New

Intermediate

suppor !

Student’s Book

Kathy Gude
with Jayne Wildman OXFO RD
New

Intermediate

Student’s Book
Kathy Gude OXFO RD
with Jayne Wiidman U N IV E R S IT Y P R E S S
 Contents
Unit Reading and Vocabulary Grammar Let’s practise grammar

7 M sen se o f id e n t it y
Who are the British? Present simple and present continuous, Present simple and present continuous
V: Describing characteristics Stative verbs Extension: See hear, feel, taste and smell;
Phrasal verbs - bring in, build up, make up, Adverbs of frequency
put in, put up with
Exam training: Matching headings
R: Matching headings

Page 4 4 6 8
2 I n t h e m in d 's e y e Brain power Modal verbs: ability, permission, obligation Can, have to, may, must, and should
V: The brain and perception and recommendation Extension: Ought to, need to
Exam training: Skim reading Modals in the past
Exam training: Multiple choice
R: Multiple choice

Page 16 16 18 20
Let’s revise Page 28 Units 1 and 2

3 T im e s p a s t Ups and downs of the human race The past: narrative tenses: Past simple, past continuous,
V: Describing people, Survival, Prepositions Past simple, past continuous, past perfect Past perfect
Exam training: Scanning, Summarising Extension: As, when, while
R: Matching

Page 30 30 32 34
9 'W h a t lie s a h e a d Jobs in the future The future: Present continuous, will, going to The future: Present continuous, will, going to
V: Describing growth, Prepositions, Present simple and present simple
Describing abilities Extension: Other uses of will, when as soon as,
Exam training: Missing sentences before and after
R: Missing sentences

Page 42 42 44 46
Let’s revise Page 54 Units 3 and 4

5 T a m e a n d fo r tu n e Fame and the family Modal verbs: logical conclusions Modal verbs: logical conclusions
V: Fame Logical conclusions in the past Logical conclusions in the past
Extension Because, unless, although

Page 56 56 58 60

& m eans o f Body language Present perfect Present perfect

c o m m u n ic a tio n V: Body language Present perfect simple and present perfect Present perfect simple and present perfect continuous
Exam training: Describing pictures continuous Extension: Already, still, yet
R: Matching

Page 68 68 70 72
Let’s revise Page 80 Units 5 and 6

7 'S m a ll b e g in n in g s New York The passive The passive

V: Population Extension: The passive with by, of, with
R: Missing sentences

Page 82 82 84 86
S T a k in g r is k s Measuring the risks Relative clauses Defining relative clauses
V: Possibility, result and chance Defining and non-defining clauses Non-defining clauses
Articles Extension: Where, when

Page 94 94 96 98
Let’s revise Page 106 Units 7 and 8

. 9 -W h a t i f ___ ? Into the wild First and second conditional, Wishes First and second conditional, wishes
V: Wildlife Extension: Would rather, would prefer to, prefer
Phrasal verbs: wear off, wake up, settle in,
bring about, come round

Page 108 108 110 112

7 0 T h e r ig h t c h o ic e ___ Running out of time Reported speech Reported speech
V: Ways of life Reported statements Extension: Suggest and recommend
Phrasal verbs: end up, look after, play on, Reporting requests and demands
pull out, take part

Page 120 120 122 124

Let’s revise Page 132 Units 9 and 10

Grammar reference p134 Word list p142

C: = Culture focus, F: = functions, L - listening, R: = reading, S: = speaking, V: = vocabulary
Listening and Speaking Writing Word focus Culture Zone /
Reading for pleasure
Psychometric tests Writing a letter about yourself Who are the British? C: Different perspectives on the EU
L An announcement, A talk Computer penfriends: Descriptions Phrasal verbs: bring in, build up, make up,
Exam training: True / False Exam training: Avoiding repetition pu t in, put up with
F: Saying what you think, Inviting people Jobs
to speak Wordbuilding
Exam training: Role plays Adjectives
S: Role play - finding out about a job
10 12 14 15
Identity parade Writing a letter giving advice Brain Power R: A New Sport
L A telephone conversation A home-stay visit: Giving advice Crime from Joy Luck Club
Exam training: True or false Phrasal verbs: p u t up, make up, set off, fin d out, by Amy Tan
Exam training: Identifying statements drop off
L Identifying statements Prepositions
F: Asking/ explaining what something means
S: Role play - explaining a theft
:: 24 26 27

Reliving the past Writing a description Ups and downs of the human race C: A parliamentary monarchy
L A talk Great walls: A description of place Confusing words
F: Making comparisons Phrasal verbs: put off, take up, put up with,
U Ordering events let (sb) down, f a ll through
S: Photo discussion
36 38 40 41
23rd Century Twins Writing a formal letter of complaint Jobs in the future R: Five-carfamily
L A radio programme Tomorrow's classroom: Formal and informal Talking about the future by Roger McGough
Exam training: Matching information language Prepositions
F: Talking about the future Phrasal verbs: bring about, come up against,
S: Photo discussion count on, be up to, work out
Song: Imagine
48 50 52 53

Making changes Writing an argument for and against Fame and the family C: Music 21st century style
L: A talk Ambition: style Prepositions
Exam training: Multiple choice Exam training: Planning a composition Expressions
F: Persuading someone Phrasal verbs: hang on to, p u t off, carry on,
S: Role play - planning a weekend work out, go without
S: Photo discussion
62 64 66 67
Varieties of English Writing a letter of enquiry Body language R: TheJudge'shouse
L Radio programme Mobile phones: Formal and informal vocabulary Varieties of English by Bram Stoker
F: Giving opinions Adjectives
S: A class debate Phrasal verbs: tryout, keep up, look for,
Song: Wordy rappinghood fin d out, f ill in
74 76 78 79

Inventing tomorrow Travel w riter of the year New York C: Spending habits and lifestyles
L A talk Writing a story: Ordering paragraphs and events Confusing words
A radio interview Uses of get
F: Conversation fillers Phrasal verbs: come up with, set up, make up,
S: Role play - making enquiries keep up with, grow up
Song: You can get it if you really want
88 90 92 93
Emergency fitness Writing a message and an informal letter Measuring the risks R: The London Road
L A telephone conversation Prepositions from When 1 walked out one summer morning
F: Giving reasons Describing risk by Laurie Lee
S: Photo discussion Phrasal verbs: put (sb) through, hang up,
Song: Nobody does it better hold back, get back, call back, get in
100 102 104 105

If you were in their shoes... Writing a discursive composition Into the wild C: Notting Hill Carnival
L A TV programme 1 wish ...: Expressing personal opinions Phrasal verbs: bring in, come round, settle in Chinese New Year
F: Suggesting alternatives split in, wear o ff
S: Photo discussion Confusing words
Song: Our house Giving an opinion
114 116 118 119
What next? Writing a formal letter of application Running out of time R: Pygmalion
L Listening to opinions, a news report Applying for a job Confusing words by George Bernard Shaw
F: Expressing approval and disapproval Phrasal verbs: carry out, give up, handover,
S: Photo discussion keep on, send in, take on, take up
Song: Turn
126 128 130 133
¥ A s e n s e o f i d e n t i t y

W lio arc the 'British?

Q i f / c l r q r f # /:
Matching headings
1 How much do you know about Britain? Try to identify the main point of each paragraph while
1 Whal is the name of the political union which includes you are reading. This w ill help you to understand what
England. Scotland, Wales and Northern Ireland? you are reading and to remember what you have read.
2 What is Ihe geographical name for England, Scotland
and Wales? 5 Match headings a -h to paragraphs 1 -7 . There is one
3 What is the shortesl distance between England and heading you do not need.
Trance? a A successful com bination
a 24 km b 34 km c 48 km b An independent island
4 How can people travel to France? c Recent history
a by ferry b via a bridge c via a tunnel d Our view of others
e Four nations in one
f Ancient history
g Surprising contradictions
h A necessary industry

6 In pairs, tell your partner what you remember reading.

Use the headings to help you.

7 Answer the questions about the text.

1 Whose opinions does the w rite r refer to? Why?
2 What does the w riter find interesting about British
characteristics?

V o cab u lary
Describing characteristics
8 The words below all describe people’s characteristics.
Reading Match each word in 1 -5 to the correct meaning, a or b.
2 Match words 1 -5 to their meanings a-e. 1 talkative / direct
1 characteristics a tra d itio n a l ways of behaving a saying w hat you mean
2 generalisations b different kinds of pronunciation b liking to talk a lot
3 accents c distinctive features or qualities 2 aggressive / arrogant
4 backgrounds d statements based on a few a behaving as though you are better than others
examples b ready or likely to attack
5 customs e experiences and upbringing 3 serious / reserved
a quiet or shy
Look at the title of the article opposite. What information
b thoughtful or unsm iling
do you think it includes?
4 tolerant / traditional
Read the text quickly. Write the tim e you start and finish. a accepting something you dislike or disagree w ith
How long did it take? b relating to an old way of life
Starting t im e : ______ 5 outgoing / excitable
Finishing t im e : ______ a quick to show enthusiasm
Time ta k e n :______ b friendly and interested in others
 Reading

NATioNALC h a r a c t e r i s t i c s
-Ve often see other nationalities as having a set of
5 In the 1950s, many Commonwealth citizens, mostly
characteristics which set them apart from others,
from the West Indies, emigrated to Britain. Others came
particularly ourselves: the Italians are excitable and love
too: Asians came from the Indian subcontinent and Africa,
children, the Finns are reserved people who say very little, and Chinese people came from Hong Kong. Many of these
and so on. But, if you look more closely, the situation
newcomers have put in a lot of effort to build up successful
appears more complicated. You become aware that the
businesses. Together w ith Arabs and Africans, they make up
Italians, for example, have the fewest children per family in 6.4% of the population and help to form what is now a
Europe, and the Finns love to talk on their mobile phones. multi-racial society.
The British are famous for their tolerance and sense of
6 Even th o u g h th e people in B rita in all have d iffe re n t
humour, yet they don't always say what they think and can
accents, d iffe re n t c u ltu ra l backgrounds and d iffe re n t views,
De intentionally rude. This amazes Americans, who do not
and even d iffe re n t languages, th e y are s till all part o f an
understand such behaviour. Britain's nearest neighbours island race, whose c u ltu re and custom s are m ixe d so w ell
can be just as surprised as the Americans. French writer to g e th e r th a t th e y produce a British id e n tity .
Andre Maurois wrote: 'In France, it is rude not to have a
lo understand B rita in , however, its people te ll you, takes
.onversation with someone: in England, it is unwise to m a n y visits. Bearing in m in d th e ir in a b ility to say w h a t
nave one. No one there blames you for silence. When you
th e y m ean, th is p ro b a b ly translates as: 'A lth o u g h we regard
nave not opened your mouth for three years, they will
to u ris m as rather undesirable, we put up w ith it because we
mink, "This Frenchman's quite a nice fellow".' need the business the visito rs are b rin g in g in .’
As with the Italians and the Finns, the truth about the
mitish is, of course, much more complicated. However, Based on Brian Bell, Insight Guides Great llritain
perhaps certain generalisations can be made. Britain is an
'.and - a fact not changed by the construction of the
1 hannei Funnel - and it has not been successfully Phrasal verbs
mnquered since 1066. For this reason, Britain and the 10 Underline the correct phrasal verbs in 1 -5 , then match
British remain deeply individualistic.
them to meanings a -e . The verbs appear in the text.
However, the British are not one nationality but four,
■ho all see each other differently. To the English, the Welsh 1 We all p u t in / brought in a lot of work for this exam.
e a much more talkative group than themselves, and 2 It takes tim e to make up / build up a successful business.
"deed Wales has produced many preachers and trade 3 Together they make up / p u t up with a group of very
anion leaders, particularly in the 19 th century. In contrast,
interesting people.
: e Scots are seen as serious and sometimes mean.
4 I find it d iffic u lt to bring in / p u t up with arrogant
people.
5 Tourism now brings in / p u t in a large am ount of money.
9 Complete the sentences using words from 8.
a develop (over tim e) d form
1 That man is so He thinks he is more b bear or stand e spend a lot of tim e doing
im portant than everyone else. c attract (business)
2 Hatty is not v e r y ____________ at the best of times.
She’s norm ally very quiet.
B He’s s o ______________ He never shouts at the children Time to taittJ
when they are noisy and excitable.
4 Julia just can’t b e ______________ She always has to What national characteristics are m entioned in the article?
make a joke about the situation. Who do they belong to? Are you surprised by any of these?
Some people become v e r y _____ when they Why? Why not?
drive. They are really quite dangerous. Why docs the w rite r th in k the British are individualists?
Stella makes friends very quickly. She’s very What are your n a tio n a lity’s characteristics? What events and
situations have helped to form them?
 Grammar

Present sim ple and present

continuous
1 ^ 1.1 Listen to an interview with Camilla, the girl in the
photo, and choose the correct words or phrases to
complete the sentences.
1 Camilla looks a like Posh Spice, b amazing.
2 She often works as a a model, b a look-alike.
3 People are offering Camilla more and more a money,
b work.
4 Camilla is a not studying now. b still at university.
5 Today, Camilla is a staying at home, b working fo r a
magazine.
6 People are always asking her for a an autograph, b about
the future.

G r a m m a r ch ectc > P134

P resent sim p le and p re se n t c o n tin u o u s

Uses
1 Look at the uses of the present simple and present
continuous. Match sentences 1 -6 , about Camilla,
in 1 above to uses a -f.
Present simple
We use the present simple for:
a something that happens regularly or is a routine
z
b something that is perm anent or generally true
2 Put the verb in brackets in the correct form of the present
Present continuous
We use the present continuous for:
c something that is happening at, or around, the
m om ent of sp e a king______
d something th a t is tem porary, or not a normal
r o u tin e ______
e a changing s itu a tio n ______
f som ething that often happens and annoys the
speaker______
Form
2 Decide whether sentences 1 -4 refer to the present
simple or the present continuous.
1 We form the negative and questions w ith do /
does.
2 We add an s to the third person singular verb, e.g.
works, lives.
3 We form this tense w ith the verb be + the -ing
form of the verb.
4 Some verbs are not used in this tense, e.g. think,
know, understand.
simple or present continuous.
1 I _____________ (work) in Paris this week, film in g an
advert for sportswear.
2 J a m ie ____________ (not / play) football every week.
3 Look! W h y ____________ (they / wear) those Batman
costumes?
4 (you / like) the new Victoria Beckham CD?
5 He (not sing). It’s a recording. Look at his
lips.
6 They ________ (usually / not watch) television at
the weekend.
7 S heena_____________ (always / phone) really late at
night. She’s so annoying.
8 According to scientists, the E a rth _____________ (get)
hotter.
Make questions from these notes. Then ask and answer
the questions in pairs.
1 w hat / you / usually / do / at the weekend?
2 w hat / you / do / now?
3 you / read / anything interesting at the moment?
4 how often / you / usually / go / to the cinema?
5 who / be / your favourite / actor?
6 what kind of music / you / like?
7 w hat subjects / you / study / this year?
 'R e m e m b e r ? Let’s activate
Non-continuous forms Some verbs which describe states Interview a famous person
are not norm ally used in the continuous, e.g. be, love, Imagine you are a famous person. Decide:
have, think.
• w hat you do.
Some verbs are used to describe either a state or an
• w hat your usual routine is.
action, e.g. Anne has two sisters (state). She’s having a
• which functions you norm ally attend, e.g. parties, dinners.
shower (action).
• what things are changing in your life.
• how you feel when someone recognises you.
Look at these verbs and decide which verbs describe a
• w hat you are doing this week / month.
state and which describe an action.
• w hat you like / don’t like about the job / your life.
believe go work dislike look hate
In pairs, interview each other to find out the information
study know like spend love make
in 7.
include be live need understand speak
sleep want do Write a short article for a magazine about your partner’s
life. Use your notes to help you.
Stative verbs Action verbs

believe 9°
Ul

Match questions 1 -6 to the correct answers, a -f.

1 What are you thinking?
2 Do you see what
I mean?
3 Where’s Patrick?
4 Do you th in k i t ’s a
good idea?
5 Are you going out
w ith anyone?
6 What does he look like?
a He’s got very blue eyes and
dark hair.
b No. In my opinion it w o n ’t
work.
c Yes, I understand perfectly.
d Yes, I’m seeing Michael,
but i t ’s not serious.
e He’s having a bath.
f I was just w ondering if it
w ill rain.

Read the article about a look-alike couple. Put the verb in

brackets in the correct tense, present simple or present
continuous.

W fm m

Superman's
WBmI "

I i # hen Michelle Bada 1 (come) homi
W w from w ork as a sales assistant in New York, she
° f t en 2----------------------(find) her husband, Cory, dressed as
Superman. ‘H e ---------------------(always do) strange things
like ju m pin g off the fu rn itu re and pretending to fly rount
the apartm ent,’ says Michelle. W hat’s the reason for his
strange behaviour? Cory _____________ (work) as a look-
alike. The idea came to him when he was unemployed.
He wanted to be an actor, but it was d iffic u lt to find work
People were always saying, "You _____________ (look)
like S uperm an.6---------------------- (be) you the actor?" so I
thought to myself "T hat’s a way to find w o rk!"’, explains
Cory. Now he ---------------------- (perform) as Superman a lot
of the time, although at the m om ent he 8____________
(appear) in a play. In fact, he s t ill"_____________ (hope) to
make it as a serious actor. If he does. Michelle w ill miss
being Wonder Woman. She became Wonder Woman to
keep Cory company. ‘I was self-conscious at first, but now I
: (begin) to enjoy i t ’, she says. ‘It’s fu n !’
 Let’s practise grammar

Present simple and present continuous 3 Read the sentences. Then rewrite them using the tim e
1 Put the verb in brackets in the correct tense, present expression in brackets and the present continuous where
simple or present continuous. possible.
1 Most p e o p le ____________ (want) to be good at th e ir Example
job. I ’m having lunch early today.
2 Kate is a supermodel. S h e _____________ (travel) all
1 I have lunch early, (today)
round the world.
2 Roger doesn’t know Maggie very well, (at the moment)
3 ____________ D a v id ______________ (do) athletics today?
3 I understand you. (now)
4 Teenage tennis s ta rs _____________ (get) younger and
4 Paul goes to work by bus. (this week)
younger.
5 Jenny spends a lot of tim e w ith James, (lately)
5 T in a ____________ (always / complain) about having no
6 Charlie studies German, (this year)
money, but she’s got more money than me!
7 The sports programme includes water sports, (this
6 P a u l____________ (save up) to buy a new computer.
month)
7 R achel_____________ (always / talk) on her mobile. She
even uses it in the cinema! 4 Complete the sentences using the correct form of have.
8 What t im e _____________ you n o rm a lly _____________ 1 J u lia ____________ brown hair and blue eyes.
(start) work? 2 W e ____________ ju s t ______________ a cup of coffee.
9 I _____________ (not understand) these instructions. Would you like one?
S o m e th in g ____________ (seem) to be missing. 3 I th in k J o e _____________ a sleep. He said he was tired.
4 f _____________ a fear of spiders. ! can't stand them .
2 Underline the correct form of the verb to complete the 5 At school w e a break for lunch at 12.30
text.
every day.
6 Simon looks awful. H e a very bad cold
and a headache.

Englishman
7 I received a postcard from Sophie this m orning. She
a wonderful tim e in Greece.
8 Jess____________ driving lessons. She hopes to take her

NewYork
test next m onth.

'It's n o t until you go abroad, o r meet people

from another country, that you ' think / are
thinking o f yourself in term s o f having a
national id e n tity’, says Leon Davies. W e 2 talk
/ are talking in his new flat in N e w York. Leon
is British b u t 3 lives / is living in N e w Y ork fo r a
year, while doing a post-graduate degree at
Columbia University. ‘14 don’t remember / am
not remembering thinking about national
differences in England. But when you are
surrounded by people from many o th e r
countries, you 5 start / are starting to notice
the way different nationalities 6 express / are
expressing themselves, the way they 7 behave /
are behaving, and so o n .’ I 8 ask / am asking
him if he 9 feels / is feeling British. T h a t's just
i t , he says. ‘N o w I’m away from home, I’ve
become a typical Englishman. I 10 have / am
having tea at 4.30, 11 talk / am talking about
the weather, and 12 always know / am always
knowing the cricket score.’

o
Extension
See, hear, feel, taste and smell P P134)
These verbs can be used to describe our senses. When used
in this way, we do not usually use them in the continuous,
hstead we use them with can.
E xa m p le s
1can see Jeremy coming down the mad.
can taste nuts in this chocolate.
W n * 4 „ 1 4 „ h l4 <
We use taste, feel and smell w ith o u t can to describe the
ng we are eating, touching, sm elling, e.g. This apple
castes bad.
Look at the pictures below and write your own sentences
using smell, taste, fe e l and see.
Complete the sentences using see, hear, taste, fe e l and
sm ell correctly.
1 you the music? I th in k
there must be a party somewhere.
That f is h _____________ horrible. I'd better open the
window.
I _____________ a draught. Is there a w indow open?
This dessert____________ w onderful. It's so fruity.
I need new glasses. I _____________ (not) w hat that
poster says and it's only a few metres away.
That w in d _____________ cold.
som ething burning.
Adverbs of frequency ( > pi34)
7 Put the adverb in brackets in the correct position.
Jo is late for work, (regularly)
Steve plays cricket after school in summer, (frequently)
My sister is borrowing my clothes, (always)
Mark doesn’t d rin k tea. (usually)
They d o n ’t watch television in the evening, (often)
My friend jane is bad tempered, (never)
I am forgetting my homework, (always)
Do you visit London? (ever)

The right word

8 Complete the text using the correct form of these verbs.

w rite begin look put on appear

hope play be look

(1935-1977)

The pop star 'kins' o f rock 'n ' roll

W rite r Lee Hall's play C ooking w ith Elvis
a b o u t an Elvis
im personator.
llipci JVI Joe — C—affrey -
. ............ .1__j.:____ \
Elvis in th is p ro d u c tio n . W hen he
his w h ite suit,
he 4 ju st like th e
kin g o f rock 'n ' ro ll. A t th e
m o m e n t, Caffrey
5_______ _ in th e show
in th e W est End. Lee
H a ll6-------------- — r t0
m ake a nam e fo r him self
as a w rite r. His w o rk , w hich
includes th e film B illy E lliot,
a t life and
d e a th in a comical, im a g in a tive
way. H a ll8- --------------- — a new
play, w h ic h he 9 —
kq ac d irrpssful as C ooking
 Listening and speaking

'Psychometric tests
Listening A.n a n n o u n tem ent

3 ^ J i .2 Listen to an announcement for a talk and

complete the notes.

Personality test S u b j e c t : _________________________________

Place:
Try these questions from a personality test and Starting tim e:
see what the results show about you. Be honest Speaker:
with your answers. No. of seats:
1 Are you more successful at:
a dealing w ith the unexpected and seeing
quickly what you must do?
>
b follow ing a carefully worked out plan? True or false?

2 Are these statements true or false for you? Read each statement very carefully before you listen. Only
part of the statement may be true.
a People should sort out their own
problems.
b I can get more done when I work alone,
c I like telling people funny stories, ^a)i.3 Now listen to the talk and decide if statements
1 -6 are true or false.
d I show my emotions easily.
1 Psychometric tests can be compared to a questionnaire.

A bility test 2 The tests are used by 18% of UK employers to recruit

new staff.
Answer these questions to see how good you 3 The tests are sometimes expensive and take a lot of
are at solving visual problems. tim e.
1 What s the next shape in the sequence: a, b, c 4 The results of the tests are always reliable.
or d? 5 If you prepare well for the tests, you are more likely to
get the job you want.
6 If you can’t answer a question, you should try to guess
(a) (b) the answer.

(C) (d)
mm
i S M v p f r

2 How many L-shapes are required to fill the

square w ith o u t leaving any gaps?

(Answers on page 151)

 Some of these words were in the talk. In pairs, decide Having a conversation
what the difference in meaning is between each pair of 11 Q r . s In a discussion it is important that one person
words. does not do all the talking. Read the dialogue. Then listen
1 management / staff to the recording and fill in the gaps.
2 employers / employees
3 job / work
4 interviewer / interviewee Saying what you think / Inviting people to speak
5 recruit / make redundant Ben Personally, I d o n ’t th in k that you need a sense of
hum our to be an a rtis t.1 ____________ Anna?
Complete the sentences using one word from each pair in
Anna It seems to me that a sense of hum our’s essential
5 in the correct form.
for anything you d o .2 _____________ it helps you
1 M a n y ____________ nowadays have the right to strike.
to deal w ith all sorts of problems. What do you
2 When asked q u e stio n s,_____________ are always
think, Joseph?
nervous about th e ir answers.
Joseph Well, generally speaking,3 ____________ that it
3 Jim has been looking for a _____________ for several
helps, but I’m not sure i t ’s essential.
months now.
4 The problems in the company have been caused by the
b a d _____________ of the company directors. Discussion
5 Jenny lost her job but a company in tow n is
12 In pairs, decide what jobs the people in the pictures do,
_____________ more staff at the mom ent.
then talk about what qualities people need to do them.
Use the fist in 10 and the expressions in 11 to help you.

Speaking
Pronunciation
Look at the underlined part of the verb. This marks
the stressed syllable. Which syllable is it for most of
the verbs? In pairs, practise saying the words.
1 decide 6 behave
2 entertain 7 perform
3 annoy 8 motivate
4 attract 9 confuse .
5 employ 10 invent

Make nouns from the verbs in 1 -1 0 in 7 using the endings

below. You may have to change some letters.
-our -merit -ion -ance

^ 1.4 In pairs, say the nouns you made in 8 and decide

which syllable is stressed. Are the stressed syllables in the
nouns the same as those in the verbs? Listen and check
'xam training
your answers.

Role plays
■ocabular'i Use your personal experience and the experience of
Here are some qualities people need for different kinds of people you know to help you imagine the situation and
jobs. Complete the words. pretend you are actually in it.
1 patien__
2 determ inat____ 13 Student A: You have seen an advert for a summer job in a
3 physical streng__ hotel and are phoning the hotel about the job. Find out
4 a sense of hum ____ about:
5 a sense of responsibil____ • experience or qualifications needed for the job
6 th e a b il to w ork alone • payment offered
7 a bility to co-oper w ith others • hours and days of work
8 toler______ Student B: Look at the information on page 141 and
9 fiexibil answer Student A’s questions
u >
 Writing a letter about yourself
^ ___ J

'Computerpen frMentis

Punctuation in English 3 Sam is writing to Compu-pen-friends to introduce herself.

Add the correct punctuation to her email.
Symbol and nam e
, a com m a
a fu ll stop »■' From Date Received Date Sent

C a capital le tte r
? a question m ark
dear ms smith
speech marks 1 i saw your advert and would like to
! an exclam ation m ark apply for a pen friend my name is sam i
am 17 years old tall and have black hair
X a colon
and brown eyes
* an apostrophe 2 i dont know if i m a typical australian or
not i go surfing but i dont have a pet
A When are these p u n c tu a tio n sym bols used in
English? koala and i never call people sport isnt
that how people see australians
B How do these uses com pare w ith p u n c tu a tio n in 3 i m quiet but i have a sense of humour i
yo u r language? enjoy going to discos and we have
beach barbecues in summer i ve always
been interested in music but my passion
is jazz
1 Listen to your teacher read out a paragraph in English.
4 my family live in a bungalow outside
Write what he / she says, including the punctuation. Can
town my parents are teachers i have
you see any differences between how you punctuate in two sisters
English and your language? What are they? the most interesting school subject for
me is history i can speak french but i am
not good at maths
Studying the sam ple 5 i intend to visit the usa as i find it
fascinating i m looking forward to having
Read the advertisement and answer the questions. a penfriend
1 What is a penfriend? yours sincerely
2 Would it be interesting to have a penfriend in another sam dunsford
country? Why?

if. f§ j | !% '§ Kf~ 4 Now match these headings to the paragraphs in Sam’s
ill s email.

a Future plans d Character and interests

b Physical description e Nationality
c Home and school

Steps to better w riting

Descriptions
Which of the adjectives can describe:
1 hair?
Looking for a penfriend?
2 size?

Look no 3 eyes?

curly stocky wavy of m edium build

Simply complete the application form below and email it to us together
with a short description of yourself. We’ll do our best to match you on black round brown short fa ir slim
our computer to someone you’ll really click with! w e ll-b u ilt green blue straight dark

6 Use some of the words in 5 to write three sentences

describing your appearance.
 iodiffing adverbs c h a ra c te r

1' jd ify in g adverbs are used before adjectives to strengthen or 10 Match words 1 -8 to their opposites, a -h .
■ eaken them . 1 quiet a slow to make friends

E xa m ples 2 shy b unem otional

3 easy-going c confident
not very tired.
: completely crazy. 4 generous d im patient
5 friendly e mean
Look at the adverbs below and complete 1 and 2. f outgoing
6 affectionate
very extremely rather completely 7 nervous g uncaring
quite absolutely * really 8 sensitive h calm

1 Put the adverbs in order in the table according to how 11 Use the words in 10 to complete these sentences so that
much they strengthen adjectives. they are true for you.
I’m by nature.
- moderate degree A large degree Completely My friends say that I am a(n) sort of
person.
I th in k I’m q u ite __________ towards other people.
I sometimes find it d iffic u lt to be
2 Which tw o adverbs can be used before ungradable I’d like to th in k I was a (n )----------- person.
adjectives like right or correct but cannot be used w ith
gradable adjectives like nice or pretty?
W riting a letter about yourself
Use one of the adverbs in 7 to complete each sentence.
More than one answer may be possible. Understanding the tasfc
1 My new neighbours seem to b e ---------------------- a nice You are going to send a letter to Compu-pen-friends introducing
couple. yourself.
2 London is a(n) popular place w ith
tourists. M illions visit the city each year. Planning
The British have a (n )_____________ different kind of 12 In pairs use these points to plan your profile. Decide what
diet from the French. order the paragraphs will be in.
I s a w _____________ an astonishing sight the other day. I • future plans
couldn’t believe my eyes. • character and interests
Although we th in k w alking i s -------------- . a boring • physical description
thing to do, we need the exercise. • home and school
‘ Five plus five is ten.’ T h a t i s ------- right.’

which of these prepositions can you use with words 1 -7 . VJriting

Some words take more than one. 13 Now write your letter following your plan. Use some of
the adjectives and adverbs in this section.
on • in of w ith by at

5 embarrassed
1 interested
6 hectcing
2 ashamed keen
14 Check that:
3 proud bored
• your punctuation and gram m ar are correct.
4 good
• you have spelled words correctly.
• your letter is interesting.
• you have included some of the adjectives and adverbs
you have studied.
• you have w ritten between 120-150 words.
 Word focus

Vvlho are the British? Extension

1 Put the correct form of the word in brackets in a suitable
place in the sentences.
Mordbuilding
1 The Welsh are thought to be a group of people, (talk) 4 Change adjectives 1 -6 into nouns. Then match them with
2 People in Britain come from many different meanings a -f.

backgrounds, (culture) 1 tolerant

3 Do you th in k men are more than women? (aggression) 2 serious
4 I like Tom but he always seems very when you talk to 3 traditional
him. (reserve) 4 arrogant
5 Nowadays, people all over the world need to be towards 5 aggressive
one another, (tolerance) 6 individualistic
6 My m other’s always te llin g my sister not to be so and to
a accepting som ething you dislike
try to keep calm, (excite)
b behaving as though you are better than others
c som ething which has been done fo r years
Phrasal verbs
d being different from others
2 Complete the replies to questions 1 -5 using the correct e feeling of w anting to attack others
form of these phrasal verbs. f state of being sensible or im portant
bring in b u ild u p p u tin put up w ith
make up Negative adjectives
1 • How hard do I need to w ork to pass the exam? 5 Add in, un or im to make adjectives 1-11 negative. Which
o | th in k you w ill need t o _____________ a lot of work. prefix is used the most often?

2 • I can’t w ork w ith all that noise going on! 1 tolerant 7 w illin g
a I’m sorrv but vou’ll just have to it fnr 2 intentional 8 personal
the mom ent. 3 popular 9 patient
3 • What exactly does the United Kingdom consist of? 4 successful 10 reliable
s> i t ’s of England, Wales, Scotland and 5 able 11 friendly
Northern Ireland. 6 desirable
4 • What are the real advantages of tourism? Now complete these sentences using adjectives in 5 in the
- Well, for one thing, i t _____________ a lot of money. positive or negative form.
5 • Do you th in k Sam’s business w ill ever be successful? 1 I am sorry that I’m ________ to come to your party
" Oh yes, when he’s _____________ more trade. on Saturday.
I apologise for upsetting you. I d id n ’t mean it. It was
Words connected with jobs c o m p le te ly ____________
3 Put the letters in 1 -8 in the correct order to make words My father is a v e r y _____________ man. He seems to be
to complete the text. liked by everybody.
The cashier at the bank w a s _____________ to help the
customer. She sim ply refused to serve the woman.
Dear Vaul, . . I th in k sending an email is a ra th e r_____________ way
I went fo r firs t vievTm ter fo r a jo b the other % An the of thanking someone.
o ther e e s v ie te rw in who were waiting in the room looke-d Jane is nice when you get to know her but she seems
e*tremeh| nervous, but I d e eded that I wou\d tr>( to sta^ calm.
ra th e r_____________ at first.
The company had d e eded to ! t u r c ir e two new
Tony is t o o ______________ He’s always losing his temper.
■le p e n i(N e s straight fro m s ch o o l so we were ah about the
Don’t depend on Sally. She’s v e r y ______________ She
same age We talked fo r about h a lf an hour, and I was then
may say she’ll help you, but she probably w on’t.
taken to meet some of the existing s a fft. I m ust ^ th &1 were
a ll verv frien d ly and even made some jo ke s about th e ir
p lrw e m e rs and the b o js the') do there. I quite enjoyed the
whole experience, so I hope I'm going to be \uckv[ enough to
fcrow there sometime soon.
Yours,
 Different perspectives on the EU
A ctin g like a hu g e um b rella, the Eu ro p ean U nio n reaches over the lives o f all w h o live in it: th ro u g h the
creation o f c o m m o n law s, reg u latio n s an d m arkets, there is no o ne it d o esn 't affect. The n u m b e r of hours
w e w o rk, the a m o u n t o f ho lid ays w e have, the m o ney m a n y co u n tries use, the system of ag ricu ltu re, and
the level of e n viro n m e n tal protection are all d ecid ed to so m e extent by the EU. Its creatio n also m eans
mat p e o p le are m uch freer to live an d w o rk w h e re they w a n t to w ith in the EU

recent survey of 1,225 people

A
between the ages of 21 and 35
in Germany, France, Italy and
Britain found that a majority of young
adults still identify themselves with
their native countries. But close to one-
third prefer to call themselves
curopean; in Italy, the number is over
40%.
However, some people worry that the
existence o f the EU means that
individual countries w ithin it are losing
their uniqueness: their own identity. 'It
was very different when I travelled
across Europe 17 years ago1, says
Frangoise, w ho lives in Paris. 'Each
country was very different from the
others. Now you walk through Paris or
London and you see the same shops.
Unity is good but maybe we are losing
something special.’
Others, however, think they have
gained something. Julia, a young Brit
who lives in Brussels says, ’People in
Brussels speak several different
■anguages, so you don’t think about
anyone's nationality. You can get used
to that and so when you go to places
where you do n't have that mix, you
'eel you are missing out on something ’
Constantine, who was born in
Greece, has also experienced the same
feeling in his home village He has lived
in several different European capitals,
and says that because he works for
international companies, and has
friends in many different countries, he
feels at home in an international
environment. So when he visits his
parents, he feels a bit like a tourist
these days However, that doesn’t stop
him wanting to return home when he
has children. ’Of course I want my
children to grow up in my own country,
with grandparents and aunts and
uncles’, he says.
The idea of a united Europe was
developed by France and Germany
after the Second World War. Both
powers feared that another war would
destroy the continent again. Today,
young people in western Europe have
grown up w ith a Europe that is firmly
united. W ith the expansion of the EU,
more countries will be added to the
cultural mix. Optimists hope that this
will enrich us all. Pessimists fear that
the countries entering the Union for
the first time will become more and
more like all the rest

Read the article and answer these questions. / A

Talking about your country
1 What effect has the EU had on job seekers?
2 In the countries that took part in the survey, where did 1 Do people travel to find w ork where you live?
most young adults feel they belonged? 2 How strong are national feelings in your country?
3 What negative effect do some people th in k the EU has 3 What do you th in k is the benefit of being part of an
had? organisation such as the EU?
4 What kind of environm ent does Constantine feel happy 4 Do you th in k it is possible to be part of a larger
in? organisation, like the EU, and still keep your national
5 Why did the idea of the EU seem a good one to France identity?
and Germany? 5 What aspects of your national identity do you w ant to
6 How do people feel about more countries entering the protect?
EU? V_ . .— J
_
 -S? Wn f lie m in d 's e y e

'Brainpower T itle:_______________
Have you ever found yourself in the embarrassing p o v .a
' t t e m o r y t e s t of meeting someone you think you have met before bu: n*
being able to remember their name, or even where or v.
you saw their face? Well, you're not the only one! Bu: i
needn't worry - help is on the way. You see, a good men: :*
depends on how observant you are. So if you know ho 1
use your powers of observation, you can overc: n
common memory problems like remembering names rn
faces.
M any people, when introduced to others, know :hi
they are going to forget their names anyway. For :n
reason, they go through a whole series of introduct: :«|
w ithout really looking at the faces of those they are K n
introduced to. Their fear of failure actually guarantees :n
they won't succeed. Even those who do look at new ::a
w ill often tend to see them as a general picture, and dc ni
really look at specific characteristics. However, because y :«
1 Follow the instructions. memory works by making connections between ideas, a®
also by noticing anything outstanding, it's essential :h
1 Look at these numbers and objects for 30 seconds and
when you see a new face, you look at it properly so that 3
try to memorise them .
can remember any unusual features. This doesn't n:ea
2 Now close your books and w rite down the numbers peering rudely at the person's face, but simply taking 2
and objects you can remember. active, intelligent interest.
3 Compare your list w ith a partner’s. Which were easier You can practise this by looking at people in publ
to remember: the figures or the pictures? places and giving yourself different parts of the face to . i
at. On one day you might concentrate on noses, anccri
day on eyebrows, another day on ears or general hd
shapes, etc. You w ill be surprised to find that each pan
Reading each face varies enormously from person to person. ::
that your increasing ability to notice differences w ill heir
2 Match adjectives 1 -5 to their meanings a-e.
remind you of the new people you meet.
1 embarrassing a feeling sure about your own abilities To help you even further, you can use this way
2 observant b extremely good or excellent remembering names when being introduced. If
3 outstanding c making you feel uncom fortable
4 confident d rude
5 im polite e good at noticing things

x a m tr a in in g

Skim reading
This helps us to understand what a w hole text is about.
Before you start to answer questions about a text, read it
through quickly to get a general idea of w hat it is about.
Do not w orry about the meanings of individual words.

3 Skim read the article and think of a title for it. Then, as a
class, compare titles and decide which one is best.

©

: seated, and then use it politely in the conversation you
ive. It's far more polite to use the name of the person
u ’ve just met than to refer to them as 'y o u , or he or
ce’ when talking to a third person.
Another good idea is to ask about the meaning of the
■-son's surname. Most people have some knowledge of, or
- interested in, the meaning of their names and are happy
-: talk about it. During the conversation, if there's anything
. rusual about either the face or the name, try to link it w ith
mething else that w ill help you to remember. The
. .v antage of this is that the more successful you become at
membering names, the more confident and happier you
ill be about meeting new people.
T o n y B u z a n , M a k e th e M o s t o f y o u r M in d
3 What does the w rite r suggest you do when meeting
others?
a Avoid comments which require using someone’s
name.
b Repeat a person’s name as often as possible,
c Show an interest in the meaning of a person’s
surname.
d Explain the meaning of your own name.
4 What is the w rite r’s conclusion?
a People w ill find the methods he is suggesting work,
b Not everyone w ill be successful at remembering
names and faces,
c There may be other more effective ways of
rem em bering things,
d Confidence has very little to do w ith memory.
V o cab u la ry
The brain and perception
6 Match the pairs of words below to the pairs of sentences
1 -5 . Then complete the sentences using the correct word.

brain / senses m e m o ry /m in d remember / remind

observation / concentration m eaning / explanation
4 Answer these questions about the text.
What do a lot of people often find d iffic u lt to remember? 1 a You can practise your powers of m

Why does this happen? crowded places.

If we have a bad memory, what should we try to do in It needed a lot o f ________ to solve the maths
our everyday lives? problems.
What are most people interested in? 2 a Can y o u _____________ me to post this letter?
b I can n e v e r_____ our new neighbour’s
■xanmTraining name.

Multiple choice 3 a Which of our five do you th in k is the

Read the first part of the question and each possible most important?
answer carefully. If you are not sure about an answer, try The h u m a n _____ is much more powerful
to w ork out why the other answers are incorrect. than we ever imagined.
4 a W hat’s t h e ___________ of the word m ind?
Read these questions, then choose the best answer, a, b, c b Can you th in k of an _________for his strange
or d. Underline the part of the text which helps you to behaviour?
find the right answer. 5 a I have such a poor _ _. I’m particularly
1 When people are introduced to others, they often bad w ith dates.
a remember only the faces of the people they see first, b A lot of his problems are all in his
b give up trying to remember names and faces too
easily.
c are afraid of meeting people they do not know,
d remember the specific characteristics of only one
person’s face. What are you very good / bad at remembering?
2 The w riter suggests that the best way to train yourself to What kinds of things bring back memories for you. e.g.
rem ember names and faces is to sounds, smells, sights?
a try to meet as many new people as possible, What do you remember doing during your summ er / w inter
b stare hard at any new face you see. holidays as a child?
c become more observant of w hat people are wearing, In what other areas of your life could having a better
d look for differences in one particular facial feature. m em ory help you?
 Grammar

Modal verbs: a b ility, perm ission, :

G ra m m a r ctoecfc ► P134 J
obligation and recom m endation
Match cartoons a—f to conversations 1—6. Then complete M o d a l verbs
the conversations using a suitable verb.
Uses
Match can, ca n ’t, must, m ustn’t, should, sh ouldn ’t,
and m ay to the correct use.
a obligation to do something: m u s t
b obligation not to do s o m e th in g :____________
c recom mendation to do s o m e th in g :___________
d recom mendation not to do something:

e ab ility to do s o m e th in g :____
f permission to do something: and

Forms
Complete the sentences.
1 We use modal verbs can, must, m ustn’t, should,
may e t h e ---------------------- form of I he verb, e.g.
work, be, have.
2 Modal verbs don't usually add an s for he.
--------------------- a n d ----------------------forms.

'Rtemembcr'S ilHSISiSSi

Have to in affirm ative sentences has a sim ilar meaning to

must. The negative form of have to is d o n ’t have to, which
means som ething isn’t necessary.

Underline the correct verbs to complete the sentences.

Jeff can / can’t play the guitar, but he wants to learn.
You may not / shouldn’t eat chips every day. It’s not good
for you.
Mum, can / should I borrow some money from you?
You mustn’t / don’t have to come if you do n ’t w ant to.
1 A You mustn’t your m obile in here. I can’t go out because I have to / may mend my bike.
B Oh, sorry. I forgot. Look at the sign. You do n ’t have to / m ustn’t park here.
A And you mustn’t food either!
2 A Dad. can I to Jane’s party on
Modals in the past (> P135)
Saturday? Look at the examples and answer the questions.
B No, you can’t. I told you, w e’re going to Auntie Jo’s. Today Past
3 A You shouldn’t ------------- It’s bad for your health Sue can speak Chinese. Sue could speak a lot of languages.
4 A I must Tanya. W hat’s her number? She has to adapt to She had to adapt to life
B I can’t ! I can never rem ember phone life in the UK. in China.
numbers. She doesn’t have to She didn’t have to go to school
5 A You may in to see the vet now. go to school. in China.
B Thanks. She must work hard. She had to work hard.
6 A What should I to the party?
1 What are the past forms of can and can’t?
B How about your new black jumper?
2 What are the past forms of have to and don’t have to?
Decide whether the words in bold in 1 express ability, 3 What is the past form of must?
permission, obligation or recommendation.
 Read about Sue’s childhood memories and underline the Let’s activate
correct words to complete the text.
TalKing about rules and regulations

nit 2
^ 2.1 Listen to what these teenagers say about the laws,

W
1 can / could speak over ten languages because when I rules and regulations in their countries, schools or homes.
« . rung we lived in a lot of different countries. Now. I live in Make notes about what they say.

I
. id and I 2 do n ’t have to / d id n ’t have to learn any new
&& ...ages. However, I suppose I just got into the habit of learning
and so I never stopped, l iving in different countries was
■ out it was also really difficu lt, tvery tim e we moved to a new
iv y I 3 have to / had to learn a new language and I * must /
■ :) adapt to a new way of life. Did 5 / have to / 1 had to learn
really difficu lt languages? Yes. Chinese! When I arrived in
: ng, I 6 can’t / couldn't speak any Chinese, not a single word.
: was completely different from any other language I knew.
:. of course, the w riting is so different. I 1 can / couldn’t read
: maracters, or w rite them at first. I really hated being there for
1 wh e. But the good thing was that 18 don’t have to / d id n ’t have
s: i j to school! I had a teacher at home. I called him ‘Mr Must’
Stue:ause he was always tellin g me what I must d o ... ‘To learn
t aese you must practise drawing your characters, you must do
: nours of hom ework everyday’, and so on. Actually, he was a
v good teacher. When I left China I 9 can / could speak Chinese
ently and I 10 can / could read and w rite over a thousand
aracters.

Read the text below. Then rewrite it in the past tense.

Sam is 16 and is a good swim m er. Stie can swim

for hours w ith o u t g e ttin g tired. She can also
8 How old do you have to be to do these things in your
dive beautifully, b u t she can't run fast. Because
country? Discuss what things you can / can’t do, yet.
she is in th e local sw im m ing te a m she has to
get up early in th e m orning to tra in . She also leave school apply fo r a passport
has to e a t th e rig h t food. Her fa v o u rite day is vote in an election ride a moped / drive a ca
Sunday. It's th e one day she doesn't tra in and d rin k alcohol open a bank account
so she doesn't have to g e t up early. get married start school
own a credit card

0 mP^e What about your parents? Could they do the things in 8 at

When she was 16, Sam... the same age?
 Let’s practise grammar

£an, have to, ma^, must and should 3 Rewrite the following sentences using the verb in brackets
1 Underline the verbs to complete the sentences. in the correct form.
1 Kerry should / may work harder if she wants to pass the 1 Were you able to play the guitar when you were three?
exam. (can)
2 You can / have to train every day if you w ant to be in the 2 It was necessary for me to go home from school
school hockey team. yesterday, because I was ill. (have to)
3 You mustn’t / don’t have to use your m obile phone on a 3 Jack wasn't able to play football because he had a
plane. It isn’t perm itted. broken arm. (can)
4 Sylvia is very artistic. She can / may paint very well, and 4 It wasn't necessary for us to be home early because it
she writes poetry too. was Saturday night, (have to)
5 Ian doesn’t have to / mustn’t help at home, but he 5 Which languages were you able to speak when you were
usually does some cooking. younger? (can)
6 Bill shouldn’t / can’t play basketball, but he’s going to 6 Eating in the library is not allowed, (must)
learn next year.
4 Complete the sentences with the correct form of must /
7 Students may / must use the library after school this
mustn’t, have to / don’t have to or had to.
week if they w ant to.
1 Clare isn’t com ing out tonight. S h e _____________ revise
8 You don’t have to / shouldn’t go to bed so late - I’m not
for her exams.
surprised you’re tired!
2 ‘My brother is a TV newsreader.’
2 Complete the dialogues. Use the correct form of can, ‘O h ,_____________ h e ______________ memorise his
can’t, must, m ustn’t, should, sh ouldn’t or may. news reports?’
Nurse You 1 ____________ go in and see the patient now. 3 It was raining yesterday, so w e _____________ to cancel
He w ill be tired so you 2 _____________ talk too the picnic.
much, you s _____________ let him rest. Oh, and 4 Y o u _____________ talk during the exam. It’s forbidden.
you 4 ____________ give him anything to drink. 5 When I was younger, I _____________ to share a room
Absolutely nothing to eat or drink. He w ith my sister.
s get out of bed at the mom ent, but 6 I _____________ remember to buy a present fo r my
he s _____________ sit up for a little while. parents tom orrow ! It’s th e ir anniversary.
Visitor OK. What does this sign mean? I 7 ____________
5 Correct the mistakes in these sentences.
understand it.
1 When I was at school, I have to wear a uniform .
Nurse It’s the hospital regulations. It means you
2 John have to go to school until he’s 16.
s _____________ leave by 8 p.m.
3 I couldn’t to speak English when I was 7 years old.
Sam Mum, 9 I go to John’s barbecue and 4 I can stay at Jill’s house on Saturday, Mum?
then stay the night? 5 Celia doesn’t have to drive a car by herself. She hasn’t
Mum When is it? taken her driving test.
Sam Saturday. 6 I d o n ’t have to forget to ring Tim tonight. It’s his
Mum Yes, you 10 _____________ go to the barbecue, but birthday.
you 11 stay the night. You 7 We went out last night because we hadn't to do any
Extension The right word
Ought to, need to (> pi34) 9 Read the article about dreaming and choose the correct

2?
words, a, b or c, to fill in the gaps.
Read examples a -e and answer questions 1-4.

M fn it
a You ought to visit the Museum of Modern Art when you
are in New York,
b We need to go shopping; there isn’t any food at home,
c Jane doesn’t need to learn French because she already
speaks it very well,
d Sam needs to get a new m obile phone card; his old one
doesn’t work,
e Do you need to have a visa to visit your country?
Most of us think that dreams are unimportant, but
1 Which modal verb do we use to give advice? recent studies show that they may be much more
2 Which modal verb do we use to talk about necessity to important than we think. They 1 _ help
do something? us solve our problems and tell us about ourselves.
We’ve all woken up trying hard to remember the
3 Which modal verb do we use to talk about som ething
dream that seemed so important the night before.
which isn’t necessary to do?
However, we 2 _____________ remember anything,
4 How do we form the third person singular of need to?
except perhaps an image or a feeling. It’s frustrating,
Rewrite the sentences using need to, d o n ’t need to or so how do we solve this problem? In fact, we
ought to. 3 ____________ to worry because it’s possible to

E x a m p le learn to remember our dreams. Once we know how to

Do we have to hand our projects in this week?
Do we need to hand our projects in this week?
1 You must bring proof of your age to get into the disco.
2 You do n ’t have to bring anything to the party; w e’ve got
everything.
3 You can take photos in the house, but you have to use a
flash.
4 Kate doesn’t have to w ork this evening; she’s done all
her homework.
5 Mark should do more exercise if he wants to get fit.
do this, we 4 _____________ programme our brain to
solve our problems through our dreams.
The best way to try to understand your dreams is
to keep a journal. If you do this - and you
5______________do it on a regular basis - after a
while, you notice that you often have the same dream
over and over again.
Every night before you go to bed, train yourself to
take several deep breaths and relax. Then say to
yourself, ‘Tonight I want to remember a dream and I
will remember a dream. As soon as I wake up, I
6 ____________ write it down.’ Go to sleep with

paper and pencil beside your bed, expecting to

Mb m e m b e r *
remember. It probably sounds silly, but it actually
isn has no future or in fin itive form. Instead, we use be able
does work!
: e.g. You must be able to read a car number plate a t 20.5m If you don’t normally remember your dreams - but
:>ass your driving test. only have a feeling of what you dreamed about, for
example, anger or calm - you 7 ---------------------- write
down your feelings.
Complete the sentences using can or be able to.
After a few weeks, this routine will start producing
1 You m u s t swim at least 500m if you want
results. Then, you 8 look back at what
to do this course. you’ve written and try to match what happens in your
2 ____________ I make an appointm ent to see the doctor life with the dreams you’ve had.
tom orrow, please?
3 Do you have t o ____________ play the guitar to be in
the pop group?
1 a should b needn’t c can
4 Dave w o n ’t get a part-tim e job until he’s
2 a can’t b shouldn’t c must
over 16; his parents w o n ’t let him.
3 a should b m ustn’t c don’t need
5 You w o n ’t _____________ drive after only two lessons,
4 a have to b can c be able to
but you w ill soon learn.
5 a should b do n 't have to c may not
6 ____________ you understand Einstein’s theory of
6 a may b must c can
relativity?
7 a should b m ustn’t c don’t need to
8 a needn’t b can c d o n ’t have to
 iiir
Listening and spea

Wcfent i fy p a ra tic
Listening
1 Photos a-d show four ways of identifying criminals. Match 3 ^ 2.2 You are going to hear part of a radio programme
them to descriptions 1 -4 . about identity parades. Before you listen, read the notes
1 Identity parades carefully. Then listen and complete them.
2 Voice recognition
3 Computer-aided videofit
4 Distinguishing marks
/ d e n t it y p tb h o rd e s '
2 Which of the means of identification in 1 do you think is
W h e r e u s e d : f _________
the most and which the least reliable? Why?

W h u t s u s p e c t a .//o w e d t o do in - /tru e :

/D t-s u d r u r u tu g e : tru ru o c e ru t p e r s o n - w h o
-------------------- m u y be id e n t t -f ie d .

W x a m tr a in in g

True or false?
Read through the statements carefully but don’t decide
before you listen w hether they are true or false. You may
th in k the statement is true, but what it says may not
match what you actually hear on tape.

h telephone conversation
4 ^ 2.3 Listen to part of a telephone conversation with
Alex Seelig, who takes part in identity parades in his
spare tim e. Decide if statements 1 -5 are true or false.
Correct those which are false.
1 The phone call is from a police officer.
2 There is an identity parade on Tuesday afternoon.
3 They haven’t given Alex much notice.
4 It starts at 3.50.
5 Alex can make it.
 > &*plaining
Identifying statements 11 ^ 2, Read the dialogue. Then listen to the recording
Listen carefully because the speaker may make a and fill in the gaps.
statement which is sim ilar to but not exactly the same as
the one given.
v_ Asking / Explaining what something means
Sandy You see this word ‘burglar. 1 __________
U1

•(^ 2.4 You are going to hear part of an interview with Joe I think it’s someone who 7 ____________
Alex. Before you listen, read through the statements a house lo 3 ---------------------- something.
carefully. While you listen, decide whether Alex made Sandy * --------------------- ! And can you tell me what
these statements or not. Write yes or no beside each one. ransom means?
I saw an advert for the job in a local newspaper. Joe It means something that you pav to kidnappers
I’ve taken part in over 15 parades. to get the person they kidnapped back.
I’m not allowed to wear my own clothes. 5 ---------------------- what a verdict is7
I’m paid extra to work at short notice. Sandy No, I can’t. Let’s e
I sometimes find it d iffic u lt to stand still.
I’m often asked to put on a false beard.
We d on’t see the witness. 12 In pairs, discuss the meaning of these words, using the
8 I’ve never been identified as the suspect. expressions in 1 1 to help you.
a crim inal kidnapping m urder a suspect
•rji.4 Listen again. If you have written no next to a
a witness speeding a burglar fraud
statement, find out what Alex actually said.
manslaughter arrest a th ie f a mugger
Would you like to take part in an identity parade? Why? a sentence a judge a ju ry an offence
Why not?
a trial a ransom a reward

13 Underline the words in 12 which refer to people.

Speaking
In another pair, discuss what these punishments are.
ronunciation Then discuss which crimes in 12 they are suitable
punishment for.
' ^ 2.5 These words appear in the interview with Alex.
Listen to them again and underline the main stress in • corporal punishm ent » the death penalty
each one. • a prison sentence ® a fine com m unity service
E x a m p le
interested
Pole pla<f
1 business additional 1 Student A: You have had your bike stolen while shopping.
2 application penniless You are in the police station reporting the crime to an
3 definitely disciplined officer (Student B). Answer the officer’s questions.
4 com m itted suspect
Student B: You are a police officer. Look at the
Practise reading the words in 8 aloud. Make the stressed information on page 141 and ask Student A about their
svllable louder than the others. bike.

