided 6 a charge for all plastic
bags in supermarkets. The residents have praised
Rebecca 1 losking for7 this revolution,
which has generated interest around the world.
4 Correct the mistake in each sentence.
1 II is believe that two prisoners have escaped.
2 It is known that the journalist to be arrested.
3 The director is expected resign.
4 The photos are thought lo been taken in 1990.
5 She is said to write a book at the moment.
5 Choose the correct form after the reporting verbs.
Sometimes more than one answer is possible.
1 The team is expected to arrive / to be arriving I
to have arrived later today.
2 The woman is said lo be finding I to find / to
have found a priceless painting in her attic.
3 More people than ever arc believed I о have
lived I to live / to be living with their parents
because they cannot afford to buy a home.
4 Eating more vegetables and fruit is known to
be / to being I to have been good for your health.
5 Car fumes are said to cause I to be causing / to
have caused many modem illnesses.
6 The accident is thought to be caused / to have
been caused I to be causing by bad weather.
6 Rewrite the underlined sections with passive
reporting structures. Use the prompts and verbs
below'.
A: Have you seen that (heyjte closing the high
street? I wonder w hat's happening.
B: Yes it's for the carnival. It's going to be a big
event this year apparently, ’ the local council
has spent a lot of money on iL
A: Of course. Do you know what the programme is?
B: No, but I read 4 there'll be live music, a
fairground and food stalls. And even fireworks
on the last day.
A: Sounds good! Did you go last year?
B: No, I didn't. But I h>. d I it it was really
crowded and badly organized. But someone
told me that this year ’,hc organizers have
madcsome improvements. And there are going
to be more police on the streets.
A: That sounds good.
B: Shall we go and have a look? I'm sure I heard
somewhere that Lsome of the.51allsjireA?ffering
free teed on the first day.
A: Free food? Let's go!
1 It------- i understand)
rhe ot d council
3 It (report)
4 Last year's carnival------- (say)
5 It (think)
6 Some of the stalls (expect)
Articles: alan, the or zero article?
We use the indefinite article (alan) with a singular
countable noun. We use it
• to talk about a non-specific person or thing.
/ need to buy а пего car.
• lo say a person or thing is one of many.
/ think Tereshkova is а very interesting astronaut.
• when we first mention something.
One evening, a man and а woman rang my doorbell.
• in the structure as + a(n) + norm.
As a child, she loved basketball.
We also use the indefinite article: to say what
somebody does, e g. He’s a student; to talk about
frequency, e.g. twice a month.
We use the definite article (the) with a singular or
plural countable noun or an uncountable noun.
We use it:
• to talk about a specific person/people or thing(s).
The Prime Minister gave a speech tn Parts today.
• when we refer back to a person/people or thing(s)
already mentioned.
One evening, a man and a woman rang my doorbell.
The man introduced himself.
• before a superlative adjective.
That's the best film I've seen for a long time.
We also use the definite article: when there is only one
of something, e.g. the moon; with some countries, e.g.
the UK; a professional organization, e.g. the navy; with
some time periods, e.g. the 1930s; with inventions,
including musical instruments, e g. the saxophone; to
talk about parts of a country/area, e.g. the north of
Germany; with places in a town/city, .e.g. the shops;
with the names of oceans and rivers e.g. the Nile.
We use the zero article (no article) with a singular or
plural countable noun or an uncountable noun. We
use it:
• with uncountable or plural nouns to talk about
people or things in a general way.
/ think nurses should be paid more.
• before certain generally familiar places (school,
work, hospital, university)
My older brother is studying medicine at university.
We also use the zero article: with the names of most
countries; with subjects of study, e.g. maths, science;
with days and months; with meals, e.g. breakfast,
lunch; in phrases like this month, last week, next year;
with the names of sports; with the names of lakes; in
many phrases with 'home', e.g. go home.
With seasons, we can use the definite article or the
zero article.
► Exercises 1, 2 and 3
Relative clauses
We use defining relative clauses to give essential
information in order to identify someone or something.
That's the man that ат spoU fo earlier.
The choice of relative pronoun depends on the type
of noun.
• For things, we use that or which.
Is this the book that/which you told me about?
• For people, we use that or who.
1 know three people that/who study at this university.
• For possession, we use whose.
I know someone whose mother was a famous actor.
Note that whose can also be used for things.
We can use what before a subject and verb to say 'the
thing(s) that/which'.
That's exactly what I wanted.
We can leave out that, which and who when they are
the object of the verb in the relative clause, but not
when they are the subject.
I enjoyed the film (that/which) you recommended.