Write out the parts of speech asked for in 1 -7 and

underline the stressed syllable.
1 the verb form of application
2 the adjective form of definitely
3 the verb form of committed
4 the adverb form of additional
5 the noun form of interested
6 the noun form of disciplined
the verb form of suspect
 Writing a letter giving advice

Dear Maria,

to r If nice to hear -

you can travel there 3

Vou should take the tram~ 7 7 i n ° r COach• 1 thint<
comfortable We a n drop , o u o l, T qWCker and
W a n t t o im p r o v e y o u r E n g l is h ? ■ g on, 11 w° uld ^ b o lt e r to travel m
Try a hom e-stay course in London.
"eke, book „ o ' he Week“ d If you wan, a cbea
Stay w ith a host family.
Study in the com fort of someone's home. As 7 L — — ance ~ it>s 'm ‘ch cheaper
Individual lessons daily.
youth hostel. They're c h w p and e ' d ' T V° U ° U§ht ,0 try a
Full b o ard a n d a cc o m m o d a tio n pro vid ed. people. ' good Places for meeting
S o c ia l a ctiv itie s a v a ila b le o n request.

also visit the hom e! o f f a m o u s ° ^ SP° rtS- but y o u can

1 Look at the advert and answer the questions. You're r ig h t« , h° US poet Wordsworth.
1 What is a home-stay visit? take some w a t ^ J ^ ~ a n d ? * * !? " ? ° ften Wet' so
2 What m ight be the advantages of doing a course like Looking forward 9 walking boots.
this? io meeting you.

3 What m ight be the disadvantages?

Studying the sam ple

Maria is going on a three-week home-stay course in London.
She w ould like to visit places outside London, but she doesn’t Steps to better w riting
know where to go. She has w ritten to the host fa m ily for
suggestions. The host, Sally Martin, has replied.
4 Make notes on the contents of Sally’s letter using these
headings.
2 Read the extract from Maria’s letter. Transport: fra/)?, car from station_____________________
Places to s ta y :________________________________________
What to do: ________________________________
While I'm in 6-ngland ne*t month I'd like to spend a long weekend out
of London but I don't know veof much about Britain and I'm not W e a t h e r : _____________________________________
sure ekaotl'i where to go “borne friends told me that the Lake District
5 Choose the best answer to fill the gaps in Sally’s letter.
is veq beautiful. Do ^ou know this area? L-ould >jou tell me whether it
1 a to b from c by
is eas^ to get there and find somewhere to sta-)? I've also heard it is
2 a of b about c for
vercf wet rbould 'fou tell me if that is true? 3 a on b by c in
Thank ^011 in advance for -four help. 4 a at b to c for
&est wishes, 5 a for b of c to
Maria 6 a in b by c about
7 a for b in c at
8 a about b on c for
Read the reply Maria received from Sally Martin; ignore 9 a of b to c at
the missing words. Is Sally’s letter written in a formal or 10 a Yours b Yours c Best
informal style? How do you know? sincerely fa ith fu lly wishes

li v i n g advic-e
List the different ways Sally gives advice or makes
suggestions to Maria.
E x a m p le
You can travel by train o r coach.
1 _________________
2 _________________
C o n d itio n a l fo r advice O p is s )
use the conditional w ith the im perative to give advice.
E xa m p le
' . ou w ant some excitement try bungee jum ping.
Find an example of a conditional in Sally’s letter and
write the tenses which make the conditional.
If + , + _____________
: Match ideas 1 -4 to activities a -d .
1 If you enjoy walking,
2 If you like clim bing,
3 If you are keen on sailing,
4 If you are interested in English poetry,
a visit W ordsworth’s house.
b hire a boat on Lake Windermere,
c go to the m ountains round Scafell.
d buy a map showing footpaths.
: In pairs, take turns to tell your partner your problem and
give advice.
1 ‘I don’t feel w ell.’
2 ‘I don’t have enough money for lunch.’
3 ‘I’d like to make more friends.’
4 ‘I never get any exercise.’
5 Yd like to spend more tim e studying.’
-s in g a rtic le s
Look at the first two paragraphs of Sally’s letter again and
find the names of places and ways of travelling.
1 Which use the definite article the?
2 Which d o n ’t use the article?
Complete this table.
:
:
ways of travelling when used w ith by
names of areas or districts
names of cities
12 Answer these questions.
1 How do people usually travel in your country?
2 Which areas or districts are w ell-known in your country?
3 What are they fam ous for?
4 What are the most im portant cities in your country?
3_________
4__________ W riting your letter
Understanding the tasK
Jim is a young person from Britain
who is coming to your country to
do a course in your language. He is
staying w ith you and has a few
days free before his course begins.
He has w ritten to you asking for
advice about a good place to visit.
You are going to w rite a reply.
Planning
13 Make notes for each of the points on this list. Plan one
paragraph for each point.
• place of interest and w hat to do there ...
• tra n s p o rt...
• places to stay ...
• weather ...
14 Decide:
• how you are going to give advice in each paragraph.
• the best order for your paragraphs.
• how to begin and end your letter.
Writing
15 Now write your letter. Use these points to help you.
• Start a different paragraph for each new point.
• Use some words and expressions from Sally’s letter.
• Your letter should be about the same length as Sally’s
letter (120-150 words).
• If possible, try to find a picture or a postcard of the place
to send w ith your letter.
tShecfcing
16 Imagine you are Jim reading the letter and check that:
the no article
• it is easy to understand.
u
L
□
□
□
□
•
•
•
you have included all the inform ation Jim needs.
your punctuation and gram m ar are correct.
you have spelled words correctly. If necessary, use a
dictionary.
• your letter is w ritten in an inform al, friendly style.
• you have used articles (a / an and the) correctly.
• you have w ritten 120-150 words.
 Word focus

^rain power Extension

1 Complete the text using these words.
Phrasal verbs
senses remind rem em bering brain
4 Underline the phrasal verbs in 1 -5 . Then match them to
observant memories m ind explanation
the meanings a -e .
I’m very bad at 1 things, but my friend Bob 1 Pete put me up last weekend.
has an amazing a b ility to store inform ation. He can tell you 2 I can’t make up my m ind which film to go and see.
every little detail of what he did years ago. His 3 We set o ff early to miss the rush hour.
2 ____________ for this is that he’s very 3 _____________ 4 Can you find out what tim e the plane leaves?
He doesn’t need photos to recall his childhood 5 We’ll drop you o ff at the station.
4 ----------------------because he can picture them so vividly in a discover
his s ----------------------- whenever he wants to. I do all sorts of
b give someone a bed for the night
things to 6 ____________ myself what I have to do, but I’ll c leave on a journey
never be like Bob. H is 2 _____________ power is far greater
d decide
than mine. But one of my five » ____________ is much
e take someone somewhere by car
better than Bob’s. I’ve got fantastic eyesight!
5 Complete this letter using the phrasal verbs in 4.
VJords connected with crime
£>ear L o r e t t a ,
2 Write a word which has the same meaning as the T k a n K you -fo r y o u r l e t t e r . we a re r e a l l y lo o K in q
definitions in 1 -6 . The first letter of each word is given. ■ fo rw a rd - to s e e in g you n e x t w e e k . Have you
1 breaking in to steal som ething b _____________ ------------------------ y o u r m in d w k e t k e r you a re c .o m in q ku
k u s o r ky - t r a in ? L e t u s K n o w , an,d w e w i l l p i e k Jou
2 driving more quickly than the lim it s _____________
u p - fr o m t k e s t a t i o n a n d 7
3 killing un intentionally m ____________
w k e n you le a v e . I - f you a re a o m in q ku
4 killing inte ntio n a lly i n ____________ tr a in , we will n e e d t o 3 _________________ a Icttle
5 attacking and robbing violently m ____________ e a r l i e r , a s t k e s t a t i o n i s a k o u t k a l - f an k o u r ’s d r iv e
6 the act of stealing t _____________ ■ from w k e r e w e l i v e , k s s o o n a s you k ave
---------------------------------- i o u r a r r i v a l t i m e , l e t u s K n o w . We e.a,
c . e r t a in l y * --------------------------------------- you --------------------------------------- f o r. ^
driving definitions
tk r e e n ia k t s .
3 Complete 1 -9 in the dialogue using these phrases. S ee you n e x t w e e k -
would be enough prison sentence Love,
S usa*
I th in k i t ’s do you th in k w ould be
does it mean I’m not sure
much more serious don’t you Prepositions
first offence 6 Underline the correct prepositions to complete the text.

Ted You see this word ‘fra u d ? What f ___________

Sally 2 ---------------------- getting money illegally. Scientists tell us that our brain power will
improve with / for practice, hut some
Ted Actually, I th in k robbery’s a very serious crime,
3 _____________?
EINSTEIN people are born geniuses. Albert Einstein,
for example, was capable 1 of / in using
Sally 4 ________ .. Surely fraud is s
more of his brain than m ost people.
than robbery? Einstein was b o rn 2 in / at Germ any in
Ted Well, w hat * ________ a suitable punishm ent 1879. Amazingly, E instein’s school
for robbery? teachers thought he w asn’t good 3 with / at
Sally Perhaps a long 2 ___________ Science. In spite of this, by the age of 26,
Ted Don’t you th in k a short one s this young student was famous 4 in / for
Sally Well, maybe for the s _______
changing the way scientists think.
At first E instein’s id eas 5 on / about
science were so new and strange that many
people couldn’t understand them. However,
nearly all areas of physics were changed
by Einstein’s work, a n d « with / without it
lasers, television, computers, space travel,
and many other things we are fam iliar
2 with / in today would not exist.
 ^ 2 .7 Read the extract from a novel by Amy Tan and
answer the questions.
What persuaded Vincent to let his sister join in the chess
game?
How do you th in k Vincent felt about his sister? Why?
How did Amy find out more about chess?
What three qualities did she discover a good player
needs in the endgame?
What did she decide was the power of chess?
When did Amy practise her games of chess?
How did Winston and Vincent react to her successes in
the game?

A new sport
watched Vincent and Winston play during Christmas week.

I
The chessboard seemed to hold elaborate secrets w aiting to
oe untangled...
-at me! Let me!’ I begged between games when one brother
e other w ould sit back w ith a deep sigh o f relief and victory,
■” a other annoyed, unable to let go o f the outcome. Vincent at
T r: 'efused to let me play, but when I offered him my *Life
' : ers as replacements for the buttons that filled in for the
ig pieces, he relented. He chose the flavours: wild cherry
' me black pawn and pepperm int for the white knight. The
"" " _er could eat both.
- i my m other sprinkled flo u r and rolled out small doughy
-3 for the steamed dum plings that w ould be our dinner that
’ i T '. Vincent explained the rules, pointing to each piece. ‘You
a :6 pieces and so do I. One king and queen, tw o bishops,
nights, tw o castles, and eight pawns. The pawns can only
~ : a forward one step, except on the first move. Then they can
n ~ :vvo. But they can only take men by moving crossways like
tn = except at the beginning, when you can move ahead and
3 another pawn.’
" ■'".'?’ I asked as I moved my pawn. ‘ Why can’t they move
~ : m steps?’
Because they’re pawns,’ he said.
E why do they go crossways to take other men. Why aren’t
a a any women and children?’
~. s the sky blue? Why must you always ask stupid
.as: ons?’ asked Vincent. ‘This is a game. These are the rules. I
: - : make them up. See. Here. In the book.’ He jabbed a page
m - a oawn in his hand. ‘ Pawn. P-A-W-N. Pawn. Read it
clashing ideas; the one who plays better has the clearest plans
for attacking and getting out o f traps. I learned why it is
essential in the endgame to have foresight, a mathematical
understanding o f all possible moves, and patience; all
weaknesses and advantages become evident to a strong
adversary and are obscured to a tirin g Topponent. I discovered
that for the whole game one must gather invisible strengths and
see the endgame before the game begins.
I also found out why I should never reveal ‘w hy’ to others. A
little knowledge w ithheld is a great advantage one should store
for future use. That is the power o f chess. It is a game o f secrets
in which one must show and never tell.
I loved the secrets I found w ithin the 64 black and w hite
squares. I carefully drew a handmade chessboard and pinned it
to the w all next to my bed, where at night I w ould stare for
hours at imaginary battles. Soon I no longer lost any games or
Life Savers, but I lost my adversaries. Winston and Vincent
decided they were more interested in roaming the streets after
school in their +Hopalong Cassidy cowboy hats.
* Life Saver = kind of sweet that looks like a lifebelt from a boat.
T adversary/opponent = the person you are against in a situation.
+ Hopalong Cassidy = a popular fictional cowboy.
Amy Tan, Jo y Luck Club
Your reactions
What do you th in k the author found interesting and

: -nd out about all the whys later. I read the rules and
e : up all the big words in a dictionary. I borrowed books
: 'e Chinatown library. I studied each chess piece, trying to
: m the power each contained.
t med about opening moves and why it’s im portant to
: :ne centre early on; the shortest distance between two
m s straight down the middle. I learned about the middle
r ; i d why tactics between tw o Tadversaries are like
enjoyable about the game?
Do you like games which rely on strategy, such as chess,
or do you prefer games of chance, such as Monopoly?
Do you th in k you have to be com petitive to enjoy games
like these?
Do you th in k games of strategy can help you in other
areas of your life?
 Let’s revise Units 1 and 2

Gram m ar
1 Underline the correct form of the verb to complete the
sentences.
1 Dreams often help /a r e often helping people solve their
problems.
2 When people see Andy for the first tim e, they th in k /a r e
thinking he’s David Beckham.
3 Jim is needing to / needs to practise if he wants to win
the tennis tournam ent.
4 Why isn’t Greg at the party?
He's d o in g/d o e s his homework.
5 Rob is always com plaining/ always complains about his
job. He should do som ething about it.
6 Mark p re fe rs /is preferring to play football to basketball.
7 Who does this mobile phone belong to / is this mobile
phone belonging to?
8 More and more people become/ are becoming
dependent on the Internet for th e ir shopping. Im agine you have had a car accident. A fte r the
2 Correct the mistakes in the answers. a c^ d e n t you i ------------------- in hospital and there are
strange people around your bed. You ask them who
1 Do you w ant to go to university?
Yes, but I can pass my exams first. n?H " T ’ f d thGy t011 y° U they are your familv. You
u d d e n l y ------------------- frightened. You’re sure you
2 Is it true that Peter broke his leg?
' --------------------- these people.
Yes, he doesn’t have to w indsurf for three months.
T h is is what happened to 38-year-old Pam H allid ay
3 Can I smoke in here? A t the mom ent, Pam >--------------------from a bad *
No, you don’t have to smoke in the w aiting room.
accident w hich has caused damage to h er long-term
4 Did you enjoy going camping?
and short-term memory. W hen she woke up Pam
Not really. I must get up at six every morning. wanted •> h er parents>but b()th b er
5 Do you need to make a phone call? patents had died several years before. In fact she has
Yes, I do. Can’t I borrow your m obile phone? com pletely lost the las, i 5 years from h er
6 I’ve got earache. f o r example, she 6 rem em ber m a rry in g
You should to go to the doctor’s.
d l l T h w ’Z h° 7 ---------------------by her bed
3 Choose the best answer, a, b or c, to fill in the gaps. w n rJ u m g Pam 8 --------------------- rem em ber was
king in a hotel as a waitress when she was 23
1 a waking up b is wake up c wake up years old.
2 a feel b feels c were feeling
3 a d id n ’t know b aren’t knowing c d o n ’t know w J ha6n !,aSked f° r m y parents someone told me they
w eie dead, says Pam. ‘I thought, '“That
4 a is recovering b recovers c has recovered
5 a contact b contacting c to contact
7 de ^ ue • I I w as an aw ful experience
I m h o rrifie d when 1 1 0 --------------------m y s e lH n a
6 a can’t b may c can m irro r, she adds ‘f n
7 a are sitting b was sitting c sits Year-old and can’t b e lie T T f k K h ^ o W ^ * 23’
8 a may b can c must Friends and fa m ily , 2 ------------------- t0 reconstruct
9 a could b can c can’t
10 a see b fam’ ih .‘ “ til ^ ^ ' 1’ aVe See" pll" , 0Srai»hS o f m y
am seeing c sees ^amilj - thousands o f photographs - at first I
11 a am thinking b thinks c th in k 1 ^ 7 ------------- recognise the people,’ says Pam. ’But
12 a tries b are trying c to try now I i‘) --------- w h0 is whQ ,
13 a may not b couldn’t c m ight not Pam ’s doctor is optim istic. T h e re are signs that
14 a am knowing b can know c know Pam s m em ory i s --------------------- ' he says.'O ver the
15 a is returning b returns c returned next few years she K --------------------- regaln
16 a have to b may be c m ight m a jo rity of h er past experiences.’
17 a can’t be b is c m ight be ‘Thankfully, m y husband Simon n ___________
18 a was listening b is listening c listen very supportive,’ says Pam. ‘When I is ~~ tn
him talk about things, 1 feel happy?
ocabulary Complete the sentences. The first letter and the length of
the word are given.
Complete the text using these words. 1 Can you r ________ me to go to the library on the way
friendly customs nationalistic culture home?
fascinating independent identity 2 Can you th in k of a logical e ________________ for what
happened?

:eople who go to Scotland love it. It is a 1 -------------------------------- place. It 3 Paul has an excellent m _________ for names and faces.
ame of the wildest scenery in Britain, with lakes (lochs), mountains 4 When Nicky meets someone for the first tim e, she feels
~ oty beaches. It also provides a 2 ----------------------— welcome for s and uncomfortable.
5 A b __________ broke into my grandm other’s flat last
s :eople are strongly 3 ---------------------- -- — ar|d proud of their country. week.
-ave their own 4 ----------------------- -— and 5 6 Do you know that it is an o __________ to exceed the
- snay), language and music. They see themselves as being speed lim it on this road?
sir southern neighbours. Indeed, it is a different country. 7 Police have a ___________ a man suspected of robbing
- and has always been more 6 -------------------------------- of England than
the local post office yesterday.
: ar example, the Scottish legal and education systems are different
-ose in England and Wales, Put the word in brackets in the correct form.
ndependence may explain why Gaelic, the original language of 1 When the witness made a p o s itiv e ____________
: - is not so important to the Scottish sense of 7 ---------------------- — (identify), the crim inal was arrested.
t sh language is to the Welsh. In Wales, people want to speak their 2 It’s d iffic u lt to have a _____________ (converse) w ith Rob.
s-nguage, too, whereas in Scotland they don’t. He’s so shy.
3 The actor’s _____________ (perform) had good reviews in
all the national papers.
4 T h e _____________ (construct) of the new bridge over
the River Thames took tw o years.
5 Karen completed her u n iv e rs ity _____________ (apply)
form and sent it off.
6 The Red Cross is a c h a rita b le ________ (organise)
which helps people around the world.
7 Many people agree that c a p ita l______ (punish)
should no longer exist.

A witness is describing a bank robber to a police officer.

Complete the description with these words.

stocky tall fa ir wavy blue short

1 + h i" k he < ^ i+ e « ____________ __

^ b .3 _ z

~ lo o k e d d c u r le r O U . S .
d S*.y he WO.S i r his )eL+c The
c o lo u r 0 .f His hour? i t w a .s
Rewrite the sentences replacing the underlined word with
a phrasal verb with up or off. : 1 s e e it ucrsder
1 Maria was surprised how her m other tolerated her m a s k , a.l+hou.gh it w a s ^ i + e
brother’s bad behaviour. N o, it w a S n 'f
2 England, Scotland and Wales form Great Britain. T~ ' ,+ Wa-S S+ra.igH + . His
3 Brian’s father spent years developing the fam ily ye s . ell , I a a V t -fo rg e t th e ™ .
business. I hey w e r e £> ,
-------------- a,r>d
4 Mark offered to drop Pam o ff at the station. c.o\d. 1
5 Sue le ft for the airport early, because she wanted to miss
the traffic.
V p s ant1tiow ns o f the human race
Exanrt training
Q o r /c J fr €g**i: a r
Summarising
1 What do you know about nutrition? ®Sjr A sum m ary sentence picks up the main idea of the whole
1 Which of the follow ing are good for your bones? paragraph. Read the whole paragraph before deciding
! which sentence is an accurate summary.
a chicken b sardines c poppyseeds
2 Which food has the most vitam in C?
a red peppers b kiwi fruit c oranges 5 Read the article again and decide which sentence, a or b,
3 Which do you need most of for a healthy diet? is the best summary of paragraphs 1, 2, 3 and 4.
a protein b fat c carbohydrate 1 a Humans are now becoming taller.
4 If you are tired, which of the follow ing is best to b Humans are returning to the height they were long
increase your energy level? ago.
a chocolate b bananas c coffee 2 a Our ancestors had a healthier, more varied diet,
b Our ancestors were never short of food.
3 a Agriculture provided humans w ith more than enough
food.
b Agriculture affected the way human beings
developed.
4 a Humans change th e ir size and shape according to
th e ir environment,
b Global warm ing may have an effect on the
developm ent of humans.
2 Give examples of these different kinds of food.
6 Now write a sentence summarising paragraph 5.
meat herbs fruits berries crops ju n k food

V o cab u la ry
Reading
Destribing people
3 Read the article Too big fo r o u r boots. Time yourself. How
7 Match the people in 1 -5 with the meanings a-e.
long did it take y o u? ____________
1 ancestors
2 hunter-gatherers
'Exam training
> 3 mankind
Scanning 4 a couch potato
5 descendants
This means reading through a text quickly and stopping
when you find the inform ation you are looking for when
a a lazy person who sits a lot
answering questions. This helps you to ignore what is less
b relatives who lived before us
im portant in the text.
c people in general
d relatives who w ill live after us
4 Scan the text and answer these questions. e people who collected and hunted th e ir own food
1 What are human beings returning to?
2 What effect did the invention of agriculture have on the
diet of the human race?
3 What effect has climate had on human development?
4 According to some experts, w hat m ight happen to people
in future? (There are tw o possible answers.)
 3
U nit
Every ten years, the height of the average person in “Survival
Europe increases by 13 millimetres. Every year, more 8 These words and phrases are in the article. Choose the
and more big people are born. However, we are not meaning they have in the text, a, b or c.
becoming taller than we’ve ever been before. In fact, 1 increases (line 2) 5 spread (line 21)
we are really only just becoming as tall as we were a grows a put on a surface
thousands of years ago. b becomes bigger b cover a w ider area
c develops c become more
To understand the reasons for the changes in our
2 gathering (line 11) popular
height, it is necessary to look back on our history - to
a coming together 6 support (line 22)
Paleolithic times. For most of our past, our ancestors
b storing a carry the weight of
got their food from a wide variety of sources: while
c collecting b give strength to
women were gathering herbs, fruits and berries, men
3 living off (line 18) c provide w ith the
were killin g w ild animals. One study found that these
a eats as main food necessities for life
hunter-gatherers’ used to have a diet of 85 different
b eating what one produces 7 developing (line 34)
plants.
c moving away from a growing gradually
Then, about 9,000 years ago, agriculture was invented one’s home b becoming greater
w ith disastrous results. Most of our planet s forests c expanding
4 staple (diet) (line 19)
and natural green places were taken over by farmers. a main
This meant that instead of living off many plants just b only
three wheat, rice and maize - became the staple diet c necessary
of the human race. This left us smaller and less
healthy. Still, agriculture spread because a piece of Prepositions
farmland could support ten times more people than 9 Complete the sentences using these prepositions.
land used by hunter-gatherers.
: w ith ® fo r on o ff to
• During the last ice age, which ended 10,000 years ago,
1 When I look back my childhood, I always
- people were slightly rounder and taller - an answer to
feel happy.
the cold. Larger, round bodies are better at keeping in Eating too much ju n k food can re s u lt____________
the heat! When our climate began to get hotter, we people becoming overweight.
appear to have become slightly thinner and smaller. As We can be healthier by adding more fresh fru it and
global warm ing begins to take effect, we may shrink vegetables_____________ our diet.
: even further. M an kin d ’s future could be that of a These shoes are too b ig _____________ me.
couch potato, a lazy creature, w ith a taste for far too It is d iffic u lt to come to te r m s _____________ losing the
much ju n k food, comfortable sofas and home championship.
entertainment. Some scientists say that not enough L iv in g ________ the land is not always an easy way
exercise w ill result in humans developing smaller of feeding yourself.
- skeletons and bodies which are too fat.

On the other hand, there is some hope. Nowadays, in

Europe, Am erica and Japan, diets are beginning to be
what they were before. As a result, heights in some
countries are increasing. The question is, where w ill it
all end? W ill we continue to grow upwards or
outwards?
R o b in M cW e a n d R o g e r 1 re d re . The O bserver
What does the author suggest happens when people don’t
have a healthy diet?
What other problems does a poor diet cause?
Do you th in k it is safe to eat food produced using chemicals?
How can we make sure that we have a healthy diet?
 Grammar

The past - narrative tenses

1 These pictures tell a story about the Loch Ness monster,
but they are not in the correct order. What is happening
in the pictures?

G r a m m a r cH cctc ► P 135 ,

Past simple, past continuous and past perfect

Forms
1 Complete the table.
lead the story and check your ideas. Then, put the
ictures in order.
past past past
simple continuous perfect

describe

T
oday, the Loch Ness monster is famous round
the world, but not many people realise that the look
stories about it started as long ago as ,\n 565. I he hurry
first report described how St Columba, a monk swim
punished Scotland's most famous monster after ii had hear
attacked a man. see
The storv took place when Columba was living at
Tort Augustus at the southern end of the loch. One day
Uses
Colum ba asked one of his m onks to s w im across the
2 Look at the text again and find an example of each
loch and fetch a boat. The monk had heard people in
of the following uses.
the village talk about the monster but he wasn t
frightened. It was a good day for a swim. Although 1 Past simple
was very cold, the sun was shining and the water vvas a an action which happened at a particular time:
calm . However, as he was crossing the oc ic
suddenly saw a strange creature. It was huge and had a b a series of actions which lake place one after the
long neck. He had not seen anything like it before. other in the past:
was swimming not far away but didn't seem to notice
the monk at first. A few minutes later, it suddenly
Past continuous
stopped and looked at the swimmer, lhen it rushed
towards him and opened its frightful mouth in a roar. c an action / state that continued for some tim e:
The man was terrified. Columba hurried down to the
water's edge, got into a boat and rowed out into the d describing the setting ol a slory:
lake When he was near the monster, he cried out, Do
not touch that man! Go!' and ordered the monster not e an action that was taking place when anolher
to attack again. The monster looked at Columba for a
action (past simple) interrupted it:
moment, then turned and disappeared. I he monster
has not attacked anyone since. Indeed, for many years
it was not seen in that part of the lake. Of course Past perfect
nowadays no one knows if the story is true bu f an action that happened before anolher action:
reported sightings of 'Nessie' continue to this da>.
~3 st simple or past continuous? Let’s activate
Put the verb in brackets in the correct form of the past Telling a stor>|

3
simple or past continuous.
Work in small groups and make up a story about a

V n /t
(listen) to a new CD when Max
journey or holiday that went wrong. Use the points below
(arrive). and one of the pictures to help you.
_ (be) a cold w in te r’s day. The sun
(shine), but i t _____________ (freeze).
(run) through the park when she
(notice) a poster for the marathon.
4 Where y o u _____________ (live) when you
(meet) Kevin?
H e _______ (start) the car and
(drive off).
The engine (make) a noise, so he
(take) the car to a garage.

ast simple or past perfect?

Read the sentence and answer the questions.
Before I went to India, I had read several guide books.
1 Which event happened first? What tells you?
2 Could before I went to India be at the end of the
sentence?
where you were
Put the verb in brackets in the correct tense.
who you were w ith
1 When Simon ____________(have) a shower, he
what the weather and the place were like
(get) dressed.
what you were doing
2 After we ________(finish) shopping, we
what preparations you had made before
(decide) to go to the museum.
what went wrong
3 When we (arrive) in the town centre, we
how you solved the problem
realised we ___________ (leave) the map behind.
how you felt at the end of the experience
The c a r ___ (run out) of petrol because we
(not fill up) the tank before leaving. Example
When they ___________(arrive) at the beach, it A fe w years ago, I went to Lake M am ry on a sailing holiday.
(start) raining. I went w ith my cousins...

Write the story.

ast simple, past continuous or past perfect?
* r j 3.1 Listen and complete the text with the correct
word.

few years ago I 1 ......................... c am p in g w ith a frie n d in strange noise. My heart started beating fast. It was a bear
e Rocky M o u ntain s in th e USA. People 2 _____________ us and it 8 ____________ to reach the food in the bag! I d id n ’t
: out bears before w e le ft, so we did a ll th e rig h t things. know what to do, so I 9 to wake my friend,
* e 3 ____________ next to th e te n t and w e cleaned o ur but he wasn’t th e r e .1 0 ________ the bear ___________
oking e q u ip m e n t a fte r we 4 ______________ o u r m eals. my friend? I slowly 11 _______ _ outside. It wasn’t a
:-e ry night w e 5 _____________ all th e food in a bag and bear. My friend had got hungry in the m iddle of the night,
• ng it fro m a tree. One n ig h t, I 6 ....... peacefu lly so he 1 2 _____________the tree to try and get some food.
* "en I suddenly w oke up because I 7 ____________ a Unfortunately, he had got stuck!
 Let’s practise grammar

Past simple spelling Past simple, past continuous or past perfect?

1 What is the past simple of these verbs? Put them in the 4 Complete the text using these verbs in the correct tense.
right column according to their past simple ending.
walk notice put on live meet cross go
realise start describe attack live swim fetch stop blow not see scream rain
shine cross stop hurry try see know

-d -ed -ied -[tt]ed irregular

ne w inter evening many years a g o j

was in London. I 1 —— 10
small village at the tim e, but
to London that morning because
I h ^ ^ e t m g - After the meeting^ I had a
c o u p le o fh o u rs b e fo re m y tra m le ft.lt
f P and it was cold and windy, so I
,, i „ down
Past simple or past continuous? was teeimy
feeling miserable ■
O xford S tree t w h e n quite by chance
2 Put the verb in brackets in the correct tense.
5 an old friend. W e -
1 When the te a c h e r (talk) about her
i _+u pr fn r y e a rs so w e d ecid ed to go or a
weekend, so m e o n e (ask) her a question.
coffee. S h e se e m e d v e ry different and her hair
2 T o m _____________ (walk) down the street when he was much darker than I rem em bered W
____________ (see) Jane.
7 the road w h e n su d d e n ly tnere
3 Mike _________ (not work) when Tina
w a s T s t r o n g g u s t of wind^ My friend
(arrive). H e (watch) TV.
and started to run dow n the
4 Clare (look) different when I 7T q 1 couldn't
road.The traffic . -
_____________ (meet) her at the party.
5 The s u p e rm o d e l_____________ (fall over) as she : d_ ^ ^ i r a n 7 b " * 9f u r r v b u n d ,e .T h e
(walk) along the catwalk. — it down the street and my
6 While they _________ (climb) the m ountain, it
friend w ^ t o g i t - It was her hair --a w.g,
(begin) to snow.
actually. She'S an actress you see, and
7 We (drive) to London when we
nn her way to a rehearsal and she
(have) an accident.
12 the w ig an hour earlier to ge
8 I __ (swim) in the lake when I ___
(get) a pain in my leg. u sed to it.

Past perfect
3 Join the pairs of sentences. Use the past perfect and the
word in brackets.
5 Correct the mistakes in these sentences.
E xam p le
1 When they were playing tennis, it was beginning to rain.
1 We reached Greece. We were on the road for five weeks, 2 Tom wasn’t knowing that he was being followed.
(when) 3 When I lived in Hollywood I was sometimes seeing
We had been on the road fo r fiv e weeks when we reached
famous actors.
Greece.
or 4 Paul was cooking dinner when the fire was starting.
When we reached Greece, we had been on the road fo r 5 I drove past the bank when I was seeing the robbery.
five weeks. 6 When Sue walked down the street, she was hearing
2 We went to Chile. We went to Brazil first, (after) someone call her name.
3 I never did anything like w hite-water rafting. I decided to
try it. (so)
4 We d id n ’t see each other for a long tim e. We met fo r a
drink, (when)
5 We walked for many miles. We saw the village, (when)
6 Sarah knew the road very well. She travelled that way
many times, (so)

CD
Extension The right word
~ast simple and prepositions of time 9 Put the verb in brackets in the correct tense.

Put the verb in brackets in the correct tense. Fill in the

Time travel
other gaps with in, on, at, or no preposition.
1 P a u l_____________ (take) a trip to New York
last week._H e ______________ (see) lots of
interesting sights w hile he was there.
2 Kate’s grandparents live near the sea. She usually sees
th e m _____________ the summ er holidays, but this year
s h e _____________ (visit)th e m ______________ Christmas. . in the
3 _____________ her birthday,P a m ______________ (go) to
the cinema w ith Andy. T h e y ________
rom antic film together.
(watch) a cinema
4 When K a rl_____________ (see) a UFO two
weeks ago, he (tell) all his friends, but
none of them (believe) him.
5 My s is te r____ (come) to s ta y ____________
Tuesday. Her train was due to arrive
midday, but it was two hours late.

vs, when and while (> P135)

Read sentences a -f and decide if 1 -3 are true or false. n 28 D ecem ber 1895, the first cinema
a I drove back home as I’d forgotten my sunglasses, - (open) in Paris. O nly 35 tickets
b As I was closing the door, I dropped my keys, were sold that day. but by the end o f the week more and
c The phone rang while I was sleeping, more people 2 . (want) to see the moving
d I was reading a book when jack arrived, pictures. Louis and Auguste Lumiere directed this first
e While Sarah was swim m ing, Tom went for a walk, silent picture.
f Matt went to the cinema when he had finished his W h ile the Lumiere brothers 3 _____________ (make)
homework. their first film. H .G . Wells 4 _ _ _ ( ~nte) his
1 As can mean when or because. amous science-fiction novel The Time Machine. It was
2 After when we only use the past simple. the first novel about time travel and it 5 __________
3 After while we usually use the past continuous.
(become) an instant best-seller. In the b o o k ^ V K ^ ^
Underline the correct words to complete the sentences. scientist used a machine he 6 (invent) to
E x a m p le travel to 1917, 1940, 1966 and 802701! Although Wells
Tim and I were driving across America when / while we 7 ) (complete) the book in 1895, it wasn’t
picked up a hitchhiker. made into a film until the 1960s. W h e n it
1 We were listening to the radio while / when we heard the (come out), audiences 9 ______ _____
news. (rush) to see it.
2 As / When we listened, we began to feel frightened. T h irty years after The Time Machine, other time
3 While / When I looked at the hitchhiker, I saw he was travellers 10 /u ■ \
------------ ------- (begin) to appear at the
holding a gun. cinema. In 1990, while M ichael J. Fox H ____________
4 The hitchhiker was te llin g us where to go as / when we
(take) his third trip in Back to the Future 3 , A rnold
saw a police car.
Schwarzenegger 1 2 _ _ _ (search) for ^ ^ ^
5 The police car followed us as / while we were driving too
fast.
Total Recall. Both films were box office hits, and both

6 It fin a lly caught up w ith us w h ile / when we ran out of (use) special effects to create the
petrol. journeys into the past and future, which were very
convincing. People 1 4 ------------------------(can) ^
experience what it was like to travel through time.
 'Mteliving th e p a s t

W § is t:€ 3 > r jfr e g w is tr

Listening
3 Look at this photograph of
Jeff. What is he holding?
1 Describe what you can see in the pictures. What
What is he wearing on his
period in history do they show?
head? What do you think
his job is?

h talfc
4 ^ 3.2 Listen and decide if
these statements are true
or false.
1 Jeff has always done w ork connected w ith history.
2 Jeff took tim e o ff from his job to study Roman history.
3 Jeff got somebody else to make his Roman clothes and
weapons.
4 Jeff’s original idea was to w ork mostly w ith tourists.
5 Jeff’s ta lk helps people to understand why the Roman
empire was so large.
6 Jeff has a special small-sized uniform for school children
to try on.

^ 3.2 Now listen to part of the talk again and number

the events in the order in which you hear them beginning
with 1 and ending with 6 .
a p B lleff paid to have special outfits made for his job.
b H I ] e f t began to give talks to students
c ■ jje ff left his job to set up in business on his own.
d H J e f f started to advertise for customers locally,
e H i e f f developed his interest in history w hile working in
a museum.
f B l e f f had various jobs before he became a to u r guide.

Pronunciation
6 ^ 3.3 Look at the words in bold. Are the vowel sounds
of the other words the same? Which are different? Listen
and check your answers.
1 head bed said
2 wear where were
3 work walk word
4 took soon moon
5 efse tell help
6 so know how
2 How much do you know about this period? Talk to a 7 done sun some
partner about: 8 clothes cloth both
• what language the people spoke.
• what the people were like.
• what everyday life was like.
• what kind of things the people built.
• what kind ol entertainm ent they enjoyed.

o
Speaking Mafcing comparisons
Phrasal verbs with toKe and give 10 ^
3.5 Read the dialogue. Then listen to the recording
and fill in the gaps. .
Answer the questions with a partner.
•jt,: : •• ., ^ _
1 What took o ff when Jeff worked in the museum?
2 What other things take off? Making comparisons
3 What sorts of things can you take o ff? Marty Life in the past 1 life in more
4 What did Jeff give up? recent times, d o n ’t you think?
5 What other things do people often give up? Pam Maybe, but 2 physically
6 What do children try on during Jeff’s talk? 3 d iffic u lt than today.
7 What other things can you try on? Marty Rut there 4 pressure
5 there is in the modern world
Complete the sentences using take off, give up or try on in
and there 6 things to w orrv ahout
the correct form.
in a way.
1 It’s always a good idea t o _____________ shoes before
Pam True, hut 7 it was probablv less
buying them.
interesting living in those times.
2 I do n ’t th in k my uncle w ill ever be able to
i|> ........
_____________ smoking.
3 The p la n e ____________ late because of the storm.
Photo discussion
4 After several months of hard work, Simon’s com puter
company re a lly ____________ 11 In pairs, Student A look at 1; Student B look at 2.

5 After an hour, h e _____________ w aiting for the train

Describe your picture to your partner. Together, discuss
the tim e period it shows together and what the
and took a taxi.
advantages and disadvantages of living in that period
might have been. Use the expressions in 10 to help you.
expressions
^ 3 .4 Listen and answer the questions. Think about:

1 What does Jeff mean when he says: • living conditions

I fe lt I could make a living out of bringing the Romans to • expectations about life

life. • fa m ily life

2 In w hat other ways can we bring history to life? Is it a • entertainm ent

good idea? • social life

3 Could people make a living doing this sort of w ork in • technology

your area? • com fort


In 5 5 b c , the R om ans 1 Britain
and occupied m ost o f the country tor
around 300 years. But they never
2 to conquer the w hole island,
and m ost o f Scotland remained outside
the R om an Empire. W hat’s more, the
R om ans fought many wars against the
people in Scotland, so life near the
border was not very safe. In AD 122, the
R om ans built the wall 3 --------- theY
could protect themselves and keep the
Scots out o f England. T he wall is an
im portant historical m onum ent
Studying the sam ple
Read the description on the left about one of these walls
above. As you read, write the missing information in the
factfile ignoring the missing words in 1 -6 .
Fadfiie
1 Who b u ilt if:
2 Whv it was built:
3 When il was built:
4 Length of wall:
5 What vou can see todav:
Read the description again and choose the best answer, a,
b, c or d, to fill gaps 1 -6 in the talk.

4 _____ it stretches all the way across 1 a infected 4 a when

the north o f England from the east to b invaded b because

c intruded
the west coast: a total ot 117 c so

kilom etres. 3 --------- its great age, there 2

d
a
inherited
managed
d
5 a
while
Although
is still a lot left to see. Nearby you can b succeeded b In spite
also 6 _____ the well-preserved c won c Despite
remains ot a R om an fort at d achieved d But
Housesteads. 3 a as 6 a look up
b while b see
c so that c watch
d since d look into
Steps to better w riting
The definite article O P136 )
mtemembe r ?
We use the indefinite article when we refer to som ething for
the first tim e and the definite article when we m ention it
again, e.g. Today we are going to see a very fam ous wall. The
Romans b u ilt the w all in ad122.
Read the rules for using the definite article, the. Then
decide which of the places a -h needs a definite article.
• We use the when there is only one of something, for
example the Roman Empire, the 18th century.
• We do not use the w ith countries except when they have
the words States, Kingdom or Republic in th e ir name.
• We use the w ith named geographical features e.g. the
Black Sea, the River Thames, except the name of
individual mountains.
a North Pole
b Great Wall of China
W riting your description
Understanding the tasfc
5 You are going to produce a leaflet on historic places of
interest in your country for a tourist information office. In
small groups, decide on the places to be included.
Planning
6 In pairs, choose one of the places you thought of in 5 and
use these questions to plan your description.
• When was it built?
• What was life like then?
• What famous events are associated w ith it?
• What is it used for?
Writing and checking
7 Write your description and check that you have:
• given a brief history of the place.
• explained why the place is im portant.
• described everyday life in the place.
• thought of ways of making your description interesting,

c France e.g. by including a map, poster or pictures.

d Czech Republic
e Earth
f United States
g Empire State Building
h M ount Everest
Ups and downs of the human rate
1 Complete the sentences using these words.
hunt mankind couch potatoes height ancestors
average person
1 The invention of agriculture was one of the most
im portant events in the history o f _____________
2 Our e a rly _____________ were taller than we are today.
3 People in Europe no longer n o rm a lly ____________
animals in order to get food.
4 Nowadays the average of a man is 1.8
metres.
5 Compared to the past, t h e enjoys a
com fortable life today.
6 Doctors w orry that young people today are becoming
2 Complete the text using the correct form of words from
the text on p31. The first letter and the length of the
words are given.
Maize, wheat, rice and potatoes make up the 1 s ______
diets of most o f the w o rld ’s population. These crops
2g in a variety of climates and can 3 s _ _
large numbers of people, w hich is why they are so
im portant. However, people c a n n o t4 I 0_
alone. They need fruit, vegetables and a form o f protein
such as meat, fish or beans. In the past, people ate food
produced and s g -------------------- locally, so diet changed
w ith the seasons. However, today we buy food from all
over the world, so we can have more s v __________ in ou
diet throughout the year.
Extension
C o n fu s in g w o rd s
3 Match the words in italics in 1 -4 to meanings a -d .
1 We arrived late. The journey took longer than we
expected.
2 Mark’s making a voyage across the North Sea.
3 We went on a guided tour of Buckingham Palace.
4 The travel agent offered day trips to Moscow,
a travelling a long or short distance.
b a visit stopping in more than one place,
c a visit to a particular place and back,
d travelling a long distance by sea or in space.
4 Now complete the sentences using journey, voyage, tour
or trip.
1 We’re going to do a ____________ of Europe next
month. We w ant to visit six different countries.
2 Peter and Clare are taking a s h o rt_____________ to
Budapest this weekend.
3 NASA is planning a n o th e r_____________ to Mars. It’s
going to cost m illions of dollars.
4 It was a long p la n e _____________ It was so boring and
the seats were too small and uncomfortable.
P h ra s a l v e rb s
these 5 Match the phrasal verbs in 1 -5 to meanings a -e .
1 I was going to go for a walk but the rain put me off.
2 My father’s just taken up golf.
3 I don’t th in k I can put up w ith that noise any longer!
4 You are coming to my party, aren’t you? You w on’t let me
down at the last m inute, w ill you?
5 We were going to the USA for a holiday this summ er but
our plans fell through.
a tolerate or stand
b stop somebody from doing something
c not do w hat is expected or promised
d come to nothing
e start as a hobby
6 Complete the text using the correct form of the phrasal
verbs in 5.
Have you ever wanted to i archaeology? I
must say that I’d always been 2 _____________ the idea by
the thought of all that w ork outdoors in the wind and the
cold! But one day, a friend asked me to jo in him on an
archaeological dig. I agreed to go w ith him and
3_____________ the weather. The day we were leaving, it
was freezing cold, but I knew that I had to go. I couldn’t
4_____________ my fr ie n d ______________ But, as luck
w ould have it, our p la n s 3 ______________ He had developed
a really bad cold and decided to cancel the dig. I breathed a
sigh of relief!
 n it
V
Read the information about the United Kingdom Answer these questions.
parliament and decide if these statements are true or 1 Which of the three elements of the UK parliam ent is the
false. most powerful?
1 The word parliam ent comes from an old English word. 2 Why was a parliam ent formed in the Middle Ages?
2 The members of the House of Commons are barons and 3 Why was Charles I killed?
bishops. 4 What are the duties of parliament?
3 In the Middle Ages, the king needed a parliam ent to
raise money. Talking about your country
4 The queen (or king) has little political power nowadays.
5 The House of Lords is responsible for creating new laws. 1 Describe the political system in your country.
2 How did the system develop?
3 Are people in your country interested in politics? Why?
Why not?
4 Do you th in k parliam ents or governments are interested
in w hat ordinary people want?
Jobsin th e fu tu re

Q ts ic M r € g w ri2 E :

Which jobs do you think there will be more of in the

future? Why?
a health care workers
b com puter program m ing
c farm ing

Which jobs do you think there will be

fewer of in the future? Why?
a delivering post
b forestry work
c teaching

Reading
3 Read the article. What kinds of jobs could you
consider doing in the future? Ignore the gaps.

So what will we all be doing in the future

hotel m anagers and m any other kinds of workers. So if you’re good
Can you write? Do you have a talent for entertaining others? If you
at languages and interested in travel, this might be a job area for
do, you will find that there is a lot of work available for you.
n ’ New forms of entertainm ent which you. do
What if you’re physically strong, enjoy working outdoors and
not even exist today will create new industries and opportunities
don’t mind facing a bit of a challenge from time to tim e? If that’s
for work. At the sam e tim e, existing forms, such as television, will
the case, working as a construction worker, a m ember of a highway
expand. This has already started to happen with the growth of
repair crew, or a forest ranger might suit you very well. No one
digital and cable channels.
working in these jobs will ever be com pletely replaced by m ass
Com puters cannot program th e m se lv e s .2 -------------------------------------------
production. 4 -----------------------------------------------------
______________ Therefore if you’re a com puter whizz kid, the future
Finally, what if your talents lie in other directions and what
looks promising. Jobs for software programm ers will soar in the
yo u’re really into is biotechnology? There can be no doubt that the
future as we see an explosion in the use of micro chips and
biotech revolution will certainly open up entirely new jobs which
com puter technology for entertainm ent. In fact, in a few years,
we can only im agine to d a y .3 -• They wl11
com puter technology will be everywhere. M icrochips will even be in
be the health-carers, who will be needed to look after individuals
our fridges, so we know what food we need to buy, and in other
who will live for much longer. Do you feel you could get job
household m achines, to tell us when they aren’t working properly.
satisfaction taking care of others? If you do, you will never be out
Maybe you have excellent people skills. Well, jo b s which involve
of work. Robots, telem edicine and so on, may reduce the need for
working with others will alw ays be around. There are plenty to
certain kinds of jobs in this area, but they will never replace the
choose from: nurses, physiotherapists, lawyers, teachers, fitness
caring attitude of a human being.
and sports trainers - the list is end less. 3 ---------------------- 2------------------------
So the future looks bright. The only problem you might have is
A good exam ple is in the travel business. At the m oment, it s the
deciding which of these areas to choose!
fastest-grow ing industry in the world, partly because arranging Michio Kaku, V isions
trips has becom e easier with the Internet. Jobs include tour guides,
 Reading

'Hxamtraining
Prepositions
> 7 Complete the sentences using the correct preposition.

&
Missing sentences
for by ® in at
First, decide what the words in italics refer to. Next, try to

find words and ideas in the text to connect the missing
sentences to the right gap, e.g.
a Jobs like these which involve personal contact require
people w ith the right personality and are almost
impossible to replace w ith computers.
The words in italic pick up the idea of jobs which involve
working w ith others in paragraph 3. This sentence
therefore fits into gap 3.
4 Sentences a -f fit into gaps 1 -5 in the article.
Decide where each sentence fits best. There is one
sentence you don’t need. Sentence a is done for you.
a Jobs like these which involve personal contact require
people w ith the right personality and are almost
impossible to replace w ith computers,
b Furthermore, as there w ill be more old people, there w ill
be an increase in the demand for another very particular
kind of worker,
c As none of these jobs is repetitive, each new task
requires an entirely different assessment o f a practical
problem.
d Programming requires not only m athem atical talent but
also creativity.
e Even today the video game industry is larger than the
entire w orld-wide film industry,
f This is because as people w ill have more leisure tim e in
future, they w ill look fo r new ways to enjoy themselves.
Vocab ulary
Describing growth
5 The words below are all used in the article and missing
sentences a -f. Decide which are:
1 nouns 2 verbs 3 adjectives
expand demand • create soar fastest-growing
increase open up
'Unit
1 In Jemma’s new job, she has a lot of opportunities
_____________ travel.
2 There was an e x p lo s io n _____________ m obile phone
sales a few years ago.
3 People w ill never be completely re p la c e d ____________
computers.
4 There w ill be an increase_____________ the am ount of
free tim e people have in future.
5 The d e m a n d _____________ people w ith com puter skills
is soaring.
6 Jennifer is g o o d _____________ fin d in g interesting web
sites.
Describing abilities
8 Find these words in the text on page 42, then complete
the sentences using the correct one.
satisfaction suit good skills into * talent
1 Sam has a _____________ for w riting.
2 Sara has excellent p e o p le ____________
3 Tom’s _____________ at languages.
4 Teaching w o u ld _____________ Peter very well.
5 What M ary’s re a lly _____________ is science.
6 Harry knows he could get j o b _____________ taking care
of others.
9 Which job area would beright for you? Write a paragraph
about why you are suited to it.
Example
I ' d / d i e t o w o r k C r £K.-terto.C».-Y*e>«.-t vnakCfi.^ T V
p r o a r o v n v n e s . I ' v n r e o / / \ f C r t o T V o r d a w « f> o d o -t
-tkC^KC^a o f a e u j id-eo-s . A s X ko-tse o- -to-Xet\-C f o r
w r c t c n x , I t k C r k w o r k e r o r t k o t s id e w o u / d
qCtre vne j o k s o t C s - f o c t C o r . BeCrt^ o k / e t o w o r k o r
d C - f - f e r e r t p r o j e c t s w o u / d s u i t vne.
..... ...........................

Complete the sentences using the correct form of suitable

€Z ESI
words in 5. Read these statements about jobs in the future. Do you
agree or disagree with them, or do you have no opinion
1 A new world of jobs w i l l _____________ in the future.
about them? In small groups, discuss the reasons for your
2 T h e ____________ for new leisure activities w ill be
opinions.
explosive.
• Work w ill allow us so much leisure tim e that we w ill all
3 Travel is one of t h e ________ leisure activities.
be bored!
4 The use of m obile phones is ________ at the
• We w ill all earn more money than we need in the future.
moment.
• Only really intelligent people w ill be needed for jobs in
5 There w ill be a fn )_________ in the num ber of jobs
the future.
in the software industry.
• U nem ploym ent w ill increase as we use computers more
and more.
 The future Read the text in 1 and decide if the sentences are true or
false.
1 Look at the pictures. What changes do you think there
will be in medicine, travel and communications in the 1 We w on’t need surgery in the future.
future? 2 Nanorobots w ill repair hair.
3 The Segway is a new kind of vehicle.
4 The police in Boston are already using Segways.
5 You w ill need a keyboard to use the new m obile phones.
6 People w ill be able to w rite messages using th e ir eyes.

pi36 ,
Grammar c A e c f t

The future
Uses
1 Look at the examples and complete the rules about
the different future forms. Use w ill, going to or the
present continuous.
a Patients will consult doctors using the Internet,
b Jake is going to buy a new com puter on Saturday,
c We are meeting Mike at the cinema at 7 p.m.

1 We use to talk about

arrangements in the future.
2 We u s e _____________ to ta lk about intentions for
the future.
3 We u s e ________ to make predictions about
A few years ago, laser surgery was
the future.
co n sid e re d a huge advan ce in

Future m edicine, but now it seem s any

surgery will soon be a thing of the
Forms
2 Write the sentences in the negative(-ve) and
question(?) forms.

focus
p ast. We w on’t need surgery
because nanorobots will solve our
health problem s. Nanorobots are
m icro sco p ic robots. They
100,000 tim es sm aller than a human
hair, but they can repair the body
exam ple, a cancer patient will sim ply have to take a tablet
containing nanorobots pre-program m ed to destroy cancerous cells
Other nanorobots will be able to mend broken bones, heal wounds
fight viruses, clean arteries and solve other m edical problem s
Can you im agine cities without traffic jam s and no traffic n o ise 2
They may exist one day, thanks to the S e g w a y . The Se g w ay is a kind
of m otorised scooter. Movement is directed by the movement of the
body - ,f you want to go right, you sim ply lean to the right and so
on. To stop you sim ply stand upright. Police in Boston are going to
start using them for routine patrols soon and A m a z o n are going to
sell the m achines on their website by the end of this year
Researchers are predicting that we will soon be able to send text
m essages with m obile phones using only our eyes. The new phones
will work through the use of sensors which can tell which letters of
the alphabet are being looked at when they are displayed on a
screen. The program is being developed for people with physical
d isab ilities, but it will probably have wider applications.
1 Nanorobots w ill be able to mend broken bones.
- v e _________________________________________
are ? ____________________________
2 We are meeting Mike at the cinema at 7 p.m.
For - v e _________________________________________
? ____________________________
3 Police in Boston are going to start using Segways.
- v e _________________________________________
?
Underline the correct form of the verb to complete these
sentences.
1 The weather forecast says i t ’s ra in in g / w ill rain
tomorrow.
When the railway track is improved, trains w ill tra ve l/
are travelling at 120 kilometres an hour.
People w on’t liv e / aren’t living on Mars in the future.
Sally w ill be / is being 30 next month.
Will people travel / Are people travelling more in the
future?
:uture predictions Present simple
The present simple can be used to ta lk about tim etabled events.

*9
:: ng to can be used for prediction
men there is evidence som ething wil 5 Mark and Philip are going on an adventure holiday next week. Read the

X B n it
w on’t happen. itinerary Mark has received for the trip. Then complete Philip’s questions using
Look at the pictures and write the word in brackets in the present simple.
sentences using the notes 1 -4 .
Thursday Friday
3 p.m. - meet group at airport 7 .3 0 a.m . - breakfast
5 p.m. - depart M anchester 9 -1 2 .3 0 - abseiling
5.3 0 p.m. - arrive Glasgow 1 - 2 p.m. - lunch
6 p.m. - a bus to Adventure Centre 3 -5 .3 0 p.m. - w hite-w ater rafting
7 p.m. - welcome meeting 6 - 7 p.m. - free time
7 .3 0 p.m. - dinner 7.30 p.m. - dinner

What t im e ___ we (meet) at the airport on Thursday?

Which airport we (fly) from?
What t im e __ we (arrive) in Glasgow?
How lo n g ___ the jo u rn e y ____ (take) to Glasgow?
What t im e __ (be) breakfast?
W h e n _______ (do) we go abseiling?

The right word

6 Read the text. In pairs, decide whether the verbs in bold have been used
correctly or not. Correct those which are wrong.

The pop group Arena announced plans for th e ir new to u r recently. The group
1 playing in Manchester tom orrow night and in London on Friday. They 2 arrive in
Paris on Sunday and 3 w ill tour Europe for the rest of the m onth. Although the
2 h e /fa ll? group 4 don’t go to the USA, many of the European concerts 5 will be broadcast live
and fans 6 are being able to see them on gigantic video screens. The organisers
7 build screens so th a t fans in the States w ill be able to hear and see fans in
Europe. In fact, the screens mean th a t being at the concert in the USA a will be like
being at the real thing. The organisers are planning to charge fo r the events in the
USA and they 9 going lo install the special screens in 20 concert halls over the next
few weeks. Tickets 10 are not being as expensive as those for the live concerts.

^ 4.1 Listen and check your answers in 6.

3 H e /n o t / catch the train.

Let’s activate
"Plan a trip
8 In groups, plan a trip for some British students who are visiting your country
next month. Make notes about:
the tim etable.
the places students w ill visit,
the things you are organising such as parties, talks,
other things the students w ill be able to do and see.
things the students w ill need to bring.

Tell someone from another group about the trip you have planned.
 Let’s practise grammar

Will or going to? 3 Read the two advertisements. Then put the verb in
1 Put the verb in brackets in the correct form. brackets in 1 -1 0 below in the correct form.
1 Oh no! The c a r ____________ (crash) into the lorry!
2 I th in k more p e o p le _____________ (use) the Internet in 28 February
the future.
3

4
5
Look at all those black clouds in the sky! Ith in k it
____________ (rain).
I _________ (not get married) until I’m 30.
I feel really dizzy and hot. I th in k I _____________ (faint).
Cold Ice M anchester Exhibition Centre
Present continuous, will or going to? Doors open at 8 p.m.
8 .30 p.m. Y ellow
2 Look at Maggie’s diary for next week. Write questions
about her plans. Then answer the questions.
T- , , r , r- 9 -3 0 p.m .C o ld Ice
Tickets £ 2 0 and £ 15

MON
g a.m . meetCyc^ Lmtcrke-tCy^
Lc.oyfCrm Crid-ay) Leading London com puter
3 .IS p m • d-eytCS-t
com pany seeks a programmer.
5 p .m . m ee-t kyd-y tmo-ybe ircsc-t kcs
p a r e y tS 7) Responsibilities: d e ve lop in g ne w program s
m a in ta in in g cu rre n t program s
Location: ne w o ffic e in Camden (to open next
TUES m o n th )
7 /S a.m . pAo-ye < loyd-oy LSue ko-S -tLC.ke.-ts) Start date: m ust be available to s ta rt next m o n t-
• V J i.S O p .W . 0-yd- 2 . 3 O-H p .m . W A ' f f l W M Salary: b e tw e e n £25-£30,000, d e p e n d in g on
Au.yc.k tAayo-afyc^ 2 >irec.-tor /2 -.3 0 p .m . experience]

Lc.oy fo rm ed )
V p .m . - meetCya^ yoC-tk kA cso r o-yd re s-t erf
-teo-m
6 p .m . AAy back

Cold Ice ' _____ _______ (appear) in a concert in

1 .so p .m . Au.yc.k y>c-tk Ay y e ? ? Lc.oyfc.rm the Manchester Exhibition Centre on 28

February. The doors 2 ---------------------- (open) at
T u.es)
8 p.m. and at 8.30 p.m. Yellow 3 -------------
(play) fo r about an hour. Cold Ice
THURS
fac.-tory -to u r Z o k y - 10 a.m . 4 __________ (start) at about 9.30 p.m.

-tkea-tre kyd y? Lc.kec.k c f -tkere o-re - t i c k e t s > T ic k e ts S _ _ _ (cost) £20 and £15.

Example
when / Maggie / fly / London?
When is Maggie flying to London?
She’s flying to London on Tuesday morning at 7.15 a.m.
1 who / she / have / a meeting w ith / Monday morning?
2 she / go / to a conference / Wednesday?
prZZl: “ mPa"V 'S The

3 when / she / have / lunch / Anne?

4 w hat tim e / she / meet / Andy?
« n *,a , l „ „ i T T T T T 0‘°rr mt : rr office in
5 she / go / to the theatre / John?
in the new office. The person ap p o in ted ^ ------------^
6 what / she / do / w ith John / Thursday morning?
(start) next month. The salary io __
7 who / she / have / a meeting w ith / Tuesday? (be)
b e tw e e n £ 2 5 , 0 0 0 -£ 3 0 , 0 0 0 .
8 who / have / lunch w ith / Tuesday?
9 what / do / Thursday evening?
 Extension 7 Underline the correct form of the verbs to complete the
sentences.
Other uses of will

4f
1 I w ill let / let you know as soon as Jane w ill tell / tells me.
Match examples a -e to how we use will, 1 -5 .
2 When Pete gets / w ill get his exam results he phone / w ill

W a it
a Will you lend me your car? phone us.
b I w o n ’t tell anyone your secret, 3 As soon as the manager arrives/ w ill arrive, we s ta r t/
c It’s a beautiful day today. I th in k I’llgo for a walk, w ill start the meeting.
d You look tired. I’ll make you a cup of tea. 4 I book / ’m going to book the restaurant before we w ill go
e Be careful or you’ll hurt yourself. / go.

1 to make a promise 5 After we come / w ill come back from Greece, we start /

2 to offer to do something are going to start Greek classes.

3 to make a decision
4 to give a warning
The right word
5 to make a request 8 Put the verbs in brackets in the correct form. More than
one answer may be possible.
Complete the sentences using the correct form of these
verbs. More than one answer may be possible.

have go help take buy answer Dear Alex,

1 ‘Is that someone at the door?’ VJell, a ir trip I d Arteries is fin d y organised X
/ _________ (pick up) /he tic k d s id e e this Week,
‘Yes, shall I go?'
‘Don’t worry, I ____________ it.’ probably toMorroW. Vie Z ---- -------
2 Slow down! Y o u ____________anaccident if you d o n ’t York ZZ Ju ly. Qur heave)

drive more carefully. d 3 o'clock in ike Morning, so We ------

3 ‘What are you going to get Marty for her birthday?’ hnive) d a 300P iiMe. I ? M<&'s svder isn't away on
‘I’m not sure. I know, I her a T-shirt.’ holibay, then we * ---------------------^ f 17 U
4 _____________ y o u ______________ me w ith my n d We z _____ _____ (have i d IddK tot a hotel.
homework? V/J're planning to day in deW York for abaii a Week
5 I you a new PC fo r Christmas, but you because there's sc Much to bo. Z really Want to go
must w ork hard this year! ihe WuseuM o f Mobern Art, Z think Z
7 ___________ (visit) it the bay after We arrive
6 ‘I do n ’t feel very w ell.’
‘I _____________ you to the doctor’s, if you w ant.’ because We haven't g d anything else planneb for then.
On the ZU h, we 8 -------------------- W & * b^ "
dhen, as soon as, before and after O P137) Match at the Yankee ZiabiuM - Wad's bookeb tickds
on the Znieend. Z m sure it ^ ---------------- be
<y>

Look at the examples and answer the questions.

a We’ll eat as soon as Dave arrives, great fun. Mhd I C ------------------ T * — “ ---------—
b Before I go on holiday, I’m taking my car to the garage,
(bo) in Augudp dove you g d any plans? Vfe coulb
coMe to Bodon anb visit you after We leave dew lock.
c They’re going to go to a restaurant after the film finishes,
d I’ll tell you when I receive the tickets.
What bo you think? VJe " 7
back to Lonbon until the enb of Augud. Perhaps you
1 Are the sentences about the present or the future?
can id Me know when you ,Z ------- 3^ ^5
2 What tense do we use after before, after, when and as
letter, dope to see you then!
soon as?
3 What tenses do we use in the rest of the sentence?
love,

7
23rt*century twins
Listening 3 ®<y4.3 Read the information carefully. Then listen to
what will happen to the twins at the various stages of
h radio programme their lives. Match sentences a -j to the stages in the box
1 ^ 4.2 Listen to an announcement about a radio below and write one letter in each space 1 -8 . There are
programme and complete the table. two sentences you do not need,
a They w ill be given injections,
Names of twins: _________ b Their surroundings w ill make them comfortable,
Twins' date of birth: c They w ill take a trip in a noisy machine,
Different times in the twins' lives d They w ill travel to another moon,

l _ 2 ___________ 3 ______ e They w ill comm unicate w ith friends from the moon,
f They w ill be flu e n t in another language,
g They w ill look much younger than they are.
What sort of information do you think will be included in h They w ill spend more tim e trying to keep fit.
the radio programme? i Driving a car w ill be less dangerous for them,
j They w ill have some parts of th e ir bodies remade.
E xo m training

Matching information Stage 1 -8 years old 1 2

In a matching task you need to look at all the possible Stage 2-teenagers 3 4
answers w hile you listen to each speaker. U nderlining the Stage 3-45 years old 5 6
most im portant words before you listen can help you to Stage 4 -8 0 years old 7 8
recognise the inform ation when you hear it. Do not try to V.
guess the answers. They may be completely different
What kind of
from what you expect!
problems might
it create for the
human race if
we all live to be
over 100 years
old?

Pronunciation
5 ^
4.4 Listen to the recording and underline the main
stressed syllable in adjectives a -h . Then match the
adjectives to meanings 1 - 8 .
perfect commercial dram atic g simple
complex genetic m inim al h previous

quick and easy

d iffic u lt to understand
ideal
business-like
very small
happening before or earlier
sudden, exciting or impressive
connected w ith the developm ent of living things
Speaking Soundbites
Talking about the future ^ 4.6 Read the questions. Then listen to Im agine
Number these phrases in order, from 1, the most likely, to by John Lennon, and answer them.
5, the least likely to happen in the future. 1 What kind of world does the singer ask us to
w ill probably be / have ... imagine?
bound to be / have ... 2 What does he say people w ill / w on’t do in this
definitely w on’t be / have ... world?
may not be / have ... 3 This song was w ritten a long tim e ago. Do you
going to be / have ... th in k people have sim ilar hopes today?

^ 4.5 Read the dialogue. Then listen to the recording Imagine

and fill in the gaps. 1 Imagine there’s no heaven
It’s easy if you try
No hell below us
Talking about the future
Above us only sky
Meg 1 _________ you’ll live when you’re older?
5 Imagine all the people
Rick I th in k 2 ___ live by the sea, but I may
Living fo r today
change my m ind. What about you?
Imagine there’s no countries
Meg Well, I 3 live in a big city. I th in k
It isn’t hard to do
4 _____________ build a house in the mountains.
Nothing to kill or die for
Rick But I know you. You s ____________ get bored 10 And no religion too
in the m ountains. 6 do a lot of
Imagine all the people
travelling?
Living life in peace
Meg I7 going to travel. I w ant to see
You may say I’m a dreamer
every continent.
But I’m not the only one
15 I hope some day you’ll jo in us
?hoto discussion And the world w ill live as one

In pairs, Student A look at picture 1; Student B look at Imagine no possessions

picture 2. Take it in turns to ask and answer questions I w onder if you can
about the photographs. No need for greed nor hunger
Student A: ask 20 A brotherhood of man
• what does your photograph show? Imagine all the people
• what are the issues shown in the photo? Sharing all the world
• what do you th in k w ill happen regarding these issues in You may say I’m a dreamer
the future? But I’m not the only one
25 I hope some day you’ll jo in us
Student B: ask
And the world w ill live as one.
• can you describe w hat is happening in your photograph?
• what problems do the photos suggest?
• what can we do to help solve problems like these?
 Writing a formal letter of complaint
Tomorro w "sclassroom
Look at these pictures of different ways of studying. What
do they show? Do you use computers or audio CDs when
you study? How do they help you?
Studying the sam ple
What is this advertisement for? What can the object it is
advertising do? Do you think it is a good idea? Why? Why
not?
T H E L A T E S T IN L E A R N I N G T E C H N O L O G Y :
TH E TA LK IN G TR A N SLA TO R .
W hatever your destination, you'll be able to
cope with this portable interpreter, which can
speak six languages. A technological marvel,
it has numerous useful functions. It will
give you the confidence to travel the
world knowing that you can
understand and be understood.
A m u s t fo r a n y o n e s tu d y in g la n g u a g e s !
To order complete the form below. A llo w 14 days fo r delivery.
Teacher Peter Brown has ordered a Talking Translator for
his classroom, but it has not arrived. Read the letter he
has written and find out why he needs it urgently. Ignore
the words in italics.
Formal and informal language
4 Read the letter again and underline the correct phrases
for a formal letter.
Sally Hodson
The M anager
B reakthroughs in Education
11 S unberry Close
D o w n in g
West M idlands
1 N ovem ber
Dear 1 M a n a g e r/M s Hodson,
1 Thank you fo r yo u r le tte r 2 th a t y o u se n t a couple o f
weeks a g o / o f 10 O ctober. In th e letter, you
3 assured/promised me th a t th e Talking Translator I
had o rdered/asked for w o u ld be 5 despatched/s e n -
within 6 a fortnight.
2 It is n o w th re e weeks since I 7 g o t/re c e iv e d y o u r lettei
and th e Talking T ranslator has still n o t 8 g o t h e re /
arrived. I have m ade 9 lots o f/n u m e ro u s phone calls
to y o u r com pany headquarters and sent an em ail b u t
so fa r I have received no 10 r e p ly /w o r d back.
3 As I am g iv in g a d e m o n s tra tio n to o th e r teachers next
w eek on n e w developm ents in language lea rn ing |
w o u ld be 11 g ra te fu l/re a lly h a p p y if you could
chase u p /lo o k in to th e 13 th in g /m a tte r fo r me If
you no lo n g e r have th e Talking T ranslator 14 in stock
a ro u n d the place, please is give m e b a c k /re fu n d th e
cheque I sent.
4 If you need to 16 speak to /c o n ta c t me u rg e n tly I can
be reached on 103 445 6723, o r a t my em ail address-
b ro w n , p@ ghs.org.uk.
5 Thank you 17 a lre a d y /in advance fo r yo u r help. I look
fo rw a rd to 18 h e a rin g fr o m /h a v in g a ch a t w ith you
soon.
19 Yours fa ith fu lly / Yours sincerely,
P e te r & ro v /n
Peter Brow n
Analysing the layout
5 Match paragraphs 1 -5 in the letter to the description of
what the writer is doing in a-e.
a explaining w hat action he expects the company to take
b explaining the reason for w riting
c thanking the manager for helping him w ith his problem
d explaining how he can be contacted
e acknowledging a letter
Steps to better w riting
W ritin g fo rm a l le tte rs
Underline the correct advice for writing a formal letter.
1 The receiver’s address should / should not appear on the
letter.
2 You should use Mr, Mrs, Ms or Dr and the person’s fa m ily
name / the person’s firs t and fa m ily name.
3 You should use / avoid using contractions, e.g. I ’d like.
4 It is a good idea / not a good idea to use exclamation
marks.
5 If you know the name of the person you are w ritin g to,
you should end your letter Yours fa ith fu lly / Yours
sincerely.
The d e fin ite a rtic le
Match examples 1 and 2 with uses of the definite article
a and b.
1 the book I asked you to send me ...
2 the near future, the only man
a when an adjective is used before the noun to make the
noun specific.
b to refer to a noun which has been m entioned earlier.
Fill in the gaps in the letter with the, a, an or no article.
Dear Sir,
Thank you for your letter of 17 November.
In your letter, you assured me that
: ___________book on computers which I
ordered would be delivered to my home
address by return of post.
Unfortunately, 2 book I
received is not 3 ----------- one I asked
you to send me. I have tried on
. ___________ numerous occasions to phone
yourcompany, but all I seem toobtain is
; . answering machine.
As I am leading I ------------ project on
___________ computers at school, I would
oe most grateful if you could look into
: ___________ matter for me. If
: book I need .is out of
_
stock, please return j3| ------------ cheque
I sent. If you need to contact me
urgently, I can be reached by email
(pbrown@hotletter.com).
Thank you in advance for your help. I
look forward to hearing from you in
n __________ near future.
Yours faithfully,
Peter &rown
Peter Brown
W riting your letter
Here is another advertisement. In pairs, discuss what it is
for, how you use the object, and what you think of the
idea.
Revolutionise
• Try the pen th at can 're a d y o ur m in d '!
• Studying w ill never be the same again!
It's m agic! As if it obeyed y o u r every th o u g h t,
the In te llig e n t Pen a u to m a tic a lly chooses the
c o lo u r you w a n t (black, blu e , o r orange).
O r so y o u r e n v io u s classm ates th in k !
Its secret is a n e w and o rig in a l m e chanism
th a t lets yo u change c o lo u rs as you w o rk .
W ith its superb design, y o u 'll always fin d it
a pleasure to use. Try it an d see. You'll keep
it for life!
Understanding the tasK
Your class has ordered 30 Intelligent Pens. Unfortunately, only
15 have arrived, which is not enough for the whole class. You
decide to w rite a letter to the company.
Planning and writing
10 In pairs, decide on the following points and write your
letter.
how to start your letter, for example, Dear ...
how many paragraphs to include,
w hat to say in each paragraph,
what should happen if they can’t supply the pens,
how to end your letter.
£hecKing
11 Read through your letter and check that:
• you have used some of the form al language from the
sample letter to Sally Hodson on page 50.
• it includes the appropriate inform ation in each
paragraph.
• you have explained clearly your reason for w riting.
• you have spelled words correctly.
• you have used articles correctly.
• you have w ritten between 120-150 words.
m
^ W o rcM o cu s

Tobs in the future

Put the letters in bold in the correct order to make words
to complete the sentences.
1 The fast food industry w ill continue to shirfoul in the
future.
2 Last year saw a noticeable nexispaon in the trade we did
w ith the Far East.
3 There has been a tremendous mendad for this type of
com puter recently.
4 Do you th in k the price of oil w ill searince next year?
5 The cost of living w ill raos over the next few months.
6 More leisure tim e w ill treace a new market for the
entertainm ent industry.
7 Is DVD really the fettass - gingowr industry at the
moment?
2 Choose the correct word to complete the sentences.
1 Football coaching is a jo b which w ould m a tc h /s u it me
Phrasal verbs
very well.
5 Underline the phrasal verbs in sentences 1 -5 . Then match
2 What you need for this job are people abilities / skills.
3 Barry is in to /a b o u t music in a big way.
4 Do you th in k you can really get job pleasure/ satisfaction
from this kind of work?
Extension
Prepositions
4 Underline the correct preposition to complete the
sentences.
1 There w ill be a demand in / fo r people who are
computer-literate.
2 Do you th in k there w ill be plenty of jobs to choose
after / fro m in the future?
3 Will we all be replaced by / fo r robots?
4 The next few years w ill see the creation after / o f more
jobs in the travel industry.
5 Nobody wants to be fro m / out o f work for too long.
6 Do you th in k your talents lie by / in other directions?
7 What I w ould like to do is look out o f / after elderly
people.
the phrasal verbs to meanings a-e.
1 Breakthroughs in brain research have brought about a
dram atic rethinking of teaching methods.

5 Can you tell me what you th in k your strong points / 2 Scientists have come up against unexpected problems in
th e ir research.
abilities are?
3 We’re counting on you to help us next week.
6 Two students in the class have a real satisfaction / talent
fo r languages. 4 I’m not sure if I am up to running a marathon.

7 Are you good / clever at sport? 5 We eventually managed to work out how to deal w ith
the crisis!
TalKing about the future a rely on

3 Complete the dialogue using these phrases. b cause to happen

c capable of
w ill definitely live in are bound to watch
d be faced w ith
w ill perhaps spend w ill probably be w o n ’t we
e solve a problem
Do you th in k w ill probably have
6 Complete this job advertisement using one of the phrasal
Chris What do youth in k life w ill be like in the future?
verbs in 5.
1 ---------i t ’ll be easier?
Rachel Somethings w ill be easier. For example, I th in k we
2 i ntelligent homes - computers

V n u
-

w ill cook for us, do the cleaning and order our

shopping.
Chris So we 3 more free tim e, can m a k e a diffe ren ce!
4
. you . d oing a jo b w h ere
Rachel Yes, we w ill. I th in k people s ________ more
you could 2 -------------------- s ig nificant ch a n g e s in
TV and play more sports.
socie ty? Do you th in k you could deal wit h th e difficult
Chris And we s -----------------------more tim e on holiday in
situations t h a t social workers often 3 ----------------------------- - ?
space!
C o uld pe ople 4 --------------------------------yo u to keep calm in a
Rachel FI mm, I th in k space holidays ? _____________ too
___________ solutions
crisis? Do yo u th in k you could 5 -------------------------
expensive for most people.
to proble m s th a t seem impossible to solve?
Chris But if we live longer, we’ll have plenty of tim e to
save up! I f y o u do, th e n social w o rk is th e jo b fo r you.

Interested? Then call 0088 546 7897 fo r fu r th e r in fo rm a tio n .

 F iv e -c a r ■■

family
m

1 We're a five-car family 6 Carbon monoxide

We got what it takes Take a deep breath
Eight thousand cc Benzine dioxide
Four different makes Automatic death
2 One each for the kids 7 'Cos it's all about noise
I run two And it's all about speed
One for the *missus And it's all about power
When there's shopping to do And it's all about greed
3 Cars are Japanese of course 8 And it's all about fantasy
Subaru and Mazda And it's all about dash
And the Nissan that the missus takes And it's all about machismo
Nippin down to TAsda And it's all about cash
4 We're a load of "noisy parkers 9 And it's all about blood
We never do it neat And it's all about gore
Drive the neighbours crazy And it's all about oil
When we take up half the street And it's all about war
5 Unleaded petrol? 10 And it's all about money
That's gotta be a joke And it's all about spend
Stepping on the gas we like And it's all about time
The smoke to make you choke That it came to an end.

RogerM cGough

* missus means wife (from Mrs)

T Asda is a popular supermarket
■ A nosy parker is someone who wants to know what other people are doing.
Here the w riter changes the expression to 'noisy parker'.

— ——
i ^ 4.7 Read the poem by Roger McGough and answer Your reactions
the questions.
1 What does the w riter mean by a five-car family? 1 Do you agree w ith the author about the reasons people
2 What do he and his fa m ily feel about unleaded petrol? have more than one car?
3 Why do the fam ily have five cars? 2 What do you th in k the author means by ‘i t ’s about tim e
4 Which verses give the a u th o r’s view, and which verses that it came to an end’? What is your opinion?
give the view of the five-car family? 3 Do you th in k that putting across your message in a
poem like this is more effective than simply telling
someone w hat you feel in an essay or w ritin g it down?
Why?
\ - — _______
 Let’s revise Units 3 and 4

Gram m ar Put the words in brackets into the correct form. There
Underline the correct words to complete the text. may be more than one possibility for each gap.

Scream 3
I ' is m id d a >/ a n d K arl 1 (feel) hungry. H e
I Stops w o rk in g on his co m puter, p ic k s up his
m o b ile p h o n e a n d c a lls the k itc h e n . 'I 2
(have) a sa la d for lu n c h a n d a g lass o f orange ju ic e
It was m idnight and I 1 was watching/watched a e ls e ? ^ s a la d '' fhe k itch e n notes. 'A n yth in g
horror film on television. It w as called Scream 3 and
T h a t 's a ll for to d ay - I n eed to lose so m e w eight.
it 2 was /w a s being very scary. W hile I w as w atching
a r (turn b ack) to h is com puter. A n
the film the phone 3 was starting / started to ring. 1 e m a il m essage flashes up on screen. H e o p e ns it
w en t to answer it, but when I 4 was picking it up / a n d a 3 - D im a g e of his boss ap p e ars. 'K arl, I'd like
to h ave a h o lo g ram m ee tin g 4 (djscuss) fhe
picked it up there w as nobody th ere. ‘T h a t’s funny,’ I
e b o o k p r o je c t / she says. 'Is 1 9 .0 0 to d ay O K ? '
th ought, but I w asn’t concerned.
T h is is not s c ie n c e fictio n a n d it's not a distant
A few m inutes later 1 5 heard/w as hearing a v is io n of the future. A c c o r d in g to scien tists
strange noise. It 6 was sounding /sounded like in te llig e n t ho uses 5 (soon , be) a

som ething outside. I '/ looked /w as looking out of I h an k s to co m p u te rs, p e o p le's h o m es 6

(a lre a d y / be co m e) m u c h m o re than t h e i T T T ie
the w indow , but it was difficult to see. It was dark
I hey are their workplace, supermarket
and it 8 rained /w a s raining q uite hard. As I 9 was en te rtain m en t a rca d e a n d s o c ia l life. Scien tists
walking /w alked to the front door I heard th e noise (cu rre n tly / w o rk on) in te llig e n t k itch en s
again. Som eone » tried/w as trying to get in. By Tr (prom ote) this n e w h o m e -b a se d lifestyle
T h e se n ew kitch e n s 9 _______ (can) o rd er
now 111 was getting / got frightened, so I picked up
g ro ceries, c o o k y o u r food a n d tid y up. T h e y even
the phone and 12 was calling / called the police.
suggest m en us for y o u r d in n e r parties.
T h at’s when I realised I w asn’t alone. B e c a u se of these a n d other la b o u r-sa v in g
d e v ic e s w e 1 0 (have) m o re free tjm | _ ^
new technology will save us about an hour a day
Many experts tear that we n (spend) ^
x ra im e in front of a c o m p u te r or d ig ita l T V T h is
2 Underline the correct alternative to complete the
is b a d new s for o u r b o d ies. S cien tists p re d ict that if
conversations.
p e o p le I ? — (n 0 t chang e) their attitude
1 A When are you going to visit / do you visit your
tow ards e x e rcise , the ave rag e m an 13
American penfriend?
(becom e) n in e k ilo s h e a v ie r at 89 k i l o W d l e the
B I don’t know yet. Maybe I ’ll v is it/ I ’m visiting her this
averag e w o m a n 's w eight 1 4 (risc) to ?f} kj|fjs
summer.
In the last two ce n tu rie s, the averag e height
2 A Do you th in k we w ill liv e /a re living longer in the
has in c re a se d b y 46 cen tim e tres,' says D r Jean
future?
barrel. 'W e are n o w in the m id d le of an o th e r great
B Well, some people believe we w ill liv e /a re living to
ch a n g e , but it's o utw ard s a n d not u p w ard s. In the
be over 120.
n eai future, p e o p le w ill be a b le to is
3 A Does Clare go / Is Clare going to Rachel’s party?
(work), entertain them selves, c o o k a n c T T ^ f r o m
B No she isn’t/d o e s n ’t. She’s going away.
the com fort o l their h om es. T h e re w ill be no need
4 We’re going / We’ll go to Planet Hollywood this evening. to le a ve y o u r a rm c h a ir.'
I’ve just booked a table.
5 A Are they c o m in g /D o they come to visit us this
weekend?
B No, they can’t.
6 A What is Amy going to / does Amy do w ith the money
she won in the lottery?
Vocabulary Phrasal verbs
c
Underline the correct words to complete the sentences. Complete sentences 1 -5 using the phrasal verbs in the
1
2
Our descendants/ ancestors were hunter-gatherers.
Agriculture extended / spread after the last ice age.
correct form.

put o ff take up put up w ith le td o w n fall through

3 Eating ju n k food can result / succeed in people becoming
overweight.
4 When I look back in / on my schooldays, I have happy
memories.
5 Please take up / o ff your coat and sit down.
6 My uncle’s trying to give o u t / u p smoking.
7 The Romans invaded / intruded Britain in 5 5 bc .
8 Ben made a life / living as a tourist guide.
9 Jim’s work is connected w it h / o f computers.
10 I hope the book w ill enjoy / amuse you.
Put the letters in bold in the correct order to make words
to complete the sentences.
1 Nowadays, there is a growing namded for people who
understand computers.
2 jobs in the travel industry are on the searecin.
3 In future, we shall all have more sureeil tim e to enjoy.
4 Ken has a real tental for playing musical instruments.
5 Would teaching younger students tisu you?
6 Do you th in k it is d iffic u lt to be fentul in English?
7 Your grandfather is amazing - he’s a picture of thealh.
8 If you need to tactcon me urgently, phone me on my
home number.
Articles
Complete the text with a, an, the or no article.
IS
Qi
1 Last year I decided t o ______________a new hobby.
2 Alice and Chris promised to help me w ith the party
ft
arrangements but at the last m inute th e y ____________
m e _____________ and I had to manage on my own.
3 We wanted to go to Spain fo r our holidays in the summ er
last year but our p la n s ____________
4 I d o n ’t know how you c a n all that noise!
Turn the music down, please.
5 I hope the thought of allthe extra work w o n’t
____________ y o u ________helping me!
Complete the text using one of the phrasal verbs in the
correct form.
bring about come up against c o u n to n feel up to
w ork out
Don’t w orry if you d o n ’t 1 _____________ working this
weekend. You know you can always 2 _____________ me to
do the w ork if necessary. I’m sure we can 3 ____________
s o m e th in g ____________ together. Sam told me th a t they
had 4 some unexpected problems in the office
- th a t’s why th e y’ve asked you to come in at the weekend.
I’m not sure w hat 5 _____________ the problems - but he
says we can probably solve them quickly.

____________ Lake District is one of the most

'amous places in England. Set in Cumbria, a region
in 2 _____________ north of England, the area has
many mountains and 3 _____________ lakes.
____________ largest lake is 3 _____________
Lake Windermere, which covers 16 square kilometres,
and the highest mountain is called 6 ____________
Scafell Pike. It’s 978 metres high.
In 1951, the Lake District became 7 ____________
national park, because it is 8 _____________ place of
great beauty. Since then tourism has been its main
source of income. Many tourists visit
: ____________ area to find out about its most well-
■rnown resident, t o _____________ poet William
'.ordsworth, Wordsworth moved to 11____________
llage of Grassmere with his sister Dorothy in 1800,
and became known as one of the Lake Poets. You can
still see 12____________ small cottage where he
.rote his most famous works.
 S ' Fo m e u n ti fo rtu n e

'Fame ant! th e fa m ily

1 In pairs, discuss which three of these things are the most 4 Scan the text and find out who 1 -1 0 are describing.
im portant to you.
a Steven Spielberg d Michael Owen
b Jana Novotna e The w riter
c Leonardo DiCaprio

1 --------------- has parents who regret some of the effects

fame has had.
2 --------------- greatly appreciates his / her m other’s love.
3 --------------- has a m other who feels children should be
encouraged when they are young.
4 --------------- feels hardly anybody realises how d ifficu lt it
is to help people succeed.
5 _________ has won a lot of money.
6 --------------- feels you should not be put o ff by lack of
success.
7 --------------- achieved success because th e ir parents took
part in something.
8 --------------- is helped professionally by both parents.
9 --------------- is one of several other children.
10 --------------- has a fa m ily who made big sacrifices.

Reading V o cab u la ry
2 Match phrases 1 -6 to their meanings a -f. Fame
1 make big sacrifices 5 Find the words in the article which mean the following:
2 pushy 1 a strong desire to achieve something (line 2)
3 public hu m iliation 2 people who are paid to do a skilled job (line 3)
4 lack of privacy 3 a celebrity recognised everywhere (line 6)
5 move heaven and earth 4 a young person w ith a particular gift (lines 6 and 7)
6 look on the bright side 5 thought to be the best (line 24)
6 reach the height of a profession (line 56)
a being forceful to get w hat you want
b be optim istic 6 Rewrite the sentences using the adjective form of the
c make a m ajor effort to do something underlined words.
d give up im portant things for a reason 1 He is a footballer w ith a lot of ta le n t.
e be embarrassed in public He’s ______________________________________________
f having people watch you all the tim e 2 Jana Novotna is in the top-rank of women tennis players
She’s ____________________________ _________________
3 Skim read the article opposite and choose which
3 You have to have am bition to get to the top.
summary sentence best expresses the main point of the
text. Y o u ______________________________________________
4 He is a footballer, but he is not a professional yet.
1 Families must make sacrifices fo r children to achieve
He’s ______________________________ _______________
success.
5 The cham pionship is for amateurs.
2 Families receive benefits if children achieve success.
It’s ______________________________________________
3 Support from the fam ily is im portant if children are to
achieve success.
DiCaprio Novotna

Sf
'U n it
WHEN FAME HITS THE FAMILY
Does your son have footballer’s feet? C ould your daughter sing in a
Broadway musical? W h en your loved ones have the talent and am bition
to becom e professional, it takes a special family to cope
relationship w ith both parents is so good it cant be real. His
H o w many o f us really understand the huge amount o f time
mother handles his business affairs and his father helps him to
; attention, energy and understanding it takes to turn a talented
choose scripts.‘M y mother is cool,’ Leonardo says. She doesnt
youngster into an international star? A n d how tar w ould you, or
45 care about this w hole thing, fame. She just cares about me.
should you, be prepared to go if a member o f your family was
Parents o f England striker M ichael O w en have four other
good, even amazingly, unbelievably good, at what they did?
children but they are extremely proud o f their W orld C up son,
C o u ld you cope w ith the invasion ot privacy and the impact on
and so they should be. M u m has kept a scrapbook ever since he
: family lite? was a small boy; she cried w hen he was voted B B C Sports
W hen 14 -year-old Steven Spielberg made his first amateur
50 Personality o f the Year. Dad, a form er professional footballer and
war movie, it was M um , according to Steven, w ho crawled
now an insurance salesman, still has hopes that M ichael might do
through enemy fire in a soldier’s uniform before m aking lunch,
w ell both on and off the field. B ut the worst parts o f it all are the
and D ad w ho squeezed into his old airforce uniform and
public humiliations, w hen M ichael gets sent off the field, tor
worked out exactly how m uch flour was needed tor a
example, and the lack o f privacy, as he’s recognised wherever he
convincing explosion.
The mother o f Jana Novotna, a W im bledon tennis champion, 55 goes.
So, if someone in your family wants to get to the top, you
recalls that the family went w ithout holidays for ten years so that
should help them to be realistic about their chances.You should
they could pay for Jana’s coaching and equipment. Jana’s mother
move heaven and earth to make sure they get the opportunities
:: is a school teacher and lives in B rno in the Czech R epublic. She
they deserve. However, if and w hen failure comes, you must
regards herself as a ‘pusher’ without being pushy. ‘W h e n you have
eo show understanding and tell them to lo o k on the bright side. It s
small children, you have to decide for them at an early age what
a big, w ide w orld and they can always get out there and try
you want them to do. Later they can choose their own
direction.’ Jana is one o f the top-ranked women players m the again. ________________
25 w orld and has earned over $9 m illion in prize money.
‘Tennis has done so much for Jana,’ says her mother. ‘I
don’t know where to begin: travel, the opportunity
JF to speak other languages and meet other people.
She’s so fortunate to be able to do a sport she loves
30 so much and be paid tor it.
'Time t o tw rJ lrF
Film star Leonardo D iC a p rio lived
P | with his mother, Irm elin, for many years What are the disadvantages of fame m entioned in the
in Los Angeles. Irm elm separated from article?
his father, com ic-book artist George, What arc the advantages of being fam ous7 Are they greater
v 35 when Leo was a baby. She than the disadvantages?
cheerfully put up with Leo’s poor
Michael Owen's father was a professional footballer. Do you
record at school and w ild
th in k it is easier to succeed if you enter the same profession
teenage ways until Leo made a
commercial aged 14 and swiftly as your parents7
;o became a successful teenage Do you th in k il is possible to succeed w ith o u t the help ol
actor. Friends sav that I cos your family? Why? Why not7

w i n u ________________
Spielberg
 Grammar

M odals: logical conclusions Match sentences 1 -4 to the correct explanation a -d .

^ 5.1 Listen to part of a quiz show and decide if
statements 1 -5 are true or false.
1 The famous actor may be Anthony Hopkins because he
comes from Wales.
2 The actor could be Catherine Zeta-Jones because she has
a fam ous father.
3 The actor must live in Wales because he is Welsh.
4 Someone w ith the surname Jones m ight be Welsh.
5 The group can't be Oasis because Liam and Noel are
Irish.
1 Sam must be at home today.
2 James may know Tom’s phone number.
3 Frank m ight not live in London anymore.
4 That new bike can’t belong to James,
a They play tennis together,
b He loves his old one too much,
c He said he was too ill to go out, earlier,
d Last tim e I spoke to him he wanted to move.
Underline the correct modals to complete the sentences.
1 Mike m u s t/ could be good at football. He’s been signed
up by a professional club.
2 I’m not sure where Carol’s father is from . He m ight / ca n :
be English because of his accent. He could / may not be
Scottish.
3 Billy has lied before, so he must b e /m ig h t not be telling
the truth.
4 You can’t / might be hungry! You’ve just eaten a huge
pizza.
5 Look! There’s someone in Sarah’s house. Her fam ily are
on holiday so it can’t/ m ig h t be a burglar.
6 Sue and Jill c a n 't/ m ight not be sisters. Sue told me she
was an only child.

Read the letter from Jill to her cousin. Fill in the gaps
using must, could, might, may or can’t. More than one
answer may be possible.

ISrcwmmarcfwccfc ( >• P I 3 7 )
London
10 TuL
P&ar Francesca,
Logical conclusions about the present Thanks for your letter. You '
be mi^veq
relieved
Uses tour warns are over and you're now free to enjoy the summer
Read sentences 1 -5 in 1 above and complete the In your last email, you asked if I had heard from Tosh lately. !
rules using the correct modal verb: may, might,
2V6nt' ^ ----------- be- on holiday. I know he likes to
must, might not, or can’t. 90 away in Tuly. If fact, he * -----------------------b, ^ He
1 We use could,
mentioned that some friends of his had invited him to join them
the in fin itive form of the verb when we th in k there for a few weeks. However, he 4 be c ‘
som ething is possibly true.
back soon because he told me he had to be in London on 2 i P .
We u s e , or may not when we
nyway, he ? ---------- already know that you are tryinq
believe som ething possibly isn’t true.
o get in touch as I forwarded your email to him and I know he
We u s e ---------------------- when we strongly believe dieqfcs his. e-mails e-ve-py da^.
that som ething is true.
I saw Uncle 5ob the other day. He _____________ be
4 We u s e ________ when we believe that
ploased that he has to move for his job but he hides it well. He
something is definitely not true.
says Aunt Tulia is looking forward to moving out of London, but
Continuous form
inl\ S C’ 1----------- ---------- ^ saying she wants to move to
We use the continuous form of the infinitive for mafce- life easier for him.
things which are happening now, e.g. That car’s
If you re free over the summer do come and stay
covered in snow. It must be snowing somewhere near
love,
here.
T il
Logical conclusions about the past (>- pi37) Let’s activate
Read the examples and complete rules 1 -3 . Art theft m-fster'f
a You can’t have seen Leonardo DiCaprio in Lord o f the
Work in small groups. Read the introduction and look at
Rings. He wasn’t in it.
the police notes. Then discuss the solution to the mystery.
b Michael Owen must have started playing football when
The actor Max Nail had a party in his house in Hollywood
he was very young. He played for England when he was
last night. During the party, someone stole a picture in a
18.
large frame, but nobody saw anything. The painting was in a
c Pete wasn’t at the disco last night. He could have gone
locked room and the door was still locked this morning
to the cinema.
when Max w ent to get the painting. He was going to lend it
1 We use must, + _____________ + the past participle to to the Museum for a special exhibition next week.
say w hat we strongly believe happened in the past.
2 We use could / may / m ight + _____________ + past
participle to say what we th in k probably happened in
the past. C r im e Sc.ene.
3 We u s e _____________ + ______________ + past participle - ro o m on f ir s f fZ o o r ; <\H w / V o w s
to say w hat we d o n ’t th in k happened in the past.
/oc.Ke.c/ e x o e p f one. Sm^/Z one.
Match these pictures to 1 -4 below. Then complete the - Sm^ZZ p ie . c.es o f w o o d fo u n c f n e < \r f h e
sentences.
V iV o v
- m adefy f o o f p r i n f s (shoe. S/'z.e. ~b(o)
L e f^ a e e n 'rrin d o 'rr e^nd w *// w k e re f h e

p o d n fin g j w <*s h a n g in g

C?<\rden
- fr < \m e o f f h e p e \in fin < ) f o a n d in p ie c .e s

t \ f fh e . L o f f o m o f fh e . y t \r d e n
- Sm<\ZZ, s h u r p K n ife . f o a n d L y d a s fL zn
- fo o fp r in fs (shoe, sz~z.es 3(© a,nd 4-4-)
lea,d f r o m /W a n f o r o t \ d vza. daS fLzn .

V is ifo r s in p a ,s f w e e k :
• la .K e S iZ a e r S m ifh , c \ r f e x .p e .r f, ZooKecZ
Example
e \f f h e p e d n fih g Z<\sf w e e k <\nd
1-b
o ffe re c Z f o Lay i f
1 • I saw Charles at the party last night.
o But you can’t have seen him , becausehe’s away on • J l/s fih 4 CfOocZm^n, ooaSzn a,nd p o o r
holiday. r e l a t i o n ■ A .s K e d ZAe\x f o r m o n e y .
2 • Someone sent Clare flowers yesterday.
• F~ra,nK C onsf<\nc.e, n e ig h b o u r, mzd (oQs,
0 T h e y___________the flowers because it was her
s h o r f a,nd h e w y (sh o e Szz.e 4 -/) A l^ x
birthday.
3 • Did you hear that noise in the garage a few minutes o w es h im m o n e y
ago? I t ___________ the cat, I suppose. P o y e T h o rm e \n , w / V o w c.le a n e r e\nd
o No, i t ___________the cat, because i t ’s been sleeping < \r f e n fh a s ie \s f, c <xme w if h d w jh fe r
on the sofa all day.
(Z4-)
4 • I phoned you this m orning, but you d id n ’t answer,
o Oh, I ___________in the shower or I might have
been sleeping.
Example
The th ie f can’t have gone into the room through the door
because it was s till locked this morning. The pieces o f wood
could be im p o rta n t...
 Let’s practise grammar
Logical conclusions
1 Complete the sentences using must, might, might not or
can’t.
1 Ja n e _____________ be happy. She won a tennis
tournam ent yesterday.
2 It be d iffic u lt being famous. You have no
privacy.
3 W e _____________ go out tonight. I th in k there is a good
film on TV.
4 Matt and S usie_____________ be going out together
because he’s going out w ith Louise.
5 Jo isn’t at school today. S h e be ill or she
_____________ be taking her driving test.
6 The k e y _____________ be under the doorm at. Helen
usually leaves it there.
7 ‘Look - there’s Sally. Who’s that boy in the car w ith her?’
‘Oh, i t _____________ be her cousin. Sally was going to
the station to meet h im .’
8 ‘Is that Bill over there on that bike?’
‘No, i t _____________ be Bill. He doesn’t have a bike.’
3 Complete the sentences using must have, can’t have,
might have, might not have and the correct form of the
verb in brackets.
1 K a te _____________ (tell) Mark about the job advert. She
d id n ’t know about it.
2 Peter’s got a lovely suntan. H e ____________ (be)
somewhere sunny on holiday.
3 T in a _____________ (pass) her exam. She d id n ’t do much
revision and she looked upset when she got her results.
4 I can’t find my jacket. I th in k I ____________ (leave) it in
the cafe, but I’m not sure.
5 Maybe John doesn’t know about the party. He
_____________ (receive) an invitation because he’s been
on holiday.
6 I th in k Rob and A n d y (have) an argument.
I heard them shouting and when I saw them a few
minutes ago they both looked furious.
4 Correct the mistakes.

2 Rewrite the sentences using the verb in brackets.

Example
I d o n ’t know if Sarah is com ing to class today, (m ight not)
Sarah mieht not be com ing to class today.

1 I’m sure that isn’t Sue, because she’s in Manchester

today, (can’t)
T h a t_______________________________________ _ _
2 I’m not sure w hether that stone is a real diam ond, (may
not)
That s to n e ________________________________________
3 I’m sure you’re very tired. You’ve been running for 30
minutes, (must)
Y o u ______________________________________
4 It’s possible the dog is in the garden, (might)
The d o g ._______
5 It’s possible that Graham is w aiting outside in his car.
(could)
G ra h a m ___________________________________ ._______
6 I do n ’t th in k acting can be easy, (can’t)
A c tin g ___
7 I’m certain that Clare is te llin g the tru th . She never lies, 1 Sue’s late. She can have overslept again.
(must) 2 They m ight had gone to the country. They wanted to get
C la re ________ out of the city.
8 I’m not sure i t ’s a good day to go sailing. It’s not very 3 That dress could have cost a lot. It’s from a very cheap
windy, (might) shop.
I t ________________________________________________ 4 It m ustn’t have been raining. Your um brella isn’t wet.
5 They may not have gone by car. It’s still in the garage.
6 My boots aren’t here. I suppose my sister could have
borrow them .
7 Jill m ight have not taken the camera. I’ll go and look.
8 They can’t bought the CD. It isn’t going to be released
until next week.
Extension
because, unless, although O pi3 7 )
5 Look at examples a -c and answer the questions.
a He can’t have done it because he wasn’t in the country;
he was abroad.
b He can’t have done it unless he was in two places at the
same tim e.
c He can’t have done it although he m ight have wanted to
do it.

1 Which word do we use to contrast inform ation?

2 Which word do we use to give a reason?
3 Which word do we use to introduce a condition?

6 Underline the correct words to complete the sentences.

1 Debra must be Jean’s cousin because/unless they have
the same grandmother.
2 Jo’s father was a professional footballer and knows a lot
about the game unless/ although he doesn’t play
nowadays.
3 Mary can’t have given Pete your message because/
although she hasn’t seen him.
While his friends were busy playing the latest computer
4 They must have caught the train unless / because they games, Richard Prescott was busy selling cars. He made
haven’t rung to say they missed it. his first million at the age of 16. We asked him what it’s
5 It must have been Stephen we saw unless / although it like being rich so young.
was someone who looked exactly like him. People often ask me that, especially teenagers,
6 Jane m ight not have gone skiing although / because she 1 ------------------- they think my life 2 _______________ be
wanted to. She had a lot of w ork to do. very different from theirs. I suppose I 3 ___________ be
7 They said they were going to the beach unless / because working when they’re out having fun. and I
1 --------------------- have so much free time, but the only
it rained.
difference really is that 1 buy and sell cars.
8 The journey should only take tw o hours unless / because
Richard, who s now 19. s ___________ become so
the traffic is very bad.
successful without the help and support or his family.
Bor the last four years he has been working for his
The right word father’s used car business. It « ____________ been easy
7 Read the newspaper article and choose the best answer, at first < -------------------- Richard was so young. ‘Yes, it
a, b or c, to fill in the gaps. was difficult,’ says his father. ‘Rut Richard is a talented
1 a unless b because c although boy and he coped with customers very well. I ’m proud of
him.’
2 a might b can’t c must
His job s --------------------- a big impact on his school
3 a m ustn’t b m ight not c m ight
work. How' did he cope with that?
4 a can’t b may not c m ight
‘Well, I left school early and had private teachers. It
5 a m ight have b can have c couldn’t have
was much better. I talked to my parents and I said "I
6 a may not have b can’t have c can’t 9 --------------------- my job i° Ihavemore
7 a because b although c unless time, and we decided that a private teacher w'as the
8 a must have had b must have c could have best solution. That w'ay I could do schoolwork and mv
had job.’
9 a m ustn’t do b could have c can’t do So, does Richard think he’ll carry on doing this job?
done Hc 1 1 --------------------enjoy it or he wouldn’t bo doing it,
but is it for life? ‘I ’m not sure. I >2____________ still be
10 a although b unless c because
doing it in 20 years time because I ’m still enjoying it. Or
11 a must b might c can’t
perhaps I ’ll decide to try something different,’ he says
12 a can’t b may c m ight not with a smile.
 Tta/cingchanges

THE N A T IO N A L LOTTERY

1 In pairs, answer the questions.

4 Queen Elizabeth I of England changed the value of the
What does the poster suggest could happen?
currency in
What is a lottery? How does it work?
a 1560. b 1506. c 1516.
2 In pairs, discuss how your life would change if you won a 5 According to the speaker, Queen Elizabeth I probably
large sum of money in the lottery. Talk about: introduced the very first public lottery in London to
1 w hat your life w ould be like. a entertain the public.
2 how your friends m ight feel. b make some money,
3 w hat you could do to protect your privacy. c please her ministers.
4 w hat you couldn’t do.
6 Private lotteries were eventually made illegal in Englar :
5 what the future m ight be like.
because they were
a more profitable than the national lottery,
Listening b run in a dishonest way.
c too d iffic u lt to organise.
Wxamtraining
7 Nowadays, lottery money is often used to
j Multiple choice a help good causes.
f Always read through the m u ltip le choice questions and b help set up businesses,
possible answers carefully. This helps you to focus on c help people find jobs.
what inform ation you are listening for.
v J 4 ^Js.3 Listen to Ben and Julia talking about the lottery
and decide whether statements 1 -6 are true or false.
1 Julia doesn’t believe in buying lottery tickets.
A. talK
2 The modern lottery first appeared in Britain at the end
3 ^rjs.2 Read through these questions. Then listen to a of the last century.
description of the history of lotteries in England and
3 Mathematicians have criticised the lottery.
circle the correct answer, a, b or c.
4 You have a one in four m illio n chance of w inning the
1 The word ‘lo tte ry ’ came originally from
lottery.
a England. b America. c Italy.
5 You increase your chance of w inning if you always
2 The real meaning of the word ‘lo tte ry’ is choose the same numbers.
a ‘a lot o f’. b ‘fa te ’. c ‘fa ith ’. 6 Most people choose the first numbers they th in k of
3 An early reference to the lottery was made when buying lottery tickets.
a in the 12th century.
b in religious writings,
c in Roman times.

m
Speaking
Maying decisions
5 ^a)s.4 Some young people are discussing community
projects for their town, funded by the lottery. Listen to
the recording and fill in the gaps.

Persuading someone
John I th in k a library w ould be popular with
everybody, 1 _____________?
Jess Yes. But you’ve got to agree that a disco would
be more popular w ith young people.
Nigel 2 _____________ that a sw im m ing pool would
be best? People like swim m ing.
Hattie 3 _____________a sports stadium? Don’t you
th in k that 4 _____________ an even better idea?

Reaching a decision W 9 M
Jess s _________ that a disco w ould be the best
TS: S'Sf
idea?
Nigel I th in k we’ve all decided that a sw im m ing
pool’s the best project.
Hattie Well, 6 _____________ that a sport’s stadium
w ould be the most popular choice.

Exam training
Role play
Remember to wait until the other person / examiner has
finished speaking before you begin to speak.

Student A: You are on an exchange visit staying with a

fam ily who have a son / daughter the same age as you
(Student B). Next week is a public holiday and you are
deciding what to do. You would like to:
• go to the mountains.
• stay in a youth hostel.
• go cycling and walking.

Persuade your partner to do one thing, and agree to do Photo discussion

one thing your partner would like to do. You speak first.
7 In pairs, Student A look at 1; Student B look at 2. Take it
Student B: You have a guest (Student A), who is the same in turns to ask and answer questions about the
age as you, staying with your fam ily on an exchange visit. photographs.
Next week is a public holiday and you are deciding what
Student A: ask B
to do. You would like to:
• w hat is in the photo.
• go to the seaside.
• w hether the situation is healthy or unhealthy.
• stay in a hotel.
• w hat forms of transport people w ill use in future.
• go swim m ing.
Student B: ask A
Persuade your partner to do one thing, and agree to do
one thing your partner would like to do. Wait for your • w hat the photo shows.
partner to speak first. • w hether w hat the people are doing is a good idea or a
bad idea and why.
• how people can stay healthy.
 Writing an argument for and against

J k m b it io n

B rainstorm ing ideas 3 Write down the three points the writer makes for and the
three against ambition. Check your answers with a
1 What do you think about when you hear or see the word
partner. Do you agree or disagree with the writer? Why?
‘am bition’? In pairs, brainstorm the words you know. Are
the words you used positive, neutral or negative?

Steps to better w riting

Studying the sam ple
UnKing words
2 Read this composition about ambition. Ignore the missing
words. Which paragraph, 1, 2, 3 or 4: 4 Read the text in 2 again and choose the two correct
expressions to fill in the gaps.
• summarises the w rite r’s views about am bition?
• talks about the positive aspects of am bition? Example
• explains the meaning and possible effects of am bition? Therefore (b)O n the other hand (cfjHowever
• talks about the negative aspects of am bition? 1 a Firstly a Moreover
b At fi rst b Secondly
c First of all c Nevertheless
'Ambition is a nwjativs quality. 2 a Furthermore a Last of all
b in addition b At the end
True or false? c On the other hand c Last but not least
3 a At last a In conclusion
M o t i o n a n bn . » * » t o n r m in a t w «
b Finally b On the other hand
n c te v n u k c m o r boon, b o m r p ro p b orpne t o t
c Lastly c To sum up
Without am bition we cannot succeed m life.
4 a Therefore a However
hand A others claim that with it, we d w frtty
b Nevertheless b At last
lives. c On the other hand c Nevertheless
1 What is tru e is that people who are am bitious have a 5 a The first
oompletety d iffe re n t wa^ of looking at life from b The one
who are n o W have a total
c The main
com m itm ent to what tbeq are doing. 2 - -- - - - • j
Put these words into the five groups below.
people who care deepty about what th ty are doing
in addition in conclusion lastly moreover
put m ore e ffo rt into being successful * .- - - . £ 3
these people m ig ht produce b e tte r resu lts because
however fin a lly on the contrary at last
nevertheless last but not least the first
tViety are so motivated. ^ ig*
as a result first of all therefore secondly
? 4 it is also obvious that am bition can ^
furtherm ore on the other hand so to sum up
have negative effects on our lives. 5 ------------
„ d ™ L » r r p n 9 e f c b S p r » b * V r .» u r b « lb 1 The order in which som ething happens
F irst o f all______________________________________________
Am bition can tatce awa^ all energy leaving us
2 Another point giving an example of the same thing
exhausted to enjo^ arty interests we m ty have
it can ru in o u r relationships with
famils and friends, who feel th ty are not a part of 3 A new point giving an example of a contrasting thing

o u r lives am) m ore. ! - - - - - - - - - 6011

4 To introduce a summ ary
seriousty h arm other innocent m em bers of society.

4 j , it can be argued that ambition 5 To talk about a result

needn’t be "an undesirable quality if if used
c o n s t r u c t i v e l y - ..................... if it is used unwisel ,

it is a quality which destroys not onty o u r personal

liw 6 b u t the lives of others around us.

(220 words)
>fle W riting a group com position
In a composition for and against an idea it is better not 10 Think about the subject.
to write I think, I feel, etc., but to say what you think in a 1 What are these people famous for?
more impersonal way. Study these examples.
2 What do you th in k their lives are / were like? Why?
i can be argued t h a t ... (impersonal it + the passive)
some people argue that ... (impersonal some people)
: is also obvious that ... (it + verb + adjective)
: is undoubtedly true that ... (undoubtedly for emphasis)

Rewrite these sentences in a more impersonal style. Use

as many different forms as you can.
E x a m p le
th in k a m b itio n is destructive,
r can be argued th a t am bition is destructive.
1 I th in k i t ’s true that people would get nowhere w ith o u t
am bition.
2 I often hear people say, ‘ Hard work is more im portant
than a m b itio n ’.
3 Lots of people believe that children should be taught to
be am bitious. Planning a composition
4 Everyone needs motivation. Y.'ou may have to w rite a composition stating your views
fo r or against a particular topic. It is im p o rta n t to plan
:ro article O Pi36 ) what you w ant to say for and against a subject, to give a
balanced point of view.
Match sentences 1 -4 to the rules a and b.
1 Happiness is not easy to find.
2 Everybody needs friends. Understanding the taste
3 A m bition can ruin our lives. 11 Work in small groups. Look at these two composition
4 Successful people usually w ork hard. titles. Decide which composition you would prefer to
a no article w ith plural nouns when we are speaking write.

generally ‘Fame results in a loss o f freedom. ’ True or false?

b no article w ith abstract nouns ‘Wealth does not bring happiness.’ True or false?

We use the definite article with nouns when we are giving

more specific information, e.g. The frie n d s I have a t
sch o o l..., The happiness I fo u n d when I m e t . . . . Put the
definite article in the gaps where necessary.
-------------------- Pc° P le som etim es find it d iffic u lt to make
friends if they live in_3 ______ tow ns
■ties. I hey often experience 4 _____________ loneliness
Planning and writing
12 Plan and write your essay using these points to help you.
• Brainstorm your ideas about fame and wealth. Make
notes.
• Make a list of three or four points for and against the
expressed view.
• Decide how you w ill begin and end your com position.
• Decide what link words you w ill use.
• Decide which paragraph(s) each student w ill write.

depression, jo in in g • Write your own paragraph(s) on a small piece of paper.