That's the scientist that/who won the Nobel prize.
When we form relative clauses with a preposition, we
normally put the preposition at the end of the clause,
except in very formal usage. Note that who becomes
-whom after a preposition.
Гт the person (wholthat) you wrote to.
I am the person to whom you wrote, (formal)
We also make relative clauses with the relative
adverbs where and when. Where means the same as
(the more formal) in + which.
This is the restaurant where I had my birthday dinner.
► Exercises 4 and 5
Non-defining relative clauses contain extra, non-
essential information. We can understand which
thing, person, place, etc. is being mentioned without
the relative clause.
My brother, who lives in New York, is coming to
visit next month. (It's clear as I only have one
brother.)
We use who for people and which for things. We never
use that in non-defining clauses. Note that we can use
whose in both defining and non-defining clauses.
In non-defining relative clauses, we use a comma
before the relative clause. If the clause is in the middle
of the sentence, we also put a comma at the end of it.
Max Planck, who won the Nobel Prize in Physics,
was an amazing physicist.
Some non-defining clauses refer to the whole of the
main clause. We often use clauses like this to give
opinions or to make a comment.
They've camelled the concert, which is disappointing.
► Exercise 6
1 Are the sentences correct (/) or incorrect (X)?
Correct the incorrect sentences.
1 He prefers books to films.
2 She hasn't found the job yet.
3 I'd like to live in the Paris.
4 As a doctor, she really understands how
important your health is.
5 They're going to the museum in morning.
6 I'd love to travel into space one day.
7 That's probably best film I've ever seen.
2 Read the conversation. Add eight missing articles
in the correct place.
A: Thanks for inviting me to your party. Your
friends and neighbours seem so nice!
B: Thanks for coming! Did you manage to speak
to everyone?
A: Yes, I think so. I had a long chat about
gardening with man ... 1 can’t remember his
name ... Oh, it's man over there.
Ik that's Thomas he's lovely neighbour. And he
does have an amazing garden.
A: Yes, he showed me picture of it on his phone.
B: And did he loll you about Everest?
A: Everest? No, what about it?
B: Well, he seems very ordinary, bul he's actually
famous mountaineer! He's climbed mountains
all over the world, including Everest!
.A: Wow! That's amazing! Does he still go
mountain climbing?
B: Yes, hi* does. And he takes tour groups up
mountains three or four times year. He also
gives talks about it all around world.
A: I can't believe it! We only talked about best
flowers to plant in spring. 3
3 Choose the correct articles (the, a, or -) to complete
the text
It seemed like another normal flight for Captain
Chelsey Sullenberger and Jeffrey Skiles, flying
from New York City to North Carolina, in
LSAon2...... January
1.5,2009. But three minutes after take-off,
’ ...plane hit a flock of geese. The geese
damaged both engines, which stopped working.
pilots had to make a quick decision
about where to make the emergency landing.
Sullenberger realized they didn't have tune to
go back to Ihe airport so he decided to land in
Hudson river. Incredibly, Captain
Sullenberger landed the aeroplane safely, and
h ...passengers escaped onto the wings
of Ihe aeroplane as it floated on the river. Within
minutes, boats came to help and all the passengers
and crew were rescued. Sullenberger became
hero, famous all over Ihe world.
I Ie was later hired as ’ safety expert
and thanks to him, “ ...... new measures
for airline safety have been introduced. In 2016,
film about his life was made,
starring Tom Hanks.
4a Match the sentence beginnings (1-6) with the
endings (a-f). Add an appropriate relative
pronoun or adverb.
1 This is the laptop
2 Isn't this the restaurant
3 They thanked the police officers
4 The students weren't told
5 This is a photo of the time
6 Is that your friend
a we had a really bad meal a few years ago?
b would be in the exam.
с I bought second hand on the internet.
d we went camping in the countryside.
c party we went to last month?
f caught the criminal.
4b In which of the sentences in Exercise 4a can the
relative pronoun be omitted?
5 Rewrite the sentences so they are more informal.
Leave out the relative pronoun when possible.
1 That's the woman with whom I played tennis
last week.
2 Is this Ihe shop from which you bought your
new coat?
3 This isn't the same airport to which we flew
last year.
4 Are you the person to whom I spoke when I
called earlier?
5 Please show me the credit card with which you
paid.
6 This is the kind of music to which I always
listen when I'm driving.
6 Combine the sentences to make non-defining
relative clauses.
1 We live in Salto. It's in the north west of
Uruguay.
2 I went to the cinema with Igor last night. It was
fun.