• Arrange your paragraphs in order on a large piece of
: or societies can be a good way to m eet 7 __________
paper.
oeople. s feeling o f being co m pletely
■ in the w orld q u ickly disappears when 9 ___________ £he 6 fcing
' e you are w ith have 1 0 ________ 13 Read through your composition and check that:
same interests as
• the paragraphs are in the correct order.
• you have w ritten in an impersonal style.
• you have used suitable linking words to introduce your
points for and against and your conclusion.
• you have w ritten between 200-250 words.
 Word focus

Fame and the family Extension

1 Put the letters in 1 -6 in the correct order to make words
to complete the text.
Expressions
3 Choose the correct answer, a, b or c, to complete these
sentences.
1 Don’t your tim e doing the lottery. You’ll never
win!
a waste b lose c give
2 When Rory inherited some money he decided to
_______ his own business.
a take up b s e tu p c put up
3 Lots of organisations hope t o _______ a grant from the
National Lottery.
a get b take c make
4 After a long discussion, the professor________ his
presentation.
a made up b added up c summed up
5 In order t o _______ success, you need to be very
determined.
a achieve b beat c make
6 The rock co n c e rt________ m illions of pounds for
Which is more im portant, a b ility or
charities around the world.
determination? Many young people are i edlatent in their
a gave b collected c raised
own way. However, it takes more than that to succeed. It
7 The first ever lottery w a s _______ in 1560.
helps if you have 2 tambioni and energy and parents with
a performed b done c held
vision. Richard Williams, the father o f 3 pot-edrank tennis-
8 Will y o u _______ some lottery numbers fo r me?
stars Venus and Serena Williams, always wanted his a take b decide c pick
children to be tennis players and has handled their careers
from an early age. Consequently, the girls started playing Phrasal verbs
when they were ju st four years old. Obviously they had to 4 Match phrasal verbs 1 -5 to meanings a-e.
make 4 crasifiecs to be successful. Becoming an 1 hang on to
* nintrataniole tennis player means you don’t have much 2 be put o ff
hme for a social life but in this case their effort has certainlv 3 carry on
got them to the e tpo. 4 work out
5 go w ith o u t
a lose your interest or enthusiasm
Prepositions
b manage w ith o u t something
2 Complete the text using these prepositions. c keep going despite difficulties
of on at over w ith d keep
e find the answer to something
People who play the lottery know that the chances
1 ____________ w inning are very small. But everyone needs 5 Complete the text using the phrasal verbs in 4 in the
to dream, and dreams are w hat the lottery provides. Each correct form.
weekend m illions 2 _____________people imagine what If you w ant to be successful, you have to 1 ____________
they would do if they won. Five to ten m illio n pounds is a w hat it is you w ant and how to achieve it. You m ustn’t be
large sum 3 ____________ money. It w ould have a huge 2____________ by all the hard w ork it m ight take. There
im pact 4 _____________ th e ir way of life. may be things you would like to have, but you w ill have to
So how do people choose th e ir numbers? Not everyone 3 them . When things seem impossible, you
chooses numbers 3 ____________ random. In fact most have to be strong and 4 _____________ You w ill probably
numbers have a connection « _____________ something, for have to face failure before you succeed! But remember, it ’s
example, someone’s birthday or th e ir age. By using these im portant to 3 _____________ your dreams.
numbers, people believe they have some control
7 ____________ th e ir luck.

nage of the music industry in Britain
zhanged a great deal from the beginning
.190. In 20 0 2, two-thirds of the songs
n reached number one in the charts
-e made by ‘manufactured groups’ . These
_os do not come together by themselves,
::'se in a garage, or spend years playing
n z: _bs and clubs waiting for recognition,
.sad they are put together by promoters
: music companies or as the result of
i shows such as Pop idol. This is unlike
: situation before 1990, when less than a
smer of number ones were made by such
"ds. Moreover, audiences no longer seem
-in d how bands came together or why. It
sears the days when we wanted rock and
ssars to symbolise teenage rebellion are
e-. The question is does it matter and do
: sle care whether their pop idols are
:: r =ing from the heart, or singing what they
a e sold to? Below we look at what those in
s music business think about the effect of
POP MANAGER Tom Watkins
I reckon we’re all being made fools of. What
you have is a nation of young girls voting for
which boy they like the most, not which one
may have any talent. Record companies
could sign up new bands. But why spend
the money when all the public wants is this
rubbish?
POP PRODUCER Pete Waterman
There’s nothing new about Pop Idol. We’ve
had these kinds of shows since the 1950s
and they’ve always been popular.... People
look too deep - it’s entertainment, not art.
Leonardo da Vinci was paid. Wagner was
paid. Artists are paid entertainers, that’s all.
NEWSPAPER EDITOR Ben Todd
In the past, bands really had to work to get
into the charts and on TV. Even really
successful bands had to start by playing in
pubs and clubs. With Popstars and Pop Idol,
that was taken away. It has been made too
before they’ve released a record. But, in a
way, these shows are just following a
tradition led by programmes in the 1970s.
Maybe one day these shows will produce
another Elvis - he was the original pop idol.
PRODUCER OF BBC’S TTOP OF THE POPS
Chris Cowley
Most of the top ten singles are there
because of clever marketing practices
employed by record companies, not because
they are popular. The top 40 hasn’t got any
credibility.
But perhaps the real effect can be seen in
music sales, particularly sales abroad. In the
mid-1980s, UK acts accounted for 32 per
cent of the US music market. By 2000, this
was only 2 per cent and in April 20 0 2, there
was no British group in the US top 100.
Maybe people care after all.

; ty shows on British pop. easy. Suddenly, *wannabes are famous

* wannabe = someone who wants to be famous

T Top o f the Pops = popular music programme with songs from the top 40 music chart.

Look at the photos and decide what sort of music is being
played: pop, heavy metal, rock, country music, jazz, etc.
What kind of music do you like?
Read the article and answer the following questions.
1 How did the British pop charts change from 1990 to
2002 ?
2 Who puts together ‘manufactured groups’?
3 Why does Tom Watkins th in k record companies d o n ’t
sign up new bands?
4 What does Pete Waterman feel about pop star shows?
5 How does Ben Todd say things have changed for bands?
6 What has happened to sales of British music abroad?
Talking about your country
1 Do you have reality TV pop shows in your country?
2 Why do you th in k shows like these are so popular?
3 Do you th in k you need to be talented to be a successful
pop star nowadays?
4 Do you th in k it matters how pop groups are put
together? Why? Why not?
5 What kinds of modern music are popular in your
country?
 ® o f c o m m c # f i/ c a t / o # i

B o r f y la n g u a g e
Reading
4 Read the article. Choose five statements from a -k which
reflect the content of the text.
a We rarely th in k about how to behave in an interview,
b People going for interviews are generally given useful
advice.
c You can learn to ‘sell’ your image by using suitable body
language.
d Employers take more notice of body language than of
what people say.
e Practise your interview technique by watching others in
action.
f Learn to smile throughout the interview,
g You need to make eye-contact w ith everyone
interviewing you.
h Use your hands to com m unicate as often as possible,
i It is sometimes d iffic u lt to tell if you have made a good
impression.
j You w ill be able to tell if the interview was unsuccessful,
k We must realise how im portant it is to use suitable body
1 These pictures show different kinds of body language. Use language in an interview.
these words to describe what the people are doing.

clasp (one’s hands) gesture (with hands)

clutch (a handbag) frown
hold (his / her head in his / her hands) Learn to speak

What does the body language in the photos tell us about e

the people’s feelings and / or character?
W hen we go for an interview, most o f us think caret:
about what to wear and what to say but hardly e
'training
about how to act - in other words, what our b<
Describing pictures language is telling the interviewer. So how can
appear cool when we are feeling so nervous?
Remember to use the continuous tense where necessary,
e.g. ‘the woman is frow ning’, and talk about w hat the Judy James, a body language specialist and author, says that m
pictures suggest to you, e.g. 7 th in k she’s worried interviewees who ask for advice are told Just be youJ f ’. This
because...’ Don’t sim ply give a detailed description of
says, is the w rong approach.‘I f you are just going to be yourself, w
everything in the picture. ot turn up in an old tracksuitPYou w ould never do that, so w hy j,
0 yourself in body language? Instead, by marketing your bo
language, you can control your own success.’
Match words 1 -5 to a -e to make expressions which A ccording to experts, body language accounts for 55 per cent
appear in the article opposite. e effect we have when communicating. Tone o f voice accounts fi
1 eye a impressions 33 per cent and words for just seven per cent - so what you ss
2 dress b expressions
matters much less than how you behave.
3 facial c movements Em ployers nowadays are cautious about the fast-talkim
4 first d contact b e hiding
U M Ia Tbasic
° hrlack
l earf f Certam W°
o f knowledge orrdS m d Phnses
simply bM they
lying. So w h o lool
™
5 hand e rehearsal

..... ..
V ocab ulary 6 Now use the suggestions in 5 to describe what might be
suitable body language when being interviewed.
S'od'f language
5 Match words 1 -5 to the suggestions how to behave a -e . Feelings
1 tone of voice 7 Find words in the text which mean:
2 posture 1 confident (line 5)
3 eye-contact 2 afraid or worried (line 5)
4 hand gestures 3 careful not to make a mistake (line 16)
5 handshake 4 extremely afraid (line 29)
Your 5 freed from fear and anxiety (line 41)
a should be upright and not round-shouldered. 6 feeling of being under pressure (line 42)
b should never be above shoulder level and not too
8 When might you feel the emotions in 7?
fidgety.
c should be confident but not too loud or assertive.
d should be gentle but firm and not too tig h tly gripped.
e should be m aintained when addressing an individual but
directed at others, too.

. rcasingly fo r o ther signs w h ic h w ill show a p e rso n ’s character and

lity - such as b o d y language.
You w ill be m ore im pressive at an in te rv ie w i f you have prepared
d o in g a dress rehearsal o f y o u r posture, facial expressions and
.id m ovem ents in front ot a m irro r. It sounds rid icu lo u s but it
irks.
W h e n it com es to facial signals, you should always sm ile w h en
enter the in te rvie w room and w h e n the in te rvie w has finished,
ause Inst and last im pressions count. Try to sm ile from the eyes
ii m odels can d o this, so can we. I here is n o th in g w orse than
•.inted-on sm ile and te rrifie d eyes.
You should also try to m aintain eve-contact w ith the interview er,
not fo r too long. If you are in front o f a panel o f interview ers,
x first at the person w h o has asked you a question, and then at
i of the o ther panel m em bers in tu rn. L o o k in g just at the
rstioner is a co m m o n mistake.
W ir e you aie sitting d ow n, y o u r hands should generally stay
-ely in y o u r lap. Use hand gestures to m ake a p o in t occasionally
u c \e i iai.se y o u r hands above sh o u ld er level, and do not play w ith
r hair, watch strap, o r jew ellery.
Tel]-tale signs that the in te rv ie w has gone w ell are increased eye-
act. the repetition o f y o u r nam e and perhaps even som e closer
space. A lo o k of re lie f may also be a giveaway sign - the process
h ou sing a candidate can cause stress for interview ers, too.
It you have not been im pressive, the in te rvie w e r w ill be trying
to behave in a fam iliar fashion. lell-tale signs arc a v o id in g eye-
tact and a pa rtin g handshake w h ich is firm e r than the one w h ich
were greeted with.
B o dy language is a subject that we have all heard about, yet we
not aware ot the effect that o u r o w n b o d y language has on others,
ict, it is vital - and after som eone has n o ticed it for the first time. Look at the body language of the people in the photo. In
subconsciously, they are u n lik ely to change their o p in io n pairs, describe it. Mow do you th in k the people are feeling?
use of w hat yo u say. So, at an interview , take the trouble lo gel it How close do you stand to other people in public?
What other kinds of body contact do you make w ith your
fam ily and friends but not w ith strangers, e.g. arms round
The I hues
shoulders, holding hands, linking arms?
 Grammar

The present perfect

G r o m m a r c /ie c f r > P13"

Past sim ple and present perfect sim ple

Uses
1 Read sentences a -d and decide if sentences 1-3
are true or false.
a The Internet has become more and more popular
b Ninety per cent of us have sent or received an
email.
c Fifteen years ago very few people used the
Internet.
d In the past 15 years Ihe Internet has opened up a
whole new world lo us.

1 The present perfect simple is used fo talk about ar

1 How computer literate are you? Write the words in the
correct place in the table. action that has finished but has an effect in the
present.
go on line electronic mail m onitor website
2 The present perfecl simple is used to talk about ar
digital messages download mouse keyboard
action or state that started in the past and
log o n / o f f c lip a rt printer surf the net
continues to the present.
scanner hard disk
3 The past simple is used to talk about experiences
that have or haven’t happened at an unspecified
Parts of a computer Things you can do, send and
tim e in the past.
receive on a computer
Forms
m o n ito r go on line 2 Complete the rules.
a The present perfect simple is formed using
+ the past participle.
b To form the negative we use has / have a ___
h- Ih e .
2 What do the words in 1 mean? To form a question we use _ I, you, he,
etc. + t h e participle.
3 ^ 6.1 Read through the notes carefully and try to guess
the missing information. Then listen to someone talking
about computers and complete the notes.
Put the verb in brackets in the correct form of the past
simple or present perfect simple.
r + * * # * * * * * * * * * * *
1 i _____________ (buy) a new com puter program in 2 0 ? I
but I _____________ (not use) it since then.
The on-line revolution
2 ‘ ____________ y o u ______________ (play) on the new
effect of information revolution: Gameboy? (try) it last week, and I low
• % of users use email it.’
• visit chat rooms 1 . Sylvia ___ (just design) a new website. She
o n ly ____ (finish) it a m inute ago.
Advantages: _________ (live) in London fo r several years, bm
W e _____
• communication ? .and 4
w e ______
_________ (move) to this house tw o years ago.
.about common interests
• chat with 5 . T e d _____
__________ (work) in that com puter company
since h e ____________ (leave) school in June.
O th e r uses:
I’ve already eaten, but J o h n ____________ (not eat) ye:
• what's on ^ . _a n d 1
He’s really hungry.
Disadvantages: My frie n d s _____________ (never send) an email. They
• makes us ®||B] .and is 1 prefer texting.
S u e _____________ (fall) over in the hockey match this
m orning. I th in k s h e _____________ (break) her arm.

m
 Complete sentences 1 -4 with these words.
ever since never for
1 I’ve known Jam es____________ I was five years old.
2 I’ve had this c o m p u te r_____________ two years.
3 Have y o u _____________ visited a chat room?
4 I’v e _____________ used a m obile phone.
Make sentences from these notes. Put the verb in the
correct form and fo r, since, ever or never, in the correct
place.
Example
They / live / Amsterdam / 3 months.
They have lived in Amsterdam fo r 3 months.
8 Read the dialogue and put the verb in brackets in the
correct form of the present perfect simple or present
perfect continuous.
Tom 1 ____________ y o u ______________ (finish) using the
computer?
Kate Almost. I 2 ____________ (surf) the Net. I
3 ____________ (look at) web pages for my project. I
found some I * _____________ (never see) before.
They’re about the history of the Internet. I
3 ____________ (already download) tw o of them.
Tom Good. Can I use it next? I 3 ____________ (lose) the
p rin t out of my essay and I need to p rint out another
copy. Oh no! Who 7 (use) all the

1 We / (not) play / that com puter game. paper? There isn’t any left in the printer.

2 That com puter / not w ork / 1 dropped it. Kate Oh, that was me. I s _____________ (bought) some

3 Sarah / be / on a com puter course / six weeks. more, but 19 ____________ (not refill) the paper

4 you / visit / a chat room? tray, yet. It’s on the table.

5 Bill / send / me / ten emails /10 o’clock this m orning. Tom I 1 0 _____________ (found) it. Thanks!

9 Now tell a partner what you’ve done and what you’ve

The present perfect simple and present perfect been doing on the computer.
continuous ( > P1 3 7 )
Read the cartoons. Then complete rules 1 -5 with the
present perfect simple, the present perfect continuous or Let’s activate
both. Talking about a website
SSfeggi @index as)
5*
Back , . j S
& It
Refresh Home • AutoFiil
m ;:
Mail
j* © j
Sherlock History : » e
I ... "2 ® httpYAvw.homepge.com/pmuller/index.html __ JE S
»
I!
The Personal Page of
About Me
d 'e tia Mutle.% I am Petra and 1am 16 years dd
and i come from Bavaria. I am a
sociable person that likes to listen
'What have you been doing?’ ‘I’ve been working all night. ’ and have conversations.

Hobbies & In t e r e s t s
I have a horse, and I like going
horse-riding. I want to start
competitive riding next year. I also
love snowboarding and I live
close to a ski resort so I go quite)
often.

Friends
Em ail me I have known my best friend since
we were 5 years dd. I met her in
Fami iy primary schod so we share a let
of experiences. I have a boyfriend
I live with my father, because my

'You’ve been quiet.’

‘I haven’t seen you fo r a while. ’
‘No, I’ve been working in London.’
1 __________________ is /
tem porary situations.
2 _________________________ is /
action.
3 _____________________ is /
finished action.
4 _____________________ is /
specified result.
5 _____________________ is /
‘I’ve been writing emails. I’ve
written six this morning.’
are used to talk about
are used to emphasise an
areused to talk about a
areused to talk about a
areused to ta lk about states.
10 Look at the website. What kind of information does it
include?
11 In small groups, imagine you have set up a website. Make
notes about:
• when you started the website.
• the purpose of the website.
• the content - w hat is on each page.
• visitors to the website - who are they and how many?
• w hat you have been doing on the website this week.
12 Tell another group about your website.
 Let’s practise grammar

Present perfect
1 Write complete sentences or questions using the notes.
Example
I / not go to / a circus / since / 1 / be / a child
I haven’t been to a circus since I was a child.
1 John / not fly / in a plane / since / he / be / ten
2 Rachel / see / any film stars / since / she / arrive / in
Hollywood?
3 since / he / buy a com puter / Mark / not stop / playing
com puter games
4 Pam / w ant to be / a vet / since / she / read / a book
about one
5 Julie / not speak / to Sam / since / they / have an
argum ent
6 since / he / start / rollerblading / Tim / fall over / many
times
2 Put the verb in brackets in the correct form of the past
simple or the present perfect simple.
The on-line information revolution 1 ----------------—
(make) it possible for us to communicate w ith millions
o f people round the world in many different ways. At
the touch o f a button, we can send an email or tell the
world our opinions using the Internet.
In business, people who 2 (never send)
an email before often use language which is too
informal. As a result they sound rude. But the problems
with language 3 -------------------- (go) further than that.
Nearly everyone 4 --------------------- (receive) an email
with spelling mistakes in it. It seems bad spelling
5 _ _ _ _ _ _ (become) quite acceptable in emails,
whereas it is not in normal business letters. The culture
o f emailing 6 _------------------- (affect) other areas of
work. People are so used to sending and receiving
electronic messages, that they find it difficult to
communicate face to face. Before, when we
7 (have) a problem we 8
(discuss) it together. N o w it often takes days o f sending
messages.
Outside work, a recent survey shows that hiding behind
computers 9 ____________ (give) many shy people the
opportunity to say exactly what they like.That has its
good and bad points. It ’s good to say what you think, as
long as you don't make situations worse by saying it.
3 Underline the most suitable form of the verb to compleie
the sentences.
1 Paul has studied/ has been studying in Manchester for
the past few months.
2 I’m really happy. I’ve ju s t won / I’ve ju s t been w in n in g : e
lottery!
3 Why has Shaun got a headache? Has he played / Has he
been playing com puter games again?
4 Debbie is upset because she has ju s t fa ile d / has ju s t beem
fa ilin g her exam.
5 I’m exhausted. I’ve run / been running 6 miles.
6 John has applied / has been applying for jobs recenth
and he has had / has been having six interviews so far.
7 Linda has written / has been w riting emails all m o rn in ;
and she has written / has been w riting 15 so far.
8 Sarah has had / has been having her new car for three
months.
9 Your shoes are very dirty. What have you done / have .:.
been doing?
10 I ’ve cleaned / I ’ve been cleaning the house today. I ’ve
cleaned / I've been cleaning the kitchen and the
bathroom and now I’m going to do my bedroom.
4 Make questions with the present perfect simple or prese-~
continuous. Both forms may be possible.
1 Rob is on the phone at the moment.
How many phone calls / he make?
2 Beth is an actress in New York.
How long / she / work / as an actress?
3 Pam is listening to some CDs at the moment.
How many CDs / she / listen to?
4 They’re leaving St Petersburg today.
How long / they / be there?
5 Clare borrowed my new Eminem CD.
How long / she / have it?
6 Helen has bought another com puter game.
How many com puter games / she / buy recently?
-
Extension
e-t s t i l l d lr e d d v ( > P1 3 8 )
in
Read examples a-d and complete rules 2 -4 .
a Have you spoken to Kate, yet?
b Yes, I’ve already spoken to her. I spoke to her 10 minutes
ago.
c No, I haven’t seen the new Martin Scorsese film , yet. I’m
going to see it this evening.
d No, I’m still w aiting for the bus. I’ve been here 20
minutes.
1 We often use yet, already and s till to ta lk about what has
and has not happened.
2 We u s e _____________ in questions to ask if something
has happened. We also u s e ____________ in negative
sentences to say that something has not happened. It
comes at the end of the sentences.
3 We can also u s e _____________ to say that something is
the same as before. It comes before the auxiliary verb.
4 We u s e _____________ in affirm ative sentences to say
that som ething has happened before or by now. It comes
before the main verb.
6 Read Pete’s notes and decide if sentences 1 -5 are true or
false. Correct those which are false.
se.no! Kev/>) e.n\«j! *X
fin is h sc.ie.nc.e- p rq )e .c .f X
p h o n e . S a,//y X
«6ov+ c a r e e r s in fe .rw ie .'w /
-MKe L o o K L« c.K f o /iL r « r y
Loy fic .K e .fs f o r c.onc.e.rf X
Example
He hasn’t sent Kevin an em ail, yet.
False. He has already sent Kevin an email.
1 He still hasn’t finished his science project.
2 He has already phoned Sally.
3 He hasn’t asked about a careers interview, yet.
4 He still hasn’t taken the book back to the library.
5 He has already bought tickets for the concert.
The right word
7 Put the verb in brackets in the correct form of the
present, past or perfect tense.
A s far as yo u rem em ber, i _____________yo u ever
-------------------------- (fell) a lie ? 2 _________________ p e o p le
-------------------------- (believe) y o u ? A c c o rd in g to research,
m o re p e o p le are ly in g - a n d getting a w a y w ith it.
Lin d a W h ite from M a n ch e ste r is a go od e x a m p le .
L in d a > ----------------------------j u s t --------------------------- (get) eng ag ed .
U nfo rtunate ly, she doesn't lik e so m e of her fian ce's
friend s. T h e y 4 -------------------------- (meet) e v e ry F rid a y night
s in c e she r> -------------------------- (start) g o in g out w ith John,
but she doesn't get on w ith them . L in d a do esn't w ant
them to c o m e to the en g ag e m e n t party, so she
6 --------------------------- (d ecide) to in v ite them a ll - but on the
w ro n g d a y !
P eo p le a lso lie ab o ut th eir care ers. S o m e p e o p le
/ -------------------------------(add) extra q u a lific a t io n s to th e ir
c u r r ic u lu m v ita e o r exag g e ra te th e ir e x p e rie n c e .
Robert Pool 8 -------------------------- (work) as a retail m a n ag er
for o v e r three years. W h e n he 4 ______________ (have)
the jo b in te rvie w he sa id that he had a d egree in
M a n ag e m e n t. H e i ( ) -----------------------------(not have) a degree,
but his e m p lo y e rs b e lie v e d h im .
M o re ty p ic a lly , p e o p le tend to lie w h e n they meet
so m e o n e for the first tim e. T h e y w ant to m ake a good
im p re ssio n , so they lie ab o ut h ow w e ll they can p la y a
sport, the p la c e s they 11 ---------------------------- (visit), the things
th ey 12 (do), o r they things they o w n.
But h o w c a n w e tell if so m e o n e is ly in g ? T h e a n sw er is
to w atch th e ir b o d y lan g u ag e . 13 _____________ they
-------------------------- (look) d ire c tly at yo u w h e n they w ere
sp e a k in g ? If they d id n 't o r if they c o u ld n 't keep their
h an ds still or often 14 -------------------------- (touch) their nose
or m outh, th ey w ere p ro b a b ly lyin g .
 'Varieties o f 'English
American English
5 ^ 6 .3 Listen to what an English writer once said about
the English and the Americans. Why is what he said
unusual? Do you agree with him?

'd/6.4 Now listen to part of a radio programme about

the differences between British English and American
English and answer these questions.
1 Which American word did the Englishman hear?
2 What did he th in k it meant?
3 What did it actually mean?
4 What was the American girl looking for in Oxford Street?
5 What should she have asked for?

^ 6 .5 The words in 1 -1 6 are all used in American

English. Match them to their British English meanings
below. Then listen and check your answers.
E x a m p le
m a il = post

1 bill 9 gas
2 bureau 10 mail
3 can 11 movie
4 candy 12 period
5 cookie 13 rest room
1 In small groups, look at the picture. What is similar about 6 drugstore 14 second floor
the people in it and what is different? 7 French fries 15 sidewalk
8 garbage / trash 16 tru n k
2 Now discuss:
fu ll stop first flo o r car boot b a n kn o te
1 why English is becoming so im portant.
sweets chips to ile t • film pavement petrol
2 w hat you th in k is easy for people to learn in your
language. rubbish sweet biscuit post chem ist’s shop

3 what problems you th in k people have learning your chest of drawers - tin

language.
4 w hether you th in k an international language like Spelling
Esperanto w ill ever be successful.
8 There are some differences between American and British
English spelling. Decide which of these words are spelled
in the American or British way.
Listening • traveled / quarrelled
The English language • theatre / center
3 Choose the answer you think is correct. • h o n o r/c o lo u r

1 How many people speak English in the world? 9 Decide whether the letter combinations appear in British
a half the w o rld ’s population or American English and complete the missing
b a quarter of the w o rld ’s population information in 1 -3 .
c one third of the w o rld ’s population 1 o r i s _____________ but our i s ____________
2 How many words are there in the English language? 2 eled i s ____________ but elled i s _____________
a 80,000 b 180,000 c 800,000 3 re i s _____________ but er i s ____________
3 How many languages have more words than English?
a none b one c two

4 ^ 6.2 Now listen to someone talking about English and

find out if you were right.
Speaking Soundbites
living opinions 13 Listen to Wordy Rappinghood, a song by the id
Tom Tom Club, and fill in the gaps. 4il
0 6.6 Read what Simon says about the following topic.
Then listen to the recording and fill in the gaps.
Wordy Rappinghood
The Internet has made terrorism and crime too easy. Life Chorus
would be safer w ithout it. 1 What are words worth?
m What are words worth? - words
Giving opinions, listing reasons, summarising Words in papers, words in 1 ____
Simon In i ______________________ , the Internet Words on TV, words for 2 _______
makes the world a more dangerous place. Words of comfort, words of peace
2______________________ , crim inals can hack Words to make the fighting cease
into the com puter systems of organisations and Words to tell you w hat to do
find inform ation about them . They can use this Words are working hard fo r you
inform ation to steal money and ideas. Eat your words but d o n ’t go hungry
3______________________ , but they can also 10 Words have always nearly hung me
find inform ation, particularly bank details,
Chorus
about ordinary people who buy things over the
Words of nuance, words of 2 ______
Internet. 4 ______________________ , the
And words of romance are a 4 _____
Internet is so big and uses so many languages it
Words are stupid, words are fun
is d ifficu lt to police. This makes it particularly
Words can put you on the run
dangerous if used by terrorists.
Chorus
s ______________________ , l th in k that life was
15 Its a rap race, w ith a fast pace
safer before the Internet and it would be better
Concrete words, abstract words
w ith o u t it.
Crazy words and s ________ words
Hazy words and « _________ words
Words of faith and tell me straight
1 What expressions does Simon use to a give his opinions,
20 Rare words and swear words
b list his reasons, c summarise what he has said?
Good words and bad words

Planning Chorus
Words can make you pay and pay
2 You are going to conduct a debate in class on the topic
Four-letter words I cannot say
below. In small groups, decide whether you are going to
Panty, to ilet, dirty devil
prepare an argument for or against the topic.
25 Words are trouble, words are subtle
Everyone in the world should speak the same language Words of anger, words of 2 ________
• Divide these ideas into points for or against the topic. Words over here, words out there
Think of some reasons or examples why these points are In the air and s ____________
im portant. Add some points of your own if you can. Words of wisdom, words of strife
fewer examinations • which language to choose? 30 Words that w rite the book I like
* com puter language the same Words w o n ’t find no right 9 _____
• loss of national identity » no problems travelling To the planet earth’s 1 0 _________
richness of language disappears • boring 14 In pairs, read the lyrics again and answer the
• Prepare your talk. questions.
• Decide who w ill talk to the class. 1 Why do you th in k the singer says ‘words w on’t
• Give your talk. It should last for about 2 -3 minutes. find no right solution to the planet earth’s
• Now take a vote on w hether the arguments for or p o llu tio n ’?
against the topic are more convincing. What was the 2 Do you th in k words can help us to solve
result? problems? How?
3 How im portant are words to you: in songs, in
speech and in books?

m
 Writing a letter of enquiry

'Mobile phones
Dear Sir / Madam,
I am w riting w ith reference to your advertisement
Class survey in the paper this morning. I am interested in
1 Why do you think these people might need a mobile purchasing a mobile phone and would be very
phone? grateful if you could supply me w ith the following
information.
First of all, would I be able to use all of your
phones if I w ent on a trip abroad or do some
m o d e ls ju s t w o rk in th e UK?
Secondly, I would like to know how much it would
cost to purchase a mobile phone w ith a colour
screen. Would this be more expensive than a black
and w hite screen?
Thirdly, your advert states that you have phones
w ith a camera facility. W hat exactly does that
mean and w hat would I be able to do w ith the
camera?
Finally, the advert claims that having a mobile
phone makes you feel safe. However, I know
phone theft has been a big problem. Could you tell
me w hat would happen if my phone was stolen
2 In small groups, find out: and someone tried to use it? Would I have to pay
1 how many students in the group, or members of their
for the calls?
fam ilies, have a m obile phone.
2 why they bought it. I look forward to receiving your reply.
3 w hat they use it for.

3 Compare your results with the other groups in the class. Yours faithfully,
What does your research show?

Studying the sam ple

Understanding the taste 6 Read the letter again. Is the letter written in an informal
4 Read the task and answer the questions below. semi-formal, or formal style? What tells you?
You are interested in buying a m obile phone. Read the
ADVERT 1
advertisements for different m obile phone companies in 6.
Decide which company would be suitable to use in these
situations.
a You only need a m obile phone occasionally when you
travel.
Phone of / Internet access
b You travel a lot for business and do n 't w ant to carry too
the month y text messages
much equipm ent but need to keep in touch w ith work,
?VFP 500 y games
c
friends and fa m ily and what is happening in the world,
You have never used a m obile phone before and are
y voice activated
dialling
worried about phones being expensive to use.
Ask about our monthly payment plan -
5 Read the letter Olga has written and answer the 500 free minutes a month
following questions.
All our new phones come with a free training session
1 Which advertisement is Olga interested in?
2 Why do you th in k she is not interested in the third Customer services Call 084356 970 001
advert?
3 What inform ation does she w ant to know?

m
AOVERT 2 Writing about facts and figures
8 Adverts often contain facts and figures. Find pairs of
expressions in this list which express similar ideas but in a
different way.
over half = more than 50%

not many (nearly) half many over half ■ all

almost all (almost) 50% very few a lot of
nearly 100% the total num ber more than 50%

9 Rewrite these sentences using expressions from 8.

featore; n ri— etaccess 1 Two out of ten teenagers say they d o n ’t want to have a
« e ( " a l' f tlo r i v - ■■ " .
, d > a r v ^ nct'° ' V - -- m obile phone.
2 Five out of ten people have not bought th e ir m obile
• rad'0 Wioo Updates
phones themselves.
3 Nine out of ten people w ould like a m obile phone.
4 Ten out ten students in my class have a mobile phone.

Com petitive prices a vailable on request: W riting your letter of en q u iry

W onderphones, Technology Drive. O xford 0 X 1 6 3BH
Phone 0801 956 9000 Understanding the tasK
You have decided to buy a mobile phone. Before you buy one
you want to find out more inform ation about the items circled.

ADVERT 3 10 Write a letter of between 120-150 words to Zathia to

request more information.
T ran s co n tin e n ta l

T.

Cheap international
n u „,— i • i

custom ers say they would

recommend our service to others.

have the model you're looking for

to help you keep in touch while
away fro m hom e. Planning and writing
11 In pairs, first plan then write your letter using the
following points.
• Decide how to start and end your letter.
Steps to better w riting
• Make a list of different ways of asking for inform ation.
Formal and less formal vocabulary • Think about the layout and organisation of your letter.
Olga uses some formal vocabulary in her letter. Find • Try to use some form al vocabulary in your letter.
formal words in the letter which mean:
1 w riting about £.hecfcing
2 pleased or thankful 12 Check that:
3 send me • you have asked for all the inform ation you need.
4 buy • you have used a suitable form al style.
5 says • the spelling and gram m ar are correct.
6 says som ething is true • there are between 120-150 words.
 Word focus

f5»o<ty language Extension

1 Use these words and phrases to complete spaces 1 -6 .
Adjectives
hand gestures handshake posture tone of voice
3 Match adjectives 1 -6 with their opposites a -f.
facial expressions eye contact
1 cautious a rare
2 ridiculous h strange
When you go for an interview remember that having 3 relieved c sensible
the appropriate 1 ---------------------is also a good way of 4 fa m ilia r d apprehensive
making an impression. Try to sit upright but look 5 common e confident
comfortable. You should also use 2-------------------- only 6 nervous f adventurous
when you w ant to make a point. 4 Complete the sentences with one of the adjectives in 3.
Suitable 3____________ are also an im portant part of 1 When the interview was over, Colin felt extremely
body language. It is particularly im portant to m aintain
4_____________ w ith people when you are talking to 2 There’s something about Karl’s face. I’m
t h ^ s i m l i ^ s also im portant. When you do so it sure I’ve seen him before.
should be relaxed and natural. Tina is v e r y _____________ She’s going to clim b Mount

________you use Everest next month.

When
VVIieil it comes to
IL LUIIICJ IVJ talking
ssm- ' - o the
— 5- The Asian tiger is a v e r y _____________ species. Only a
when speaking is actually more im p o rta n t than what
few hundred animals survive in the wild.
you say. Nowadays i t ’s q u ite _____________ for school children to
Finally, if you w ant to know how you’ve done in the learn tw o foreign languages.
interview you m ight be able to judge from the It’s not v e r y ____________ to turn up fo r an interview
6________|f it is firm e r than the one at the wearing jeans.
beginning of the interview you may not have been Sam told the police that he had seen a ____________
successful. light in the sky. He thought it was a UFO from another
planet.
8 Linda felt q u ite _____________ before she w ent on the
roller-coaster ride.
Varieties of Cnglish
2 Match these halves of conversations. Phrasal verbs
1 Did you check the m ail, yet? 5 Underline the correct phrasal verb to complete the text.
2 Do you have change for $20?
3 Hi. What can I get you?
4 What do you w ant to do tonight?
5 We don’t have much gas left.
6 I need some new sneakers. Would you like to i try ou t / try on
7 Did you put the bags in the car? new mobile phones and computers
8 May I have some candy? before they reach the shops?
9 What are you doing w ith those old boxes?
10 Where are you going? Are you someone who likes to
2 keep in / keep up with the times?
a I need to get some aspirin from the drugstore,
b I’ll have a ham burger and some french fries, please, Do you always 3 work on / work out
c Not until you’ve eaten your meal, how to use the latest electronic
d No, it hasn’t arrived, equipment before anyone else in
e I’m taking out the trash, your family?
f Why don’t we watch a movie?
g They’re already in the trunk. Let’s go. If the answer to these questions is yes, you may be
someone we 4 are lo o k in g fo r / a re lo o k in g a t
h Let’s stop at the next gas station,
If you would like to s fin d o u t / fin d fo r more, just 6 fill
i W hat’s wrong w ith the pair you’re wearing?
up / fill in the form below and we will send you details
j Sorry, I only have a $5 bill.
of how you can get involved in our panel of testers.
 ^ 6 .8 Read this extract from a short story called The
Judge’s House by Bram Stoker and decide whether the
following statements are true or false.
1 Mrs Wood had stayed in the house John Moore had
rented.
2 Mrs Dempster believed the house was haunted.
3 John Moore asked Mrs Dempster to do som ething for
him.
4 The doctor who John Moore met had been invited to the
hotel by Mrs Wood to meet him.
5 John Moore did not w ant to accept the advice the doctor
gave him.
6 The rope John Moore spoke of was im portant to the
person who had lived in the house before.
7 The doctor told John Moore what to do if the alarm bell
rang.
^Judge’s
House
ohn Moore had gone to Benchurch to find peace and
J
qu ie t w h ile studying fo r an im p o rta n t exam. After
spending a night in a hotel he rented a big, old
seventeenth century house previously owned by a judge. Mrs
,ood. the landlady of the hotel told him she w o u ld n 't spend the
night there as it was haunted. However, Mrs Dempster, the
ousekeeper of the house assured him any stories about the
"ousc being haunted were foolish. During the first week Moore
'ound out that the house was infested w ith rats and strange
hings did indeed appear to happen....
...One night he slept heavily but uneasily, and he had
unpleasant dreams. Then Mrs Dempster woke him as usual w ith
j cup of tea, and he felt better. But his hrst request to her
-urprised the old servant very much. ‘Mrs Dempster, w hile I'm
out today, w ill you please dust or wash those pictures
particularly the third one from the fireplace. I want to see what
:hey are.'
Moore spent most of the day studying happily in the park. On
ais way home he visited Mrs Wood at the hotel. She had a visitor
ith her in her com fortable sitting-room.
'Sir,' said the landlady, 'this is Doctor Thornhill.'
As soon as she had introduced them, the Doctor began to ask
Moore’ a great many questions. ‘ I’m sure, said Moore to himself,
that the good doctor did not call here by accident.
He turned to Doctor Thornhill.
'Doctor, I'll gladly answer all your questions, if you’ll just
answer one of mine.'
The doctor seemed surprised, but he agreed at once.
'Did Mrs Wood ask you to come here and advise me?' asked
Moore. The doctor looked surprised. Mrs Wood’s lace turned very
red and she looked away. But the doctor was an honest, friendly
man, and he answered quickly, 'She did, but she didn t want you
to know. She's worried about you. She doesn t like you staying
there all alone, and she thinks you study too hard and drin k too
much strong tea. She asked me to give you some good advice. I
was once a student too, you know, so I know what I m talking
about.'
Moore smiled and held out his hand to Doctor T hornhill. I
m ust thank you for your kindness - and you loo, Mrs Wood. I
promise to take no more strong tea, and I'll be in bed by one
o'clock. There, w ill that please you both?’
'Very much,' said Doctor Thornhill. 'Now tell us about that old
house.'
Moore told them all about the events of the previous nights. He
told them about the noise of the rats, and the enormous rat
which every night came to sit on the great high-backed chair by
the fireplace. He explained how if dropped down from an alarm
bell rope onto the chair and stared at him angrily. When he told
them how he had thrown the Bible at the rat, which ran back up
the rope and through a hole in the wall. Mrs Wood gave a little
scream. When Moore had finished his story, Doctor Thornhill
looked very serious.
‘ Ihe rat always ran up the rope of the alarm bell?' he asked.
‘Always.’
1 suppose you know,’ said the doctor, 'what the rope is?
'No, I d o n ’t,’ said Moore.
'It's the hangm an’s rope,’ said the doctor. 'After the judge
condemned someone to death, the unfortunate man was hanged
w ith that rope.' Mrs Wood gave another scream. The doctor went
to fetch her a glass of water. When he returned, he looked hard
at Moore. ‘Lislen young m an,’ he said. 'If anything happens to
you tonight, don't hesitate to ring the alarm bell. I shall be
working quite late tonight too, and III keep my ears open. Now
d o n ’t forget!'
Moore laughed. 'I'm sure I shan't need to do that! he said, and
went home for his dinner.
'I don’t like that young man's story,’ said Doctor Thornhill after
Moore had left. 'Perhaps he imagined most of it. All the same,
I'll listen to n ig h t for the alarm bell. Perhaps w e'll reach him in
tim e to help him .'
Bram Stoker, The Judge’s House
s ; ^
Your reactions
1 Why do you th in k Mrs Dempster said that Ihe house was
not haunted?
2 Would you be prepared to spend a night in the Judge's
House? Why? Why not?
3 Why do you th in k the rat is im portant to the story?
4 What do you think happens next in the story?
\ _____________ —..................................... J
 Let’s revise Units 5 and 6
j
Gram m ar 4 Underline the correct form of the verbs to complete the
newspaper extracts.
1 Make sentences using the information in 1 -6 and the
modal verbs in brackets. O According , 0 experts, mobile pbones 1 ore/trope been bad
Example fo, your health. New research a shown / s h o w e d that
I haven’t seen Jiii this week. I t ’s possible she’s on holiday, radiation from the phones can damage your brain.
(may)
J ill may be on holiday.
1 Clare isn’t 20 years old. She looks much younger.
C la re ______________________ 20 years old! (can’t)
2 Where’s Graham?
I’m not sure w hether he is watching TV.
G ra h a m TV. (could)
3 Does Tim like Isabelle?
Possibly. He asked me for her phone number.
T im _______________________ Isabelle, (might)
4 I th in k Dave’s tired. He’s been w orking all day.
D a ve ______________________ from working so hard.
(could)
5 I’m sure that Sarah was at the concert.
Ben O’Neal, the famous basketball star, 3 has announced
S a ra h _______________________ at the concert, (must)
announced his retirement at the end of next month. Be-
6 I’m sure Jules d id n ’t see the Xtreme sports com petition.
4 played /h a s been playing professional basketball for fi , e
Jules_______________________ the Xtreme sports
years. Since he started his career he s has made /h a s bee-
com petition, (can’t)
making an estimated $25 million in sponsorship deals.
2 Underline the correct form of the verbs to complete the
sentences.
1 I w ant to get fit this m onth. I’ve gone / been going to the
Teenage crime is rising. The government * has
gym every day. re c e n tly r e le a s e d /h a s re c e n tly b e e n re le a s in g a
2 Sonia looks very upset. I th in k she has cried / been crying. report which shows that shoplifting and joy riding
3 ‘Why is your room in such a mess?’ 7 have in c r e a s e d /in c r e a s e d by 1 0 % .
‘Sorry, I haven’t had / been having tim e to clear up.’
4 I’ve never worked / been working in a shop.
5 How long has Janice been / been being in Canada?
6 Our class has just come / been coming back from a trip.
Sandy T « has le ft / l e f t
7 I’ve b o u g h t/ been bought tw o new pairs of jeans and
the pop group 5 Alive. At
some new boots.
a press conference last
8 Have you ever watched / been watching TV on your
night Sandy 9 has
computer?
e x p la in e d /e x p la in e d that
3 Correct the mistakes. she wanted to do a solo
1 Have you given Jane my message still? album. A close friend
2 We’ve seen already that film . revealed: ‘ There 10 have
3 I haven’t been shopping, already. been /w a s a lot of
4 Have they yet been on holiday? disagreements in the
5 John hasn’t still passed his driving test. band lately. Sandy
6 )im still is here. 11 decided / has been
deciding that leaving the
band was the only way
forw ard.’
ocabulary Phrasal verbs

Wtcvision
Complete gaps 1 -6 with the words below. Underline the correct word to make a phrasal verb that
matches the meaning given.
to the top am bitious talented
1 Be put o ff I out: lose your interest or enthusiasm
pushy sacrifices famous
2 Carry o ff / on: keep going despite difficulties
3 Go w ithout / out: manage w ith o u t something
4 Hang o f f / on: keep
5 Work out / on: find the answer to something

Now use the phrasal verbs in 7 to complete gaps

1 -5 in the paragraph below.

It you think you can succeed in doing what you

want in life, you shouldn’t he ' ___________ by all
the difficulties and problems you might face. You
should first of all - the best way to
achieve your goals, then •' doing what
you do best — but do it better! You will find you
have to 4 ------------------- some o f the things you
enjoy, such as spending time with friends. However,
if you 5 to yonr goals it will be worth
So m e p e o p le b e co m e 1 — --------------------a n d so m e it in the end!
o e co m e M e g a sta rs. M a d o n n a is s o m e o n e w h o
has d o n e ju s t th a t . B o rn M a d o n n a Lo u ise
V e ro n ic a C ic c o n e , she w a s a 2 --------------------------
d a n c e r as a c h ild a n d b e ca u se o f h e r d a n c in g
sk ills sh e w o n a p la c e a t th e U n iv e rs ity o f Compete the text using the phrasal verbs in the correct
form.
M ic h ig a n . H o w e v e r, sh e w a s 3 — f °r
success so sh e d ro p p e d o u t o f c o lle g e a n d m o v e d fill in find out keep up w ith tr y o u t look for

to N ew Y o rk . S h e a rriv e d w ith o n ly a fe w d o lla rs If you are one of those people who likes to 1 ____
in h e r p o c k e t, so life w a s n o t e a sy to b e g in w ith the latest developments in health and beauty products and
an d sh e h a d to m a k e 4 ------------------------------ B e in g would like to 2 ____________ more about our latest range,

d e te rm in e d , e v e n s o m e t im e s 5 -------------------------- simply 3 ____________ the form below w ith your name,

address and telephone number. We w ill send you a selection
h e lp e d h e r a c h ie v e success. Sh e is a g o o d
of free samples fo r you to 4 _____________ our products. If
e x a m p le o f w h a t is n e e d e d to g e t 6 _ -----------------------
you are 5 ____________ good quality health care products
at reasonable prices, then this is the range for you!

Put the letters 1 -7 in the correct order to make words to

complete the text.
As Tom M ilton walked into the office building he was
chultcing his briefcase tightly. He was going for a job
nterview and was very nervous. He asked the receptionist
where to go and she made a 2 segruet to go to a room on
the right. When he entered he saw tw o other people. One
w a s2 gindhol his head in his hands and the other was
- rownfing. He sat down and reminded himself that 5 rifst
srepimsions are im portant, so when he went in to the
mterview he made 6 yee toctcan w ith a warm smile and
gave a firm 7 shandheak.
^ 3 + m c w U b e g i n n i n g s

I T e iv
Each of the sentences a - f fits into a gap in the article. I
O u ic tc egM iz e
the words in italics to decide where each sentence fits.

1 What do you know about New York?

a The greatest number o f immigrants came in 1907, w he-
over 850,000 people entered the country via Ellis Is la r:
1 What was New York called in the past? New York.
a New London b New Am sterdam
b In the past the main groups of im m igrants came from
2 How m any people live in New York today?
Italy, Russia, Ireland, Greece, Canada and Puerto Rica,
a five m illio n b eight m illio n c ten m illio n
but today they are fro m a ll over the world.
3 How m any islands make up New York?
c The Island remained Dutch until it was taken by the
a 5 b 15 c 50
British in 1664 - w ith o u t a shot being fired,
4 Who presented the Statue o f Liberty to th e United
d But by the 1740s, these regular visitors had stopped
States?
coming as a result of disease, the growing numbers of
a th e British b th e Irish c th e French
European settlers, and warfare,
5 How m any storeys does th e Empire State B u ild in g
e Another story is that it got its name in the 1920s when
have?
musicians started calling it after a popular jazz club
a 92 b 102 c 132
called the Big Apple.
f Today, i t ’s w orth billions of dollars.

Vocabulary
Population
4 These words are all used in the article and missing
sentences. Use them to complete the sentences below.

inhabitants settlers visitors groups

im m igrants residents

1 ---------------------to America had to pass through Ellis

Island.
2 The first E uropean________ of Manhattan were
Dutch.
3 T w o __ of the original Native American
still live in New York.
4 Today t h e ________
--------------- of New York come from over
167 countries.
Reading 5 ---------------------- to the city can enjoy seeing the sights ar
Read the article opposite and answer these questions. going to the theatre.
Ignore the gaps.
5 Which of the words in 4 have a related verb? What are tht
How much did Manhattan Island cost to buy? verbs?
What did Giovanni da Verrazano do in 1524?
How many languages were spoken in New York in the
17th century?
Who came to New York in the 1840s?
What percentage of New York’s current population were
born in the USA?
How did the Iroquois help to build the city?
 Reading

BIGAPPLE

U fe rsit
that the city has become known all over the U S A live
T he most famous bargain in
as The Big Apple. The governor in N e w York City, and
American history is said to
of the Dutch colony, Peter the population is growing
:he native N o rth Americans’
Stuyvesant, began planting apple all the time. But where are
fie o f Manhattan Island in 1626
orchards, and, in due course, the the people whose ancestors were
to Peter M inuit, o f the Dutch
state of N e w York became the city’s first inhabitants now?
'•Vest India Company, for a sack
famous for the quality o f its There are two surviving groups
beads, cloth and ironware. It
produce. 3 o f the early inhabitants of
.1s all worth about 60 guilders,
Even in the seventeenth Manhattan. They are the
r about $24. T he entire island,
century, when there were only a Delaware, who now live over
hich lies in the most highly
few hundred settlers in the city, 2000 km away in Oklahoma,
pulated city in the United
18 different languages were Wisconsin and Ontario; and the
' nos. cost him just 41 cents per
spoken. The first large group of Ramapough, a community living
"dare kilometre. 1 ----------
immigrants after the Dutch and on the border o f N e w York and
Manhattan was first
English were the Italians, who N e w Jersey, who are direct
.-covered by an Italian
began to arrive in the early descendants o f Manhattan’s
>!orer. Giovanni da
1800s. People from all over original inhabitants.
errazano, in 1524. H e was
Europe followed. The Irish W hen the island was first
rking for the king o f France.
came to the city in their settled by the Dutch, groups of
He raised the French flag,
hundreds to escape starvation Native Americans came every
:imed the land for the French,
when the Irish potato crop failed year to settlements in the south
1 founded a small village.
in the 1840s.4 d . and north to hunt, fish and grow
A >wever, the French did nor
Today, about forty percent of crops. However, other
.clop the area and it was not
N ew York’s eight million Native Americans and New
. ul one hundred years later
residents were born outside the Y ork’s most eye-catching
V hen the Dutch arrived that a
USA . 5______ . In the borough modern feature, the skyscraper,
-. dement began to grow.
o f Queens alone 116 languages are closely linked. As these
are spoken. In addition, about giants began to rise over
According to one story, it was
14,000 Native Americans from Manhattan, the heroic
.1 result o f the Dutch settlers
descendants of N ew York State s
Iroquois became famous. 7 hey
gained a reputation as being
i The words 1 -6 are connected with the movement of
extremely skilled steel workers
populations. Match them to their meanings a -f.
in the construction industry.
homeland
W ithout them, the skyscrapers
2 adopted country
in the city would not have been
3 refugees
built and N e w York would not
4 asylum seekers
be what it is today.
5 illegal im m igrants
6 emigrants
j people forced to leave th e ir country
3 those who have left th e ir own country and are looking
for protection in another
c those entering a country unlaw fully
: a country one has chosen to live in Why do you th in k people go to live in different countries?
e one’s native country What problems do you th in k they face?
f those who leave th e ir own country to live in another Would you like to live in another country? Which one? Why?
The passive
L. Grammar check: ► pfiis.
1 Look at the pictures. Where do you think these buildings
are? What do you think they are used for?
The passive
Forms and uses
1 Read the sentences in italics and decide if
sentences a -c are true or false.
The hotel is rebuilt by its owners every year. It is
redesigned, the land is surveyed and about 30,000
tonnes o f snow are gathered as building material.
a In passive sentences the main focus is not on who
or w hat does the action but on the action itself,
b A passive sentence must include the agent, that is
the person or thing that does the action,
c The passive is used to describe processes.

2 Complete the following sentences.

a The passive is formed by u s in g ______________ +
the past participle.
b To change tense, we ch a n g e ______________ The
past participle stays the same,
c If we m ention who or what does the action we
u s e ____________

Rewrite this sentence as a negative sentence and a

question.
The town was affected by floods.
(-v e )-----------------------------------------------------------------------

tour operator called Jane. Listen and choose the correct

Other tenses
answers.
3 Look at how the passive is formed in the Grammar check
1 Why did Jane start Fantasy Hotel Holidays?
box above, then decide how to form the passive in the
a She wanted to go to France but couldn’t find a hotel,
continuous, perfect and future tenses.
b She realised that a lot of people wanted to go to
America. Tense Active Passive
c She discovered there was a market fo r unusual
hotels. Present A film com pany is The hotel is being

2 What is unusual about the Ice Hotel in Sweden? continuous using Ihe hotel in used in a spy film .

a It’s rebuilt and redesigned every year. a spy film .

b Guests must take th e ir own sleeping bags, Past continuous A film com pany
c It was used in a James Bond film . was using the
3 What does Jane find fascinating about the Burj al Arab? hotel in a spy film .
a It’s very exclusive and expensive.
Present perfect A film com pany
b It has a unique design and construction,
has used th e hotel
c It can only be reached by helicopter.
in a spy film .
4 Who haunts Castle Stuart?
a Someone who lived 400 years ago. Future with w ill A film com pany
b Four men who knew the earl, w ill use th e hotel
c Someone who once owned the castle, in a spy film .
d A highland soldier and the devil.
Complete the sentences. Use the correct passive form of Read about the him Die A nother Day. Use the correct
the verb in brackets. active or passive form of these verbs to complete the

7
1 Another Harry Potter b o o k _____________ (will publish) paragraph.

'Unit
next June. star be start film not stop
2 The electric light b u lb (invent) by Edison. finish travel make direct discover
3 A new James Bond f i l m _____________ (made) at the
moment.
4 We d id n ’t stay at the hotel because i t ____________
(rebuilt) when we arrived.
5 Thousands of b o o k s _____________ (write) about UFOs
and other mysteries.
6 _____________ this h o te l (use) in Die
Another Day?

Rewrite the sentences using the passive form of the verb

in the correct tense.
1 Peter Jackson directed The Lord o f the Rings.
The Lord o f the R ings______________________________
2 They are building a new hotel.
A new h o te l______________________________________
3 They w ill film the next part of the trilogy next year.
The next part of the tr ilo g y _________________________
4 They were inspecting the location when I arrived.
The lo c a tio n ______________________________________
5 They have decorated the palace recently. Die Another D a y / . the 20th
The p a la ce _______________________________________ James Bond film . It 2. by Lee
Tamahori and 3------------ Pierce Brosnan
Underline the correct form of the verb. and Halle Berry. It 4 _ _ l0n ,oc<uion
1 The restaurant added / was added to the hotel in 2001. in Britain, Spain, Hawaii and Iceland.
2 The designers created / was created a film set made of The h'lm 5. w ith a high-speed
ice. chase in Korea and the action
3 The restaurant is u s in g /is being used for an art until the final credits. On the way, Bond
exhibition at the moment. 7— to Iceland into the villain's HQ.
4 Frank Lloyd Wright designed / was designed the This is a palace which 8______ entirely
Guggenheim Museum in New York. o f ice. There, he 11 a new hi-tech
weapon and the film 0f
5 The film was shown / showed at the Berlin Film Festival.
course, in a huge explosion.
6 My company w ill design / w ill be designed three new
hotels next year.
7 Some actors never offer / are never offered leading roles
in films.
Let’s activate
8 The producer looks a fte r/ is looked after raising the Describing a film
money for a film . In pairs, choose a him and make notes. Use these
questions to help you.
• Who was it directed by?
• Who stars in the him?
• What do you know about the actors / director /
production?
• Where was. it filmed?
• What is the story about?
• Would you recommend the him?

Using the points in 8, tell another pair about the him you
discussed.

10 Write a short review about the him you described.

 Let’s practise grammar
Passive
Active or passive?
1 Put the verb in brackets in the correct form to complete
4 Put the verb in brackets in the correct form.
the sentences.
1 M illions of telephone c a lls _____________ (make) ever.
1 the robbery (report) to the
day.
police, yet?
2 The h i m ________ (not release) last year due to
2 The d o cu m e n ts ____________ (print) at the moment.
production problems.
3 Four different versions of the f i l m _____________ (make)
3 M illions of p e o p le ___ --------------- (watch) the basketb?
since 1985.
match on TV last night.
4 Fifty new houses (built) in the village,
4 The a u th o r _____________ (write) a new book at the
next year.
moment.
5 Two p e o p le ____ (take) to hospital after an
5 ---------------------- your c a r ______________ (mend) yet?
accident, yesterday.
6 A valuable painting . . (steal) from the
6 W h e n ---------------------- the results of the survey
museum recently.
---------------------- (publish)? Is it next week?
7 _____________ she _ (drive) to the static"
7 Your m o n e y ---------------------- (transfer) at the mom ent. It’ll
by John?
be here soon.
8 Archaeologists____ (discover) remains of ole
8 S m o king ________ (not allowed) in a lot of places
settlements.
these days.
5 Complete the sentences about New York using the correct
2 Rewrite the sentences in the passive using the underlined
form of these verbs. One verb is used twice.
words as the subject. Make any necessary changes.
sell speak become arrive discover be
build begin

1 When M a n h a tta n ________ by Giovanni da

Example
The postman delivers letters every morning.
Letters are delivered by the postman every morning.
1 Picasso painted Guernica.
2 They d o n ’t perm it parking in the centre of town.
3 The fire destroyed a large area of forest in Australia
4 The police were follow ing the suspect when he crashed
into a tree.
5 Did they make Ih e jiJrn in New Zealand?
6 The builders are studying the design at the moment.
7 The architects d id n ’t design the hotel for a cold climate.
Correct the mistakes in these sentences.
1 The new hotel w ill be build next year.
2 The crime d id n ’t discovered for four days.
3 The film is been made at the moment.
4 Three scenes have added to the film since last night.
5 Who was the Eiffel Tower design by?
6 The decorators have been painted the rooms recently.
7 By Leonardo de Vinci was painted the church.
8 The horse was been trained when it broke its leg.
Verrazano in 1524, he claimed it for the French.
2 Manhattan Is la n d _____________ to Peter Minuit, of the
Dutch West India Company, in 1626 fo r about $24.
3 When Peter S tuyvesant_____________ planting apple
orchards, New York became fam ous for its apples. Soo-
i t ---------------------- known as the Big Apple, a name wh : -
was made popular by the Jazz musicians.
4 The Ita lia n s _____________ in the early 1800s, and in c e
1840s hundreds of Irish im m igrants also came to the
city.
5 Originally there were a few hundred settlers in New Yc .
and 18 different languages Today there
are eight m illio n people living there.
6 About 40% of New Y orkers_____________ born outside
the USA.
7 The first inhabitants of New Y o rk _____________ two
groups of Native Americans called the Delawares and t
Ramapough.
8 Many of the skyscrapers_____________ by the Iroquoi
who were skilled steel workers.
 Extension 7 Read examples a-c and complete rules 2 -3 with of, w ith
and by.
"Vie passive with by O pi38 )
a The table was made of wood,
Match actions 1 -6 to a -f. Then write sentences using by.
b The table was made by my father,
E x a m p le c The d rin k was made with ice and lemon.
l - c The Sistine Chapel was painted by Michelangelo.
1 We often use the prepositions of, with and by w ith the
1 The Sistine Chapel / paint passive.
2 Oranges / grow 2 We u s e ____________ to say who or what does the
3 Those special effects / create action.
4 A series of car crimes / currently / investigate 3 We u s e ____________ to say the material used and
5 His house / destroy _____________ to say the ingredients or way something
6 The results of the experiments / study / at the mom ent is made.

a a group of scientists 8 Complete the sentences using of, by or w ith.

b a terrible storm 1 The sculpture was made granite.
c Michelangelo 2 The special effects were done computer.
d a lot of farmers in California 3 The survey was carried out an advertising
e the local police agency.
f com puter 4 The rake was made care.
5 Water is composed oxygen and hydrogen.
6 Our house was destroyed a fire.
7 The technology was developed a team of
San Francisco

scientists.
8 The can of cola was opened a can opener.

The right word

9 Put the verbs in brackets in the correct active or passive
form and fill in the other gaps with by, o f o r w ith.

San Francisco is one o f America's top tourist destinations. Its
interesting history, steep streets, picturesque I9th-centuiy
architecture and its position on the ba\y 1____________ (make)
it a great place to visit.
Like eveiy city San Francisco had small beginnings. In 1776, a
small fort 2 ____________ (build) on the coast of California
3_____________ the Spanish. However, it wasn’t until 70_years
later that thousands of settlers 4_____________ (begin) to
arrive.
So what made people travel west? The answer is gold. In 1849,
gold 5____________ (discover) in the hills around the fort.
Within a year over 50,000 people had arrived and the city of
San Francisco was born.
For a young city San Francisco 6____________ (suffer) a lot.
Since the gold rush the centre 7_____________ (rebuild) several
times because it was hit 8_____________ major earthquakes,
including the Great Earthquake o f 1906. In addition, the centre
of the city 9_____________ (destroy) 10______________a fire
that followed this earthquake. It spread quickly because most of
the houses were made 11____________ wood. Fortunately, San
Francisco was quickly rebuilt.
One o f the city's most famous sights, the Golden Gate bridge,
was built in the 1930s. You 12 (get) a great view
of the city from the bridge. It is 1,280 m long and
13____________ (cost) $35 million to build. It's not surprising
that it 14_____________ (photograph) more often than any other
bridge in the world.
Another famous sight is the prison, Alcatraz. It
15____________ (build) on a rock in the middle o f the bay and
it 16____________ (become) the most feared prison in
America. Gangsters like A1 Capone and Machine Gun Kelly
spent time there, and escape was impossible. Tours to see
Alcatraz must 17 (book) in advance. The tour
18____________ (take) a day to do.
 Listening and spea

I n v e n t i n g t o m o r r o w

Listening
L>
A talk Listening and identifying statements
1 ^ 7.2 Listen to Ted Harris talking about something he You need to be able to read and listen at the same time.
invented. Then complete the sentences. Try to underline the most im portant words in each
statement before you listen. The speaker may not use the
same words.

EVER HAD A GREAT IDEA?

4 ^
7.3 Listen again and decide whether the speakers
Today's unique invention could be tomorrow's made the statements or not. Tick the correct box.
reality if you follow a few simple steps.
Yes No
The man's invention w as 1 __________ Speaker 1
An idea for a new product needs 2 _________
1 It to o k me a long tim e to com e up w ith
You shouldn't even 3-fi" .„ :§ r about it.
th e idea fo r m y in ve n tion .
If you d on 't apply for a patent, your invention
2 At the beginning, no one was
m ight be 4 __________
interested in m y design.
You should contact a 5 __________ - a person
3 You have to be d e te rm in ed to succeed.
w h o has to translate your ideas into
Speaker 2
You ought to do as much research as possible 4 I started up in business alone.
to make certain your design is 2 _ ---------
5 The in ve n tion is used m a in ly in homes.
You could ask 3 __ to produce your
product if you think they m ight be interested 6 You need business tra in in g to make

in it. yo u r product successful.

Speaker 3

7 I m ade a decision to change m y life.

2 How successful was Ted’s idea? 8 I c o u ld n ’t fin d w h a t I w anted so

I invented it myself.
A radio interview 9 I was to ld I w o u ld able to patent my
3 ^ 7.3 Listen to three different women talking about in ve n tion .
things they invented. As you listen, match the pictures of
the inventions to the speakers. Vocabulary
5 The expressions underlined in 1- 8 appear in the listening
Match them to meanings a -h .
1 scalded bv a cappuccino a it was d ifficu lt
2 take the cafe to court b have an idea for
3 dashed back to the office c someone to provide
money
4 showed me the door d take legal action
against
5 It was tough e made me confident
6 to come up w ith a product f told me to leave
7 given me courage g returned running
8 I found a backer h burned by liquid
t/t

le a k i n g S o u n d b it e s
nv ersation fillers ^ 7.5 Listen to You can get it i f you really w ant by

7
r Jimmy Cliff and fill in the gaps.
r j 7.4 Read the dialogue. Then listen to the recording

Vnif
and fill in the gaps. You can get it if you really want
Chorus
You can get it if youreally want
Giving yourself tim e to think / Using conversation
fillers You can get it if youreally want
You can get it if youreally want
Customer i ____________ exactly is this gadget for?
But you musttry, try and try
d i s t a n t 2 ____________ ; i t ’s for opening things like jars
Try and try, you’ll 1 _________ at last
and bottles.
Customer And how does it work? Persecution you must bear
Assistant 3 ____________ if | can show you. You place it Win or lose you’ve got to get your 2 _____
firm ly on top of the lid - just so - and use the Got your 3 _____________ set on a dream
handles to turn it. There you are. The lid comes You can get it, though hard it seem now
o ff easily!
Chorus
Customer * ____________ ... and how much is it?
Assistant s ____________ . |’|| just check the price. was not b u ilt in a day
e ____________ - i t ’s here on the back of the w ill come your way
label. It’s 15 euros. But the hotter the battle you see
It’s the sweeter the 6 __________ now

Chorus
M plavf
! " some useful functional phrases and try to use them In pairs, read the lyrics again and answer the
: •: oriately in your answers to produce more natural questions.

C O "SC S. • What do you th in k the singer means in the final

verse?
student A: You are in a shop and are interested in buying
• When you find things d ifficu lt, do you keep trying
ie product below which is being promoted. Ask the shop
or give up?
assistant (Student B) some questions to find out the
• Is there som ething you really w ant to succeed at?
■allowing information about it:
• its purpose
• how it functions
• its price

student B: You work in a shop as a sales person. Look at

the product details on page 141 for the product you are
promoting and answer your customer’s (Student A’s)
questions.

Confide 111
 Writing a short story

F r a iA e # w r i t e r o f t h e y e a r

Studying the sam ple

1 Read the announcement.
What is it about?
The ultimate triumph
Where did it appear? A ®ut’ aldf ugh the whales swam alongside the yacht for
mdreds ot miles, they never came too near. Maybe fi-
were curious, or just bored, but they gave me no peac-
ound it difficult to eat, sleep, or concentrate on what r
Competition! 13
M y yachting career had begun 10 years earlier, when
father used to take me sailing o ff the south coast o f
gland. I admit that I wasn’t a keen sailor at first but 1
H a v e y o u g o t w h a t i t takes naaster<' handling the sails on his small yacht Aft-
had achieved that, there was no stopping me. M y drean
to b e c o m e a tr a v e l w r ite r?
was to cross the Atlantic - not with my father but alone
T h is w e e k th e D a i l y A n n o u n c e r g iv e s y o u C
Perhaps the yacht got too near to the coast, or they haa
t h e o p p o r t u n it y to f in d o u t b y w r it i n g a eady lost interest m me and what I was doing I d id n -
.. care. I was glad just to be rid o f the disturbing presence ‘
s h o r t s to ry o f y o u r o w n .
he whales and to focus my attention on sailing into the

R u le s nothm W3S SOmg

nothing was going t0 it!
to spoil ^ my m ° ment trium ph
• Y o u r s to ry s h o u ld b e a b o u t s o m e th in g
(r e a l o r im a g in a r y ) w h i c h h a p p e n e d to D,Zbelieve
u Z '£ ed? r the „„de,
my“eyes,There,yosi ° ” the
mom ” 8.10 f t|le l»e .
surface
y o u w h i l e t r a v e llin g . were the unmistakable shepes o f M e r whales, I c o u ld le -
three or tour quite close to the yacht and every day them
• It s h o u ld b e o r ig in a l.
• It s h o u ld n o t b e m o r e th a n 3 0 0 w o r d s . knCW tlU t thCy deCMed t0

. E n trie s s h o u ld b e p o s te d to a r r iv e n o E ^ Shortly after 10.30 a.m. local time yesterday, I sailed into
la te r th a n th r e e w e e k s fr o m to d a y . harbour m the Caribbean. I had taken a term o ff from m
jo as a teacher to sail across the Atlantic in m y yacht
E n trie s w i l l b e ju d g e d b y a p a n e l o f tr a v e l Tnumph, and I had finally made it. I was greeted
enthusiastically by my family. ‘W e’re very proud o f you ’
w r ite r s a n d th e e d it o r o f th e n e w s p a p e r . so said my father. B ut all 1 X ’
T h e w in n e r s o f th e c o m p e t it io n w i l l r e c e iv e wanted now was a hot
shower and a plate o f steak
b o o k to k e n s to th e v a lu e o f £ 1 0 0 - 5 0 0 a n d and chips.
t h e o v e r a ll w i n n e r w i l l h a v e h is / h e r s to ry
F Eventually, this summer, I
p u b lis h e d in th is n e w s p a p e r . got my wish. I took part in
a trans-Atlantic race and
managed to find the
sponsorship I needed to
fin ance m y jo u rn e y . D espite
the loneliness and

Ordering paragraphs and events exhaustion, the firs t part o f '

the jo u r n e y was relatively
2 Here is one of the entries in the competition. uneventful. It was only
Unfortunately, the paragraphs (A-F) in the story have w h en I found m yself
been mixed up. Read the text and put the paragraphs in 45 several hundred miles from
the correct order. land that I began to get
w o rrie d . ' _________________
3 How did the writer feel about sailing initially and what
did he eventually achieve?
 lake a list of the facts and figures in the story that make 'Exam"training V
t sound more realistic.
Sequencing events
E xam ple
When you are w ritin g a story, remember to sequence
: laces: a harbour in the Caribbean / the south coast o f
events so that your reader knows when, where and why
England / the A tlan tic
things happened.
' places 3 distances
2 tim e references 4 descriptions of how the w rite r felt
8 Complete the sentences using one of these words or
phrases. More than one answer may be possible.
eps to better w riting then One day when years earlier
A zriptions It was only when shortly after at >after

Adjectives 1 -7 are used in the story. Match them to their 1 We started our jo u rn e y _____________ midday precisely.
meanings a-g . 2 We w ent to A n tig u a ,_____________ Barbados.
curious (line 3) a incredible 3_______________I returned home that I felt safe.
2 amazing (line 5) b w anting very much to do 4 L ater,____________ having a coffee, I went to bed.
something 5 F o u r____________ I had taken a scuba diving course.
3 \een (line 9) c easy to recognise 6_______________I decided to do something really exciting.
1 disturbing (line 15) d w anting to know or learn 7 It w a s ____________ n o o n the rain
5 jnm ista kab le (line 21) e making someone worried began.
or upset
0 oroud (line 29) f pleased or satisfied with
uneventful (line 43) g w ith no exciting things Writing your story
happening Understanding the taste and planning
fhoose the meaning for these adverbs as they are used in 9 You are going to write your own travel story of about
:he story. 20 0 -2 5 0 words for the competition.
1 simply (line 6) • Choose a place and an activity to w rite about.
a completely • Decide who to have in your story.
b w ith o u t noise • Think of something exciting, interesting or dangerous
2 nardly (line 19) that happened.
a w ith d ifficu lty • Say how you felt. Think about adjectives and adverbs to
b not softly make events more descriptive.
3 enthusiastically (line 29) • Include facts and figures to make it more realistic.
a full of excitement / interest • Include a direct speech quote to make the characters
b paying attention to more believable.
* Eventually (line 34)
a last of all Writing
b in the end 10 Use these points to help you write your story.
5 relatively (line 42) • Write your introduction. Get the reader’s attention.
a compared to others • Describe the place to make it seem real, fo r example the
b closely weather, the tim e of day, and the scenery.
. se one of the adjectives or adverbs in 5 and 6 to • Sequence the events in the story using some of the
::~ ip le te these sentences. words and phrases in the sample.
I'm afraid I’m not v e r y on sailing,’ said • Leave the reader th in kin g about what has happened in
Paul. the story.
2 After five days’ sailing w e _____________ reached our
destination. £.hfccfcing
i -eg's parents were s o _____________ when he won his 11 Read through your story and check that:
"rs t m ajor race. • you have given your story an interesting title.
4 m to know what this strange object is. • your facts and figures are realistic.
3 Can I jo in you on the yacht tom orrow ?’ Ted asked • the reader is going to be interested in your story.
• you have punctuated any direct quotes correctly.
New Yorfc Extension
1 Complete the sentences using these verbs in the correct
form.
Uses of get
4 Replace the words in italic with one of these phrases
settle emigrate leave inhabit visit
the correct form.
1 When we were in Egypt, w e ______________the Pyramids.
* get used to get stuck > get away get off gi
2 Thousands of years ago, this region w a s ____________
by hunter-gatherers.
3 People who came from northern E u ro p e ____________
perm anently in this area.
4 After the potato fam ine in Ireland, many people
_____________ to America.
5 It takes a lot of courage t o _____________ your own
country and go to live in another.

2 Complete the sentences using these words.

hard back truth m ind question suppose

1 To tell t h e ______________ I’m not a very am bitious

person.
2 If you change y o u r _____________ about going out
tonight, give me a ring.
3 I _____________ what everybody really wants in life is to
be successful.
1 The crim inals escaped by digging a tunnel under th e
4 It’s _____________ to say what my favourite subject at
prison walls.
school is.
2 Greg dismounted fro m his horse and led it across th e
5 L o o kin g I regret not doing more studying
river.
for the exams.
3 After a few weeks, Zoe became accustomed to her nev
6 Do I w ant to be successful? Well, th a t’s a good
job and started to enjoy it.
_____________ and I d o n ’t really know the answer.
4 T im ’s cat clim bed up the tree and couldn’t climb do.-,
5 When I was a student I managed to live on £35 a wee
Confusing words
3 Underline the correct word to complete the sentences. Phrasal verbs
discover / invent
5 Use one of the phrasal verbs in the correct form to
1 Giovanni da Verrazano discovered / invented Manhattan replace the underlined verbs in this paragraph.
Island in 1524.
• come up w ith set up make up keep up with
2 Who discovered / invented moving pictures?
grow up
fo u n d / fin d
3 Peter M inuit founded / fo u n d New York in 1626.
4 Have you founded / fo u n d your keys yet? Why don’t you
check the front door? j i spent m y childhood in the kind of
neighbourhood where the most im portant thing v
refugees / asylum seekers to 2 nr have the same_jhings_as your neighbour
5 Hundreds of refugees / asylum seekers are heading for the even remember * inventing stories to tell m y fn e n
border to escape the fighting. about how m uch money m y grandmother had jus
6 The refugees / asylum seekers hope to find safety in their to impress them! So, w hen I started work, I was
new country. determined to 4 th in k o f a really good idea for
making money. I realised that there were a lot o t
wom en w ho were so busy that they had no time t
entertain friends. I decided to s start a 'dinner
service', going to people's houses and cooking me
for them so that they could relax w ith their gues.
I've made a lot of money, but I know now that
money doesn;t make people h a p p y .
 -----------

Culture focu

Which of these things do you spend money on? Put them

n order, beginning with what you spend most on (1) and
ending with what you spend least on (5).
! Books and magazines
I CDs and videos
_ Going out w ith friends
Z Clothes
Z Present for friends and fam ily

How do your spending habits compare with those of the

oth e r students?

Spending habits ■
tfrr;
.0
'j . L
f /'/ / j
Ijfep
/ / / / / / / / / /

t
11 r "S
I // 1
I !% •

i -ie British have an astonishing 35 % more money to spend

man they did ten years ago. O u r great-grand-parents and
real grea t-gra i ul-parct it' w ould be amazed i f they came back
md visited us today.
But, what do people spend their hard-earned money on?
Britain, housing is a major expense, w ith about 68% o f
people owning their own hom e.This means that the British
• ■ somewhere in the middle in terms oi home ownership in
— rope. A t the top are Italy and Spain, with 78 % o f people
ning the place they live in, w hile Germany is at the
: . :tom, w ith lewer than 4 0 % choosing to buy.
N ot only do British people like to buy homes, they also
- -0 spend money on things for the home. Consequently,
_-.den pioducts are also big sellers, as people increasingly see
r rir backyards as additional living space and a place to escape
As the population gets richer and people have more spare
. -I. so spending on health and fitness continues to increase
r.jtive to what consumers spend on other products and
Read the article about spending habits and changing
festyle in Britain, and complete the missing information.
1 Most people in Britain like to own
services. Approxim ately a quarter o f adults claim to have tried
a new sport in the last year.
Spending on leisure is also a reaction to longer w orking
hours and the British w ork the longest hours in the European
U nion. People feel the need to balance w ork and home,
and w hile almost half the population teel they have achieved a
good work / life balance, they recognise that they have to make
difficult decisions to maintain it.
W orking long hours also means that many people consult
a chemist lather than a doctor tor m inor health problems. In
addition, more, shorter holidays are now more popular than
the traditional tw o- or three-week holidays.
A nother consequence o f needmg to find a balance
between w ork and leisure is that more and more people buy
convenience foods, such as frozen or prepared food like pizzas
and pasta sauces. However, that doesn’t mean people are
uninterested in food. O n the contrary, the range o f food,
paiticularly foreign food, found in supermarkets is growing all
the time.
O n a social level, most British people think it is important
to keep in touch w ith their family. M ore and more people
move away from the town they were born in, and this is
leflected in the increase in the use o f mobile telephones and
the Internet.
Based on M ero pe M ills , The G uardian

2 British people consider th e ir backyards and gardens as

3 They spend relatively more o n __________________

4 Most people now w o r k ______________________
5 Rather than consult a doctor, many people go to a
6 Longer holidays have been replaced by
Most fam ilies now eat a large qua n tity of
As people move away from th e ir fam ilies, they th in k it is
im portant t o ______________________
Talking about your country
1 Do most people in your country own th e ir own homes?
2 How long do people w ork each week on average?
3 Do people prefer to have one long holiday or a few
short ones?
4 How im portant is home cooking where you live?
5 Do people live near th e ir fam ilies and see them
regularly? Is this changing?
 3 JTaieirtej ristcs

'Measuring th e risles
Reading
3 Read the article on page 95 and answer these question
1 Where do you th in k the article is from : a book, a
magazine, a newspaper? Why?
2 How does the presentation of the article attract the
reader’s attention?
3 Is the style of w riting formal, inform al, or semi-forma '
What is the reason for your answer?

4 Read the text again and decide if these statements are

true or false.
1 Dr Duckworth is currently working as a statistician.
2 Living on earth poses quite a high risk to humans.
3 Men are more at risk from washing the dishes than f i:
being murdered.
4 Henry Wynn advises using the riskometer w ith care.
5 Dr Duckworth feels that people should be able to ju a :
for themselves whether to take risks or not.
6 Coal m ining is the most dangerous job.
7 Fairground rides are actually relatively safe.
8 Dr Duckworth thinks flying is an extremely risky b u s r-

V o cab u lary
Possibility result and eboite
5 Look at how these words are used in the text. Then
complete the sentences using the correct word.

likelihood chances measures « scale like:.

1 What is a risk? Why do you think people take risks?
» comparison * consequences statistics • assess
2 A riskometer measures ordinary and unusual risks on a
1 Frank Duckworth’s s c a le the risk of d.
scale of 1 (low) to 8 (high), like the Richter scale for
doing different activities.
earthquakes. Where do you think risks a -h appear on
2 Is there any r e a l____________ of dying from being
the scale? Match each one to a number.
struck by lightning?
0.3 1.6 1.7 1.9 5.5 6.3 6.4 7.1 3 ____________ show that some activities are more
a dying when vacuuming, washing up or walking down dangerous than others.
the street 4 The R ic h te r_____________ measures earthquakes.
b travelling 160 km by train 5 People who smoke a r e ____________ to become I
c driving 160 km by car 6 We are responsible fo r t h e _____________ of our a c :
d destructive asteroid h ittin g earth 7 People can make a between the d a n ;-
e smoking 40 cigarettes a day of working as a m iner and a deep sea fisherman.
f working as a deep sea fisherman 8 He d id n ’t believe in ta k in g _____________ .
g flying 1600 km as a passenger 9 The riskometer enables you t o _____________ the r _•
h rock clim bing for 20 years you are taking.

O
Riskometer W hen ta lk in g a b o u t ta k in g
c h a n c e s p e o p l e say, 'Y o u
n e v e r k n o w w h a t t h e risks are. Y o u

measures m ay be run over by a bus

3
to m o rro w .' However, w o u ld most

's ups and p e o p l e really like t o k n o w w h a t

'ZMnit
t h e p r o b a b il it y o f t h a t h a p p e n i n g
is? O n e m a n t h in k s t h e y w o u l d .

downs Frank Duckw orth, a r e t ir e d

sta tistic ian , has c o m e u p w it h a 'S im p le Scale o f Risk t o t h e Public',
w h i c h he p r e s e n t e d a t a c o n f e r e n c e a t W a r w i c k U n iv e rs ity ,
ye sterd ay . H e h o p e s t h a t it will b e so p o p u l a r t h a t p u b l ic lib raries
will d is p la y it. It will b e us e fu l to p e o p l e w h e n assessing t h e risks o f
d o i n g activ ities. T h e r is k o m e t e r w o r k s o n t h e s a m e basis as t h e
R ic h te r Scale fo r e a r t h q u a k e s . Its z e r o in d ic a t e s s im p ly liv ing o n
p l a n e t e a r t h fo r a year. T h is is slig h tly s a fe r t h a n m a k in g a 1 6 0 -k m
rail jo u r n e y , w h ic h is r ate d a t 0 . 3 o n t h e scale. T h e p e a k o f t h e scale,
8.0, m e a s u r e s t h e risk o f d e a t h b y suic id e.
For n e w - b o r n m ales, t h e lik e l ih o o d o f b e in g m u r d e r e d (4 . 6 ) is
lo w e r t h a n t h a t o f d e a t h by v a c u u m c l e a n i n g or w a s h i n g u p (5.5).
A 3 5 - y e a r - o l d m a n w h o s m o k e s 4 0 c ig a r e tt e s a d a y is in a lm o s t as
m u c h d a n g e r as s o m e o n e w h o is p la y in g R u s s ian r o u le t t e w it h o n e
c a r t rid g e .
H e n r y W y n n , d ir e c t o r o f t h e Risk In itia t iv e a t W a r w ic k University,
said : 'Fra nk 's d o i n g a g o o d j o b o n risk p e r c e p t io n . W e lik e t h e id ea
o f a r is k o m e t e r as lo n g as it is u s e d w it h c a u t io n '.
D r D u c k w o r t h said , 'I loo k a t t h in g s w e a re all f a m il ia r w it h . So if
a n e w risk c o m e s a lo n g , t h e m a n in t h e s tre e t w o u l d be a b l e to
m a k e a c o m p a r is o n a n d d e c i d e w h e t h e r t o t a k e t h a t risk or not.
W h a t th is d o e s is a ll o w d if f e r e n t t y p e s o f risk, a n d risks w it h
d if f e r e n t c o n s e q u e n c e s , t o b e p u t o n t h e s a m e scale. It g ive s us a
use ful a n d m e a n i n g f u l c o m p a r is o n . '
His m e t h o d a llo w s h im t o g r a d e t h e risk o f a lm o s t a n y h u m a n
a c t iv ity f o r w h ic h a c c i d e n t or d is e a s e statistics c a n be f o u n d .
So w h ic h j o b a re y o u m o s t lik ely to d ie i n ? 'M o s t p e o p l e d o n ' t
k n o w t h a t a p r o fe s sio n like d e e p sea fis h in g is d a n g e r o u s ' , h e said.
P e o p l e t h in k t h a t t h e m o s t d a n g e r o u s j o b is co al m in in g , b u t d e e p
sea fis h in g fo r 4 0 ye a rs has a risk f a c to r o f 6 .4 .'
By co n tra s t, t h e n u m b e r o f d e a t h s o n f a i r g r o u n d rid es a r o u n d
th e w o r ld w a s v e ry low, h e said . A re p o r t last w e e k s a id t h e r e w a s
s o m e t h i n g lik e o n e f a t a l it y in 7 0 0 m illio n rides. 'So, if a p e r so n d o e s
1 0 0 rides, t h e c h a n c e s o f t h e m d y in g a re a p p r o x i m a t e l y o n e in a
m illio n - 2 .0 o n t h e ris k om e te r.'
H e h im s e lf h a s a c c e p t e d t h a t h e h a s 'e n t e r e d a v e ry d a n g e r o u s
w o r ld . I d o n ' t w o r r y a b o u t t a k i n g a 1 , 0 0 0 - m i l e flig ht, e a t i n g b e e f or
w e a r i n g c o n t a c t lenses. T h e m o s t d a n g e r o u s a s p e c t o f a f l ig h t to
A u s t r a l ia is t h e car j o u r n e y to t h e a ir p o r t ! '

J o h n E za rd , T h e G u a r d ia n

Wiwne tctifcJ!
Do any of the risks m entioned in the article surprise you?
Which ones?
num ber of deaths on fairground rides is Which of these activities do you th in k has the greatest risk?

bungee ju m p in g * smoking ; horse riding

driving a car

uncooked meat dangerous? Which ones w ould you be prepared to do?

 P-elative clauses
1 In pairs, discuss the questions.
1 What is claustrophobia?
2 Do you or does anyone you know suffer from
claustrophobia?
3 Can you th in k of any other types of phobia?
2 Read the article by teenager Nick Walsh and find out if he
enjoyed caving.
Clinging on, crushed between two surfaces in semi-
darkness is routine for commuters travelling to school or
work by tube. W hat is different about caves, however, is that
they also offer peace and quiet. Fifteen metres below the
ground, the only sound is the trickle of running water.
W e put on the heavy w et suits that are the standard clothing
for cavers. A guide whose name was Jamie appeared- I
asked him what might happen to us underground. I suppose
you could catch a cold," he replied. The route that he has
chosen is the safest and driest because of the storm outside.
As w e know nothing about caving, w e are relying on Jamie
to keep us out of danger. The caves, which can be dangerous
if you don't know what you are doing, are w ild and beautiful.
W e turn off our helmet lights to experience the "ultimate
darkness' that the underworld offers. Jamie, who has been
caving for years, explains that the human eye adjusts to the
absence of light in three stages. The last stage is imagining
that you see something that isn't there. If you wave your hand
in front of your face, even though there is no light that
enables you to see an image, your brain pretends that you
can see your hand! People who suffer from claustrophobia
don't usually enjoy caving, but Jamie thinks that I'm ready to
crawl into a tunnel — just to see if I can. It makes me feel
worse than being stuck in a lift.
However, as w e turn around and make our way back into the
daylight, the caves seem a far nicer place to crouch in than
a peak hour commuter train.
N ick Patou Walsh, The O bserver ,,
G ram m ar c/iec/r ( > • P1 39
Defining relative clauses
Underline the correct word to complete these
statements. Use the underlined phrases in the text
to help you.
a We use defining relative clauses to give essential /
extra inform ation about a person or th ing in the
main clause. They tell us which person or thing is
being referred to.
b We use that or which to refer to things / people,
who and that to refer to things / people, and
whose to talk about possession.
2 In which sentence, a or b, could that be omitted?
a We put on the heavy wet suits that are the
standard clothing for cavers,
b The route that he has chosen is the safest.
3 Combine the sentences in 1 -5 into one using a defining
relative clause. You may need to make other changes.
Example
Jamie to o k us caving last week. Jamie is the guide.
Jamie is the guide who / that took us caving last week.
1 There were stalactites hanging from the roof of the ca\e
My helm et banged into the stalactites.
2 Near the caves there is an activity centre. The activity
centre offers a weekend introduction course to caving.
3 I met a woman. The w om an’s husband runs the activits
centre.
4 There were other people doing the course. I met the
other people.
5 Two hundred years ago, people mined lead in the cave;
Jamie works in the caves today.
Read the sentences. In which sentences can you omit the
relative pronoun?
1 The caves that Jamie works in can be dangerous.
2 There is no light that w ould enable you to see an image
3 The guide who you met doesn’t work there any more.
4 The cave w hich we went through was flooded in the
storm.
5 The man whose helmet I borrowed has been caving for
years.
6 We all looked towards the light which the guide was
holding.
 :n-defining relative clauses Read the information about ice hockey. Combine sentences 1 -7 into one using a
Look at the examples and answer defining or a non-defining relative clause.

8
:be questions.
a The Mendip caves, which can be

V n it
dangerous, are beautiful.
0 Jamie, who has been caving for
years, explains the process.
c The guide, whose brother is a
friend of mine, gave us our
wetsu its.

1 Is the inform ation introduced by

which, who or whose in a -c
essential inform ation or extra
inform ation?
2 Where do we put commas in
non-defining relative clauses?
3 Is it possible to o m it which, who
or whose in sentences a-c?
ffe m e m A e r ?
' ' -defining clauses, we cannot
B e that.
Ice hockey was first played by native Canadians. They lived in Nova Scotia.
Players use ice hockey sticks. They are usually made from wood.
The sticks have thicker blades. Goalkeepers use them.
The object of the game is to score more goals than the other team. The game
developed from hockey.
The referee has to be very fit. The referee controls the game, together w ith the
linesmen and the goal judges.
Players break the rules. They are sent o ff the pitch.
Wayne Gretzky is Canadian. He was the best professional player in the world
before he retired.

^ 8.1 Listen and check your answers.

i Combine the sentences to make
: ne sentence using a non-defining
elative clause. Let’s activate
Example
f wetsuits are heavy. The wetsuits
6iuess the adrenaline sport
arc new. Work in groups of three. Each person secretly thinks of an exciting or dangerous
' wetsuits, which are new, are sport. You are allowed to give your partners six clues, but each clue should
weavy. contain a relative clause.
The other cavers follow the E x a m p le
iaide. They have all been caving I t ’s something th a t you cannot do alone. I t ’s done by people who enjoy being outside.
before. I t ’s a sport which requires a lo t o f training.
C My helmet doesn’t w ork very
•veil. My helm et is too big.
3 ~ne tunnel is very narrow. It is
ong and dark.
4 Sarah gives me a sandwich. Her
fam ily live in Bath.
3 John started caving ten years ago.
He trained as a guide last year,
t The experience helped me get
over my claustrophobia. It was
Tightening at the beginning,
.am ie is w arning us to be careful.
I can just see his face.

&
 Let’s practise grammar

Defining relative clauses Non-defining clauses

1 Match sentences 1 -8 to a -h . Then combine them to make 3 Combine the sentences in 1 -6 to make one sentence w
one sentence with a defining relative clause. a non-defining relative clause.

Example 1 The car w o u ld n ’t start. It was ten years old.

7 - h They are the people who we met last week. 2 My brother is in Alaska. His girlfriend is Japanese.
3 My friend Jane is coming today. She is a doctor.
1 They are the people.
4 The China House is my favourite restaurant. It is verv
2 Have you read the poem?
expensive.
3 The picture was painted by Van Gogh.
5 Simon is very good at history. His father is my maths
4 The ring is very beautiful.
teacher.
5 We visited the castle.
6 Alex does a lot of sport. He is very fit.
6 Have you seen the film?
7 He climbed the m ountain.
Which, who or whose
8 That’s the girl.
4 Complete the text using the phrases a -e and which, w .
a She used to go out w ith David, or whose. Which sport is being described?
b It’s the highest m ountain in the range,
c It costs $500.
d It stars Ben Affleck,
e James wrote it for you.
f It was stolen,
g It was haunted,
h We met them last week.

Where, whose or that

2 Complete the text using where, whose or that. More than
one answer may be possible. If you can omit the relative
pronoun, put (brackets) around it.

The oldest form of this game, 1 ; was pla, ; .

the Olmecs of Mexico 3,0 00 years ago. The modern game "
invented by Dr James Naismith in 18 9 1. He was a teacher - .

In the game, two teams try to score points by throwing the -

into the opposite team’s basket while stopping the other -
from scoring. Goals, 3 , are scored
the ball into the basket. Amateur games have two halves
> were using the ropes and shoes i . are standard
>ces of equipment for climbers. I asked the guide
4 ; >but Professional games have four period
12 minutes each. If a game ends in a draw, periods of 5
'____________ idea the climb had been and how long the climb
minutes may be played until there is a winner. Michael jo r;--
we were about to make would take. She said it
^ T c iim M _________- she’d done many times before and it 5 was probably the most famous player o f - - *
sport.
id never taken longer than an hour and a half. The rest of the
imbers all looked relieved.
ie rock 5 — -— we were climbin§ on looked rat
a aim was to get his students interested in sport
ippery I began to feel that I must be mad to leave the warmth of
,e hotel 6 _____________ we were staying in to try my luck on a b played w ith the Philadelphia 76ers before retiring
,et rock 7 _______________looked more like a swimming pool than c are known as ‘baskets’

art of a mountainside. It was going to be a long 90 minutes. d was called Pok-ta-Pok

e last 20 minutes each
Extension TVie right word
here and when O Pi39 ) 7 Read the text on the Olympic games and choose the

s
correct relative pronoun, a b or c, to fill in the gaps.

i
Look at the examples a -d and complete rule 2.
1 a which b when c where
a That’s the house where Sam lives,
2 a which b where c who
b 2003 was the year when I started university,
3 a who b which c where
c The cave, where we sheltered during the storm, was
4 a when b where c that
enormous.
5 a which b when c where
d January, when I moved to Boston, was a really busy
6 a when b where c where
month for me.
7 a that b which c when
1 We can use where and when in both defining and non­ 8 a which b where c that
defining clauses.
2 We u s e _____________ to refer to places and
_____________ to refer to times. The history of the O lympic G a m e s d a te s ba ck to 7 7 6 bc, the
y e a r 1 _______________ the first athletic contest took place in
Combine the sentences in 1 -7 using w h e n or w h e re to
O ly m pia in Greece. T he festival w a s held every four ye a rs in
make one sentence. Use the correct punctuation for
defining or non-defining clauses. the m id dle of s u m m e r and co ntinue d for over 1 2 0 0 years.
The modern O ly m p ics, 2 ------------------------------were the id ea of
E x a m p le
Pierre de Co ube rtin , were started in 1 8 9 6 . C o ubertin w a s a
The day was the best day of my life. I firs t w ent sailing.
French a r i s t o c r a t 3 ______________ wanted to re-e stablish the
The day when I firs t went sailing was the best day o f my life.
g a m e s a s a c h a m p io n s h ip for a m a te u r sp o rts people. In
1 Last Saturday I went caving. I realised I was frightened of
1 8 9 4 , 4 _______________ it first met, the O ly m p ic comm ittee
the dark.
c h o s e Athe n s a s the site of the first modern O lym p ics. At the
2 That’s the school. Jenny is a student there.
1 8 9 6 g a m e s , 1 2 n atio ns co m p e ted in nine different sports.
3 Hastings is a coastal tow n in England. My m other was
Since the start, the g a m e s have c h a n g e d c o n s id e ra b ly and
born there.
m an y m e m o ra ble eve n ts have occurred. At the 1 9 2 4 g am e s ,
4 The mountains are good for skiing. We go there every
the O lympic motto c itiu s , a ltiu s , fo r t iu s (‘faster, higher,
weekend in winter.
stronger’) w a s first use d. It w a s also the year
5 In 2003 I was happy. I lived in London then.
5 ______________ a se p ara te Winter O ly m p ics w a s first held.
6 It was July. I broke my leg then.
Four years later, 6 ______________ the g a m e s were held in
7 That’s the restaurant. John works there.
A m s terd am , w o m e n co m pe ted in athle tics for the first time.
More recently, at the S y d n e y 2 0 0 0 g a m e s , the triathlon w as

©lympic
held for the first time and ta e kw o n do , 7 -------------------------------- had
been a dem o nstratio n sport s in ce the 1 9 8 8 O ly m pics, w a s
introduced a s a com petitive sport. The 2 0 0 4 g a m e s returned
to Athen s, the place 8 -------------------------------- it all started.

r'A ivjicc
1 Can you explain what these emergency services do? 5 ^ s .3 Read through statements a -f, then listen to the
The A utom obile Association and the Royal A utom obile Club recording again and put them in the correct order.
The Royal National Lifeboat Institution □ a It’s essential to be fit.
An air ambulance □ b You d o n ’t have much tim e to get yourself ready.
The Fire Brigade D c It’s not a fu ll-tim e paid job.
The Metropolitan Police Force □ d What you have to wear and carry makes the job me -
difficult.
2 What are the names of the emergency services in your
1 e A person 1was tryin g to help attacked me.
country?
□ f ! often feel too tired to exercise.

^ 8 .4 Listen to a journalist interview ing another

Listening
A. telephone conversation
3 ^ 8.2 Listen to someone
making an emergency call.
As you listen, complete the
missing information on
the message slip. The
information you hear may
not be in the same order.
wom an called Amanda and decide w h eth er these
statements are true or false.
1 Amanda is a security guard.
Emergency service dialled:
2 She’s been doing this job for only a short tim e.
Name o f caller: 3 She thinks i t ’s essential to find tim e to keep fit.
Address o f c a lle r: _____ __ 4 What she worries about most is being attacked by a
Phone number: suspect.
P-eason fo r call: 5 She needs to be a good clim ber to do her job well.

Interviews
Speaking
4 *^8.3 Listen to three women who work for the
Vocabulary
emergency services talking about their jobs. Decide which 7 Phrases 1 -8 are from the listening texts. Match them to
speaker does each activity. meanings a -h .
1 at top speed
Speaker A Speaker B Speaker C 2 in good shape
Andrea Victoria Nicola 3 a bit of training
4 on top form
works on an air
5 keep in shape
am bulance
6 work out
lifeguard 7 make a run for it
8 put in a lot of training
fire officer
a in the best physical condition
swims
b physically fit
exercises 2-3 times c m aintain your physical fitness
a week d escape by moving away quickly

does a bit of e as fast as possible

training f find tim e fo r a great am ount of practice

g some practice
h take physical exercise (in a gym)
ving reasons Interviewing
If:
8.5 Read the dialogue. Then listen to the In pairs, you are going to interview each other about jobs
JP§
conversation and fill in the gaps. involving risk.
*
• Choose a job not shown in 9.
• Write some questions to ask about your partner’s job.
Giving reasons fr
• Interview each other about your jobs. IS,;,
■ i
Jake Well, a zoo keeper’s job can be dangerous
1 ______________________ sometimes animals
attack people if they are frightened. Soundbites
Patty But i t ’s also dangerous
11 ^ 8 .6 Listen to Nobody Does i t Better from the
2 you are in close
James Bond him The Spy Who Loved Me, and fill in
contact w ith animals. People d o n ’t norm ally get
the gaps.
so close to animals.
Sam 3 people are sometimes Nobody does it better
careless and they leave the cage door open, then Nobody does it better
the animal escapes. Makes me feel sad 1 __
Chloe Yes, but * _______________________ human error, nobody does it half as good as you
isn'l it? It’s nol real because the job is Baby, you’re the best
dangerous. I wasn’t looking
but somehow you found me
I tried to hide from your love light
ioto distussion but 2 ____________
In pairs, take it in turns to describe one of the photos. The spy who loved me
Decide what the risks in each job might be. Give reasons is keeping a l l 3 _______ tonight
fo r your opinions using the expressions in 8 to help you. And nobody does it better
Which of the jobs involves the greatest risks? though sometimes I wish someone could
Nobody does it quite the way you do
Why’d you have to be so good
The way that you hold me
Whenever you hold me
There’s some kind of magic inside you
that 4 ____________
But just keep it coming how’d you learn to do the
things you do
and nobody does it better
Makes me feel sad for the rest
Nobody does it half as good as you
Baby, baby, darling you’re the best
Baby you’re the best

1 2 Read the lyrics again. Then, in pairs, ask and

answer the questions.
1 How does the secret agent James Bond compare
w ith other people the singer knows?
2 How did she feel about becoming involved w ith
Bond at the beginning?
3 Why do you th in k film s about secret agents like
Bond are so popular?
 Writing a message and an informal letter

2A c t i v i t y h o l i d a y s

1 In small groups, discuss the questions.

What kind of holidays do you like? Horse-riding in North Wales
What kind of risks would you be prepared to take on
Tailor-made riding holidays for all ages and all levels
holiday?
This is a fantastic w ay to explore the beauty of W ales. No riding
experience necessary. First-class instructors will teach you how : :
S tu d y in g t h e s a m p le handle and look after your horse. You will learn to ride so quickly
and easily that you will soon have the confidence to try more
2 Read this message Emily has left for her flatmate Rita and challenging routes along spectacular mountain paths. Cross-co unr
answer the following questions. events are organised for the more adventurous! Prices include a
tuition, half-board accommodation at a three-star hotel and packet
Where has Emily gone?
lunches.
Why has she gone there?
What tim e w ill she be back?
What does she w ant Rita to do? Why?

Have ju st popped out to travel agent's to get holiday

brochures. Will take library books back on way.
&ack in an hour or so. Do me a favour - prepare the
vegetables for the casserole and put everything in oven
at 5? (Needs I hours at \ZO°)
Thanks!
“bee you later (about to).
6mi\y
3 Read the message again. What words has Emily left out?
Why has she done this?
4 Write a message to someone in your own fam ily in the
same style as the one Emily wrote. Include the following
information:
Tracking wolves in
the Tatra Mountains
Come and help us study this
endangered sp ecies in its natural
habitat. You must be fit and have two
w eeks to spare. This project tracks the
daily movement of wolves to understand
their behaviour so that in future farmers
and wolves can live without conflict.
Accommodation is in mountain huts and
cooking is shared. This is indeed a
holiday with a difference in which you
can explore one of the last remote areas
in Europe. Click here to find out about
prices, flights, etc.

• where you have gone.

• what you are doing.
• your tim e of return.
• what you w ant them to do.

5 Emily didn’t find anything she wanted to do in the

brochures but she found the holidays opposite using the
Internet the next day.
Which holiday would be the most suitable for each of
these groups?
a Four friends who would like to travel abroad. They are
looking for fun and excitement. They d o n 't like lying in
the sun and have lots of energy,
b A fa m ily from London w ith children aged 10 and 14 who
want to do some physical activity. They do n 't w ant to be
in a city - the oldest child is frightened of flying,
c Someone who is interested in animals. He / She can’t
swim and is not keen on organised sport but likes to be
active.
Discover diving
Jordan
The Red Sea is one of the most
places in the world to learn to dive
the one that offers the
You will be amazed at what the
to offer. The warm, clear water and
thousands of colourful fish swimming
among coral reef are so beautiful that
they will take your breath away. Expert
instruction given to beginners and
more experienced divers. All dives are
supervised. Prices include flights and
all food, accommodation and a one-
day trip to the ancient city of Petra.
Emily has decided to go on the ‘Tracking wolves’ holiday. S te p s to b e t t e r w r it in g
She has written a letter to a friend telling him all about
P-esult and purpose
the arrangements for the holiday. Read the letter and
choose the best answers, a, b or c, to fill in the gaps. 9 Which of these sentences from the holiday websites
describe purpose and which result?
1 You w ill learn to ride so quickly and easily that you w ill
Tim> soon have the confidence to try more challenging routes.
/ rxuS t w r it e
h/ow O.Ce ^ o f I '
2 This project tracks wolves to so that scientists can
3 .W t e / / a- " a-bou1> ?,a-/J'S' 1
be/ie t/e I'm <xc.tun.lkj do/A/j th /S
understand th e ir behaviour.
3 The fish on the coral reef are so beautiful that they w ill
- I ' m J o/ a/j tra.c.fc w o /v e ji I
take your breath away.
^he h o / id ^ o» o, w e b s ite W /rx/ew ■*>*■ I
h c d tO JO W do t h i j - I /><, ^ e t e * * f r / ^ 10 Combine the sentences in 1 -5 to form one sentence using
these patterns.
CLA/d I CjXMt 4 --------------- '
j ' /f 5- __________ a. jr* a J ! jro u y -to wor/s / a/ So + adjective (+ infinitive) + that = result
th e Ta.tra. wouASta-iAAS OAA a. StieAXC/f/e ^ rq je e t- So + adverb + that = result
Ule <xte JO/AAJ -to -To!lots* worveJ 6 So that + clause = purpose
th< xt we c a v frA /d o u t m ote O-bovct t h e ir Example
behajjiotAf- IS . A/'t i t e X c .it/A/jT Sylvia and Tim liked horse-riding very much. They w ant to go
3 The ofJO-A/ijefS h ^ e 7 _ _ ^ ^ again next year.
^ e ju it e ^ *W ^ ~ ** Sylvia and Tim liked horse-riding so much th a t they w ant to
go again next year.
eCLtefu/ A/ot t o j o A/ecLf them -
* fv e b e e A /* a. , o t o f tr<x,A/,A/J So 1 Paula swims very well. She is going to learn to dive.
tM * I m ^ s e if f t . f n try V W 2 I bought a book. I wanted to find out about wolves.

^ a c W ' ?M '1 bs ^ 3 This holiday looks interesting. I am going to ring and ask
for more inform ation about it.
b<Z'for<Z /*£ ? —------------——
r -See /V a tV*z<z£J t//v e - 4 Sally is doing a lot of physical exercise. She wants to be
fit for her holiday.
ov<z->
5 The rain fell very heavily. They couldn't leave the hotel
n /v/7y
for most of the holiday.

1 a decided b wanted c considered W r itin g a n in f o r m a l le t t e r

2 a w on’t b shan’t c can’t
3 a searched b looked c found Understanding the taste
4 a stop b w ait c expect 11 You have decided to go on the horse-riding holiday in
5 a joining b reaching c touching North Wales. You are going to write a letter of between
6 a so b such c as 1 20-150 words to a friend telling them about your
7 a said b warned c noticed holiday plans. Read the advert for the holiday again and
8 a making b putting c doing make a list of the points to include in your letter. Cover
points a, c, d and e from 7.
9 a w ill arrive b arrives c had arrived

^er writing Planning and writing

' latch paragraphs 1 -5 in Emily’s letter to paragraph 12 Decide on the following and write your letter:
summaries a-e . • what order to put your points in.
a How she’s preparing for the holiday, • how to begin and end your letter.
b The risks or problems involved,
c Her reason for w ritin g and what she is going to do. £.becKing
d Details of w hat she is going to do. 13 Check that you have:
e When she w ill next contact / see Jim. • included all the points you thought of in 1 1 .
• spelled words correctly.
Read Emily's letter again and answer the questions.
• used the correct gram m ar and punctuation.
1 Is Emily’s letter inform al, semi-formal, or form al in style?
• used a suitable inform al beginning and ending.
2 How does Emily begin and end her letter?
• w ritten between 120-150 words.
 Word focus

Measuring the risfcs

Extension
1 Complete the text using words connected with risk and
safety. The first two letters and the length of the word are
Describing risVc
given. 3 Complete the sentences using these phrases.

daily dangers lower the risks as much clanger as

a small risk take risks a risk factor
Life is fu ll of i d a ____________situations from any point dangerous aspect

of view. 2 D a ________such as tra ffic fumes and polluted

w ater are all around us. But w hat are the chances of these

harm ing us? In 3 m e ___________ risk we are simply

looking at the probability of an unwanted event

happening. However, experts and ordinary people may

4 as this probability differently. Science is tryin g to

help us realise w hich s r i are greater, so we can

calculate the 6 c o ________________ of our actions.

Some of the most frightening things in life are the least

dangerous. For example, although the 7 c h -------------- of

having a car accident are greater than being in a plane

crash, many people who are afraid of flying w ill happily

drive to work. Even if you stayed inside your home for the

w hole of your life, the 8 l i _____________ ° f having an

accident is about one in 300. Hopefully, science in future

w ill help us make 9 c o _______________ between the risks

We c a n ---------------------- of what we do by taking care.
involved in different events and make inform ed choices
Rock clim bing for 20 years h a s _____________ of 6.3.
about our actions. Rock climbers are not in smokers.
We should try not t o ___
The m o s t________ of flying is travelling to the
airport.
There is o n ly _____ of infection from an insec
Complete sentences 1-8 with one of these prepositions.
bite.
fo r in at about of on
7 We should all be aware of t h e ________ we face.
1 All the tennis players taking part in the tournam ent
seem to b e ---------------------- top form this year. Phrasal verbs
I’m going to put in a b i t ____________ tra in in g before 4 Look at these conversations. Underline the correct words
the marathon on Sunday. to make phrasal verbs which complete the dialogue.
3 What do you do to keep _ shape? Polly Juniper Hello. I’d like to speak to Mr Jones please.
4 The car set o f f _________ . top speed. Receptionist One mom ent. I’ll put you 1 through / out.
5 If we make a r u n _______ — it, we can catch the Don’t hang 2 up I over.
train. Polly Juniper Hello. Is that Mr Jones?
6 It’s d ifficu lt to find tim e _ . all the things I Receptionist I’m sorry. It seems Mr Jones has been held 3
w ant to do. up / back in tra ffic on his way to work. Can I
7 What I w o r r y ___________ is how to fit everything into ask him to get * back / through to you?
my busy day. Polly Juniper Could you ask him to call me s back / up
8 I’ve only been doing this job a short tim e. before 10.30, please. My nam e’s Polly
Juniper. I’m from Ex-zed com m unications.
Receptionist Of course, I’ll tell him as soon as he gets
6 in / on.
 London Road
1 It was a bright Sunday m orning in early
June, the right time to be leaving home. M y
three sisters and a brother had already gone
before me; two other brothers had yet to
make up their m inds. They were still
sleeping that m orning, but my mother had
got up early and cooked me a heavy
breakfast, had stood wordlessly w hile I ate it,
her hand on my chair, and had then helped
me pack up my few belongings. There had
been no fuss, no appeals, no attempts at
advice or persuasion, only a long and
searching look. Then, w ith my bags on my
back, I d gone out into the early sunshine
and clim bed through the long wet grass to
the road.
- It was 1934. I was 19 years old, still soft at
the edges, but w ith a confident belief in
good fortune. I carried a small rolled-up
tent, a vio lin in a blanket, a change o f
clothes, a tin o f treacle biscuits, and some
cheese. I was excited and proud, know ing I
had far to go; but not, as yet, how far. As I
left home that m orning and walked away
from the sleeping village, it never occurred
to me that others had done this before me.
I was propelled, o f course, by the traditional
forces that had sent many generations along
this road - by the small valley closing in
around me, the cottage walls narrowing like
a prison, the local girls whispering, ‘Marry,
and settle down.’ M onths o f restless unease,
Laurie Lee, Ts I I thlkcd (Out One Alidsumtucy Afortiiiio
•<^8.7 Read the extract from As I Walked Out One
'■'idsummer M orning by Laurie Lee. Answer these
questions about the extract.
1 What do you th in k Laurie Lee’s m other was like?
2 Looking back, what did Laurie Lee not realise as he
walked away from home?
3 What made him w ant to go and discover the world?
4 What impression does he give of the countryside he was
travelling through?
5 What did he secretly hope? Do you th in k he really
wanted this to happen?
*
W n ft
leading to this inevitable moment, had been
spent w andering about the hills, sadly
w histling, and watching the high open fields
stepping away eastwards under gigantic
clouds.
4 And now I was on my journey, in a pair o f
thick boots and w ith a hazel stick in my
hand. Naturally, I was going to London,
w hich lay a hundred miles to the east; and it
seemed equally obvious that I should go on
foot. But first, as I d never yet seen the sea, I
thought I ’d walk to the coast and find it.
This would add another hundred miles to
my journey, going by way o f Southampton.
But I had all the summer and all the time to
spend.
5 That first day alone - and now I was really
alone at last — steadily decreased in
excitem ent and vigour. As I tramped
through the dust towards the W iltshire
Downs a growing reluctance weighed me
down. W hite flowers and small roses hung in
the hedges, blank like unw ritten paper, and
the hot empty road — there were few motor
cars then — reflected Sunday’s waste and
indifference. Summer pulled me towards it,
and I offered no resistance at all. Through
the solitary m orning and afternoon I found
m yself longing for some opposition or
rescue, for the sound o f hurrying footsteps
com ing after me and fam ily voices calling
me back. None came. I was free.
Role play
Student A: Imagine you have just left home and you
meet someone (Student B) on a train. Explain that you
have just left home and answer Student B’s questions.
Student B: Imagine you have met someone (Student A)
who has just left home on a train. You want to know
• your com panion’s feelings as he / she said goodbye.
• his / her reasons for leaving and his / her hopes for the
future.
• where he / she is going and how he / she w ill travel.
• how he / she w ill earn his / her living.
Now reverse roles.
 Let’s revise Units 7 and

G ram m ar
Make sentences by combining 1 -1 0 with phrases a -j. L se
Passive who, which, that, or whose in each sentence. In which
sentences can you leave out the relative pronoun?
Write sentences from the notes in brackets. Use the
passive form. 1 She’s the tourist guide
2 Peter is in a band
1 Today, everyone has an intelligent kitchen. (It / invent /
in 1999.) 3 That’s the CD

2 There was a bush fire in Australia recently. (Many farms 4 The book is about a boy
and houses / burn down.) 5 That’s Mark

3 The first TV image appeared in 1926. (It / broadcast / by 6 Did you notice the trainers
the British Broadcasting Corporation.) 7 Have you heard the song
8 That’s the woman
4 Friends is a popular American soap opera. (It / watch / by
p e o p le /a ll round the world.) 9 I t ’s tim e
10 Notting Hill is a film
5 The art gallery is very modern. (It / b u ilt / last year.)
6 The weather was very bad yesterday. (The picnic / a her son was arrested
cancel.)
b his sister is a soap opera star
7 There has been a robbery. (The jew ellery shop w indow / c Tom has w ritten the music for
break.)
d you told me the truth
8 Police caught the crim inal. (He / arrest / at the scene of e it plays rock music
the crime.)
f Helen was wearing them
Put the verb in brackets in the correct active or passive g I’ve been looking for it
form to complete the sentences. h it is set in London

1 The th e a tre (destroy) in the fire last year. i he witnesses a m urder

2 The s c rip t---------------------- (write) at the mom ent. It j she told me where the hotel was
. (not finish) until next month.
3 The film 8 M ile ---------------------- (star) Eminem, the Correct the mistakes
controversial rapper. Correct the mistakes in these sentences.
4 Thousands of new houses. (build) in the 1 Cricket, that is a very British game, is usually played in
next few years. summer.
5 Those o ffic e s (not redecorate) since I 2 I went parachuting w ith Jayne, that brother is a pilot.
started working there. 3 When m ountain clim bing, it is best to use a guide whic-
6 A new r o a d ---------------------- (made) through the city next knows the m ountain well.
year.
You can explore the coast in sea kayaks, that are simila-
to kayaks you use in rivers.
The river, who is so dangerous in winter, is now a gentle
stream.
Julian, that likes to go surfing, has given up his job so he
can spend the summ er in Hawaii.
>»: c a b u la r y 7 Complete the text with a suitable word. More than one

Wfcu'ision
answer may be correct.
|ttwi : nent of populations
C " ’ plete the wordlist entries with the correct words. The
;t letters and the length of the words are given. We set o ff on our trip to the coast 1 _ _______ . 6 o'clock
in the m orning. It was a beautiful m orning 2_
we left. We had visited the area a few years 3.
■the country where a person was bom ‘
but I couldn’t rem ember it very well. 4--------—------- —---. was
VVGIJ
------------------ I only when we arrived at our destination that I slowly began
I :apersonwho enters a
to rem em ber our previous visit. We had gone there a few
::u n try unlaw fully d a ysJ---------------------- the end of the school term, and we
were very excited at the thought of a holiday by the sea.
c ■someone who has left his / her
O _________3 ------------ —* What I do rem em ber about the first visit 6
: , n country and is looking for protection
that we had only been there fo r an hour or so
; people who are forced to leave their . the rain began fa|| very
------ heavily and it kept on falling.
- a n country
people who go to live in another
; im _
cou ntry to live and w ork perm anently £.alc.ulation and assessment
• people who live in a particular
in 8 Complete the text using these words.
place chances measure scale comparisons
statistics likely

How do you 1 ___ risk7 there is no easy way to work

dives
out what the 2 __ _ of living to be a hundred arc. or
■i lomplete sentences 1 -7 using these adjectives.
w hether you are 3 to enjoy a long and happy
amazing curious proud keen disturbing life. However, 4_____________ on accidents can provide us
uneventful unforgettable w ith inform ation from which we can produce a 5

Bob is very on football, isn’t he? of risk. This then enables us to make (i_____________ between
2 I read some v e r y _______ news in the paper last the dangers we face in everyday activities and decide how
night. It really upset me. dangerous those activilies really are.
3 Most parents a r e ----------- of th e ir children, don’t
vou think?
4 The trip w a s __________ - quite boring, in fact. "Prepositions
I ll rem ember the journey for the rest of my life. It was 9 Fill in the missing prepositions in these sentences.
1 Wendy i s good shape for the race
3 Tom was to know where Alison had been tom orrow.
on holiday. 2 It’s d iffic u lt to k e e p _____________ top form all the tim e.
Did you see all those shooting stars in the sky last night? 3 Rolf set o ff in his car for the s ta tio n ---------------------- top
They were re a lly --------------------- 1 speed.
4 The th ie f saw the policeman and decided to make a run
____________ it.
5 The team have put in a l o t ---------------------- tra in in g over
the last few weeks.
6 If you a r e _____________ close contact w ith w ild animals
you should be careful.
Into the wild
1 Match the animals to where they live. Then answer the
question.
1 the leatherback tu rtle a jungle
2 the tiger b bamboo forest
3 the one-horned rhino c sea
4 the panda d grass land
What do the animals have in common?