3 My friend Louis has just started a new job. I Ie's
a doctor.
4 The museum was closed when we went there.
That was disappointing.
5 You should speak about this to my sister Lena.
She knows a lot about this kind of thing.
6 DDL bank has serious financial problems. It
employs over 20,(XXI people.
Could, was able to, managed to and
succeeded in
We use could, was able to, managed to and succeeded in to
talk about ability and possibility in the past.
General ability
We use could and couldn't + infinitive to describe a
general ability lo do something in Ihe past.
Jacky could run really fast when she was a teenager.
I couldn't speak French until I went to study in Paris.
We also use was/were able to tor the same meaning. It
is more formal than could/couldn’t.
Jacky was able to run really fast when she was a
teenager.
I wasn't able to speak French unlit I went to study
in Paris.
Success/failure in a specific task
We cannot use could to talk about success in a specific
task in the past. We use was/were able 1 lo + infinitive,
managed + to + infinitive or succeeded in + -ing instead.
I was able to get / managed to get / succeeded
in getting tickets for the concert! I bought the last
three.
(not I could yd tickets for the coneertH bought the-hrd-
three.)
We normally use managed lo + infinitive and succeeded
in + -ing when the task was difficult. We prefer
succeeded in (and was/were able to) in more formal
contexts.
In informal contexts, we often use the past simple
to talk about success in a specific task in the past,
especially if we don't want to suggest it was difficult.
I got some tickets for the concerts. There were plenty
left.
Note that we IX) use couldn't to describe failure in a
specific task in the past.
We couldn't jind a course in karate so we decided to do
judo instead.
► Exercises 1 and 2
Future in the past
was/were going to and was/were about to (+
infinitive)
We use was/were going to and was/were about to
(+ infinitive) to say that we intended to do something
but didn't.
I was going to watch the football match but I had loo
much to do.
Tania was about to sit down when she heard her
baby cry.
We also use was/were going to and was/were about to
after verbs like say, know, promise and think. When
used like this, it is not clear whether Ihe described
action happened or not.
We thought they were going to finish the work Inf ihe
end o f the month. (It could mean they finished the work
or that they’re still doing il.)
I le said he was going to arrive al 7p.m.
(It could mean he did arrive at 7 p.m. as
expected or that he actually arrived at 9 p.m.)
would (+ infinitive without to) and would have
(+ past participle)
We use would to talk about the future in the past when
we report thoughts, ideas, expectations, etc. with
verbs like say, know, promise and think. We use this to
describe both events that happened and those that
didn't.
He promised you would help me. but I lieu he
disappeared!
I knew we would be late. (- and we were)
We use would have + past participle to talk about
something that didn't happen in the past.
/ would have called you. bul I thought you were busy.
was/were supposed to (+ infinitive)
We use was/were supposed to to describe something
that we expected to happen but didn't.
Where have you been? You were supposed to be here
al midday!
► Exercises 4, 5 and 6
Possibility/opportunity in the past
We also use could and was/were able to to say we had a
possibility or opportunity lo do something in the past.
I really loved the course because we could I were able
to practise all the theory we had studied.
► Exercise 3
1 Tick the sentences in which the underlined phrase
can be replaced by could or couldn’t.
I She was able lo pass her exam last week even
though she didn't study.
2 Sorry, but I didn't manage to go lo the
supermarket.
3 I Ie was able to sing beautifully when he was a
child.
4 Li Wei succeeded in earning a place at a top
university.
5 We weren't able to visit the museum because it
was closed.
6 I managed to book a flight to Los Angeles lor
। । ,i 1 • • -
2 Read the sentences. Cross out the incorrect
form(s).
В: I know, I know. I said 14 * would definitely be /
would have definitely been here on lime. Sorry!
A: Maybe you should do something to improve
your memory.
В: I tried, actually. 1 downloaded an app tor my
phone last week which said it would have
improved / would improve my memory within
five days.
A: And what happened?
B: Well, 1 used it on the first day, and it seemed quite
good. 1 hen 16 wr?s supposed to use I would have
used it every day for ten minutes. But then ...
A: Let me guess - you forgot?
B: Of course!
5 Complete the sentences with these forms.
was about to was supposed to were going to
would have wouldn't
I She was able to I managed to / succeeded in get
the job that she really wanted.
2 I couldn't I didn't manage / wasn't able find the
way to the castle.
3 We succeeded in I managed to / were able to
finishing the project on time.
4 Anna managed to I could I was able to get a
discount on her new car.
5 They didn't succeed in / couldn't I weren't able to
come to the meeting.