R e a d in g
2 Match the words 1 -4 to their meanings a -d .
1 sledge
2 cage
3 shutters
4 truck

a place usually made of metal for keeping animals in

b door-like structure which covers openings
c large vehicle, like a lorry, for carrying things in
d vehicle w ith runners, not wheels, usually used on snow

3 Read the article and find out what the writer and his

4
companions were doing.

Read the article again and complete sentences 1 -8 .

1 The rhino that Dr Claude Martin shot was not dead but
The move
W hen the end came, it came quickly. From his seat high on t'E
2 The anim al had been shot not w ith a bullet but w ith a
back of the elephant, the marksman aimed ... a crack rang o_:
---------------------- gun.
If the marksman w as a hunter, the rhino, prized and endangers:
3 The men had only a n _____________ before the
because of its horn, w ould stand no chance. A nother de,
tranquilliser wore off.
5 another statistic. But this is no ordinary day, no ordinary s ta tis t:
4 The rhino was taken on a sledge to a ____________ The location was the Royal Chitwan National Park, one of ths
5 It t o o k ---------------------- men to move the rhino onto the jew els in Nepal's proud conservation record. The marksman we:
sledge. Dr Claude M artin, International Secretary General of *WWF, a r :
6 The men slowly moved the rhino into a specially-built the rhino, once shot, collapsed gently into nothing more th a r :
io deep sleep.
7 There are c u rre n tly _____________ rhinos in the Chitwan 'We have to move very fast indeed,' the vet told me. 'Trs
National Park. tranquilliser w ill w e a r off after an hour and a half. We have ::
8 The Park at Chitwan has now run out o f ____________ move the rhino half a kilometre, cage it, and get it onto the ba:>
for the rhinos. of a tru ck before it comes round. Because, believe me, when -
15 wakes up, it's going to be pretty angry.' I believed him.
Before long, 40 men roughly but c a re fu lly eased the
d e a d w e ig h t rhino onto a sledge. Through the jungle v.a
marched, w ith the vast animal behind us. In a large clearing, e
tru ck was w aiting. Labourers had spent the day constructing e
20 huge, strong cage. Slowly the sledge carrying the still sle e p ir:
beauty was pushed into the cage. The shutters at each end we e
 Reading

V o c a b u la r y
YJiUUife

9
5 These words all appear in the article. Can you explain

MBnit
what they mean?
1 endangered species
2 hunter
3 conservation record
4 in the wild
5 national parks
6 natural disasters
7 protected areas

6 Use one of the phrases in 5 to complete these sentences.

1 When it comes to the history of the one-horned rhino,
Nepal has an e x c e lle n t____________
2 The tiger is a (n )____________
3 Many years ago, it was considered exciting to be a

4 A n im a ls _____________ often face the problem of trying

to find food.
5 _____________ , such as floods, can be fatal for many
w ild animals.
6 Animals cannot be hunted i n _____________ as they are

Phrasal verbs
7 Find these verbs in the text. Then complete sentences 1 -6
using the verbs in the correct form.

wear off wake up settle in bring about

come round

1 John and Sheila d id n ’t w ant to move into the new flat,

but they q u ic k ly _____________
:ed - and the capture w as complete. For all concerned - 2 I _____________ at 8.30 this m orning because I slept
; 5 s t t h e r h in o - itw a s a day to remember. B e tte rth a n a day through the alarm.
r office. 3 What do you t h in k _____________ his sudden decision to
e following day, the rhino w as moved some 600 kilometres
leave the company?
: urs' drive away). There, he joined the community of 87
4 The elephant collapsed after being shot w ith a
minos and has settled in w ell. But, given that the one-
tranquilliser. The a n im a l_____________ about an hour
: : -hino is an endangered species, w hy move it from one
and a half later.
: :n to another? The answ er is that although the species is
5 Don’t w orry - the effects of the injection w ill soon
endangered, it's not endangered in Nepal's Chitwan
- 5 Park. Out of a w orld population of 1,800 rhinos presently
ig in the w ild, approximately 550 are to be found at
r . In the late 1960s, there w ere fe w e r than 80 there.
; s obviously a conservation success story. But success
3 bout its own problems: quite simply, there's no longer
Why did they have to move the rhino in the text?
■ room fo r rhinos at Chitwan - but elsewhere in Nepal,
Why do you th in k some species ol animals die out?
= alenty. The WWF's objective in moving rhinos is to protect
"o m any natural or other disasters. This goal is achieved What other ways are there of protecting endangered species
■eloping a second home fo r this endangered species and of animals?
:-s ng its numbers in other protected areas. How im portant is it to protect the w ild life on our planet?

r'ton
: ’ lidlife Fund for Nature
 Grammar

F ir s t a n d s e c o n d c o n d it i o n a l
Each i f clause a -d fits into a gap in the text. Read the text
Grammar cAecfr
and decide where each one fits.
a if you don t teach it how to be independent The first and second conditional
b If I d id n ’t know the bear Look at the examples a -d . Decide which sentence
c if animals have too much contact w ith humans use the first conditional and which the second
conditional.
d if you met a bear in the woods
a What would you do if you saw a w ild animal i
the woods?
b If anim als have too much contact w ith hurra -
they will become dependent on them,
c A bear won’t survive if you don’t teach it h :
be independent,
d If I didn’t know the area, I wouldn’t go for a
walk alone.
Sentences a and d a r c _______________ anc
sentences b and c a r e ___________

Uses

Read sentences a -d again and complete rules 1

and 2.
1 We use to talk about
situations which are possible or likely to hat;:: -
2 We u s e --------------------------------- to talk about
situations which are im aginary or unlikely to
happen.
W h a t w ould y o u d o i ______________________________ >
Most people w ould r u n away, b u t not Ben Kilham. Ben has Forms
w orked w ith o r p h a n bear cubs for over te n years, creating Complete sentences 1 and 2 using the firs t
small sanctuaries in th e w o o d s in New H am pshire, USA. c o n d itio n a l or the second co n d ition al
W h e n he started, n o b o d y knew h o w best to rear the 1 To form we use i f -
anim als. Usually, 2 _______________________________ they present, w ill / w on’t + infinitive.
will grow up to d e p e n d o n th e m a n d th e n th e y can never 2 To form we use i f + pas
bec om e truly wild. So, at th a t tim e th e bears were kept in would / wouldn 'M infinitive.
pens a n d fed from b e h in d a clo th u n til th e y were old
3 In both types of sentence the i f clause can co - ■
e n o u g h to be released. T he p ro b le m was th a t t h e y o u n g
before or after the main clause. When it comes
bears d i d n ’t kno w h ow to look after them selves. A cub before, we use a comma.
learns e v e rything from its m o th e r a n d it w o n ’t survive
3 __________________________________________________________________
________
Ben took a different approach, he effectively became
Put the verb in brackets in the correct form to make - r|
'mummy bear'. The cubs he adopts live in enclosures in the conditional sentences.
woods. Ben feeds them, but he also takes them for walks,
1 If w e --------------- (not protect) w ild animals.
and shows them which plants they can eat. On his hands
(become) extinct,
and knees he smells a plant, then starts to eat it, the bears 2 W h e re ____ they --------------- (move '
copy him and this is how they learn to identify food. By rhinos to if they (run out) of space
the time they are 18 months old, the bears have completely reserve?
returned to their natural habitat. Many now have cubs of 3 If the b e a rs____
------------------- (survive), Ben Kilham
their own and Ben occasionally checks on them, but he is
(release) them into the wild.
careful. 4 ' , I wouldn't go 4 If h e _______ (not be) careful, the bears
near it. It would be dangerous. I'm happy these bears are at
--------------------- (attack) him!
home in the woods, living as they should.'
5 If the c h a rity ---------------------- (receive) enough m ore*
National Geographic 2002 --------------------- (open) another bear sanctuary.
 Write second conditional sentences using these notes.
Remember to use the correct punctuation. When we talk about being able to do som ething ourselves in

9
w hat / you / do / if / you / met / a bear in the forest? future we use could, e.g. I wish I could travel more.

Unit
if / 1 / not have to / earn money / I / w ork / for a charity.
/ you / like / to / go / on safari / if you / have / the
Read what Jack says and then complete his wishes.
opportunity?
/ Peter / help / me / w ith the project / if / 1 / ask / him? ! d o n ’t have enough free tim e. I w is h ___
if / my car / break down / I / not know / how to repair it. I’d like to w ork in my uncle’s shop. I wish
where / you / live / if / you / be able to / choose I haven’t been to Italy or France. I wish _

anywhere in the world? I’d like to be more independent. I wish _

I’m not in the basketball team. I w is h ___
Put the verb in brackets in the correct form of the first or
Unfortunately, I have to take exams this year. I wish
second conditional.
1 'Can I borrow your bicycle?’ ‘Sorry, i t ’s broken. If it
____________ ( work), I _____________ (lend) it to you.’
2 I don’t have any money, but if I --------------------- (have) L e t ’s a c t iv a t e
enough, I (buy) that red jacket.
(meet) Tina later, we
Mafcing wishes
If I _____
probably _ (go) to the cinema. 9 Look at the pictures and decide what the people might
4 What laws _ y o u ____________ (pass) if wish in the different situations.

y o u _____ (be) Prime Minister? Example

‘Do you th in k Dan w ill phone later?’ ‘Yes, I certainly I wish I had straight hair. I wish I didn’t have curly hair. I
_____________ (be) upset if h e _____________ (not call).’ wish my hair was shorter. I wish ...

,sbes (> Pi40)

• ^ 9.1 Listen to Jack talking about himself and decide if
statements 1 -4 are true or false. Correct the ones which
are false.
1 jack doesn’t have much money.
2 He works in his uncle’s shop on Saturday.
3 He has to study a lo t fo r exams.
- - c s been picked for the basketball team.

*.~er vou have corrected the statements in 5, match them

ack's wishes a -d . Then answer the questions,
wish I didn’t have to study so much,
wish my uncle would give me a job.
wish I had more money.
: wish the coach wouldn’t always pick the same people
: : r the team.
■nich sentences express a wish that something w ill
-appen, or someone w ill do something, in the future?
Let's imagine
2 V. nich sentences express a wish about the present 10 In small groups, ask and answer the questions.
: tuation? 1 How would your life change if you were famous?
2 What w ill you do if the weather is bad this weekend?
: l n the missing information.
3 What w ould you do if you d id n ’t have to go to school?
'-ii s i about a present situation we use
4 What w ould you do if your best friend told lies about
you?
: ess a wish that something w ill happen, or someone 5 What w ill you do if you have some free tim e tonight?
: something, because w hat is happening now is
~z --itation or frustration.
______________________ + in fin itive form of the
 Let’s practise grammar

First conditional The right word

1 Put th e verb in brackets in th e correct fo rm to make firs t 4 Complete the text with the correct form of the verb
co n d ition a l sentences. brackets.
1 If I _____________ (see) Carol, I _____________ (give) her
your message.
2 W h a t_____________y o u (do) if it
____________ (rain) again at the weekend?
3 If th e y _____________ (not save) enough money, they
____________ (not go) on holiday this year.
4 If I _____________ (get) home early, I ________
(play) tennis w ith you.
5 T h e y ____________ (not buy) the car if i t ____________
(not have) air conditioning.
6 W e _____________(go) sw im m ing if w e _____________
(not be) too busy this afternoon.
7 If y o u (not phone) your parents soon,
th e y _____________ (be) worried about you.
8 ____________ y o u (organise) the picnic if
ja n e _____________ (not do) it?

First and second conditional

If you 1 ____________ (be) a successful pop star
2 Match 1 -7 to a -g to make co n d itio n a l sentences. Then,
w h o made millions o f pounds and to u re d the
w rite th e verbs in th e correct fo rm .
w o rld , w h a t 2 _____________ you ____________
1 If he told the truth,
(do) next? T he singer and solo a rtist Robbie
2 If you have tim e,
W illiam s w ro te a b o o k o f poetry, including poem
3 What would you do
ab o u t school and th e problem s o f fame. English
4 If he practises hard,
5 I’d see a doctor about that cough teachers often wish th e ir students

6 If Sue was more patient, 3 ____________ (read) m o re and since Robbie's

7 If we go to Paris, b o o k was published, many have used it in class.'f
a b o o k 4 _____________ (encourage) students to
a she Igetl into so manv arguments
read, then I 5 _____________ (use) it in class', says
b if I I'bej vou
von Michael T u rn e r a secondary school te a c h e r'In fac
c (believe) him?
d vou (help) me make I 6 ____________ (try ) anything if it

dinner? 7 ____________ (m otivate) th e students. A lo t o f

e if you ..... . (get lost) in the woods? these poem s are ve ry funny and th e y ta lk about
f he (get? into the school team. things teenagers can understand. N o w my
g we fvisifl the Fiffe I Tower. students say th e y like p o e try !’
Sarah W h e e le r a 16-year-old fan agrees. 1 th in k
W is h th e y ’re great. Especially th e ones abo u t school.
3 Write two sentences using wish for each situation. wish I 8 ____________ (can) w rite poem s like
Example that.'
I d o n’t have enough money fo r the com puter game.
This is one o f R obbie’s poems.
I wish I had more money.
I wish I could buy the computer game.
Remember me. I’m the man you thought I’d never b
1 I can’t go to the theatre. I have to revise for my exams. The boy who you reduced to tears
2 Fiona wants to go on holiday, but she’s too busy. The lad called ‘thingy’ for six whole years.
3 Paul would like to play chess for the school team, but
That’s right m y nam e’s Bob
chess club is the same evening as football.
The one who landed the pop star’s job.
4 jane is always late. I always have to w ait for her.
5 Tina doesn’t want to go to the dentist’s. She wants to
visit her friends.
E x te n sio n The right word
I -<f rather, would prefer to, prefer 7 Put the verb in brackets in the correct form. More than

9
one answer may be possible.
■ten;; rather, would prefer to and prefer are all used to talk

WMnit
preferences.
HI

_;ok at the examples a -e and answer the questions.

3 can’t ski or sail, but I would rather learn to ski than
sail a boat.
: can ski and sail, but I prefer skiing to sailing.
: Would you prefer to go to the cinema or watch a video,
conight?
: 'd prefer to go to the cinema,
e Do you prefer pizza or pasta? I prefer pizza to pasta.

Which do we use to ta lk about general preferences:

prefer, would prefer to, or would rather?
. Which do we use to talk about specific preferences:
orefer, would prefer to, or would rather?
3 Which expression is followed by the -ing form or a noun?
4 What do we use after would rather, the in fin itive or the
-mg form of the verb?

i Complete the sentences. Use w ould ra th e r..., w ould

: refer ..., or prefer to ... . More than one answer may be
possible.
_____________ have a party ath o m e ______________ go Do you ever look at yourself in the mirror and wish you
out on my next birthday. 1 (be) a superstar? 2 ________________you
: y o u _______ see a James Bond film (tike) to have designer clothes and
at the c in e m a _____________ watch it on television. expensive jewellery? Well, if you 3 ________________(be)
3 M aggie_____________ cooking ath o m e _____________ famous, you 4 -------------------------------- probably
eating in restaurants. (get) them free. When film star Natalie Walter became the
W h ic h ____________ y o u ______________ be, rich or face of a famous watch company a few years ago, she was
happy?’ told to take as many watches as she wanted. Why do
I 'd _____________ be happy. What about you?’ companies do this? It’s free advertising for them. Many
Do y o u ____________ C hinese______________ Indian companies would r a t h e r 5 ________________(spend) their
food?’ money in this way than ______________ (pay) for an
Indian food, but actually I _____________ Thai food expensive advertising campaign. If people 7 _____________
____________ Indian food. (see) the star wearing their watches they 8 ______________
____________ y o u ______________ travel by train (associate) the product with a successful person. Gemma, a
____________ by plane? model, often goes out for free. ‘Nightclub owners
My frie n d s _____________ playing football 9------------------------------(let) you in for nothing if you
_____________ going swim m ing. 1 0 ------------------------------(be) young and have a face people
Do you want to go out later or to stay in?’ recognise. Having famous people in the club attracts paying
1 _____________ stay in tonight. customers, it’s good for business. People prefer
1 1 ----------------------------- (go) to a club where famous people
1 2 ----------------------------- (go) to one which nobody knows.’
People who have just become famous are often surprised
by all this. Film actor jason Flemying was confused when he
arrived at a Los Angeles hotel and found a suit waiting for
him from his friends’ at a famous designer’s. My manager
just said If you n ------------------------------(not like) this suit, they
1 4 ------------------------------ (send) you another one. Enjoy it.’
I f you were in their shoes...
1 Match the descriptions to the pictures.

squatters the homeless

2 Which of the people in 1 do you have the most sympathy
for? Why?
3 How would you feel if you found a squatter was living in
a house or flat that you owned? What would you do?
L is t e n in g
h TV programme
4 ^ 9.2 You are going to listen to a part of a current
affairs programme on TV. First, read statements 1 -7 .
Then, as you listen, decide whether the statements are
true or false.
1 Tim Ellis has a good job.
2 Tim now owns the house helives in.
3 Tim has paid a small am ount of rent over the last 16
years.
4 The council did not rem ember that the house was once
theirs.
5 The council wants Tim to apologise to them .
6 Tim ’s case has encouraged others to do the same.
7 The radio programme is looking into w hat people feel
about this case.
5 These words and expressions are from the radio
programme. Listen to the sentences they are used in. Can
you explain what they mean?
1 council tax
2 a terraced house
3 entitled to own a property
4 slip through the net
5 claim ownership
6 small rented bedsits
6 ^ 9.3 Read sentences 1 -4 . Then listen to someone
talking about Tim and complete them.
1 According to the speaker, if i t ’s all right for Tim to ov.
home, the world h a s ----------------------
2 Tim ’s house could provide a home f o r --------------------
3 There are m a n y _____________ who need the house
more than Tim.
4 Perhaps we should a l l --------------------- and refuse tc :
rent.
7 <^9.4 Read questions 1 -3 . Then listen to a third
person’s opinions. As you listen, choose the best ansvs
a, b or c.
1 How does the speaker th in k that most people reac. -
T im ’s situation?
a They w ould like to do the same,
b They are angry.
c They are sympathetic towards him.
2 She blames the situation on
a the unfair legal system,
b the squatter.
c the council.
3 She sees Tim as someone who
a has good business sense.
b has acted illegally,
c should be criticised
8 ^J9.4 Listen again and find words from the prograr
that complete 1 -4 .
1 Tim is not to blame. It’s not T im ’s f ---------------------
2 a tim e by which som ething must be clone: d ----------
3 suffering the results: pa------------------the p r-------------
4 chances to do things you w ould like to: o ---------------

9 Which speaker do you sympathise with? Why?

 le a k in g Soundbites
gesting *12 ^ 9.6 Listen to Our House, by Madness, and fill in
the gaps.
• ^ 9-5 Read the dialogue in the box. Then listen to the
ecording and fill in the gaps.
Our house
Father wears his Sunday 1 ---------------------
Suggesting alternatives M other’s tired she needs a rest
4nn What can we do about the homeless? The kids are playing up downstairs
left 1 ______________________ _ the government Sister’s sighing in her 2 ---------------------
2 ______________________ more shelters with Brother’s got a date to keep
food and accommodation He can’t hang around
people off the streets?
Our house, in the m iddle of our 3 —
B u t4 _______________________ the government
Our house, in the middle of o u r ...
provided more cheap perm anent housing. Hostels
Our house it has a crowd
are just a tem porary solution. There’s always something happening
Ann And what about unemployment? And i t ’s usually quite 4
Jill Well, the government s ------------------------------------- Our mum she’s so house-proud
to stay in education longer. Nothing ever slows her down
eft But that would be very expensive. And a mess is not s -----------------
6 w ould be to
encourage people to look lor jobs elsewhere. Father gets up late for work
Mother has to iron his 6 ___
Then she sends the kids to school
T oto distussion Sees them o ff w ith a small kiss

In pairs, Student A look at picture 1, Student B look at She’s the one th e y’re going to miss in lots of ways
picture 2. Take it in turns to ask and answer questions Our house, in the m iddle of our street
about the photographs.
(repeat)
Student A: ask B Our house was our castle and our keep
• w hat you can see in the photo. Our house, in the m iddle of our street
• w hat issues are shown in the photo. Our house, that was where we used to sleep
• why people find themselves in situations like this. Our house, in the m iddle of our street
Student B: ask A Our house ...

• what the photo shows. In pairs, read the lyrics again and answer the
• whether he / she thinks the people in the photo are questions.
happy w ith th e ir lives. 1 What do you imagine each mem ber of the fam ily
• what can be done to help these people. is like?
2 What kind of memories does the singer have of
Think about:
• education and training. his fa m ily home?
3 What memories do you th in k you w ill have of
• help from the government.
your fa m ily home when you get older?
• creating new jobs.
4 What do the words and expressions in italics mean?
¥ wisit...
1 If you could have any one thing that you really wanted in
life, what would you choose and why? Compare your
choice with the rest of the class.

Studying the sample

2 Skim read the composition ignoring the gaps. Decide if
the style is: formal, informal, semi-formal.

3 Read the sample composition again. Write the words the

w riter might have used to talk about his or her wishes.
1 ____________________
I wish 2 ______________________
3 ______________________

4 Complete the composition using these words in the

correct form. They are in the correct order.
1 extreme 5 different 9 excite
2 happy 6 com fortable 10 contribute
3 good 7 interest 11 origin
4 frequent 8 use 12 drama

Vocabulary
5 Answer the questions about these pairs of words. Then
choose the correct one to complete sentences a and b.
1 Which word means really great / worth a lo t o f money?
precious / fabulous
a A diam ond is a __________ stone.
b The party I went to last night w a s ________
2 Which are often caused by people/ forces we cannot
control?
accidents / disasters
a N a tu ra l__________ often result in the loss of many
lives.
b There have been numerous c a r__________ at this
crossroads.
3 Which word suggests something b o rin g / difficult?
struggle / routine
a Each day is the same o ld __________
b We had a __________ to get to the a irp o rt on tim e.
4 Which word means think / understand?
realise / consider
a I don’t __________ money to be the most im portant
thin g in life.
b I d id n ’t how d iffic u lt the test would be.
If I were granted three wishes, I think I would find it extreme
difficult to decide which three to choose. Despite this, I wwdTnT
choose the following three.
First of all, I would wish for the health a n d 2
family and friends. I feel that the world would be a
place to Hue in if accidents and disasters didn't happen as
as they do. It is also my opinion that we do
realise how precious good health is, and what a
makes to our happiness. Secondly, I would wish -
^Ve ~ *certainly would not want to be fabulous,.
because it seems to me that wealth does not make people happy,
opinion, people can be ju s t as happy without money as they can u :
However, it would be better net to have to worry about money.
My third and final wish would be to have a happy and
. life. I would like a jo b which would be
- to others but which would still give me some
. and enjoyment. I would like to think i had me ­
in some small way, to the world.
To sum up, although my choices m ay not be n
think they would be the things that would
improve my life the most.
teps to b e t t e r w r it in g W ritin g y o u r c o m p o s it io n
ressing personal opinions Understanding the tasfc
The writer expresses a personal opinion in many different 9 You are going to write a composition. The title is:
•ays. Choose one of these words to fill the gaps in 1 -8 . If you won a prize in a competition and you could buy three
seems personally wish find things fo r $500 each, what w ould you buy? (200-250 words)
it my for extremely in

w o u ld ____________ i t d iffic u lt to
decide.
I i t _____________ to me th a t .. .
3 ____________ feel th a t .. .
4 _____________ is a ls o ______________opinion that ...
5 would certainly n o t _____________ f o r . . .
3 S till,____________ my o p in io n ...
So,____________ that reason, I have chosen ...

'd it (difficult) to (do)

Tewrite sentences 1 -6 using fin d i t ... to ... . You may
*eed to make other changes to the sentences.
E x a m p le
I" ould be easy fo r me to live on my own.
•‘>ouId fin d it easy to live on my own.
th in k it w ould be possible for me to live w ith o u t a TV.
1 .'.ould enjoy travelling round the world.
3 c w o u ld n ’t be difficu lt to move to another city to look
or work.
4 : would be hard to leave my fam ily behind if I went to
.'.ork abroad.
Planning
: a be interested in the idea of working in another
country.
10 These ideas may help you to plan your composition.

3 th in k studying Chinese would be d iffic u lt for me. • Think about w hether the choice w ould be easy or
difficult.
nough, Pespite, In spite of (> P140) • In each paragraph, say w hat item you w ould choose and
give tw o reasons fo r choosing it. Think carefully about
. cr . in spite o f and despite all mean even i f this is the case.
your choices and the reasons.
- . ce although w ith a clause but in spite o f and despite w ith a
• Summarise your reasons for choosing these items.
: r word ending in -ing.
j tn p le
Writing
i :- i a lot of money. He wasn’t happy.
11 Now write your composition. Use these points to help
. in John had a lo t o f money, he wasn’t happy.
you.
■ In spite o f his money, John wasn’t happy.
• Use some of the words and expressions from the sample
■ a In spite o f having a lo t o f money, John wasn’t happy.
composition.

I : mbine the two sentences in 1 -6 using the words in • Write in an appropriate semi-formal, personal style.
■rackets. • Use different ways of expressing a personal opinion.

~he w ork is hard. I enjoy the work, (although)

I c s raining. We’re going for a walk, (despite)
£hec.fcing
"ad my doubts about the film . We w ent to see the film . 12 Check that you have:
n spite of) • answered the question.
4 e went for a swim. The water was icy. (in spite of) • w ritten your points clearly.
3 ..as freezing cold. ! w ent out w ith o u t a coat, (despite) • spelled words correctly.
i l*e went to the football match. I had a headache. • used the correct gram m ar and punctuation.
chough) • w ritten the correct num ber of words.
 l
Word focus

Into the wild

Extension
Match words 1 -6 to words that are often used with them,
a -f to make expressions. Confusing words
4 Underline the most appropriate words to complete the
news extract.
After a serious 1 disaster / accident at the European
Championships last year, 100 m champion Brian Taylor r
no hope of w inning an Olympic medal. However, Brian 5
trainer, Greg Thompson, was determ ined not to give up.
My in ju ry was serious,’ says Brian, ‘but Greg revised m\
tra in in g 2 struggle/ routine and helped me to recover. I
3 realise/consider what he did for me.’ Today, one year
Brian has just won an Olympic gold medal.
‘It was a great achievement for Brian,’ says Greg. ‘I alw a,:
believed he could do it.’
‘But it was a 4 ro u tin e / struggle to win the race,’ adds B' :
1 endangered a disaster 1 can’t quite believe I’ve won. The medal is very sfabulo.
2 conservation precious to me.’
b parks
3 national c areas
4 in the
liv in g an opinion
d record
5 natural e wild 5 Read the composition and complete the gaps with thesr
6 protected f species words and phrases. More than one answer may be
possible.
Complete the sentences using the phrases in 1.
It seems to me f definitely
If you look back, you w ill find that this country has an First of all g To conclude
e xce lle n t_____________
Secondly h certainly
Animals b e lo n g _____________
In my opinion i In my view
Unfortunately, a (n )________ such as a flood can probably j My th ird and final choice
destroy entire populations of animals.
These birds nest i n ---------------------- where th e ir eggs wil
be safe.
The tiger is a (n )_____________ I f 1 1 X w o u /y c A e o ,
p flees * Eu ro p e. « n d ,^ A e , ^ ^ 0„£
We are at the m om ent c re a tin g j n the
north of the country. /
------------— , X w o u /d v i s i f L o n d o n . 2
London , , y-Ae ^ e x c * ^ c* y E u ro p T ^ T ^
Phrasal verbs 6 /3 3 0 $+. I ' d 3
s e e * // AAc fa m o u s &iah+~
3 Match phrasal verbs 1 -5 to their meanings a -e . Then r o _ „ ^ ^ s . ^ ^
complete the two paragraphs below using the phrasal ° C o .r r f f , 4 ,y , 0 „ B r^ k
verbs in the correct form.
split up
., I'd z /te + 0 v i s i f P a ,r is . 5
regain consciousness
come round PeV~‘ S ,S 0 /,£ 0 / c/W es in f h e
become used to
oA e o f AAe m o s f U s h ,o n « L / e .. I ' d C
wear off cause
bring about separate w * * * * * * 0 /7 ^

settle in disappear gradually +° TAe w e v fro .

+° P ,s SuP P ° s e - d + 0 L e f^ iu / o u s '
8
I hear that John and Tracy have i_ do n ’t 'rro u /d i e /Vevv Y o r-K . 9
know what 2_____________ i t ___ because +he\+ /Vevv- Vo r K is o /je , . ~~
they always seemed to be so happy together. c/Yves I ' d '0+ ore.$+ in 9 A ~>e^
' V *° K o o d o o C o n fe r _
r-o//<Lri/«d,n 3 ,r > C e-n + r*/ P ^ r K .' 'O
The effects of the tra nquilliser slowly began to
3---------------------- When the anim al eventually London, P ^ s «nd ^ Y« w c
4 it found itself in a com pletely different
environm ent. It seemed uneasy at first, but after a few
days, it had s— anc| was q Ujte at home.
 Read the two leaflets below and find out the following
information:
1 when the first Notting Hill Carnival was held.
2 why the carnival is so im p o rta n t for black British people.
3 how it is celebrated.
4 what the Chinese New Year celebrates.
5 how it is celebrated in people’s homes.
6 how it is celebrated in the streets.
Ethnic celebrations
If ethnic groups from other countries had not
settled in Britain, the country would have
been deprived of some ol its more colourful
festivals.
T he N o ttin g H ill C arnival
I f you walk through the inner London suburb o f N otting H ill on the
last weekend in August, you w ill find yourself among one o f the
largest carnival celebrations in Europe. Its origins can be traced back
to Trinidad, and to 1833 in particular, when the prohibition on
Blacks gathering in large numbers was removed This prohibition had
meant that black slaves had been forbidden by law to take part in the
European style carnivals w hich the white population held.
W hen the ban was lifted and the slaves were freed, black
Caribbeans started their own carnival, w ith songs, dances and
costumes that reflected their own culture. Since then. Carnival has
become a strong Caribbean tradition, particularly in Trinidad.
W hen the num ber o f West Indians m the U K increased
significantly in the early 1960s, members o f the Trinidadian
community in London decided to organise their own festival. The
first one centred round a steel band. The band’s infectious music
reminded the West Indian immigrants o f home and the carnivals they
had attended there. It also allowed them to teel confident m their
culture.
Although fewer than 100 people attended the first festival, it was
the start o f a new tradition w hich w ould grow and grow as people
o f all races became attracted to the music and colour o f the event.
Today the Carnival attracts over one-and-a-half to two m illion
people during the three days, and every sort o f music is played from
African drum m ing to House. It’s truly a celebration for everyone.
T h e C h in e s e N e w Y e a r
I he C h in ese N e w Year is th e m ost im p ortan t date o f th e year for the
C h in ese. T h e festival takes place at th e b e g in n in g o f February and
celeb rates the earth's rebirth w ith the arrival o f spring. H ou ses are
clea n ed o u t and d ecorated w ith lanterns, and in cen se is bu rn ed.
Firew orks h elp to keep away th e evil sp irits.T h e N e w Year d in n er is
seafood and d u m p lin gs and p e o p le usually w ear so m e th in g red,
w h ic h also keeps away evil spirits.
A n y o n e can jo in in th e celeb ration s in L o n d o n . A h u ge dragon
dances th rou gh the streets and there are stalls sellin g craftw ork and
fo o d .
T h e first C h in ese to settle m B ritain arrived in the 1 8 * century.
By 1 9 5 0 , there w ere so m e 2 .0 0 0 C h in ese in B ritain, all seek in g n e w
o p p ortu n ities, as w ell as a place to live. A fter th e w ar in K orea, w h e n
soldiers retu rn in g from the w ar in th e Far Fast created a d em and for
C h in ese food , restaurants w ere o p e n e d . A t the sam e tim e im m igrants
began arrivin g from 1 lo n g l o n g to start up th eir o w n businesses m
,111 area o f L on d on w h ic h b eca m e k n o w n as C h in a to w n .
A lth ou gh m an y B ritish -b o rn C h in ese m oved o u t ol the area years
later, th e local co u n cil transform ed C h in a to w n in to a tou rist
attraction. Today, th e streets have C h in ese signs and p agod a-lik e
p h o n e b o o th s. C h in a to w n is full o f all sorts ot restaurants, fo o d stores
and specialist stores n o t ju st from C h in a but all over th e Far East,
from Thailand, In don esia, Japan and I lo n g K on g.
Read the leaflets again and decide if these statements are
true or false.
1 The N otting Hill Carnival originated in Trinidad in the
1 7 * century.
2 It celebrated the new-found freedom of the people.
3 It reflected many different types of culture.
4 In the 1 8 * century, there were 2,000 Chinese in Britain.
5 In the m iddle of the 2 0 * century, people in Britain
developed a liking for Chinese food.
Talking about your country
What kind of celebrations take place in your country?
How did the celebrations originate?
What aspects of your culture do you th in k people from
other countries would find enjoyable?
If you w ent to live in another country, what would you
miss most about your own culture?
 7 0 F lie r i g h t : c h o i c e ----

Hunning out of time

Reading
3 Before reading the text, look at the first part of each
m ultiple choice item in 5 and turn it into a question.
Example
What was the fisherm an doing when the tourist firs t saw
him?

4 Now read the text opposite quickly and find the answer:
to the questions you made in 3.

5 Read through each possible answer to 1 -7 , then choose

the one you think is correct.
1 When the tourist first saw him , the fisherman was
a catching fish from his boat.
b bringing his boat ashore,
c sleeping in his boat.
2 ‘launches in to ’ (line 5) means
a puts out to sea.
b makes a start on.
c tries to sell.
3 The tourist tried to persuade the fisherman to
1 Choose the answer which best describes you. a expand his fishing business.
1 If you have an appointm ent, do you usually arrive b jo in a fleet of other fishermen,
a in good time? c take over a fishing company.
b on time?
4 The to u ris t’s idea would result in the fisherman
c late?
a spending too much money.
2 If you have hom ework to do for the week ahead, do
b having no free tim e at all.
you usually do it
c doing w hat he is doing now.
a straight away?
b during the week? 5 In his story, Heinrich Boll wanted to show that rich

c the night before you need it? people

3 Do you spend your free tim e a have much more fun than poor people,

a doing sports or hobbies? b have a more interesting life than poor people,

b watching TV? c are no happier than poor people.

c sleeping? 6 People have always regarded technology as a way of

4 Think about your future working life. Would you rather a creating a better way of life for themselves.
a have a job w ith almost no responsibility? b helping them to get things done more quickly,
b be your own boss and accept the responsibility? c enabling them to do things more efficiently.
c have responsibility but work for someone else? 7 Our idea of perfect happiness has always been to

2 Now compare your answers with a partner’s. Do you a have a full and useful existence.
think your answers mean you are: b have no w ork to do at all.

a in control of the way you organise your life? c enjoy the w ork we do.
b not too worried about how you organise your life7
c not at all interested in having an organised life ?

C3t>
 Reading

UST SLOW DOWN

ist focuses in on a most idyllic picture: a man in simple
?s dozing in a fishing boat that has been pulled out of the
-; which come rolling up the sandy beach. The camera clicks
merman awakens. The tourist offers him a cigarette and
iches into a conversation: 'The weather is great, there are
, of fish, why are you lying around instead of going out and
rg more?' , ,. . , browser, most of the technology used in the name of progress is
: s n e r m a n replies: 'Because I caught enough this "10rn'"9' used in the belief that doing more things faster is better than doing
just imagine,’ the tourist says, "if you went out there three o things slower. Indeed, the ability to save time has always been one
-Ties a day, bringing home three or four times as many fish! 35 of the main reasons behind wanting increased productivity.
. now what could happen?' The fisherman shakes his head, From the start, far-sighted men and women saw a world of
about a year you could buy yourself a motor-boat, says the freedom, a world where hard work would no longer exist and
im st After two years, you could buy a second one, and a er people would be able to take part in activities of their own liking,
- years you could have a fishing boat or two. And just think! hunting in the morning, fishing in the afternoon, looking after
-ay you might be able to build a freezing plant or a smoke 40 animals in the evening and engaging in hterarycnhcism after
5 You might eventually even get your own helicopter to he p dinner. But what happened to this utopia? Where has all the time
find fish and guide your fleet of fishing boats or youi cou
gone?
re your own trucks to ship your fish to the capital, and then ... W o lf g a n g Sachs, Resurgence M a g a z in e
- d then?’ asks the fisherman.
- - i then,' the tourist continues triumphantly, you could be
- y sitting on the beach, dozing in the sun and looking at the
jtiful ocean!' . Phrasal verbs
- - 5 story, told by German writer Heinrich Boll, plays on the
tecas and fears of the rich. Why all the pains and efforts of 7 Match beginnings 1 -5 with endings a -e of these
5 opment, if the rich only end up with what the poor seem to sentences.
te ; all along? Or, worse, how is itthatthatthe rich, despite all
1 Advertisers play on people's fears
a and bustle, never seem to have the peace of mind enioyed y
2 Mandy was terribly stressed about exams
- >W For if development consists of progressively acquiring a
™: : h of goods to gain a wealth of time, then rich societies have 3 John is taking part in an experiment

: ausly got things wrong. What went wrong? 4 When the fishermen pulled the boat out of the sea.
: :m the very first inventions to Bill Gates's Explorer web 5 Danny looked after his younger sister

a about how exercise increases your energy,

b and suggest life w ill be better w ith th e ir products,

V o c a b u la ry c they were exhausted but happy,

d so she ended up w ith a headache that lasted days,
j js of life e w hile his m other was out shopping.
Find words in the article which express these ideas (they
8 Underline the phrasal verbs in 7 and match them to their
are in the order in which they appear). Then answer the
meanings a -e . Then write five sentences of your own
questions.
using the phrasal verbs.
1 very pleasant and peaceful
a take care of
Where do you know like this?
b finish by having
2 sleeping lightly for a short tim e
c take advantage of someone’s fears
Do you ever do this? When?
d to remove
3 quietly and peacefully
e to be involved in
What kinds of things do you do in this way?
4 pushing and hurrying
IS O M S
Is there a lot of this where you live, or is life more G 2
peaceful?
5 obtaining for yourself Whose attitude towards life do you th in k is better, the
How d ifficu lt is it to obtain what you w ant in life? fisherm an’s or the to u ris t’s? Why?
6 an imagined perfect place Have you ever had to make a d iffic u lt choice about w hat to
What is your idea of a place like this? do? What was it?
<3>
 Grammar

R ep o rted speech
1 In pairs, ask and answer the questions.
Grammar cliecft- P14C

Reported statements
Where do you eat lunch? Look back at 2 and 3 and complete the rules.
D o y o u p re fe r tra d itio n a l d is h e s or fa s t fo o d ?
In reported statements the follow ing are changed:
H o w p o p u l a r a r e f a s t f o o d r e s t a u r a n t s w h e r e y o u liv e ?
1 the tense of the verb: e.g. present simple -*

2 pronouns e.g. I » _________

3 possessive adjectives e.g. my
4 tim e expression e.g. today *

Complete the changes made when using reported

speech.
Statements
Present simple ♦ 1 ____________
A sandwich bar is preparing a report based on a face-to- Present continuous + Past continuous
face customer survey. Read the report w riter’s notes and Past sim ple -» 2_____________
underline what the customers said.
Present perfect ♦_3____________
Present modals: can, w ill, +_4____________
may, must * might, had to
John, a s tu d e n t, said he h ad com e to Gino's Past modals:
t h a t day because th e fo o d w as ch eap. A would, could, should, might -> would, could, should,
might
m o th e r o f th re e , Sue, a d d e d t h a t h e r ch ild ren

loved th e re s ta u ra n t. T h e y could e a t w ith — .

th e ir fin g ers. O n th e o th e r h an d , a n o th e r
4 Match the expressions in 1 -6 to those in a -f.
Direct speech Indirect speech
custom er, Tim , re p o rte d t h a t he h ad n ever
today a there
ta s te d such u n h e a lth y fo o d an d t h a t he tom orrow b the day before
w o u ld n o t be back. H ow e v e r, M o lly, an o ffic e here c th a t/th o s e
the week after d the follow ing week
w o rk e r, c o m m e n te d t h a t th e sandw iches
yesterday e the next day
w e r e e x c e lle n t an d t h a t she w as co m in g this / these f that day
back th e fo llo w in g day.
P-eporting verbs
Find out what these verbs mean. Use a dictionary if
necessary
^ 10.1 Listen to what the customers actually said and added promised asked complained p^m r - l
complete the sentences.
explained agreed told confessed

John, Student Tim, Training manager

1 I
never
because i t ’s cheap.’
such unhealthy food,
be back.’

Sue, Mother of three Molly, Office worker

. kids love 4 ‘The sandwiches

restaurant. They excellent. I ____
eat w ith th e ir fingers.’ back tom orrow .’
 8 Rewrite questions 1-6 in reported speech using the names
6 Rewrite the sentences using one of the reporting verbs.
in brackets.

• promised confessed • agreed • explained
E x a m p le
Don’t worry. I’ll help you w ith your hom ew ork to m o rro w .’
. : any promised to help me w ith my homework the next day.
1 I always have a run every m orning. That’s why I feel
healthy.’
C lare ____________ t h a t ------------------------------------------
'I stole the painting and sold it.’
The t h i e f ____________ t h a t ___
3 OK. You win. We’ll go shopping first. We can go
sw im m ing this evening.’
M a rk ____________ t o _______________ He added that
Un/f 70
told
Example
‘ Did you sleep well last night?’ (John / Sarah)
John asked Sarah i f she had slept well the night before.
1 ‘How often do you take exercise?’ (the interviewer / Ben)
2 ‘Have you ever been on an activity holiday?’ (Simon / me)
3 ‘What are you going to do over the summer?’ (our
neighbour / us)
4 ‘Are you worried th a t young people don’t eat healthy
fo o d ’? (the jo u rn a list / parents)
5 ‘Are you going to jo in the new gym th a t’s opening next
week?’ (the manager / Mark)

J 'You must move your car.’ L e t's a c t iv a t e

The p o lic e m a n _____________ met o -------------------------- Interviewing a sports coach
5 I’ll give up smoking. Honestly I w ill.’
9 ^ J io .2 Read questions 1 -5 . Then listen to an interview
S im o n ____________ his girlfriend t h a t ----------------------
with a swimming coach. As you listen, make notes about
what he says.
: c-orting requests and commands
1 When did he start swimming?
Read the examples and complete rules 1 and 2. 2 Did he ever compete at a high level?
a 'Don’t sit there!’ the m other said to her children. 3 What tra in in g does he recommend swimmers follow?
The m other told her children not to sit there, 4 Does he th in k swimmers should also train outside the
b Please sit dow n,’ the w aiter said. pool?
The w aiter asked us to sit down. 5 Does he th in k diet is important?
To report requests we u s e __ + someone +
10 In pairs, imagine you are a coach and journalist. Ask and
not) infinitive. answer using questions like these in 9.
To report commands we use + someone
+ (not) infinitive. 11 In pairs, write an article about the interview in 10 using
reported speech.

WSrammar cAeclr
Reported questions
Read examples a-c and answer questions 1-3.
a Do you like our fast food?’ the manager asked.
The manager asked them if they liked th e ir fast
food.
b Was Ihe meal good?' Claudia asked Phillip.
Claudia asked P hillip whether the meal had been
good.
c ‘Why did you eat here?’
I asked them why they had eaten there.

1 Are the tense, pronoun and possessive adjective

changes the same lor reported questions and
statements?
2 Do we use do in reported questions?
3 Which words do we add when we report
questions w ith o u t a question word (why. where,
when, etc)?

-------
 Let’s practise grammar

P-eported statements and questions 3 Read the interview with a radio DJ from Fun Radio. T
Read the sentences and choose an appropriate reporting complete the reported statements.
verb. Then, rewrite the sentences in reported speech.
There may be more than one possible answer.
Example
Interviewer How long have you been a radio DJ?
1 - promised
Dave About three years.
Rob promised his parents that he wouldn’t do it again.
Interviewer What did you do before?
1 ‘I w on’t do it again, honestly.’ Rob said to his parents.
Dave I worked for a music magazine in
London.
2 ‘I also th in k that people shouldn’t smoke,’ Jane said.
Interviewer And what do you most enjoy about voL
job?
3 ‘Do you like watching sport on TV?’ Bob asked me.
Dave Well, I like meeting famous pop stars.
I’m also a DJ for a nightclub at the
4 'My soup is cold,’ Sonia said to the waiter.
weekends. That’s good fun.
Interviewer Which fam ous people have you met?
5 ‘Where did you study?’ Simon said to me.
Dave
I interviewed Bono yesterday, and last
month Blue were on the show.
6 ‘Yes, you can borrow the car,’ Jack’s father said, ‘but be
Interviewer If you could change one th ing about
careful.’
your job, w hat would it be?
Dave
If I could, I’d like to get up later in the
7 ‘Stop! Don’t move!’ the policeman said to the crim inal.
morning.
Interviewer Do you usually get up early?
8 ‘Have you ever tried Japanese food?’ Rob said to Debbie.
Dave Ves, I do. This m orning I got up at five
o ’clock!
2 Rewrite the questions using the speaker’s words.
Example When she asked him i --------------------- , he said about
They wanted to know where I was going fo r my holidays. three years. She wanted to know 2 ____________ He
‘Where are you going fo r your holidays?’
replied that 3 ----------------------- sbe b|m
1 She wanted to know if I could help her move house the
4 ------------- He said that s He
follow ing weekend.
2 He asked me to tell him the truth. went on to say that he also enjoyed being a DJ for a

3 I asked her if she wanted to see a film the follow ing nightclub. She wanted to know e _____________ ancj
evening. he replied that 7 ------------------- _ ^ ] ^ ^ the
4 He asked me to pass him the dictionary. m onth before B lu e » ________
. She asked him
5 I asked them how long they had been living in London.
9 ------------- He explained that 10
6 She wanted to know if Paul w ould come to the party.
She wanted to know 1 1 ______
7 They asked me what tim e they should come. - and he replied
that 1 2 ___________
 E - tension The right word
"5 je s t and recommend O P1 4 1 ) 7 Read the article on sport and choose the correct word, a,
b or c, to complete it.
■
4 'atch what Jane says in a -d to sentences 1 -4 .
1 a had b have c are
a Why don’t you try that new restaurant?’
2 a make b did c do
: You should try that new restaurant, i t ’s really good,’
3 a lazy b talk c exercise
: Let’s try that new restaurant,’
4 a that b than c the
: The new restaurant is very good.’
5 a a b my c I
Jane recommended the new restaurant to us. 6 a I b he c also
2 Jane suggested that we tried the new restaurant. 7 a am b was c went
3 Jane recommended that we tried the new restaurant. 8 a surprised b shocks c pleases
4 jane suggested trying the new restaurant. 9 a was b wasn't c were
I : Tiplete the gaps using suggest and recommend. 10 a knows b sees c knew
_____________/ _____________ + that + someone + 11 a said b tells c advised
does something 12 a have b had c has
/ + doing something 13 a is b was c had been
+ som ething + to + someone 14 a played b do c play

rt'ite the sentences in reported speech. Use suggested or

icom m ended and make any other necessary changes.
Let’s go to the park,’ Matt said to us.
Why do n ’t we all go to the cinema?’ Sally said.
You should book your holiday w ith our travel agent. He’s
excellent,’ Sue said to them.
4 The fresh pasta is very good,’ the w aiter said to us.
th in k you should buy that bike, i t ’s a reliable brand,1
my brother said.
W hat about having a party?’ John said to his friends.
You should go to the Grand Canyon when you're in
America,’ Pete said to me.
3 W hy don’t you discuss the problem w ith Mark?’ Simon
A recent survey rep o rte d th a t B ritish teenagers
one o f the u n h e a lth ie s t d ie ts in
Europe and th a t th e y did less s p o rt than children in
o th e r co u n trie s. The research show ed th a t teenage
g irls in p a rtic u la r2 less and less sp o rt
at school. It said th a t a b o u t 4 0 % o f girls stopped
ta k in g p a rt in school games at 1 4 . A lison is a typica l
exam ple. ‘ We ju s t stand around; we 3 _
she explained.
The results have surprised teachers as games are a
co m p u lso ry part o f the cu rricu lu m , b u t it seems many
o f these girls are s u ffe rin g from s te re o typ in g . Dr
Jones, the head o f the research team explained
sp o rts were regarded as boys’ games.
However, not all g irls d rop out o f sp o rts. As a
Liverpool fan to ld us, ‘ Football is 3 ____________
fa vo u rite sp o rt, b u t 6 ---------------------- like gym nastics
and a th le tics. When I 2 -------- aj- school I broke

said to them . the school high ju m p record. I even did b e tte r than
the boys w hich 8 ---------------------- everyone. S port is fo r
e veryone.’
The m anager o f a fam ous fo o tb a ll team agreed. He
w ent on to say th a t fo o tb a ll

SPORT FOR GIRLS? 9 ---------------------- only fo r boys and

th a t he 1 0 ---------------------- m any girls
w ho were ju st as good as boys. He
th a t p rim a ry schools
girls and boys team s and he agreed
th a t the s itu a tio n was b e tte r now than it
13 ten years ago. However, in
X conclusion, the re p o rt stated th a t, ‘Compared to
A ustralia, w here girls 1 4 tag-rugby, and
the United States, w hich has the stro n g e st w o m e n’s
fo o tb a ll team in the w o rld , B ritain s till has a long way
to go.’

WMMm.
W h a t n e x t?

L is t e n in g Idioms
Listening to opinions 5 The speakers use idioms 1 -3 to talk about the words
brackets. Match them to their meanings a-c.
1 I’m all for it. (recycling)
2 ... it ’s just there for the taking, (wind power)
3 It’s not all bad news, you know, (tree planting)

a It’s available to everybody,

b It’s not as serious as you think,
c It’s a good idea.

A news report
6 This map gives predictions for how global warming m
affect the British coastline by 2025. According to the r : :
what is going to happen?

Hum ber Estuary

M udbanks grow - heavy
m etal s ilt reactivated

Scolt Head
Erosion occurs
The Wash F a rm la r:
abandoned

Predicted
coastline by
the year 2025
W hite Cliffs of Dove'
Heavily eroded

®(*ho.4 You are going to hear part of a news report

1 ^Jio.3 You are going to hear four different people
talking about pictures a -f. As you listen, write the letter
of the picture they refer to and what they are talking
about.
Example
7-b; recycling rubbish.
about what we can learn about global warming from
records made by Captain Hutchinson in the 1700s. Put
headings in the correct order. Then make notes under
each heading as you listen.
■■H Captain Hutchinson’s set of records:
□ Captain H utchinson’s career:

2 Match words 1 -4 to their meanings a -d .

M B Scientists’ conclusion:
1 worried a feeling adm iration for
2 impressed b astonished
□ Predictions about future sea levels:
3 amazed c anxious
4 optim istic d believing everything w ill be all right

3 ^ 10.3 Listen again to the people talking about the

pictures and choose one of the adjectives in a -d which
describes how each speaker feels.

4 How do you feel about the issue shown in each picture?

le a k in g Soundbites
~essing approval and disapproval 11 *<Srio.6 Listen to Turn, a song by Travis, and fill in
ihich of these adjectives could be used to express the gaps.
approval, disapproval or both?
Turn
• appalling dreadful amazing wonderful
I w ant to see what people saw
> disturbing shocking worrying incredible
I w ant to feel like I felt before
desirable fantastic useful astonishing
I w ant to see the kingdom come
•# • 10.5 Read the speech in the box. Then listen to it and I want to feel 1 ____________
~ in the gaps. I w ant to sing
To sing my song
mm
I w ant to live in a world 2 _____
Expressing approval / disapproval
I w ant to live
---------------------your children to grow up in a polluted
I w i l l 3 ____________
c. ? 2 ____________ appalling that nothing is being
: : n.e about the volume of tra ffic in our cities today. And I believe that it w o n ’t be very long
---------------------, _____________ that in a modern day If we turn, turn, turn, turn, turn
: • ': age we can’t th in k of a practical way to solve this Turn, turn, turn,
: 'to le m . 4 _____________ for the governm ent to take And if we turn, turn, turn, turn, turn
an before i t ’s too late. Then we m ight learn, learn

So w here’s the stars?

Up in the sky
to discussion And w h a t’s the moon?
- pairs, Student A describe what is happening in picture
and Student B describe what is happening in picture 2. We’ll never know unless we grow
Then take it in turns to ask your partner about: There’s so much world 5 _______
• oossible damage caused.
I w ant to sing
• nelp needed after a disaster like this.
To sing my song
• '.ays of preventing a situation like this occurring.
I w ant to live in a world where I’ll be strong
• ssues your partner is most concerned about and the
I want to live
masons.
I w ill survive
i k about: And I believe that it w o n ’t be very long
• oroblems people m ight have. If we turn, turn, turn, turn, ...
• here to build new towns or villages.
12 Read the lyrics again and in pairs answer the
• now to protect buildings from natural disasters.
questions.
1 What kind of world do the singers w ant to live in?
2 What do they want to find out more about?
3 What do they th in k we need to do to survive?
 Writing a letter of application
Fascinated by
Applying far a job
1 Look at this job advertisement. What would it be like to Do you have what it takes to live in sub-zero temperatures?
do this job? The Antarctic Research Project is looking for helpers.
You w ill be a part of a
team spending 18 months
S tu d y in g t h e s a m p le studying Antarctic
2 Adrian has finished school and is looking for work. He has wildlife.
decided to apply for a job helping on the Antarctic
Research Project. Read his covering letter and his CV
(Curriculum Vitae), and put the words in gaps 1 -12.

® join • tw o » expand ■ spare • enclose hearing

® helping as fascinated applying interested
® look

2 1 A lex is M ansions
For further information: phone 02134 568827
London
N 14 7FD

2 1/8 /0 4
Curriculum Vitae
Adrian Roberts
T he A ntarctic Research Project
Address: ?i a i, ■ ,.
1 5 Q ueen 's Road
London '"h° ne: 2 0 0 1 5 6 7 3 4 5 6 ° nS' N l4 7FD
D ate of birth: 19 June l o r A
SW 2 W P D
N atio n ality: British m '9
D ear Sir or M adam , Education
1 jn 2 ___________ for the jo b of helper
T h the"Antarctic R e s W T p ^ e c t , advertised in the ™ H C e n 3 c o T , St:h0<>Uond<>n
ondon Tim es on 18 August.
,y reasons for w ish in g <0 3 --------------------------------------------------- , English, H isto ry ’ ' ' Chem istry,
"icit l have alw ays been — - - Y
Could very m uch like to = _ _ _ mV k " » * d g e
,f w ild life b y d oing research of this kind.
. you-------------- yS'CS' B io Io 8Y, G eo grap hy
5 ________ my C u rric u lu m Vitae. 7
v ilT se e T T h a v e w orked in 8 ----------- veterinary Responsibilities
time, in c lu d in g som e * Editor of the scho o l m a g a z in e
aractices in m y 9 ------------------ —
a vet
;ime in the north of England 10 s w E f " h e K h ° a . a , cncket, fo o tb alU b e ss,
during the lam bing season.