6 I managed to / was able to / could eat chocolate
whenever I wanted when I was little.
3 Match the sentence beginnings (I -6) with the
endings (a f). T hen complete the sentences with
the correct form of the verbs in brackets.
I My leg was hurting but I still managed
2 Our hotel was great because we could
3 I he company succeeded in
4 ()ur house is big but we managed
5 Our friends Susy and Jacquie were able
6 I had to work until laic so I couldn't
a (use) the sauna and swimming
pool for free.
b (visit) us for the day last week.
c (paint) it in just two days.
d (make) dinner.
e (increase) their profits
considerably.
f (run) ten kilometres.
4 Choose the correct options to complete the
conversation. Sometimes both are possible.
Л: I lore you are, finally! I 1 would go / was about lo
go home.
B: Sorry, I'm Lite. I ’ would have called I would call
you but... well, to be honest, I just forgot!
Л: I thought so. You're so forgetful! And yesterday
you promised you ' weren't going to be I
wouldn’t bi' late this lime!
I We make an offer for the house
but then we saw somewhere we liked even
more.
2 1 get in the bath when I saw the
spider and screamed.
3 You promised you lie to me ever
again!
4 The parcel arrive an hour ago but
it's still not here.
5 A: I'm soaking! It's pouring with rain out there.
B: Why didn't you call me? 1
picked you up!
6 Rewrite the sentences using the words in bold.
I Just moments before Jaime went to bed, his
doorbell rang.
about
Jaime to bed when his
doorbell rang.
2 I had planned to go to tin1 cinema but in the
end 1 stayed at home.
going
I to the cinema but in the
end 1 stayed at home.
3 I le expected it to be a nice day today, but it was
cloudy.
supposed
It ............ a nice day today, but it
was cloudy.
4 You said these words to me: 'I'll never borrow
your car again without asking.'
would
You promised my car again
without asking.
5 I didn't buy you a present because I didn't
know it was your birthday
would
I you a present but I didn't
know it was your birthday.
Focus adverbs: only, just, even
Form
Use
We use the focus adverbs only, just and even to focus
on or draw attention to particular information in a
clause. The focus adverb comes directly before the
word or phrase it is emphasizing.
We use only:
• to emphasize that a number, size, age, etc. is small
or smaller than we expected.
Our flights cost only $90.
• to emphasize that something is true only for
a single person/thing or a limited number of
people/things.
Only customers can park here.
• when you want to say something is unimportant,
or show you didn't want to upset someone.
Don't be offended -1 zvas only joking.
A: Sorry Гт late. B: Don't worry - I've only been
waiting for a couple of minutes.
• with not to say that more than one thing is true.
Гт not only interested in money I also want to find
a job which is interesting.
We use just
• to emphasize that a number, size, age, etc. is small
or smaller than we expected.
She left the job after just six weeks.
• to emphasize that something happened recently or
will be finished soon.
They’ve just arrived home.
Wail a minute - I'm just finishing this email.
• to mean 'simply'.
There's a good bus service in my town but I normally
just walk wherever I want to go.
• with not to say that more than one thing is true.
They're not just friends they're married!
Note that we can sometimes use both only and just
without any change of meaning.
We live in the city centre but it's only/just
temporary - we want to move to the countryside.
We use even:
• to introduce something surprising.
Even I enjoyed the concert, and I don't like rock music!
• with not to emphasize that something isn't true or
doesn't happen.
The city was so busy that we couldn’t even find a room
in the worst hotels.
• in a comparison, to say that although something is
good, bad, big, etc., another thing is better, worse,
bigger, etc.
Her latest film is even better than her last one. (- The
last one was good, and this one is better than that.)
Position of focus adverbs
We can put only, even and just in different places in a
sentence. If the focus of the adverb is on the subject,
we put them at the beginning:
Only ten people came to the lesson.
Even summer is quite cool in this part of the world.
Where Ihe focus of the adverb is on another part of
the sentence, we normally pul them in the middle of
the sentence, before the main verb or after auxiliary
verbs (luive, do, be) and modal verbs.
A: Do you like your course? B: I'm not sure. 1 only
started it last week.
Гт just getting ready. I won’t be long.
► Exercises 1, 2 and 3
Causative have and get
Form and use
We use have and get in different ways to say that we
cause something to happen or cause somebody to do
something.
havelget + something + past participle
We use have/get ♦ something + past participle when
we pay somebody to do something for us. We don't
say who does the job. Get something done is more
informal than haw. something done.
She got her hair cut yesterday.
I'm having my computer fixed this morning.
We also use have/get + something + past participle to
say that we experience something bad.