. from you. Work experience

. forward to 12
20 0 2 Votkshtre
Yours faithfully,
L° " d o " W e e kly: a s s is L t t y p S 8

A d r ia n F o b e rts Interests
* M em ber of the lnr=,i c
* R ock c lim b in g a l S c o u t 8roup
Adrian Roberts
* Sports diver

Referees
O r Pete, M u rray Mr
 vering letter and CM W r itin g y o u r a p p lic a t io n
Answer these questions about Adrian’s letter and CV. Understanding the taste
Which job is he applying for?
Using Adrian’s CV as a model, write your own CV.
2 Who is Adrian w riting to?
1 Write all the necessary personal inform ation at the top.
: Where and when did he see the advertisement?
2 Write the name of your secondary school and any
a ,vhat experience does he have for the job?
examination results.
5 Why does he w ant the job? Why would he be suitable?
3 Write any responsibilities you have now or had in the
6 s he enclosing anything w ith this letter?
past at school.
How does he end the letter?
4 List any w ork experience you may have had and when
1 .Vhat style is he using to w rite the letter?
you did it.
How does Adrian organise his letter? Put this information 5 Think of any interests you have outside school.
n the correct order. 6 Write the name of at least one referee. It can be one of
relevant skills or knowledge. your teachers, or someone who knows you well.
2 reasons fo r applying for the job.
3 points in the CV that show experience is relevant. Writing a covering letter
- .vhy he is w ritin g the letter. 8 You are going to apply for the job in this advertisement.
5 reference to the CV enclosed. Remember to include:
• your reason for w riting.
• your reasons for w anting the job.
ie p s to b e t t e r w r it in g • your skills and experience which suggest that you are
positional phrases suitable for the job.
-n d e rlin e the correct preposition to complete the • your interests.
sentences.
' l don’t like the idea of w o r k in g / o r / i n / b y someone.
2 Paul joined the team t o / f o r / a s a research assistant. Archaeological We are currently
3
4
To jo in a team a s / o f / for experts, ring this number.
A knowledge in / of / f o r w ild life is desirable. ts looking for
assistants for an
3 have always enjoyed working for / with / by animals.
6 Send in a CV when applying in / to / f o r a job. archaeological
am interested f o r / i n / t o the jo b advertised. dig in Egypt.
3 Maria has always been fascinated in / with / by w ildlife.
5 Minimum period two
9 Sam represented his school of / at / with sports.
months
' 0 We look forward to / of / for hearing from you. * Accommodation and
meals provided
jettin g for errors Previous experience
not essential
Read Susanna’s covering letter, find the 12 mistakes she
nas made, and rewrite the letter. Interested?
Send your C V and a
covering letter to ...

: cb' Sir or Madam, |

__
•-: aid tike to apply with the job in helper on the Research
: ect. My reasons to doing this are that I have always been
x 5: nated by the world about wildlife and I am very good in
• : -<ing by animals.
enclosing my Curriculum Vitae. As you will see, I have £hecfcing
; "xsnised many events to school and have spent some time
9 Read through your CV and letter and check that:
, ; -<:ng with an office in the weekends.
• you have included all the relevant inform ation.
lie ok forward for hearing of you.
• the inform ation is in the correct order (most recent
: . ' s sincerely,
experience first).
• you have highlighted your suitability for the job
s - iis d L v t r 'y i'A - 7 ~ tv y /o r
• you have w ritten between 120-150 words.
<2>
F-unning out of time
1 Complete the sentences using one of these words.
idyllic dozed hustle and bustle utopia
acquiring play on
1 My idea of a (n )____________ holiday is doing nothing
but lying around on a beach.
2 Is it better to spend your l i f e ---------------------- wealth or
being happy?
3 The d o g _____________ in the sun, w aiting fo r his owner
to come home.
4 I can’t w ait to get away from t h e of city
life.
5 TV a d v e rts our wish to be good-looking
and rich.
6 Do you th in k i t ’s possible to live in a world w ith o u t war?
It sounds lik e ____________ to me!
Confusing words
2 Underline the correct words to complete the text.
I’ve always been 1fascinated / surprised by photography.
As a teenager my 2 interest / am bition was to be a
professional photographer. I was 18 when I sent my first
jo b 3 description / application to the magazine Elle. Now
ten years later, I’m a 4 successful / succeeding
photographer.
I’ve 5 expanded / grown from fashion to all types of
advertising. It gives me variety.
In any sort of photography, i t ’s 6 essential / needed to
have patience and im agination if you are to 7 end up
w ith / end in a good shot. But I like that. When you are
concentrating on a shot you forget everything: how
8 appalling / appealing the weather is, even that you’re
hungry. I’d 9 recommend / suggest the job to anyone,
especially those who like to be th e ir own boss.
Extension
■phrasal verbs
3 Match phrasal verbs 1 -7 in text to meanings a-g.
Everyone was amazed that I could 1 carry out so many
tasks at once! However they are going to be even
more amazed when I tell them that I am 2 taking up a
new job in London. 13 sent in a covering letter with
my application form saying that I particularly wanted
to work in the London branch. They told me they
weren’t 4 taking on any more staff at the mom ent
because they had decided to s keen on existing staff
who were due for retirem ent next year. But I told
them that they could ® hand over some of the
responsibilities to me, which would make life easier
for everybody! Surprisingly enough, they agreed with
me! So I’m 7 giving up my job here and going to
London.
a give responsibility to someone else
b put in the post
c starting
d not to get rid of or sack
e recruiting
f do
g stop doing
4 Complete the text using the phrasal verbs in 3 in the
correct form.
1 The new Internet site was so successful that the director
____________ more staff.
2 Tina works very quickly. She c a n ---------------------- several
different tasks at the same tim e.
3 P a m _____________ her job application too late, so she
d id n ’t get an interview.
4 Despite a fall in profits, the record company decided to
____________ all their s ta f f------------------------ .
5 When she left, H e le n _____________ all her projects to
Simon.
6 Why do you w ant t o _____________ your job? I th o u g r:
you were happy here!
7 Paul was looking forward t o --------------------- his new role
in the company.
(Pygmalion p
L
Oh, th a t was nothing.
Yes: things that showed you th o u g h t and fe lt about me
as if I were som ething better than a scullery-maid,
though of course I know you w ould have been just the
Extract fro m A ct V .
L = Liza, H = H iggins, MH = Mrs H iggins, P = P icke rin g same to a scullery-maid if she had been let in the
drawing-room . You never to o k off your boots in the
Liza eaters, sunny self-confident. She is very much a t home
d in in g room when I was there.
L How do you do, Professor Higgins? Are you quite well?
p You m ustn’t mind that. Higgins takes off his boots all
H [choking] Am I ... [He can say no more]
L But of course you are: you are never ill. So glad to see over the place. .
L I know. I am not blam ing him . It is his way, isn t it. But
you again, Colonel Pickering. [He rises hastily; and they
it made such a difference to me that you d id n ’t do it.
shake hands]. Quite chilly this m orning, isn’t it? [She sits
You see, really and truly, apart from the things anyone
down on his left. He sits beside her],
can pick up (the dressing and the proper way of
H Don’t you dare try this game on me. I taught it to you
speaking, and so on), the difference between a lady and
and it doesn’t take me in. Get up and come home; and
a flower girl is not how she behaves, but how she s
don’t be a fool. [Liza takes a piece o f cloth fro m her
treated. I shall always be a flow er girl to Professor
basket, and begins to sew calmly].
Higgins, because he always treats me as a flow er g i r ,
MH Very nicely put, indeed, Henry. No wom an could resist
and always w ill; but I know I can be a lady to you,
such an invitation. because you always treat me as a lady, and always w ill.
H You let her alone, mother. Let her speak fo r herself. You
MH Please d o n ’t grind your teeth, Henry,
w ill jo lly soon see w hether she has an idea that 1^
p Well, this is really very nice of you, Miss Doolittle.
haven’t put into her head or a word th a t I haven t put
L | should like you to call me Eliza, now, if you would,
into her m outh. I tell you I have created this th in g out
p Thank you. Eliza, of course.
of the squashed cabbage leaves of Covent Garden; and
L And I should like Professor Higgins to call me Miss
now she pretends to play the fine lady w ith me.
D oolittle.
MH [placidly] Yes, dear; but you’ll sit down, w o n ’t you? G. B. Shaw, Pygmalion
[Higgins sits down again, angrily]. ,
L [to Pickering, taking no apparent notice o f Higgins, and
working away deftly] Will you drop me altogether now
that the experim ent is over, Colonel Pickering?
p Oh don’t. You m ustn’t th in k of it as an experiment. It
shocks me, somehow.
L oh, I’m only a squashed cabbage leaf...
p [impulsively] No.
L [continuing quietly] ... but I owe so much to you that I
should be very unhappy if you forgot me.
- [Liza continues...]
L [stopping her work fo r a moment] Your calling me Miss
D oolittle th a t day when 1 first came to W impole Street.
That was the beginning of self-respect for me. [She
resumes her stitching] And there were a hundred little
things you never noticed, because they came naturally
to you. Things about standing up and taking o ff your
hat and opening d o o r...

^ i) io .7 Read the extract fro m a play by George Bernard
Shaw and decide if these statem ents are tru e o r false.
1 Both Higgins and Pickering are surprised by the change
in Liza.
2 Liza learned her good manners from Higgins.
3 Liza felt that she become a different person when
Pickering first called her Miss Doolittle.
4 Liza was pleased that Pickering never took his boots off
in her presence.
Talking about your country
How do you th in k Liza really feels about Professor Henry
Higgins?
Do you th in k it is possible fo r a person to change if the
environm ent they live in changes? Why? Why not?
How im p o rta n t do you th in k it is to be able to speak
and behave properly?
 Let’s revise Units 9 and 10

Grammar Rewrite the underlined sentences, 1 -6 , using reported

speech.
Match 1 -6 to a -f to make sentences.
1 If I had a problem,
2 If you don’t want to go to the cinema,
3 If Mark doesn’t come tonight,
4 If you came to my house,
5 If I have tim e,
6 If John d id n ’t live in Manchester,
a I w on ’t speak to him ever again!
b I’ll send you an email later. t h e w o d d ^ ° ne ° f '^ “X
c I would ta lk to my friends about it.
d we could watch the film together,
e I would see him more often,
f we can watch a video.
2‘Ar firct r, j- j , -steve was too weak to stand
2 Underline the correct alternative. A tfir s th e d id n ’tre a lis e w h o w e were • said on * 1
1 I can’t ski. I wish I can / could ski.
2 We wish we w ould / could go to New York.
3 I wish I would h a v e /h a d a computer.
4 I wish you w ouldn’t / h a d n ’t tell me what to do.
5 I wish the car would s ta rt/ started. 4‘He was very lucky - ,

6 Sally wishes Sam w on’t / w ouldn’t get up so late. ‘We had b e e ^ a T c ^ n f r ^

7 I wish we had /w o u ld have an excuse not to go running.
8 Mark wishes that Shelly would visit / visited him more
often. bottle and a first aid k i A T “ emP' y “ ater

3 Correct the mistakes. - r r o , e S : ^ ~ ookandsome

1 What w ould you do if you can do anything?
b u , “ e was
2 If I have long hair, I could do more w ith it. helicopter was the f i r t u mom ing a rescue
3 Jo wishes she has a new computer.
4 If I d id n ’t live in a flat, I w ill keep a pet.
5 I wish I would be a famous tennis player.
6
7
Simon w ill give you a lift, if you asked him.
Nick and Amy wish th e ir friends d id n ’t talk so much.
b t S S fS
tny mind to walk to the las. ranch i t o t p S ' ^ “P
8 I am very upset if my team don’t win th e ir game.
 Complete the text using the words below. Use one of the phrasal verbs in 6 in the correct form to
endangered conservation w ild life wild complete these sentences.
protected areas natural disasters 1 ‘W hat’s the matter?’ ‘ I can’t eat. I went to the dentist this
m orning and the injection he gave me hasn't
_____________ yet.’
2 ‘How’s your new flat? Have y o u _____________ yet’?
Since the first national park was created at Yellowstone in
3 Tom’s changed so much. He has started exercising every
the USA in 1872, over 100,000 1 ----------- day. Do you know w h a t_____________ this change in
_______________have been created all over the world. T hey attitude?

allow animals to live in the 2 _ --------------
dan ge r of bein g hu nte d for food or gam e . Consequently,
m a n y are h o m e t o 2 _ species from small
birds to larger a n i m a l s such as pandas.
Although they are im po rta nt for the 4 --------------------
the environm ent they also increasingly offer employm ent
w ith o u t 4 When J u d y _____________ after her operation, she d id n ’t
recognise me at first.
5 It's 8.30 already . Has Susan____________
_____________ yet? She’ll be late for school.
Put the letters in 1 -6 in the correct order to make words
. of
to complete the text.

to local people. If local people can earn a living from

Dear “Deb,
protecting 2 ____________ _ they w o n 't over-hunt animals
Tack ana I have ju s t got back from our holiday in India. It
or cut down too many trees. This then means that
was ' ta sfa tn ic We spent most of the time in the north of
6 ____________ resulting from
the country in the lower Himalayas. The mountain scenery
e n v iro n m e n tal ch a n g e are less likely to ha ppe n.
was 2 d ib le tre n You would have been impressed by the
? imazang sunsets and you would have loved the
4 d e rfu lw o n curries and exotic fruits.

Phrasal verbs However, before coming home we spent two days in Dehli

Use these words to make phrasal verbs which match the Hoe noise of the city was 6 f re d a uld after the peace of the
definitions. mountains and the poverty in some parts of the city is
up round off about in - tu rb d is in g I'll tell you more when I see you next week.
1 b r in g ____________ = cause Until then, take care.
2 w a k e ____________ = stop sleeping love
3 s e ttle ____________ = become used to
Tules
4 c o m e ____________ = regain consciousness
5 w e a r____________ = disappear gradually
 Grammar reference

'Unit 7 The present This apple tastes fantastic! not This apple is tasting fa n tc : - ..

When we ta lk abo u t w h a t we sense at th e m o m e n t of

The present continuous ta lk in g we use can.
We use the present co n tin u o u s to ta lk about: Can you hear that noise in the garden?

1 som ething w hich is happening at th e m o m e n t of

speaking. Adverbs
I ’m reading the Grammar reference page. Adverbs of frequency com e before an o rd in a ry verb but a re r;
an a u x ilia ry verb and th e verb be.
2 som ething w hich is h appening around now b u t not
necessarily at the m o m e n t o f speaking. I always get up late on Saturdays.
I ’ve never liked classical music.
I ’m reading a lo t o f detective novels these days.
I am often late fo r school.
3 a changing situation.
Computers are getting faster and faster.
Unit 2 Modal verbs
4 som ething w hich happens often and annoys us.
My boss is always asking me to stay late. Form
We d o n ’t use to a fte r m odal verbs (except a fte r ought).
The present simple He m ay go. He can go. He w ould go i f he had the time.
We use the present sim ple to ta lk about: We m ake m odal and a u x ilia ry verbs negative by a d d in g /::'

1 a ro u tin e or a habit. Sally can’t go out tonight. You m ustn’t tell him the answers.
I haven’t got a ll the answers!
Jim always sets the alarm fo r 7.30.
We make questions by changing the position o f the moda
2 facts w hich stay the same fo r a long tim e . verb and th e subject.
I have a frie n d who lives in London. She works in a museum.
Can you come tonight?
3 som e thin g w hich is always true. We m ake short answers by using the subject and the m o d :
Ice melts when you heat it. a fte r yes o r no.
Yes, I can. No I can’t.
Verbs not norm ally used in the continuous form
Use
1 Some verbs are not n o rm a lly used in th e continuous.
These verbs are often connected w ith o u r th o u g h ts and We use m odal verbs for:
feelings. We use th e m to ta lk abo u t things w hich stay the
1 A b ilit y - r a n
same fo r a long tim e :
I can type fifty words a minute.
• like • dislike • hate • prefer • want • believe • know
• belong to • need • seem • feel 2 Permission - can, could, may.
Can I leave the room fo r a moment, please?
Do you like music? not Are -you liking musk?
Could I see you tomorrow a t ten?
I hate horror films, not I ’m hating-borror film s?
May I ask you a question? Yes, o f course you may. (May is
2 Sometimes these verbs have tw o m eanings and we can use m ore form al.)
th e con tinu ous fo rm fo r one m eaning.
3 Necessity (or lack o f it) - need to, d o n ’t need to
My teacher feels I should have more speaking practice
I need to buy some paint. I ’m going to redecorate the flat.
Poor Sam. He’s fe e lin g aw ful. He’s got a headache.
You d o n ’t need to take an umbrella. I t ’s going to be dry to :
What do you th in k o f our new course book?
You look worried. What are you th in k in g about? 4 a O b ligation (usually fro m som eone e ls e ) - have (got
I see what you mean. I have (got) to be home by ten. My mum said so.
Sorry. I can’t meet you tonight. I ’m seeing a frie n d o f mine.
b O bligation (usually fro m ourselves o r fro m a u th o r::
3 Some verbs w hich are connected w ith o u r senses (sight, must, m u stn ’t
taste, hearing, etc.) are not n o rm a lly used in the I m ust eat something! I ’m hungry.
continuous: You m u stn ’t chew gum in class.
• smell • hear • taste • sound • see c Freedom fro m o b lig a tio n - d o n ’t have to
Does this cheese sm ell bad to you? not ts-this cheese smelling We d o n ’t have to finish this project today - the teache1
bad to you? doesn 't w ant it u n til next week.
 : ecom m endation (not) to do s o m e th in g -s h o u ld (n ’t),
:u g h t(n ’t) to
: j shouldn’t go out i f you don’t feel well.
- : ought to listen to our advice.
TH/atchout I
The past o f have (got) to is had to not had g o t to.
The past o f d o n ’t have to is d id n 't have to not h a d n ’t to.
•e can’t use th e short fo rm I ’ve to w hen using the verb
'- jv e to to ta lk a b o u t o b lig a tio n . We say I have to o r I ’ve
got to.
: heve g o t is used in in fo rm a l English.
odals in the past
■' e use could to express, a b ility and perm ission in th e past.
could swim when I was 2 years old. (ability)
' the past you c o u ld n't vote before you were 21. (permission)
•'■e use had to to express o b lig a tio n in th e past.
one had to hand in her school project yesterday.
*.e use d id n 't have to to express freedom fro m o b lig a tio n
~ che past.
d id n ’t have to do any homework when I was in prim ary
idhool.
'reconditional with the imperative
K m
present + im p e ra tiv e
■ou w a n t to stay healthy, eat a w ell-balanced diet.
i«
-se the co n d ition a l w ith th e im p e ra tive to give advice or
e suggestions.
ke Italian food, go to Ristorante La Ruga.
Unit 3 The past - narrative tenses
Past simple
the past sim ple:
■: ta lk about a com pleted action in th e past, often w ith a
* me reference.
• esterday morning, the car broke down on the motorway.
■: tell people abou t past events and to te ll stories.
unlocked the door quietly, went into the room and began
look fo r clues.
» :n the past con tinu ous to ta lk abo u t an action w hich
■serrupted another.
‘ v bell rang while I was having dinner.
'Watch out?
a r
We pronounce:
1 Regular past verb endings a s /d /:
C ra m m
remembered screamed
2 verbs e n d in g in ded o r ted as /d id / o r /tid /:
landed started
3 verbs e n d ing in ch, s h ,x o r ss as /t/:
watched rushed fixed crossed
Past continuous
We use th e past continuous:
1 to ta lk a b o u t an action w hich was going on at a p a rticu la r
tim e in th e past.
At three o'clock yesterday afternoon I was w alking back home.
2 t o ‘set th e scene’ in a story.
It was snowing and the w ind was blow ing as I walked down
the long, dark road.
3 w ith the past sim ple to ta lk a b o u t an action w hich was
going on w hen a n o th e r action in te rru p te d it.
I was rid in g my bike when the tyre burst.
4 to describe an action w hich continued fo r some tim e in
th e past.
I was studying A rt in Italy when I m et Mike.
Past perfect
We use th e past perfect to ta lk a b o u t an action th a t happened
before a n o th e r action in th e past.
When I woke up everyone had left.
Past simple or past perfect?
1 We use th e past sim ple to te ll th e reader a b o u t a ‘c h a in ’ of
events th a t to o k place in th e past.
--------------------------------------------------------------------------------NOW
We got in to the car, switched on the engine, and drove off.
We use th e past sim ple and th e past perfect to g e the r in a
com plex sentence. We use the past perfect to ta lk about
th e action w hich happened first, and th e past sim ple to
ta lk a b o u t th e action w hich fo llo w e d .
. --------------------------------------- . --------------------------NOW
left behind w e n t back hom e
I w ent back home because I ’d le ft my money behind.
As, when, while
1 /4s can mean when, while, o r because.
As (while) I was closing the door, the phone rang.
As (because) I had run out o f petrol, I had to call the
emergency services.
 2 When means at th e exact p o in t o f tim e .
Unit 9 The future
I was driving home when I noticed a bright light in the sky.
3 While means d u rin g th a t tim e .
Present continuous
While I was shopping, I met Sylvia.
We use to be + -in g to ta lk a b o u t arrangem ents we have r , a
fo r the fu tu re .
The definite article the I ’m seeing a play tomorrow night.
We use the

1 w hen there is o n ly one o f som ething. goingto

The moon shone in the sky. We use to be + going to:
I ’m going to meet Stan outside the Town Hall.
1 to ta lk abo u t w h a t we in te n d to do.
w hen it is clear to the listener speaker w hich th in g is being
I ’m going to start taking more exercise.
talked about. (We use th e in d e fin ite article, a and an, to
I ’m going to learn a new language.
refer to it fo r the firs t tim e and th e d e fin ite article, the,
w hen we m e n tio n it again.)
to predict th e fu tu re w hen we know w h a t w ill happer
Today we are going to visit a very famous museum. because o f w h a t we can see now.
The museum is near the city centre.
Look at that blue sky! It’s going to be a lovely day.
w ith names o f areas o r districts, except fo r those w hich Watch out! You’re going to fall.
end w ith th e nam e o f a c o n tin e n t o r country.
the Middle East the Riviera the Midlands
but: Central Europe Western Australia
will
We use w ill to:
w ith th e names o f countries w hich are p lu ra l, consist of
1 make a prediction.
m ore than one c o u n try o r contain th e w ords Republic,
Kingdom or States. It’l l probably rain tomorrow.
the People’s Republic o f China the United States 2 make a request.
w ith the nam e o f rivers, m o u n ta in ranges, deserts, seas Will you show me how to get onto the Internet?
oceans and forests.
3 give a w a rn in g
the Black Forest the Baltic Sea
You w ill feel ill if you eat a ll that chocolate.

4 m ake a prom ise.

Zero article
Of course I ’ll take you to the cinema.
We d o n ’t use a or the

1 w hen we ta lk abo u t how we travel.

5 make a decision.
I ’ll go and buy a dictionary tomorrow.
I go to school by bus. I travel by train.
I went to Australia by ship. 6 o ffe r help.
I ’l l help you with that suitcase.
abstract nouns.
ambition happiness love 7 ta lk a b o u t o u r d e te rm in a tio n to do som ething.
3 I w ill learn how to use a computer!
plura l nouns when we are speaking generally.
I couldn’t live without books, (books in general) We can use the short fo rm o f w ill + n o t {w on’t) to:

w hen we ta lk abo u t b u ild in g w ith names w hich start w ith 8 show unw illingness o r in a b ility to do som ething.
th e nam e o f a person.
He w on’t do the washing-up.
Hadrian’s Wall St Mary’s Hospital

when we ta lk a b o u t in s titu tio n s in general.

'Watchout?
at school at university at church in hospital in prison In conversation and in fo rm a l w ritin g , we use the short
I'm at school every weekday. fo rm o f w ill (unless we are asking a question).
I ’l l go and see Pam tomorrow.
w hen we ta lk a b o u t meals.
Sam won’t be back u ntil late.
We had lunch at my grandmother’s but went home fo r dinner.
when we ta lk a b o u t in d iv id u a l m ountains.
Mount Everest Mount Kilamanjaro
 1 resent simple
r :h e present sim ple to ta lk abo u t events w hich are
. arranged fo r the fu tu re such as tim e ta b le d events.
I !» r starts on Monday.
': . : rse finishes on the 25th.
■ liw c r is at 1 p.m.
■ hen, assoonas, before, and after
- 3 sentence has tw o parts th a t refer to fu tu re actions, we
~- - oresent sim ple a fte r when, as soon as, before, and after.
I in ■e : :h e r part o f the sentence we use w ill o r be going to.
"" going to be very wealthy before I ’m 30.
K ® ; . ou as soon as they arrive.
'Unit S ’ Modals: logical conclusions
Logical conclusions about the present
• e use co u ld /m a y/m ig h t be w hen we th in k th a t som ething
s oossibly true.
1: m ay/m ight/could s till be here. I saw her earlier.
1e use m a y/m ig h t n o t be when we th in k th a t so m e th in g is
oossibly not true.
' ■ exam results m ay n o t be/m ight n o t be too bad. I th in k I
: d quite well.
•e use m ust be w hen we strongly believe th a t so m e th in g is
true.
1nn isn’t answering the phone. She m ust be out.
- c.e use ca n ’t be w hen we strongly believe th a t so m e th in g is
~i possible.
his can’t be the South Pole! There aren’t any penguins.
Logical conclusions about the past
V.e use m ust/can ’t + have + past p a rtic ip le to say w h a t we
sirongly believe happened in th e past.
■ou m ust have been tire d after a ll that hard work last week.
■ou can’t have been tire d last Sunday - you slept fo r hours!
I Ae use co u ld /m a y/m ig h t + have + past p a rticip le to say
a hat we th in k probably happened in the past.
think I m ig ht have le ft my keys a t home.
We use co u ld n ’t!m ig h t n o t + have + past p a rtic ip le to say
w hat we d o n ’t th in k happened in th e past.
You couldn’t have seen me in town on Saturday. I stayed at
home a ll day.
Because, unless, although
1 We use because to give a reason.
Your phone must have been out o f order because I couldn’t get
through.
2 We use unless to intro d u ce a c o n d itio n .
That can’t be Susan a t the door unless she’s forgotten her key.
3 We use although to contrast in fo rm a tio n .
John must have a lot o f money although he never seems to
spend it.
U n i t IP Present perfect
Present perfect
We use th e present perfect to ta lk about:
1 an action w hich is finished b u t w hich still has an effect in
th e present. The focus is on th e result.
I ’ve pa in te d the fence. It looks really good.
He’s studied several languages, but can’t speak any o f them.
I ’ve read 15 novels so fa r this year.
2 so m e th in g w hich began in th e past and continues u n til
now.
Sam has lived in this house a ll his life.
I’ve had a dog since I was a child.
3 so m e th in g w hich has/has not happened in o u r lives before
now.
I ’ve seen this film three times ~ i t ’s great!
She hasn’t stayed with us before.
4 how m uch o r m any tim es so m e th in g has happened.
She’s called you twice already this morning.
Present perfect continuous
We use the present perfect co n tin u o u s to ta lk about:
1 an action th a t is u n finished. The focus is on the action, not
th e result.
I ’ve been p a in tin g the fence a ll day. I ’ll have to finish it
tomorrow.
We’ve been studying English fo r three years now.
2 a te m p o ra ry action or situ a tio n .
We’ve been experiencing a lo t o f problems with the new
computer system.
3 to ta lk a b o u t how long so m e th in g has happened for.
I’ve been shouting your name fo r the past five minutes. D idn’t
you hear me?
 Watch out I Unit 7 Passives
We cannot use th e co n tin u o u s fo rm w ith verbs w hich
express states o r con d ition s, o r verbs w hich are not The passive
n o rm a lly used in con tin u o u s form s,
Form
• appear • be • have (possess) • know • seem • understand
A ffirm ative and negative form
He’s h ad a car since 1999. not 1999.
s ubject + to be + past participle

For, since Present

simple
The photos are developed here.

1 We use fo r w ith th e present perfect sim ple and continuous Present

My shoes are being repaired.
continuous
to add in fo rm a tio n ab o u t th e length o f tim e.
Present
I ’ve taught in this school fo r ten years. They have been delayed.
perfect
2 We use since w ith th e present perfect sim p le and Past interviewed until n : .<
The suspects weren’t
s im p l e
co ntin uous to ta lk a b o u t the sta rtin g p o in t o f the action.
Past
She’s been here since yesterday Our house was being redecorated.
continuous
F u tu re Sam will no t be given I the job.

Ever, never Question form

We can use ever and never/not ever w ith the present perfect
to be + su b je ct + past p a rtic ip le
sim ple to mean in yo u r w hole life up to now. We cannot use
Was th e b u rg la r caught?
ever in a ffirm a tiv e sentences. taken at night?
Were the photographs
Have you ever been to Italy?
I have never/haven’t ever seen an opera. Use
We use th e passive:
lAFatchOut'S
1 when we d o n ’t know w ho o r w h a t did th e action.
We use the past sim ple (not the present perfect) w ith
The post office was broken in to last night.
d e fin ite tim es.
Several people were seen ru n n in g away.
I went to France last year.
The meeting started at ten o'clock and finished at midday. 2 when the action is m ore im p o rta n t or interesting to us
than w h o o r w h a t did it, fo r exam ple to describe a process.

Yet, still, already First the water is heated in a container. Next, a chemical is
added.
We use yet, s till and already w ith the present perfect sim ple. Were the new computers in sta lle d today?
English is spoken a ll over the world.
1 A lready means sooner than expected, and is used before
the m a in verb in the a ffirm a tive .
They have already arrived. By, of, with
2 We use yet to ta lk abo u t so m e th in g th a t is expected to 1 In a passive sentence, we can say w h o or w h a t did the
happen. It is placed at the end o f a sentence in negatives action if we th in k it is necessary, by using by.
and questions. The award-winning novel was written by Paul Theroux.
Have you met ja n e yet? This car was b u ilt by a computer.
I haven’t read the paper yet.
2 We use o f to ta lk a b o u t the m aterial o r substance used to
3 We use s till to ta lk ab o u t a s itu a tio n th a t has unexpectedly m ake som ething.
stayed th e same. It comes before the a u x ilia ry verb. The roof is made o f slate.
The parcel s till hasn’t arrived.
3 We use w ith to ta lk about:
a some of the ingredients used.
This bread is made w ith added sunflower seeds.
b th e tools used.
The artist carved the sculpture w ith a penknife.

TA/atctwout^
We ofte n see the passive as a special 'short sentence’.
Made in China. P rinted in Portugal
Unit'S Sentence structure Where, when
We can use where and when in d e fin in g and n o n -d e fin in g
relative clauses instead of that/w ho/w hich/w hose.
: efining relative clauses
- ing relative clauses give us essential in fo rm a tio n a b o u t a 1 We use where to ta lk ab o u t places.
it or th in g . They te ll us w hich person o r th in g is being This is the street where Sally lives.
red to.
2 We use when to ta lk a b o u t tim es.
Hfe jse:
July is the month when I usually go on holiday.
T v a t or who fo r a person.
~'iat is the man that/w h o I was telling you about.
_ne students that/w ho speak German are going to Berlin. 'UnitS First and second conditional
_ : na t or w hich fo r a th in g .
This is the holiday th a t/w h ich interests me most, The first conditional
laving is a sport th at/w h ich can be dangerous.
Form
■■■hose when we w a n t to ta lk ab o u t possession.
present + w ill (or a modal) + infinitive
(//+
~nat is the film star whose performance has ju s t won an Oscar. have a picnic.
If it’s sunny tomorrow, we’ll
_andon is a city whose population is over 6 million. see a doctor.
If you feel ill, you should

%ote
> r : 3 n leave o u t th a t/w h o /w h ic h when it is th e o bject of the Use
: ;:iv e clause. We use th e firs t co n d itio n a l to ta lk a b o u t so m e thing w hich
may or may not happen in th e futu re .
: :a r (that/which) I ’m buying is the latest model.
/ / / get good marks in the exam, I ’ll go o u t and celebrate.
If you pass your driving test, I m ig h t buy you a second-hand car.
«on-defining relative clauses
: o -d efin in g relative clauses give us extra in fo rm a tio n ab o u t Watch out?
: e rson or th in g . It is necessary to p u t com m as at th e
In conversation and in fo rm a l w ritin g , we use th e short
nning and end of a n o n -d e fin in g relative clause.
form of w ill (unless we are asking a question).
■fe use: I ’l l go and sec Pam tomorrow. Sam w o n ’t be back u n til late.
who fo r a person.
The students, who speak German, are going to Berlin. The second conditional
1 which fo r a th in g .
Form
Caving, which is one o f my favourite sports, can be dangerous.
\lf + past + w o u ld + in fin itiv e .
whose w hen we w a n t to ta lk ab o u t possession. If she had m ore money, she w ould buy a bigger house.
Birmingham, whose population is about one m illion, is the If you saw a ghost, y o u ’d be scared.
second biggest city in England.
Use
'Watch out? We use th e second c o n d itio n a l:
We cannot use th a t in a n o n -d e fin in g relative clause.
1 to ta lk a b o u t so m e th in g w hich isn’t h appening or is very
1 We cannot leave o u t w hich/w holw hose in a n o n ­
u n lik e ly to happen in the fu tu re .
d e fin in g relative clause.
I f I won the lottery, I ’d give up my job. (I d o n ’t th in k I’ll w in
the lottery)
Expressing result and purpose If I had a lo t o f money, I ’d buy a new car. (I haven’t got a lot
* e use: of money)

so t h a t ... to describe purpose. 2 to give advice.

Catherine worked hard so th a t she could get enough money to // I were/was you, I ’d give up my jo b anyway!
travel abroad, (in order to get enough money)

1 so ... th a t to describe result.

Catherine worked so hard th a t she earned enough money to
travel round the world, (because she worked so hard, she
earned enough money)
 Wishes
'Unit 7 0 Reported speech
1 We use wish + th e past tense fo r wishes a b o u t a situ a tio n
we w a n t to be d iffe re n t. Reported statements
I wish I d id n ’t have brown hair. (I have brow n hair) When we change d ire ct speech to reported speech:
Jon wishes bespoke Chinese. (He doesn’t speak Chinese)
1 we usually change th e p ro n o u n , th e verb tense ana '
2 We use wish + w ould + in fin itiv e fo r wishes to change p u n c tu a tio n .
som ethin g or som eone’s be h a vio u r because it causes ‘I th in k fast food is great.’ S3 <
irrita tio n , annoyance or fru s tra tio n . I t t
I wish Peter w o u ld n ’t leave the top o ff the toothpaste. Ella said (that) she th o u g h t fast food was great.
1 wish it w ould stop raining.
2 we leave o u t any unnecessary w ords and check n o a
'Watchout I agreem ents.
‘Well, my sister loves sweets,’ Bob sc-
1 We often use th e short f o r m ’d instead o f th e fu ll fo rm
would. t t
2 We can use I, he, she was o r were a fte r i f in the second Bob said (that) his sister loved sweets.
co n d itio n a l.
3 When we express wishes we never say / / We wish I / we
w ould. We use could.
Changes in verb tenses
I wish I could go on holiday. When th e re p o rtin g verb is in th e past tense, we change
We wish we could go out more often. verbs in the d ire ct speech to a tense fu rth e r back in the

1 Present sim ple —►past sim ple

Wouldrather, wouldpreferto, prefer
1 We use w ould ra th e r + in fin itiv e and w ould prefer to +
in fin itiv e to ta lk abo u t specific preferences.
I ’d prefer to go to the cinema tonight.
We’d rather stay a t home. We've been very busy recently.
‘ I’m amazed the food is so good,’ Maria said.
Maria said (that) she was amazed the fo o d was so go>
2 Present c o n tin u o u s —\ past continuous
‘I’m studying geology,’ Simon said.
Simon said (that) he was studying geology

2 We use prefer + in fin itiv e , -ing o ra noun to ta lk abo u t
general preferences.
She prefers to read rather than watch television.
I prefer dancing to playing sport.
We prefer fo o tb a ll to basketball.
3 Present perfect —» past perfect
‘We have been to th e th e a tre ,’ th e students said.
The students said (that) they had been to the theatre.
4 Past sim ple *4 past perfect
‘ I gave you th e h o m e w o rk on Tuesday,’ th e teacher

Although, despite, inspiteof rem inded th e class.

The teacher reminded the class (that) she had given : -
We use all these expressions to mean ‘even if th is is the case’. homework on Tuesday.

Form Other changes in reported speech

1 although + clause
1 We change w ords w hich have an im m e d ia te con nr
I went to Fiona’s party although I d id n 't really w ant to.
w ith the present.
2 despite/in spite o f + nou n o r -ing.
now then
I went out fo r a long walk, despite/in spite o f the rain.
today th a t day
Despite/in spite o f being tired, we decided to finish the project
yesterday th e day before / previous d :
that evening.
to m o rro w th e day a fte r / th e follo w in g
th is / these th a t / those
here there

2 We also change present m odals.

can could
w ill w ould
may m ig h t
shall should

<2S)
 •e do not change past modals.
I c o u ld /m ig h t give you a lift hom e,’ Tom said.
~:<m said he could / m ig h t give me a lif t home.
Reported requests, orders or commands
•’.e use the verb asked and an in d ire ct o bject + the
r fin itiv e w ith to when we report p o lite orders or
lam m ands.
Please sit d o w n ,’ the m anager said to us.
~se manager asked us to s it down.
- r.e use th e verb to ld and an in d ire c t object + the in fin itiv e
ith to w hen we report an o rder o r a com m and.
5 t dow n and be q u ie t,' th e fa th e r said to his children.
r he fa th e r to ld his children to s it down and be quiet.
•".e use the verb asked or to ld and an in d ire ct object + n o t
- th e in fin itiv e w ith to in a negative o rd e r or a com m and.
Don’t sit on the w a ll,’ th e teacher said to us.
~r e teacher to ld us n o t to s it on the wall.
Reported questions
■•hen we change a direct question in to a reported
: aestion we change th e p ronoun, the verb tense and the
■ard order.
How often do you go to th e cinem a?’ Anya asked Mike.
- m a asked Mike how often he went to the cinema.
- ' m ere is no question w ord, we need to add i f or whether
: : com plete th e sentence.
H a\e you ever been to Paris?’ Mike asked Anya.
1' *.<? asked Anya if/w hethe r she had ever been to Paris.
Seporting verbs
' 'e m are m any re porting verbs in English. Here are some of
: • adm it • agree • answer • ask • confess • explain
* _ :-ve it) clear • order • promise • reply • tell • w ant to know
* :: :n to say • recommend • offer • suggest
suggest, recommend
report suggestions we use either:
3 suggest + th a t + object + present sim ple
suggest th a t Julia works w ith Tim.
: suggest + -ing
She suggested sta rtin g the project as soon as possible.
- report recom m endations we use either:
recommend + th a t + o bject + present sim ple
We are recom mending th a t you take the exam again.
recommend + object (+ to + someone)
The book club recommends a new book (to us) every week.
Speaicintj activities
W s ir m 'im M r g m r
Unit 1 Listening and speaking page 11
1 3 Role play
In fo rm a tio n fo r Student B:
The Grand Hotel is lo oking fo r Waiters/Waitresses and cleaners
fo r th e su m m e r m onths.
For all jobs no experience is needed but w o u ld be useful.
However, th e staff have to be hard workers, cheerful and
polite.
The basic pay is £5.00 an h o u r plus tips.
There is a basic 40 hour-w eek plus th e o p p o rtu n ity of
overtim e.
Staff w o rk five and a ha lf days a week on a sh ift system.
There is a choice o f three shifts 7 a.m . 3 p.m.; 12 noon to
8 p.m.; or 6 p.m. to m id n ig h t.
There is a 4 5 -m in u te break fo r lunch. Staff have one weekend
o ff a m o n th , b u t days o ff are usually d u rin g th e week.
They are lo oking fo r people to start by 15 June.
Unit 2 Listening and speaking page 23
1 5 Role play
In fo rm a tio n fo r Student B:
You need to fin d o u t the details o f th e crim e. Ask a bout:
• place the bike was left
• tim e o f day th e bike was left
• th e appearance o f th e bike
• how the bike was locked (to what)
Unit 7 Listening and speaking page 89
7 Role play
In fo rm a tio n fo r Student B:
The Reading pen helps students learn English. It allows them
to read texts w ith o u t using a d ic tio n a ry and b u ild up th e ir
vocabulary.
Students sim p ly scan the w ord th e y d o n ’t know w ith th e pen
and use the keypad to choose th e fu n c tio n th e y w ant.
Students can:
• hear the p ro n u n cia tio n o f th e words.
• hear how th e w ord is spelled.
• hear and read the d e fin itio n of th e w ord.
• keep a record o f th e w ords th e y have scanned.
The pen holds 200,000 d e fin itio n s. It costs $100.00.
 Wordlist
Unit 1
Nouns
a b ilit y / a 'b il o t i/ (pi a b ilitie s ) (to do sth) th e m e n ta l o r
physical p o w e r o r skill th a t m akes it possible to do
sth: an ability tomake decisions
a ccen t /'a e k s a n t - s e n t/ a p a rtic u la r w ay o f
p ro n o u n c in g w o rds th a t is c onn ected w ith th e
c o u n try o r area th a t you com e fro m
a nn o ya nce / o 'n o ra n s / th e fe e lin g o f be in g a n g ry or
s lig h tly a n g ry verb: a nn oy
b a c k g ro u n d / 'b a s k g r a u n d / th e ty p e o f fa m ily and
social class th a t you com e fro m and th e e d u c a tio n
and experience you have
b e h a v io u r . b i h e iv jrv th e w ay th a t you act o r behave
b u ild / b i l d / th e shape and size o f sb’s body
c a n d id a te / 'k a e n d id o t; - d e it / a person w h o m akes a
fo rm a l request to be considered fo r a jo b
c h a ra c te ris tic ^ k a s r o k t s 'r is t ik / (of sb/sth) a q u a lity
th a t is ty p ic a l o f sb/sth and th a t m akes h im /h e r /it
d iffe re n t fro m o th e r pe o p le o r th in g s
c itiz e n / 's it iz n / a person w h o is le gally accepted as a
m e m b e r o f a p a rtic u la r c o u n try
c o m b in a tio n / . k D m b i 'n e i f n / a n u m b e r o f pe o p le or
th in g s m ixed o r jo in e d to g e th e r; a m ix tu re
c o n fu s io n / k o n 'f j u i g n / a state o f d is o rd e r verb:
confuse
c o n tra d ic tio n / . k D n t r e 'd i k f n / a s ta te m e n t, fa c t or
a c tio n th a t is o p p o site to o r d iffe re n t fro m a n o th e r
one verb: c o n tra d ic t
c u ltu re / 'k w lt jo / th e custom s, ideas, beliefs, etc o f a
p a rtic u la r society, c o u n try, etc
cu sto m /'k A s to m / a w ay o f b e h aving w h ic h a
p a rtic u la r g ro u p o r society has had fo r a lo n g tim e
d e c is io n / d i's ig n / a choice o r ju d g e m e n t th a t you
m ake a fte r th in k in g a b o u t v a rio u s possib ilitie s:
Haveyou made a decisionyet?verb: decide
d e te rm in a tio n / d i, t 3 : m i'n e i jn / (to do sth) th e
q u a lity o f having fir m ly decided to do sth, even if it
is v e ry d iffic u lt: Youneedgreat determination to
succeedin business, a d je ctiv e : d e te rm in e d
e ffe c t / iT e k t (on sb/sth) a change th a t is caused by
sth; a result: theeffectsof acidrain on the lakes
andforestsverb: a ffe ct
e m o tio n / I 'm s u f n / a stro n g fe e lin g such as love,
anger, fear, etc
e m p lo y e e / im 'p lo i i: / a person w h o w o rks fo r sb: The
factory has500 employees.
e m p lo y e r /r m 'p t o io / a person o r c o m p a n y th a t pays
pe o p le to w o rk fo r h im /h e r /it
e n v iro n m e n t / in 'v a i r a n m o n t / th e c o n d itio n s in
w h ic h you live, w o rk, etc. a d jective: e n v iro n m e n ta l
expa n sion / ik 's p a e n jn / th e act o f b e c o m in g bigger
o r th e state o f being bigger th a n before verb:
expand
fle x ib ility / . f le k s a 'b il o t i / th e fa c t o f b e in g able to be
m oved o r changed easily
g e n e ra lis a tio n / . d j e n r e la i'z e i f n / a general
sta te m e n t th a t is based on o n ly a fe w facts or
exam ples
h is to ry / 'h i s t r i / all th e even ts o f th e past
h u m o u r / 'h ju r m o / b e in g able to see w h en sth is
fu n n y and to laugh a t th in g s : Rosehasagreat
senseof humour.
id e n tity / a i'd e n t o t i/ th e characteristics, fee lin g s or
beliefs th a t d is tin g u is h pe o p le fro m others
in a b ility / p n o 'b i b t i / lack o f a b ility , p o w e r o r skill
ad je ctive : un a b le
in te rv ie w e e / p n t o v ju i 'i: / a person w h o is
q u e stio n e d in an in te rv ie w
N o te: D e fin itio n s ta k e n fro m th e O xford W o rd p o w e r D ic tio n a ry © O xford
U n iv e rs ity Press, 2000. ISBN 978 0 19 439924 1 (th ird e d itio n ).
in te rv ie w e r / 'in t o v ju io / a person w h o asks th e
q ue stions in an in te rv ie w
in v e n tio n / i n ’v e n j n / a th in g th a t has been m ade or
designed by sb fo r th e firs t tim e verb: in v e n t
jo b seeker / 'd j D b s i:k o / a person w h o is lo o k in g fo r
a p e rm a n e n t jo b
m a na g e m en t /'m a e m d s m o n t/ th e pe o p le w h o
c o n tro l a business o r a c o m p a n y : Themanagement
is/areconsideringmakingsome workersredundant.
m o tiv a tio n / . m o u t i'v e i f n / th e fe e lin g th a t you w a n t
to do sth, espe cially sth th a t involves hard w o rk
and e ffo rt: He'sclever enough, but he lacks
motivation, v e rb : m o tiv a te
n a tio n a lity / . n ie jo n s e t a t i/ th e state o f being le gally
a c itize n o f a p a rtic u la r c o u n try
n e w co m e r / 'n ju ik A m o / a person w h o has ju s t
a rriv e d in a place
o p tim is tic / , D p t i 'm i s t i k / (about s th /th a t...) fe e lin g
o r b e lie v in g th a t th e fu tu re w ill be good o r
successful: I've appliedfor thejob but I'mnot very
optimisticabout gettingit. n o u n : o p tim is m
p a tie n ce / 'p e ij n s / th e q u a lity o f be in g a b le to stay
calm and n o t get angry, espe cially w h e n th e re is a
d iffic u lty o r you have to w a it a lo n g tim e : tolose
patience with sbopp o site : im p a tie n c e
p e n frie n d / 'p e n f r e n d / a person th a t you becom e
frie n d ly w ith by e x c ha nging letters, o fte n a person
w h o you have neve r m et
p e rfo rm a n c e / p o 'f o im o n s / 1 th e act o f ta k in g pa rt
in a play o r sin ging , d a n c in g , etc in fro n t o f an
au d ie n c e 2 th e w ay in w h ic h you do sth,
especially h o w successful you are: Thecompany’s
performance wasdisappointingthisyear, verb:
p e rfo rm
p e rsp e ctiv e / p o 's p e k t iv / (a perspective on sth) an
o p in io n o r a ttitu d e to w a rd s sth
pessim ist /'p e s m u s t/ a person w h o alw ays th in k s
th a t bad th in g s w ill hap pen o r th a t sth w ill n o t be
successful
p r o file / 'p r e u f a i l / a s h o rt d e s c rip tio n o f sb/sth th a t
gives useful in fo rm a tio n : We'rebuildingupaprofile
of our averagecustomer.
p ro te c tio n / p r o 't e k j n / th e act o f k e e p in g sb/sth safe
q u e s tio n n a ire / . k w e s t j b ’n e o / a list o f que s tio n s th a t
are answ ered by m a n y people. A q u e s tio n n a ire is
used to c o lle c t in fo rm a tio n a b o u t a p a rtic u la r
subject.
race /r e is / a g ro u p o f pe o p le w h o have th e same
language, custom s, history, etc
s ta ff / s t a : f / th e g ro u p o f peo ple w h o w o rk fo r a
p a rtic u la r o rg a n is a tio n : Thehotel hasover200
peopleon itsstaff.
stre n g th /s tre rjO / th e q u a lity o f be in g physically
stron g; th e a m o u n t o f th is q u a lity th a t you have: I
didn't have thestrength to walk anyfurther.
su rvey / ’s 3 :v e i/ a s tu d y o f th e o p in io n s , beh aviour,
etc o f a g ro u p o f peo ple
te a m / t i : m / a g ro u p o f pe o p le w h o w o rk to g e th e r
te s t / t e s t / 1 a s h o rt exam to m easure sb’s k n ow led ge
o r skill in sth: a memory/spelling test 2 an
e x p e rim e n t to see if sth w o rks o r to fin d o u t m ore
in fo rm a tio n a b o u t it: tocarry out a test
to le ra n c e / ‘t D b r e n s / th e a b ility to a llo w o r accept
sth th a t you do n o t lik e o r agree w ith
tr u th / t r u : 0 / (the tru th ) w h a t is tru e ; th e facts
u n io n / ’ju r n i o n / a g ro u p o f states o r c o u n trie s th a t
have jo in e d to g e th e r to fo rm one c o u n try o r g roup:
the European Union
uniq u en e ss / ju 'n i ik n s s / th e fact o f b e in g th e o n ly
one o f its kin d
u n ity / 'ju i n o t i / a s itu a tio n in w h ic h peo p le are in
ag re e m e n t and w o rk in g to g e th e r
v ie w / v ju : / (a b o u t/o n sth) an o p in io n o r a p a rtic -
w ay o f th in k in g a b o u t sth: Shehasstrong viev,:
thesubject.
Verbs
a ffe c t / o 'f e k t / to m ake sb/sth chan ge in a partic_
way; to in flu e n c e sb/sth: Herpersonal problem:
wereaffectingher work, n o u n : effect
b la m e / b le m i/ (fo r sth) to th in k o r say th a t a c e 't;
person o r th in g is responsible fo r sth bad thac ' :
hap pened
c o n q u e r / 'k m j k o / to ta k e c o n tro l o f a co u n try ;■
city and its peo ple by force, e spe cially in a wa-
c o -o p e ra te / k o u 'D p a r e it / (w ith sb) to be h e lp fi
d o in g w h a t sb asks you to do
e m ig ra te / 'e m i g r e it / (fro m /to som ew here) to ea
y o u r o w n c o u n try to go and live in a n o th e r: The
emigrated toAustralia tenyearsago.
e n ric h / i n ' r i t j / to im p ro v e th e q u a lity , flavou r, e ::
sth
e x p e rie n c e / ik 's p r a r io n s / to have sth happen tc
you; to feel sth: It was thefirst time I'dever
experiencedfailure.
p ro te c t / p r o 't e k t / to keep sb/sth safe
r e c ru it / r i ' k r u i t / to fin d new peo p le to jo in a
com pany, an o rg a n is a tio n , etc: Manyyoung p:: .
have beenrecruited tothe teachingprofessior
succeed / s o k 's iid / (in s th /d o in g sth) to m anage '
achieve w h a t you w a n t; to do w e ll: to succeec -
passingan exam
Adjectives
a b le / 'e ib l / h a v in g th e a b ility , pow er, o p p o rtu n :
tim e , etc to do sth o p p o s ite : una b le
a ffe c tio n a te /o 'fe k jo n o t / s h o w in g th a t you lo re :
like sb very m uch
aggressive / o 'g r e s r v / ready o r lik e ly to fig h t o r a-p
n o u n : aggression
a n n o y in g / o 'n o u q / m a k in g you feel s lig h tly a rp -
Hismost annoyinghabit isalways arrivinglot
a rro g a n t / ’a s ro g o n t/ th in k in g th a t you are bette-
m o re im p o rta n t th a n o th e r pe o p le noun:
arro gance
asham ed / o 'J e im d / (n o t before a no u n ) (of sc .
yo u rs e lf) fe e lin g g u ilty o r em barrassed a b o u t : :
o r because o f sth you have don e: Youshouldbe
ashamed ofyourselffor tellingsuchlies.
aw are /o 'w e o / ( th a t...) k n o w in g a b o u t o r re a ; s - :
sth; conscious o f sb/sth: I suddenly became am:
that somone was watchingme.
b ore d / b o :d / (w ith sth) fe e lin g tire d and a n n e x e :
because sth is n o t in te re s tin g
ca lm / k a : m / 1 n o t excited, w o rrie d o r angry: 7i
keep calm- there'snoneedtopanic. 2 (use:
a b o u t th e sea) w ith o u t big waves opp osite:
c o m p lic a te d / 'k D m p li k e it id / m ade o f m a m
d iffe re n t th in g s o r parts th a t are connected:
d iffic u lt to und erstand,
c o n f id e n t / 'k D n f id o n t / f e e lin g o r s h o w in g t r r .
are sure a b o u t y o u r ow n a b ilitie s , o p in io n s etc
Kateisconfident that she will passtheexam
c o n fu s in g / k o n 'f j u i z n i/ d iffic u lt to u n d e rsta -": -t
instructions werecontradictory and confusrg
d e s ira b le /d i'z a r a r o b l/ w a n te d , o fte n by m a '
peo ple; w o rth having: Experienceisdesirab :
not essentialfor thisjob. opp o site : u n d e : :
d ire c t / d a i ’r e k t / saying w h a t you m ean; clea'
easy-going / , i : z i ’g o c ra )/ (used a b o u t a perse •
relaxed and n o t easily w o rrie d o r upset b \ a
o th e r pe o p le do