Maria had /got her phone stolen last night. (She
didn't want this to happen.)
We never say who did the action with this structure.
have + someone + infinitive (without to)
We use luive + someone + infinitive (without to) when
we ask or tell somebody to do something for us. We
normally use this structure when we have some kind
of power over the other person, because he or she is
our employee, or child, etc. It is quite formal.
Jose had his lawyer write a new contract.
We always say who did the action with this structure
get + someone + to + infinitive
We also use get + someone + to + infinitive when we
ask or tell somebody to do something. We use this
in any context (not just with people we have power
over). It is informal.
We got our teacher to explain the grammar again.
I’ll get my husband to pick you up from the station.
We always say who did the action with this structure
► Exercises 4, 5 and 6
1 Read the sentences. Choose the best options to
complete the explanations below.
1 He stayed at the party for only twenty minutes.
I think I don't think this is a long time.
2 Even Martino came to the exhibition.
I'm surprised / not surprised he came.
3 The journey to the airport took just half an hour.
This is more I less than I expected.
4 Not even their biggest fans will like the band's
new song.
I'm emphasizing 'the band's new song' / 'their
biggest fans'.
5 Miki's not only a musician.
Miki does of her things, too / just this.
6 You look even more tired than yesterday.
You looked / didn't look tired yesterday.
2 Choose the correct options to complete the
conversation. Sometimes both are possible.
A: What are you reading?
B: An article about a man who retired when he
was ’ only I even 35 years old.
A: Wow. He must be really rich. Did he work for a
big bank or something?
B: That's the interesting thing. He2 just / even had
a normal job, and he didn't earn a lot. He was
3 even I just very careful about spending money
and so he saved 75% of his salary every year.
When he had saved enough money, he retired.
A: So how did he save that much money?
B: Well, he made lots of small changes. For
example, he3 4 even / just got rid of his TV.
That way, he didn't see so many adverts, either.
A: Interesting. What else?
B: He also sold his car and bought a bike. If you
cycle everywhere, you don’t5 even I just get
around more cheaply, you also get free exercise!
A: Well, that's true. Anything else?
B: Another tiling was that he never ate out. He
had dinner parties at home. Often, he 6 even /
only told his friends to bring a dish each, so that
made it even cheaper.
A: That's clever. So what’s he doing now?
B: Well, he’s 7 just I only mewed to Brazil for a while.
3 Complete the second sentences with even, just or
only. Sometimes more than one is possible.
1 Tickets for the concert are available for a very
low price - $5.
Tickets for the concert are available for
$5.
2 It's going to rain tomorrow and for several
days after that.
It's not ..... rain tomorrow;
but also in the following days.
3 I'm going to leave in thirty seconds.
I'm about to leave.
4 I passed all my exams. I'm surprised 1 passed
my maths exam.
I passed my maths exam.
5 The pizza 1 had here last week was good. This
one is better than that last one.
This pizza is better than the one I
had last week.
6 I find it strange you’re wearing your
sunglasses. It isn't sunny.
Why are you wearing sunglasses? It isn't
sunny.
4 Rewrite the sentences using have/get something done.
1 The hairdresser is cutting Amy's hair.
Amy
2 Last week we paid someone to fix our w indows,
last week.
3 I'm going to pay someone to wrash my car this
afternoon.
I this afternoon.
4 We asked someone at the hotel to carry our
bags to our room.
______ to <411 I
5 We were tired so asked a restaurant to deliver
some food.
6 If you can’t see, you should ask an optician to
check your eyes.
If you can't see, you should
5 Choose the correct options to complete the sentences.
1 We had our house repainted / to repaint / repaint
last week.
2 The teacher had the students stayed / to stay /
stay after class because ot their bad behaviour.
3 I'll get them brought / to bring / bring us the bill.
4 They had a’ mechanic checked / to check / check
their car because it was making strange noises.
5 I had a dress made / to make / make in London
for the w'edding.
6 We got a company fitted / to fit / fit our new
carpet.
6 Complete the text with the correct forms of these
phrases.
clean your deliver the ingredients
do the cooking do the little jobs
find the perfect gift send an information pack
Life Solutions is here to get1 for
you w hen you don't have time. No time to clean? We’ll
find a cleaning company and have?
for you. Need to buy a present for a friend or relative?
Just give us the details and we'll get one of our
highly trained advisors5 ___Friends
coming for dinner? We'll organize the menu and get
to you. You can even have one of
our chefs5 ..... . for you - before your
friends arrive, of course! For further details, just call
or email and we'll have6 to you
immediately!
J