: rssed /rn i'b a e r a s t/ (a b o u t/a t sth) fe e lin g
::m fo r ta b le o r shy because o f sth s illy you have
t ii'e because peo ple are lo o k in g a t you, etc: I’m
embarrassedaboutforgettingher name.
n t ia l I's e n J V c o m p le te ly necessary; th a t you
r . nave o r do
itab le / ik 's a i t a b l/ easily fe e lin g o r s h o w in g stron g
nr ot ons; n o t calm
te a iused a b o u t th e skin o r hair) lig h t in c o lo u r
- : us fe im a s / (fo r sth) kn o w n a b o u t by m any
x : tie : Scotlandisfamousfor itsbeauty.
: n a te d / ‘f e s in e it id / (by sth) v e ry in terested: I've
: ■
■■a
ysbeenfascinated by hisideas.
5■ ; raus /'d g e n o r e s / h ap py to give m o re m oney,
re etc th a n is usual o r expected
: g u d I (at sth) able to do sth o r deal w ith sb/sth
*e :Areyougoodat drawing?
: ndent in d ; p e n d a n t fre e fro m and n o t
contro lle d by a n o th e r person, c o u n try , etc
mi dualistic / p n d i . v i d j u o ' l i s t i k / d iffe re n t fro m
tra e r peo ple and d o in g th in g s in y o u r o w n way
noun: in d iv id u a lis m
» - tional / m 't e n j o n l/ d o n e on purpose, n o t by
r a n e e : I'msorryI tookyourjacket - it wasn't
rentional! opp o site : u n in te n tio n a l
k i : n / 1 (on sb/sth) very in terested in o r h aving
a stron g desire fo r sb/sth: He’sverykeen onjazz. 2
:o sth) very in terested in sth; w a n tin g to do sth:
?re’sverykeen toget somepractical experience.
it n m in i, w a n tin g to keep m oney, etc fo r yo u rs e lf
ra th e r th a n le t o th e r peo p le have it
■ . t:- racial / . m A l t i 'r e i f l / fo r o r in c lu d in g peo ple o f
m any d iffe re n t races o r co u n trie s
: nalistic .m e,[n o h s t ik h a v in g stro n g feelings
love o r p rid e in y o u r o w n c o u n try so th a t you
- n k it is b e tte r th a n any o th e r
v e rs ous / 'n s iy s s / (a b o u t/o f s th /d o in g sth) w o rrie d or
: ; raid: I’ma bit nervous about travellingalone.
. .g o in g / 'a u t g o u ir j / frie n d ly and in terested in
oth e r peo ple and n e w experiences
c e n t / 'p e i j n t / able to stay calm and n o t get angry,
esoe cially w h en th e re is a d iffic u lty o r you have to
,vait a lo n g tim e : She’sverypatient with young
children, o p p o site : im p a tie n t
: e s anal / ‘p 3 :s 3 n l/ m ade o r do n e fo r one p a rtic u la r
cerson ra th e r th a n fo r a large g ro u p o f pe o p le or
se op le in gen era l: Weoffera personal serviceto
all our custom ers, opp o site : im p e rs o n a l
: : a u la r / 'p D p jo ls / liked by m a n y pe o p le o r by m ost
ce op le in a g ro u p : a popular holidayresort
ro p o s ite : u n p o p u la r
croud / p r a u d / (of sb/sth) fe e lin g pleased and
satisfied a b o u t sth th a t you o w n o r have don e
s y c h o m e tric / . s a i k s 'm e t r ik / m e a s u rin g m e n ta l
a b ilitie s and processes: psychometric testing
radundant / r i ’d A n d o n t/ no lo n g e r needed fo r a jo b
and th e re fo re o u t o f w o rk: When thefactoryclosed
800 people weremade redundant.
T iia b le / r i 'la r a b l / th a t you can tru s t: Japanesecars
oireusually veryreliable, o p p o s ite : u n re lia b le
ss e rv e d r i / s t v d shy and h id in g y o u r feelings
sensitive /'s e n s o t iv / (to sth) s h o w in g t h a t yo u are
co n scio u s o f a n d a b le to u n d e rs ta n d p e o p le ’s
fe e lin g s , p ro b le m s , etc
. erious / ‘s io rio s / (used a b o u t a person) n o t jo k in g or
s m ilin g a lo t; th o u g h tfu l n o u n : seriousness
ocky /'stDki/ (used a b o u t a p e rs o n ’s body) s h o rt
b u t stro n g and heavy
ic c e s s fu l /s o k 's e s fl/ h aving achieved w h a t you
w a n te d ; h a vin g becom e p o p u la r, rich, etc: I wasn't
verysuccessful at keepingthenewssecret.
opp o site : unsuccessful
ta lk a tiv e t o r k o tiv lik in g to ta lk a lot
to le ra n t 'i n b r a n t a b le to accept w h a t o th e r peo ple
say o r do even if you do n o t agree w ith it nou n:
to le ra n c e o p p o s ite : in to le ra n t
tr a d itio n a l ir a d i j'o n l b e in g p a rt o f th e beliefs,
custom s o r w ay o f life o f a p a rtic u la r g ro u p o f
peo ple th a t have n o t changed fo r a lo n g tim e
n o u n : tra d itio n
u n c a rin g / A n 'k e o r ir i/ n o t s y m p a th e tic a b o u t th e
p ro b le m s o r s u ffe rin g o f o th e r peo ple
u n e m o tio n a l . \ m is in o fa n l. n o t s h o w in g y o u r
feelings
u n e xp e cte d / .A n ik 's p e k t id / n o t expected and
th e re fo re causing surprise
used / ju : s t / (to s th /to d o in g sth) fa m ilia r w ith sth;
accustom ed to sth: I’ll neverget used togetting up
soearly.
w ise / w a iz / h aving th e kn o w le d g e o r expe rience to
m ake good and sensible decision s and ju d g e m e n ts
opp o s ite : unw ise
w avy 'w e iv i h aving curves; n o t s tra ig h t
w e ll b u ilt / ,w e l 1b i l t / (used a b o u t a person) w ith a
stron g, so lid body
w illin g / ’w i l n j / h ap py to do sth; h aving no reason fo r
n o t d o in g sth opp o s ite : u n w illin g
Phrasal Verbs
b rin g sth in to in tro d u c e sth: Thegovernment have
brought in a newlawon dangerousdogs.
b u ild sth u p to create o r d e v e lo p sth: She’sbuilt up
a successful business. 2 I
d ea l w ith sth to ta k e s u ita b le a c tio n in a p a rtic u la r
s itu a tio n in o rd e r to solve a p ro b le m , etc
m a ke up sth to fo rm sth: thedifferent groups that
make upour society
miss o u t (on sth) to n o t have a chance to have o r do
sth: You’ll missout on all thefun if youstayin.
p u t sth in to s th /in to d o in g sth to spend tim e , etc
on sth: Sheputsall her time and energyinto her
business.
- p u t u p w ith sb /sth to s u ffe r sb/sth u n p le a s a n t and
n o t c o m p la in a b o u t h im /h e r /it: I don't knowhow
theyput up with all thisnoise.
set sb/sth a p a rt (fro m sb/sth) to m ake sb/sth
d iffe re n t fro m or b e tte r th a n others: Her clear
writingstylesetsher apartfromotherjournalists.
s o rt sth o u t to fin d an answ er to a p ro b le m ; to deal
w ith sth: We’d bettersort out theproblemwith the
taxoffice before wedoanythingelse.
Idiom s
b e a r sth in m in d to re m e m b e r o r c o nsider sth:
We’ll bearyoursuggestionin mindfor thefuture.
ta k e p a rt (in sth) to jo in w ith o th e r peo ple in an
a c tiv ity : Everyone tookpart in thediscussion.
Unit 2
Nouns
a d v e rt / ' $ d v 3 : t / a piece o f in fo rm a tio n in a
new spaper, on TV, etc th a t trie s to persuade peo ple
to buy sth, to in te re s t th e m in a new jo b , etc
a d vice / o d ’v a is / an o p in io n o r a suggestion th a t you
give sb a b o u t w h a t he/she s h o u ld do: Let megive
yousomeadvice.
a p p lic a tio n /.a e p lT k e iJ n / a fo rm a l w ritte n request,
e spe cially fo r a jo b o r a place in a school, club, etc:
ajob applicationv e rb : to a p p ly
b ra in p o w e r / 'b r e in p a u e / th e a b ility to th in k :
in te llig e n c e
b u rg la r / ’b s i g b / a person w h o enters a b u ild in g
ille g a lly in o rd e r to steal
c o m m u n ity se rvice / k o . m ju in o t i fssrvrs/ w o rk
h e lp in g peo ple in th e local c o m m u n ity th a t sb does
because a c o u rt o f law has ordered it as a
p u n is h m e n t
c o n c e n tra tio n / . k D n s n 't r e i f n / th e a b ility to give all
y o u r a tte n tio n o r e ffo rt to sth verb: con ce n tra te
c o n fid e n c e 1k o n li d on s, th e fe e lin g th a t you are
sure a b o u t y o u r o w n a b ilitie s , o p in io n , etc
c o n s tru c tio n / k o n :s t r \ k j ' n / 1 th e act o r m e th o d o f
b u ild in g o r m a k in g sth 2 s o m e th in g th a t has been
b u ilt o r m ade; a b u ild in g verb: con stru ct
co n v e rs a tio n / , k o n v o 's c if n / a ta lk betw e en tw o or
m o re pe o p le verb: converse
c o rp o ra l p u n is h m e n t /( k o ip o r o l p A n if m o n t/ th e
physical p u n is h m e n t o f people, espe cially by
h ittin g o r b e a tin g th e m
d e a th p e n a lty / ' d e 0 p e n o lt i/ th e legal p u n is h m e n t
o f b e in g k ille d fo r a c rim e
e x p la n a tio n / . e k s p b 'n e ij n / (fo r sth) a sta te m e n t,
fa c t o r s itu a tio n th a t gives a reason fo r sth
fe a tu re / ' f i i t f o / 1 an im p o rta n t, in te re s tin g or
n o tic e a b le p a rt o f sth: geographical features2 a
p a rt o f th e face: Her eyesare her bestfeature.
fin e / f a i n / a sum o f m o n e y th a t you have to pay fo r
b re a k in g a law o r rule: a parkingfine
fra u d Iftm & l 1 (an act o f) c h e a tin g sb in o rd e r to get
m oney, etc ille g a lly 2 a person w h o tric k s sb by
p re te n d in g to be sb else
id e n tity p ara d e / a i'd e n t o t i p o r e id / a lin e o f
people, in c lu d in g one person w h o is suspected o f a
c rim e , w h o are show n to a w itn e s s to see if he/she
recognises th e c rim in a l,
ju r y / ' d j u a r i / a g ro u p o f m e m b e rs o f th e p u b lic in
a c o u rt o f la w w h o liste n to th e facts a b o u t a c rim e
and d ecide if sb is g u ilty o r n o t g u ilty : Has/Have
thejury reacheda verdict?
k id n a p p in g / 'k id n s e p n j/ th e c rim e o f ta k in g sb away
by force and d e m a n d in g m o n e y fo r h is /h e r safe
re tu rn
m a n s la u g h te r /'m a e n s k n ta / th e c rim e o f k illin g sb
w ith o u t in te n d in g to do so
m e m o ry / 'm e m o r i/ (pi m em o ries) 1 a p e rso n ’s
a b ility to re m e m b e r th in g s : tohave agood/bad
memory2 s o m e th in g th a t you re m e m b e r:
childhoodmemories
m ugger /'m A g o / a person w h o attacks and robs sb
in th e street
m u gg in g / 'm A g ir i/ th e c rim e o f a tta c k in g and
ro b b in g sb in th e street
o b s e rv a tio n / . D b z s 'v e if n / th e a b ility to notice
th in g s : Scientistsneedgoodpowers of
observation.
o ffe n c e / s 'fe n s / a c rim e ; an ille g a l a ctio n
o rg a n is a tio n / p r g o n a i’z e i jn / a g ro u p o f peo ple
w h o fo rm a business, etc to g e th e r to achieve a
p a rtic u la r a im : She worksfor a voluntary
organisation helpingthe hom eless, verb: organise
p e rfo rm a n c e / p s 'f b i m s n s / 1 th e act o f ta k in g pa rt
in a play o r s in ging , d an cing, etc in fro n t o f an
au d ie n c e 2 th e w ay in w h ic h you do sth,
espe cially h o w successful you are: Thecompany’s
performance wasdisappointing thisyear, verb:
p e rfo rm
p u n is h m e n t / ‘p A n if m o n t / (for sth) an act o r a way
of m a k in g sb s u ffe r fo r sth bad he/she has done
 ransom /'ra e n s a m / th e m o n e y th a t you m u s t pay to
fre e sb w h o has been ille g a lly ta k e n aw ay and w h o
is be in g kept as a p riso n e r
re w a rd / r i 'w o i d / an a m o u n t o f m o n e y th a t is given
in exchange fo r h e lp in g th e police, re tu rn in g sth
th a t was lost, etc
sense /s e n s / one o f th e fiv e n a tu ra l physical pow ers
o f sight, hea ring, sm ell, taste and to u c h , th a t
peo p le and a n im a ls have
sentence /'s e n to n s / th e p u n is h m e n t given by a
ju d g e in a c o u rt o f law to a c rim in a l
s p ee d ing / 's p ii d ig / th e c rim e o f d riv in g a veh ic le
fa ste r th a n th e legal lim it
suspect /'s A s p e k t/ a person w h o is th o u g h t to be
g u ilty o f a c rim e
th e ft /© e ft/ th e c rim e o f ste a lin g sth
t r ia l / 't r a r a l/ th e process in a c o u rt o f la w w h e re a
ju d g e , etc listens to evidence and decides if sb is
g u ilty o f a c rim e o r n o t: He wason trial for
murder.
v e rd ic t / 'v 3 : d i k t / th e decision th a t is m a d e by a
spe cia lly chosen g ro u p o f pe o p le ( th e ju r y ) in a
c o u rt o f law, w h ic h states if a person is g u ilty o f a
c rim e o r n o t
w itne ss / 'w it n o s / (to sth) a person w h o sees sth
hap pen and w h o can te ll o th e r peo p le a b o u t it
la ter: There were two witnesses to theaccident.
Verbs
a rre s t h'restl w h e n th e p olice a rre s t sb, th e y take
h im /h e r priso n e r in o rd e r to q u e s tio n h im /h e r
a b o u t a c rim e : He wasarrestedfor speeding.
c o m m it / k o 'm i t / to do sth bad o r ille g a l: tocommit
murder
g u a ra n te e /.g a e r o n 'ti:/ to pro m is e th a t sth w ill be
d o n e o r w ill happen
id e n tify / a i'd e n t i f a i / (as sb/sth) to recognise o r be
a b le to say w h o o r w h a t sb/sth is: The bodies were
identifiedasthoseof twosuspecteddrugdealers.
n o u n : id e n tific a tio n
m e m o rise / ‘m e m o r a iz / to learn sth so th a t you can
re m e m b e r it exactly: Actors have tomemorisetheir
lines.
o v erco m e / .s u v o 'k A m / to m anage to c o n tro l o r
de fe a t sb/sth: Sheovercameherfear of flying.
re c a ll n 'k o .-l, to re m e m b e r sth (a fact, even t, action ,
etc) fro m th e past
re m e m b e r / r i 'm e m b o / 1 (sb/sth) (d o in g sth) to have
sb/sth in y o u r m in d o r to b rin g sb/sth back in to
y o u r m in d : Doyou remember invitingJerry to the
party?2 (sth /to do sth) to n o t fo rg e t w h a t you have
to do : I remembered tobuy thecoffee.
re m in d / r f im a in d / sb (to do s th /th a t...) to h e lp sb to
re m e m b e r sth, e spe cially sth im p o r ta n t th a t he/she
has to d o : Canyou remindme to water theplants?
re p o rt / r i'p o .- t/ to te ll a person in a u th o r ity a b o u t an
accident, a crim e, etc
re sem b le / r i 'z e m b l/ to be o r lo o k lik e sb/sth else:
Laura resemblesher brother.
Adjectives
a p p ro p ria te /a 'p r o c s p r io t/ s u ita b le o r rig h t fo r a
p a rtic u la r s itu a tio n , person, use, etc
c a pa b le / 'k e ip o b l/ (of s th /o f d o in g sth) h aving th e
a b ility o r q u a litie s necessary to do sth: He's
capableof passingtheexamif he triesharder.
d is c ip lin e d / 'd i s o p l i n d / 1 tra in e d to o be y p a rtic u la r
rules and to behave in a c e rta in way: a disciplined
army/team2 h aving th e a b ility to c o n tro l th e w ay
you behave and m ake y o u rs e lf do th in g s th a t you
be lieve you sh ou ld do opp o s ite : u n d is c ip lin e d
e ffe c tiv e / i ' f e k t i v / successfully p ro d u c in g th e result
th a t you w a n t
em ba rra ssin g /im 'b ie r e s n ) / m a k in g you feel
u n c o m fo rta b le o r shy
fa m ilia r / f h 'm il ia / (w ith sth) h aving a good
kn o w le d g e o f sth: Peoplein Europearen’t very
familiar with Chinesemusic.
ille g a l V lix il. . no t a llo w e d by th e law adverb:
ille g a lly
in n o c e n t / 'in o s n t / n o t h aving d o n e w ro n g : An
innocent man wasarrested, opp o s ite : g u ilty
o b s e rv a n t / o b 'z s iv o n t / good a t n o tic in g th in g s
a ro u n d you
o u ts ta n d in g / a u t's t c e n d ip / e x tre m e ly good;
excellen t
p o lite / p o 'la it / h aving good m a n n e rs and sho w in g
respect fo r others: Theshopassistantsarealways
veryhelpful andpolite, opp o s ite : im p o lite
s p e c ific / s p o 's if ik / p a rtic u la r; no t g en era l: Youmust
give the classspecificinstructions.
Phrasal Verbs
b re a k in to e n te r a b u ild in g by force, usu a lly in o rd e r
to steal sth
fin d (sth) o u t to get som e in fo rm a tio n ; to discover a
fa c t
p ic k sb up to c o lle c t sb in a car, etc: I'll pickyou up
outside thestation.
p u t sb u p to give sb food and a place to stay: If you
needtostayin London, I canput you up.
set o ff to leave on a jo u rn e y : Weset off at 3 o’clock
thismorning.
Idiom s
m ake u p y o u r m in d to decide: I can’t make up my
mind whichsweater tobuy.
y o u r m in d ’ s eye y o u r im a g in a tio n : In my mind’seye
I couldpicture thescene.
Unit 3
Nouns
a g ric u ltu re / 'r e g r ik A lt J o / k e ep ing a n im a ls and
g ro w in g crops fo r fo o d ; fa rm in g
a n ce s to r / ’aensesto/ a person in y o u r fa m ily w h o
lived a lo n g tim e before you
c a rb o h y d ra te / ,k a : b o c s 'h a id r e it / one o f th e
substances in fo o d , fo r e x am ple bread, th a t gives
y o u r b od y energy
c lim a te / 'k l a i m o t / th e n o rm a l w e a th e r c o n d itio n s o f
a p a rtic u la r region
c o n flic t / ' k D n f l i k t / a fig h t o r an a rg u m e n t
couch p o ta to / ' k a u t j p o t e ito u / (pi couch potatoes)
a person w h o spends a lo t o f tim e s ittin g and
w a tc h in g te le v is io n
c o u n c il / ’k a o n s 't' a g ro u p o f pe o p le w h o are elected
to govern an area such as a to w n o r c o u n ty
c ro p / k r D p / a ll th e g ra in , fru it, etc o f one ty p e th a t a
fa rm e r grow s a t o n e -tim e : a cropof apples
d e sce n d an t / d i's e n d o n t / a person w h o belongs to
th e sam e fa m ily as sb w h o lived a lo n g tim e ago
e m p ire /'e m p a r a / a g ro u p p f c o u n trie s th a t is
gove rne d by one c o u n try \
fa t / fr e t/ th e substance c o n ta in in g o il th a t w e o b ta in
fro m a n im a ls , p la n ts o r seedSyand use fo r co o kin g
h e ig h t / h a it / th e m e a s u re m e n t fro m th e b o tto m to
th e to p o f a person o r th in g
h e lm e t / ‘h e l m i t / a ty p e o f hard ha t th a t you w e a r to
p ro te c t y o u r head
th e h u m a n race / , h ju : m o n 'r e is / all th e ce :
th e w o rld , th o u g h t o f as a g ro u p
h u n te r - g a th e re r /,h A n to g a e S o ro /a m e m cm
g ro u p o f pe o p le w h o do n o t live in one p a
m ove a ro u n d and live by h u n tin g and fis r n r .
e a tin g fo o d th a t grow s w ild
in v e n tio n / i n 'v e n j n / a th in g th a t has been - ;
designed by sb fo r th e firs t tim e verb: in
jo u r n e y / 'd 3 3 : n i/ th e act o f tra v e llin g fro m : -
to a n o th e r, usu a lly on la nd: Thejourney to a
takesmeforty minutes.
ju n k fo o d / ' d 3A r)k f u : d / fo o d th a t is n o t vem :
fo r you b u t th a t is ready to eat o r q u ic k to : -
liv in g / ' I m p / m on e y to bu y th in g s th a t you -
life : What doyoudofor a living?
m a n k in d / m a e n 'k a in d / all th e peo p le in th e ».
m o n a rc h y / ' m o n o k i/ th e system o f govern m ere
ru le by a kin g o r queen
m useum / m j u 'z ii s m / a b u ild in g w h e re col e r t i
v a lu a b le and in te re s tin g objects are ke p t a - :
show n to th e p u b lic
n u t r it io n / n j u ' t r i j n / th e fo o d th a t you eat a n d I
w ay th a t it affects y o u r h ea lth
o u t fit / ' a u t f i t / a set o f c lo the s th a t are w orn -
fo r a p a rtic u la r occasion o r purpose
p a rlia m e n t / 'p a i b m o n t / th e g ro u p o f p e t : -
are elected to m ake th e laws o f a c o u n tr.
p ro te in / 'p r e u t i m / a substance fo u n d in foe : . „
as m eat, fish, eggs and beans. It is im p o r t a " -
h e lp in g p e o p le and a n im a ls to g ro w a n c be
healthy.
s h ie ld / J id d / (in past tim es) a la rge piece o '
w o od th a t soldiers carried to p ro te ct them-;-
sovereign / 's D v r in / a kin g o r queen
spear /s p ra / a lo n g stick w ith a sharp p o in t a* ■
end, used fo r h u n tin g o r fig h tin g
s ta p le d ie t / , s t e ip l 'd a r a t/ th e m a in fo o d r : - :
person o r a n im a l n o rm a lly eats
sw ord /s o :d / a long, v e ry sharp m eta l w e a c ;- iih
large k n ife
to u r / t o o / (o f/a ro u n d sth) a jo u rn e y th a t you m
fo r pleasure d u rin g w h ic h you v is it mans ;
W e went on aguided tour (= by sb w h o • - : ,■
i
a b o u t th e place) of thepalace.
t r i p / t r i p / a jo u rn e y to a place and back a g a l'
fo r pleasure o r fo r a p a rtic u la r purpose: re r. a
business/shoppingtrip
voyage / 'v o n d 3/ a lo n g jo u rn e y by sea o r in ; ;
w ea p o n / 'w e p o n / an o b je c t w h ic h is used • -
fig h tin g o r fo r k illin g peo ple, such as a gun . ■
Verbs
d e v e lo p / d i 'v e b p / to g ro w slow ly, increase. : •
change in to sth else
g a th e r /'g a s S o / to b rin g m a n y th in g s t o g e t - ; -
h u n t / h A n t / to run a fte r w ild an im a ls, etc i r
catch o r k ill th e m e ith e r fo r s p o rt o r fo r food
re liv e / , r i f i l i v / to re m e m b e r sth and im a g i'e
is h a p p e n in g again
spread /s p r e d / to a ffe c t a la rge r area o r a t -
g ro u p o f p eo ple; to m ake sth do th is
s u p p o rt /s o ’p o r t / to p ro v id e fo o d , etc, nece;;.:- -
live: Theearth can’t support morepeop:-:
Phrasal Verbs
fa ll th ro u g h to fa il o r n o t hap pen: Our tr p -
hasfallen through.
give up s th /d o in g sth to stop d o in g or h a . m
th a t you d id o r had re g u la rly before: I've :
many times togive upsmoking.
 • « n to n o t do sth th a t you pro m ise d to do
: d is a p p o in t sb
sb sth to dep e n d on sb/sth in o rd e r to live:
resoffjunkfood.
« «ack on sth) to th in k a b o u t sth in y o u r past: I
: : /• onmychildhood withfond memories.
rm j sb s th /d o in g sth) to m ake sb n o t like
■ n o t w a n t to do sth: Theaccident put me
cI ngfor a longtime.
* • » th sb/sth to su ffe r sb/sth u n p le a s a n t and
- oain a b o u t h im /h e r /it
n sth to cause sth to ha p p e n ; to p roduce as
t: Theaccident resultedin longdelays.
* f used a b o u t an a ircra ft) to leave th e
p m e and start fly in g : Theplane tookoff an
2 fused a b o u t an idea, a p ro d u c t, etc) to
e successful o r p o p u la r very q u ic k ly : Her
I career tookoff after her TVappearance.
* it o f f 1 to rem o ve sth, espe cially clothes:
end takeyour coat off. 2 to have th e
PEf : of tim e m e n tio n e d as a h o lid a y : I’mgoing
wu next weekoff.
' - p 1 to le arn o r sta rt to do sth, espe cially
I'verecently taken upyoga. 2 to start
i » s ' sth such as a jo b : He takesup hisnew
we mat week
m to ou t on a piece o f c lo th in g to see if it fits
- p e r .: Can I try thesejeans on, please?
Ilwfi ffl S
‘ :oc b ig f o r y o u r b oo ts to be/b e c o m e to o
so u rse lf; to behave as if you are m ore
■ ta » n th a n you really are
■ :o life to m ake sth m o re in te re s tin g or
: Thenewteacher reallybrought French to
a :s -T is w ith sth to accept sth u n p le a s a n t or
i t Sheisstill comingtoterms with her
ersdeath.
Unit 4
■out ms
■: - g h b r e ik 0 r u : / an im p o rta n t discovery
e to p m e n t
t f r e h t id ^ / s o m e th in g n e w and d iffic u lt
x s . ou to m ake a lo t o f e ffo rt: I’mfinding
ooan excitingchallenge.
■: k a m p l e i n t / a sta te m e n t th a t you are
“ st ith sth: I wrotea letter of complaint
s w r operator,
c: m a r n d / (fo r sth) th e desire o r need fo r
c r-g a g ro u p o f peo ple
m ent e n t o 't e in m o n t / f ilm , m u s ic ,e tc
m erest a n d am use people: She worksin
2 r f o hment industry.
- s p a e n fn / th e actio n o f b e co m in g
th e state o f be in g bigger th a n before: The
of theairport hascausedproblems.
■ s p b o j n / a d ra m a tic in crease in sth
' f t t t n a r t / tw o weeks
:ri.c ri:s ; in sth) a rise in th e num ber,
t : ' e \e l o f sth
m c ta s tr i/ th e p ro d u c tio n o f goods in
m d g e k jn / th e act o f p u ttin g a d ru g or
itia r» :e t e r th e skin o f a p e rso n ’s o r an
: :■: t . w ith a n e e d le (a s y rin g e )
jo b s a tis fa c tio n / 'd g D b s t e t i s f e k j n / a fe e lin g o f
happiness because you e n jo y y o u r jo b and th in k
th a t you are d o in g it w e ll
le isu re /'legs*/ th e tim e w h en you do n o t have to
w o rk ; spare tim e
mass p ro d u c tio n /,m ses . p r o 'd A k J n / p ro d u c in g
goods in la rge q u a n titie s , using m a c h in e ry
m a tte r /'m a s ts / a s u b je c t o r s itu a tio n th a t you m ust
th in k a b o u t and give y o u r a tte n tio n to : Can I talk
toyou about a personal matter?
o p p o rtu n ity n p o t ju : n o ! i. a chance to do sth th a t
you w o u ld lik e to do; a s itu a tio n o r a tim e in w h ic h
it is possible to do sth th a t you w o u ld lik e to do:
There will beplentyof opportunityfor asking
questionslater.
p e o p le s k ills / 'p i r p l s k ilz / th e a b ility to
c o m m u n ic a te w ith o th e r p e o p le w e ll, e spe cially as
p a rt o f y o u r jo b
p la n e t /'p ls e m t/ a v e ry large ro u n d o b je c t in space
th a t m oves a ro u n d th e sun o r a n o th e r star
p ro je c t / ’p n x l g e k t / a piece o f w o rk , o fte n in v o lv in g
m a n y peo ple, th a t is p la n n e d and organised
c a re fu lly
ro b o t / 'r a u b p t / a m a c h in e th a t w o rks a u to m a tic a lly
and can do som e tasks th a t a h u m a n can do
stage /s te id g / one p a rt o f th e progress o r
d e v e lo p m e n t o f sth
s to c k /s tD k / th e s u p p ly o f th in g s th a t a shop, etc has
fo r sale: I’ll seeif wehaveyour sizein stock.
s u rro u n d in g s / s o 'r a u n d ir jz / e v e ry th in g th a t is near
o r a ro u n d you; th e place w h e re you live
ta le n t /'ts e ta n t/ (fo r sth) a n a tu ra l s k ill o r a b ility
tw in / t w i n / one o f tw o c h ild re n o r a n im a ls th a t are
born to one m o th e r a t th e sam e tim e
Verbs
assure /o 'J u o ; o 'J b :/ to pro m is e sb th a t sth w ill
c e rta in ly hap p e n o r be tru e , e spe cially if he/she is
w o rrie d : I assureyou that it isperfectlysafe.
co m m u n ic a te k o m h u m k e ii to share and
exchange in fo rm a tio n , ideas o r fee lin g s w ith sb:
Parentsoften havedifficulty communicating with
their teenagechildren.
co n ta c t /'k D n t s e k t/ to te le p h o n e o r w r ite to sb: Is
therea phone number whereI can contact you?
cre ate / k r i ' e i t / to cause sth n e w to hap pen o r exist
despatch / d i's p a s t j/ to send sb/sth to a place
face /fe is / to have to deal w ith sth u n p le a s a n t: I am
faced with a difficult decision.
flo u ris h / ’f l A r i f / to be stro n g and he a lth y ; to d e ve lop
in a successful way: Thebusinesscontinuedto
flourish.
increase / i n ' k r i i s / to becom e o r to m ake sth larger
in n u m b e r o r a m o u n t
re fu n d r; t / u id to pay back a sum o f m o n e y to sb,
espe cially because he/she has paid to o m u c h o r is
n o t h ap py w ith sth he/she has b o u g h t
re p la ce / r i 'p le i s / to ta k e th e place o f sb/sth:
Teacherswill never bereplacedbycomputers in
theclassroom .
soar /s o :/ to rise very fast: soaringprices
s u it / s u it / to be a p p ro p ria te o r useful fo r sb/sth:
Would Thursdayat 9.30 suit you?
Adjectives
co m m e rc ia l k . i'm m j l c onn ected w ith b u y in g and
s e llin g goods and services
c o m p le x k n m p le k s . m a d e up o f several conn ected
parts and o fte n d iffic u lt to u n d e rs ta n d
d ra m a tic / d r a ' i m e t i k / 1 no tic e a b le o r sudden and
o fte n s u rp ris in g : a dramaticchange/increase/
t
improvement 2 e x c itin g o r im pressive: thefilm’s
dramaticopeningscene
'W o r t H is
f i t / f i t / s t r o n g and in good physical h e a lth (especially
because o f exercise): Swimmingisagood way to
keepfit. n o u n : fitness
flu e n t / ' f l u i o n t / able to speak o r w rite a fore ign
la nguage easily and accurately: She’sfluent in
three languages.
g e n e tic / d 3 o 'n e t ik / c onn ected w ith th e d e v e lo p m e n t
o f u n its (genes) in th e cells o f a liv in g th in g th a t
c o n tro l its physical c haracteristics: genetic
abnormalities
g r a t e fu l. c jr e itt l fe e lin g o r s h o w in g th a n k s (to sb)
m in im a l / ‘m in i m a l / v e ry s m a ll in a m o u n t, size or
le vel; as little as possible: Theproject must be
carriedout at minimal cost.
n u m e ro u s / 'n ju im a r a s / existing in la rge num b e rs;
m any
p e rfe c t p a t f ik t c o m p le te ly good; ideal
p re v io u s / 'p r i iv i a s / c o m in g o r h a p p e n in g before o r
e a rlie r: Doyou haveprevious experienceof this
typeof work?
s im p le 's in ip l, easy to u n d e rs ta n d , do o r use; no t
d iffic u lt o r c o m p lic a te d
Phrasal Verbs
be in to sth to be v e ry in terested in sth: He’sreally
into Mexican art.
be up to sth to be capable o f sth: I’mnot up to
cookinga bigmeal tonight - I'mtootired.
b rin g sth a b o u t to cause sth to h ap pen: tobring
about changesin people'slives
chase sth up to fin d sth th a t is needed; to deal w ith
sth th a t has been fo rg o tte n : Myjob was tochase
up late replies.
■+ com e up aga in st sth to fin d a p ro b le m o r d iffic u lty
th a t you have to deal w ith
c o u n t on sb to dep end on sb: Can I count onyou to
help me?
h e a r fro m sb to receive a letter, e -m a il, te le p h o n e
call, etc fro m sb
lo o k fo rw a rd to sth/ d o in g sth to w a it w ith
pleasure fo r sth to hap pen: I lookforward to
hearingfromyou (= a t th e end o f a fo rm a l letter),
lo o k in to sth to s tudy o r t r y to fin d o u t sth: The
policeare lookinginto thecauseof theaccident.
o pen (sth) up to becom e a va ila b le o r to m ake sth
a v a ila b le : Thenewgrant systemopened upall
sortsof opportunitiesfor peoplelike m e.
w o rk sth o u t to fin d th e an s w e r to sth; to solve sth:
I can't workout howtodo this.
Idiom s
be a /th e p ic tu re o f h e a lth to lo o k e x tre m e ly
h e a lth y
g o in g s tro n g to c o n tin u e to be hea lthy, a ctive or
successful: Mygrandmother is90 andstill going
strong.
w e lc o m e th e o p p o r tu n ity to be pleased to receive
or accept th e chance to do sth: I'dwelcome the
opportunity toanswer thosequestions.
w ith fly in g c o lo u rs w ith great success; very w e ll:
Paulinepassedtheexamwithflyingcolours.
 Unit 5
Nouns
a m a te u r /'a e m o to / a person w h o takes p a rt in a s p o rt
o r an a c tiv ity fo r pleasure, n o t fo r m on e y as a jo b
a m b itio n / i e m ' b i f n / 1 (to d o /b e sth / o f d o in g sth)
s o m e th in g th a t you very m uch w a n t to have o r do:
Hefinally a c h ie v e d hisa m b it io n o f becominga
doctor. 2 a stron g desire to be successful, to have
pow er, etc: Oneproblemof youngpeopletodayis
their lackof ambition, a d je c tiv e : a m b itio u s
b e n e fit / 'b e n r f i t / an a dva ntag e th a t sth has
cause / k o :z / an idea o r o rg a n is a tio n th a t a g ro u p o f
p e o p le believe in and s u p p o rt: Thatfilmstargives
a lot of money tocharitiesandotherg o o d causes.
chance / t j a i n s / (of s th /o f d o in g sth) a p o s s ib ility :
I think wes ta n d a goodc h a n c e o f winning.
c h a rity / 'tja e r o ti/ (pl charitie s) an o rg a n is a tio n th a t
collects m on e y to h e lp peo p le w h o are poor, sick,
etc o r to do w o rk th a t is useful to society: Wewent
on a sponsoredwalk tora is e m o n e y f o r c h a r it y
c o a c h in g / ' k o u t j i r j / th e process o f te a c h in g or
tra in in g sb to do a sport, etc
c o m m e rc ia l / k o 'm 3 :J l/ an a d v e rtis e m e n t on
te le v is io n o r ra d io th a t trie s to persuade pe o p le to
bu y sth
c o n n e c tio n / k o 'n e k j n / (w ith sb/sth) an association
o r re la tio n s h ip betw een tw o o r m o re peo p le o r
th in g s
c o n tro l / k o n 't r o u l / (o f/o v e r sb/sth) p o w e r and a b ility
to m ake sb/sth do w h a t you w a n t: The teacher had
nocontrol over the children.
c r e d ib ility / . k r e d o 'b i b t i / th e q u a lity th a t sb/sth has
th a t m akes peo ple b e lieve o r tru s t h im /h e r /it
c u rre n c y /'k A ro n s i/ th e system o r ty p e o f m o n e y
th a t a p a rtic u la r c o u n try uses
d e s tin y /'d e s to n i/ a p o w e r th a t pe o p le believe
c o n tro ls th e ir lives; fate
fa ilu r e / 'f e i lj o / lack o f success
fa ith / f e i9 / stro n g b e lie f (in sb/sth); tru s t
fa m e / f e i m / being kn o w n o r ta lk e d a b o u t by m a n y
pe o p le because o f w h a t you have achieved: Pop
starsachievefame at a youngage.
fa te / f e i t / th e pow er th a t som e peo ple believe
co n tro ls e v e ry th in g th a t hap pens to you
fo r tu n e / ' f b i t j u i n / a v e ry la rge a m o u n t o f m oney:
She went toHollywoodinsearchof f a m e a n d
fo rtu n e .
g if t / g i f t / n a tu ra l a b ility ; a ta le n t
g ra n t / g r a i n t / m o n e y th a t is given by th e
g o ve rn m e n t, etc fo r a p a rtic u la r purpose: Shegot a
grant tocontinue her research.
h u m ilia tio n / h j u q m i l i 'e i j n / a s itu a tio n in w h ic h you
feel asham ed o r s tu p id and lose th e respect o f
o th e r people
im age I'lmiAyJ th e general im pressio n th a t a person
o r an o rg a n is a tio n gives to th e p u b lic
im p a c t /'im p a e k t / (on sb/sth) an effect or
im p re ssio n : I hope thisanti-smokingcampaign
will m a k e /h a v e a n im p a c t o n youngpeople.
in v a s io n / in 'v e i 3n / th e a c tio n o f e n te rin g a place
w h e re you are n o t w a n te d and d is tu rb in g sb
lo tte r y / ’lo t a r i / (pl lo tteries) a w ay o f m a k in g m on e y
fo r th e g o v e rn m e n t, fo r ch a rity, etc by s e llin g
ticke ts w ith n u m b e rs on th e m and g iv in g prizes to
th e p e o p le w h o have b o u g h t certa in n u m b e rs
w h ic h are chosen by chance: todo/play the lottery
m a th e m a tic ia n /.m aeS o m o t iJ n / a person w h o
studies o r is an exp e rt in n u m b e rs and statistics
m illio n a ir e / . m iljo 'n e s / a person w h o has a m illio n
pou nds, dolla rs, etc; a v e ry rich person
p riv a c y / 'p r r v o s i/ th e state o f b e in g a lo n e and no t
w a tche d o r d is tu rb e d by o th e r people: Theactress
claimed that thephotographs werean in v a s io n o f
p riv a c y .
p riz e / p r a iz / s o m e th in g o f va lu e th a t is given to sb
w h o is successful in a race, c o m p e titio n , gam e, etc
p ro fe ss io n a l / p r o 'f e j s n l/ a person w h o plays or
teaches a sport, etc fo r m o n e y
re a lity show / r i ' r e b t i J a o / a series o f TV
p ro g ra m m e s in w h ic h w e fo llo w th e lives o f peo ple
in real s itu a tio n s : 'BigBrother’ andother reality
shows
sa crific e / ‘s a e k rifa is / g iv in g up sth th a t is im p o rta n t
o r v a lu a b le to you in o rd e r to get o r do sth th a t
seems m o re im p o rta n t; sth th a t you give up in th is
way: If we'regoingtohavea holiday thisyear,
we'll have tom a k e som es a c rific e s
sum IsA m l an a m o u n t o f m oney: Theindustry has
spent hugesu m s o f m o n e y modernisingits
equipment.
s u p p o rt / s o 'p o it/ h e lp and e n c o u ra g e m e n t
th e to p / t o p / th e highest o r m ost im p o r ta n t p o s itio n
to p ra n k / ' t o p r a n k / th e highest level, status or
im p o rta n c e in an o rg a n is a tio n , a sport, etc
w a n n a b e / 'w D n o b i/ a person w h o w a n ts to be like
sb fa m o u s o r w h o w a n ts to becom e fa m o u s
Verbs
achieve / o ' t j i i v / to c o m p le te sth by hard w o rk and
skill
a p p re c ia te / a ' p r i i j i e i t / to e n jo y sth o r un d e rs ta n d
th e v a lu e o f sth: I don't really appreciategood
coffee- it all tastesthesame tome.
ch e a t / t j i : t / to act in a dis h o n e s t w ay in o rd e r to get
an a dva ntag e fo r y ourself: tocheat in an exam
c ritic is e / 'k r i t i s a i z / to say w h a t is bad o r w ro n g w ith
sb/sth
enco u ra ge / in 'k A r id ;? / to give hope, s u p p o rt or
c o n fid e n c e to sb: The teacher encouraged usto
applyforjobs.
h a n d le /'h a e n d l/ to deal w ith o r to c o n tro l sb/sth:
Her accountant handles all her businessaffairs.
h o ld / h o u ld / (pt, ppheld) to organise an event; to
have a m e e tin g , an e le c tio n , a conce rt, etc The
Olympic Gam esare heldeveryfour years.
m a n u fa c tu re /.m a e n ju 'fa e k tjo / to m ake sth in large
q u a n titie s using m achin es: (fig) Manufactured boy
bandsareall wehear in themusiccharts.
p ic k / p i k / to choose sb/sth fro m a g ro u p o f pe o p le o r
th in g s : Picka number between 7 and 10.
p ro te c t / p r o 't e k t / to keep sb/sth safe
raise / r e iz / to get m o n e y fro m pe o p le fo r a p a rtic u la r
purpose: Weare doinga sponsoredwalk tora is e
m o n e y for charity.
re g re t / r T g r e t / to feel s o rry th a t you d id sth o r th a t
you did n o t do sth: Doyou regret not takingthe
job?
release / r i ' l i i s / to m ake a film , record, etc ava ila b le
so th e p u b lic can see o r hea r it
tra ce / t r e is / to fin d o u t w h ere sth cam e fro m o r w h a t
caused it
w aste / w e is t / sth (on sb/sth; in d o in g sth) to use or
spend sth in a careless way o r fo r sth th a t is n o t
necessary: He wastedhis timeat university.
Adjectives
b a n k ru p t /'b a e r jk r A p t / n o t h aving eno u g h m o n e y to
pay y o u r d e b ts (= m o n e y you owe)
co ol /ku:17 c a lm ; n o t excited o r e m o tio n a l: When I
told myparents I wanted to take ayear off, they
wereboth cool about it.
d is h o n e s t /d is 'D m s t / th a t you c a n n o t tru s t
lie, steal o r cheat
<- 'm
ille g a l / i l i i g l / n o t a llo w e d by th e law
p ro fita b le / 'p r D f i t o b l/ th a t m akes m onev
pushy / ' p u f i / (used a b o u t a person) try in g - =
get w h a t you w a n t, in a w ay th a t seems ru d e Hi
needtobepushy tobesuccessful inshoe .-s
s k ille d / s k ild / 1 (used a b o u t a person) has • : f «
a b ility to do sth w e ll, espe cially because r
tra in in g , practice, etc: askilledworker 2 . -
a b o u t w o rk , a jo b etc) nee d in g s kill o r sic ;
by peo p le w h o have been tra in e d
ta le n t e d / ’r a b n t id / ( u s e d a b o u t a person ,
n a tu ra l skill o r a b ility : a talentedmusician
Adverbs
f u r th e r m o r e /,f 3 :5 3 'm o :/ also; in a d d itio n : : « * ■
has ju s t been stated
h o w e ve r / h a u 'e v o / (used fo r a d d in g a c o m - ;
w h a t you have ju s t said) a lth o u g h sth ;s tru e M
arepoor thismonth. Theremay, howeve■at
increasebeforeChristmas.
m o re o v e r / m o ir 'o u v o / (used fo r a d d in g a n : "
also; in a d d itio n
n eve rth e le s s /.n e v p S o 'le s / in sp ite o f th a t -
cold, rainy day. Nevertheless, morepeop :
than wehadexpected.
th e re fo re /'S e o fb t/ fo r th a t reason: Thenev :■ n
havebigger enginesandare thereforefas:-:
Phrasal verbs
a c c o u n t fo r sth to fo rm th e a m o u n t th a t :
m e n tio n e d : SalestoEuropeaccountfor f t v
our total sales.
1 c a rry on (w ith s th /d o in g sth) to co n tin u e : Sc:
intends tocarry onstudyingnextyear.
go w ith o u t (sth) to choose o r be force d to • :r rj
s th : Theywent without sleepnight after r er
while thebaby wasill.
hang on to sth to keep sth: Let’shangon ::
for anotheryear.
set (sth) up to s ta rt a business, org a n isa tio n s i'T c t I
etc: Thecompany hasset upa branch r ■
■: <
m
sign sb up to get sb to sign a c o n tra c t to ■■■: -<
you: Real MadridsignedBeckhamup;:- .:
season.
sum (sth) u p to describe in a fe w w o rds r e ~ :
ideas o f w h a t sb has said o r w r itte n : Tosu>*• . i
thereare threeoptionshere...
- w o rk sth o u t to fin d th e answ er to s t h : : :
sth
Idiom s
a t ra n d o m w ith o u t th in k in g o r d e c id in g r mt
w h a t is g o in g to hap pen: Thecompetitc-: m-
chosenat randomfromtheaudience.
lo o k o n th e b r ig h t side (of sth) to t h ir ■ :
th e good side o f a bad s itu a tio n
m ove heaven and e a rth to do e ve ry th in g
possibly can in o rd e r to achieve sth
on th e c o n tra ry th e o p p o s ite is tru e : ceria
'Youlookasif you're not enjoyingyou-:- - im
thecontrary, I’mhavingagreat time.'
Unit 6 pan e l / 'p a e n l / 1 a squa re o r re c ta n g u la r piece of Adjectives
w o o d , m e ta l o r glass th a t fo rm s p a rt o f a d o o r o r a d v e n tu ro u s / o d 'v e n t jo r o s / (used a b o u t a person)
•# y I)s w a ll 2 a g ro u p o f specialists w h o give th e ir advice lik in g to try new th in g s o r have u nu sual, e x c itin g or
o r o p in io n s a b o u t sth: a panel of judges
r = e n 'za ra ti/ a fe e lin g o f w o rry o r fear,
p a ve m e n t / 'p e iv m a n t / (USsid ew alk) a hard fla t area
dan gerous experiences

e - s e r a v a b o u t th e fu tu re
a n x io u s / ’a e q k jo s / w o rrie d and afra id
a t th e side o f th e road fo r pe o p le to w a lk on a p p re h e n sive /.a e p r i'h e n s iv / w o rrie d o r a fra id th a t
- j 'p r a o t J / (to sth) a w ay o f d e a lin g w ith
p e tro l / ‘p e t r o l/ (USgas) th e liq u id th a t is used as sth u n p le a s a n t m ay happen
n : a w a y o f d o in g o r th in k in g a b o u t sth such as
fu e l fo r vehicles such as cars and m o to rb ik e s assertive / o 's 3 :t iv / expressing y o u r o p in io n f ir m ly so
: : em o r a task: Theschool hasdecidedto
p o p u la tio n .p n p .iu le ij'n th e n u m b e r o f peo ple th a t pe o p le liste n to you o r do w h a t you w a n t
- u different approach todiscipline.
w h o live in a p a rtic u la r area, c ity o r c o u n try c a u tio u s /'k c u jo s / ta k in g great care to avoid possible
t b i s k it / (UScookie) a typ e o f sm all cake th a t
post / p o u s t / (US m ail) letters, packages, etc th a t are dan g e r o r pro b le m s
■ oard and usu a lly sweet
collected o r b ro u g h t to y o u r house: Isthereany close / k b u s / near: Isthe hotel close to the beach?
3 nguage / 'b D d i liE t jg w id g / s h o w in g h o w you
postfor me? c o m m o n / 'k D m a n / h a p p e n in g o r fo u n d in m any
- : th e w ay you m ove, stand, sit, etc, rath er
p o stu re /'p o s tJ o / th e w ay th a t a person sits, stands, places; usual o p p o s ite : rare
s r d \ w h a t you say: I could tell by hisbody
walks, etc fa c ia l / ' f e i j l / c onn ected w ith a p erson’s face: facial
h r / j agethat he wasscared.
re lie f / r i ' l i i f / th e fe e lin g th a t you have w h e n sth expressions/features
mm b u n UStru n k ) th e p a rt o f a car w h e re you
un p le a s a n t stops o r becom es less stron g fa m ilia r / f b 'm il io / w e ll-k n o w n to you; o fte n seen or
p u t jggage, usu a lly a t th e back
ru b b is h / 'r A b iJ / (USgarbag e/tra sh) th in g s th a t you heard and th e re fo re easy to recognise: to
om tjc e t r u : m / an area on th e In te rn e t
do n o t w a n t an y m ore ; waste m a te ria l look/soundfamiliar opp o s ite : strange
• r e c e o p le can c o m m u n ic a te w ith each other,
signal / 's ig n a l/ a sign, ac tio n o r sound th a t sends a fid g e ty / ' f i d 3i t i / m o v in g y o u r body, hands o r fe e t
. a b o u t one p a rtic u la r to p ic
p a rtic u la r message because you are nervous, bored, etc
hen :'s 'k e m is t s / (USdrugstore) a shop th a t sells
sw eet / s w i: t / (UScandy) a s m a ll piece o f bo ile d h a u n te d / 'h o m t i d / (used a b o u t a b u ild in g ) said to be
m e d cines, soap, cam era film , etc
sugar, choco late, etc o fte n sold in a packet visite d re g u la rly by th e ghost o f a dead person
o f d raw ers / . t f e s t o v 'd r o r z / (USbureau) a
sym p a th y /'s im p o G i/ an u n d e rs ta n d in g o f o th e r im pre ssive / im 'p r e s iv / causing a fe e lin g o f
- T fu rn itu re w ith draw e rs in it th a t is used fo r
p e o p le ’s feelings, e spe cially th e ir p ro b le m s a d m ira tio n and respect because o f th e im p o rta n c e ,
a w ng clothes, etc
tin / t i n / (UScan) a d ose d m e ta l c o n ta in e r in w h ic h size, q u a lity , etc o f sth
: t . ' i p ' (USFrench fry) a th in piece o f po ta to th a t
fo o d , p a in t, etc is stored and sold; th e c o n te n ts o f n ervo u s /'n 3 :v o s / w o rrie d o r a fra id : I alwaysget
" ed n h o t fa t o r oil
o n e o f these co n ta in e rs : a tin of beans nervous aboutflying.
“ I c a t i o n / k 3 , m j u : n i 'k e i j n / t h e m e th o d s th a t
to ile t / 't o i la t / (USrest room ) th e room c o n ta in in g a ra re /r e s / no t done, seen, h a p p e n in g , etc v e ry often
? - te d fo r tra v e llin g to and fro m a place o r fo r
la rge bo w l w ith a seat, c onn ected to a w a te r pipe, re lie v e d / r i ' l i r v d / pleased because y o u r fe a r or
: ng messages betw een places: different means
th a t you use w h e n you need to get rid o f w aste w o rry has been ta k e n aw ay: I was veryrelievedto
::mmunication
m a te ria l fro m y o u r body hear that you weren’t seriouslyhurt, n o u n : re lie f
. e ct d a io le k t / a fo rm o f a la nguage th a t is
tr a in e r t r c j n o ' (USsneaker) a shoe th a t you w ear rid ic u lo u s / r i 'd ik j s t a s / v e ry s illy o r unrea so n a b le
: : te n n one p a rt o f a c o u n try
fo r d o in g sp o rt o r as in fo rm a l c lo th in g ro u n d -s h o u ld e re d / , r a u n d 'J o u ld o d / w ith
; earsal / ,d r e s r i'h 3 i s l/ th e fin a l practice o f
to n e It o a n l 1 th e q u a lity o f a sound or o f sb’s voice, sh o u ld e rs th a t are b e n t o r s lo p in g fo rw a rd
t a th e a tre , before th e real p e rfo rm a n c e
espe cially expressing a p a rtic u la r e m o tio n : 'Doyou se nsib le /'s e n s s b l/ (used a b o u t pe o p le and th e ir
■a : :m e il/ e le c tro n ic messages th a t are sent
knoweachother?’ sheaskedin a casual tone of beh a v io u r) a b le to m ake good ju d g e m e n ts based
i: : r one c o m p u te r to a n o th e r; th e system fo r
voice. 2 a soun d th a t you hea r on th e te le p h o n e : on reason and expe rience; practical
: ng these
thedialling tone stra n g e /s t r e in d 3/ un u s u a l o r s u rp risin g , in a way
■: . rv m 'k w a r a r i/ t h e act o f asking a b o u t sth:
n tetter of enquiry th a t is d iffic u lt to u n d e rs ta n d opp o site : fa m ilia r

■ e k s p 3 :t/ a person w h o has a lo t o f special

Verbs s y m p a th e tic / , s im p s ‘0 e t ik / s h o w in g th a t you

: - edge o r sk ill: She’sa leadingexpert in the access / '$ k s e s / to fin d in fo rm a tio n on a c o m p u te r u n d e rs ta n d o th e r p e o p le ’s feelings, espe cially th e ir

i ■
: : of genetics. a void / s 'v o id / (do in g sth) to p re v e n t sth h a p p e n in g p ro b le m s

- s on ik 's p r e jn / th e lo o k on a p e rs o n ’s face o r to t r y n o t to do sth te ll- ta le / 't e l t e il / g iv in g in fo rm a tio n a b o u t sth

t i i t show s w h a t he/she is th in k in g o r fe e lin g : He clasp / k la r s p / to hold sb/sth tig h tly : He claspedher secret o r private: a tell-talesmile on herface
* ltda nuzzledexpressionon hisface. hand tightly. te r r ifie d / ‘t e r i f a id / e x tre m e ly a fra id
f ilm , (USalso m ovie) a story, play, etc show n in c lu tc h / k l w t j / to hold sth tig h tly , espe cially because u p rig h t /'A prait/ in o r in to a v e rtic a l p o sitio n

r :, ng pictures at th e cin e m a o r on TV you are in pain, a fra id o r excited v ita l / ' v a i t l / very im p o r ta n t o r necessary
e d 3e s t js / a m o v e m e n t o f th e han d, head, etc c o u n t k a o n t, (fo r sth) to be im p o r ta n t o r v aluable:
t r i t expresses sth I sometimes thinkmy opinion countsfor nothing. Adverbs
S ray 'g r v a w e i/s o m e th in g th a t m akes sb guess fro w n f r a o n to show you are angry, serious, etc by s u b c o n s c io u s ly / , s A b 'k D iij3 s li/ w ith o u t b e in g aw are
e r u t h a b o u t sb/sth: She went red when we m a k in g lines app e a r on y o u r fore head above y o u r w h a t you are fe e lin g o r d o in g
e : onedhis name, which wasa real giveaway. nose
a e 'h r e n d je ik / th e a c tio n o f s h a k in g sb’s gesture / ' d 3e s t ja / to p o in t a t sth, to m ake a sign to
Phrasal Verbs
~ -a n d w ith y o u r o w n w h e n you m e e t h im /h e r sb
f i l l sth in to c o m p le te a fo rm , etc by w r itin g
r c e s s io n / i m ’p r e jn / an idea, a fe e lin g o r an g re e t g r i: t to w e lc o m e sb w h e n you m eet h im /h e r;
in fo rm a tio n on it: tofill in an applicationform
- on th a t you get a b o u t sb/sth: What’syourfirst to say h e llo to sb
mpressionof thenewdirector? • Doyou think I hug /hAg/ to p u t y o u r a rm s a ro u n d sb, e spe cially to
keep u p (w ith sth) to k n o w a b o u t w h a t is
ha p p e n in g : Youhave toreadthelatest magazines
- j de agood impression onyour parents?verb: show th a t you love h im /h e r
if you want tokeepup with thetim es.
lin k / l i g k / to jo in to g e th e r (w ith sb/sth): They linked
lo o k fo r sb/sth to t r y to fin d sb/sth
i rj e p th e fla t area th a t is fo rm e d by th e u p p e r arms as they walkeddown thestreet.
tr y sth o u t to test sth to fin d o u t if it is good enough
::: “ vo u r legs w h e n you are s ittin g d o w n : The m a rk e t / ' m a r k i t / to sell sth w ith th e help o f
. : : .--os asleepon hislap a d v e rtis in g : it ismarketedasa low-pricedgood
: /o s :-f sth) th e state o f no lo n g e r h aving sth or purchase /'p 3 :tJ o s / (formal) to buy sth Idiom s
■ :: - a x in g a s m uch as before se ll /s e l/ to persuade sb to accept sth; to persuade sb w ith re fe re n c e to sb /sth (formal) a b o u t or
■s m i: n z / (pi means) (of d o in g sth) a m e th o d o f th a t you are th e rig h t person fo r a jo b , p o s itio n , etc c o n c e rn in g sb/sth
: r g sth: /s thereany meansof contactingyour su p p ly / s o 'p la i/ (w ith sth) to give o r p ro v id e sth
ftxsband?
: e p h o n e / . m o o b a il 'f a u n / a te le p h o n e th a t
ta n c a rry a ro u n d w ith you
ik ■e nsutl (also ban knote ) (USb ill) a piece o f paper
x in e y : I'dlike the moneyin £ 7 0 notes, please.
 Unit 7
Nouns
a rc h ite c t / 'a r k i t e k t / a person w hose jo b is to design
b u ild in g s
a rc h ite c tu re / ' a i k i t e k t j o / th e s tudy o f designing
and m a k in g b u ild in g s
a sylu m seeker / o 's a ib m s i: k s / a person w h o has
le ft h is /h e r o w n c o u n try and is lo o k in g fo r
p ro te c tio n in a n o th e r c o u n try
b a c ke r /'b a e k a / a person, an o rg a n is a tio n o r a
c o m p a n y th a t gives s u p p o rt to sb, espe cially
fin a n c ia l s u p p o rt
b a rg a in / 'b c c g o n / s o m e th in g th a t is chea per o r at a
lo w e r price th a n usual
bay / b e i/ a p a rt o f th e coast w h ere th e la nd goes in
to fo rm a curve
b o rd e r / 'b o r d o / a lin e th a t d iv id e s tw o c o u n trie s , etc;
th e la nd close to th is lin e
c o m m u n ity / k a 'm j u m s r i / all th e pe o p le w h o live in
a p a rtic u la r place, area, etc w h en considered as a
gro u p
c o u rt / k o : t / a place w h e re legal tria ls ta k e place and
crim es, etc are ju d g e d : The com pany are refusing
to pay h im so he is going to take them to court.
c ro p / k r D p / all th e g ra in , fru it, etc o f o n e ty p e th a t a
fa rm e r grow s a t one tim e : a crop o f apples
design / d i'z a i n / a d ra w in g o r plan th a t show s how
sth s h o u ld be m ade, b u ilt, etc
d e s tin a tio n / . d e s t i'n e ij n / th e place w h e re sb/sth is
going
disease / d i 'z i i z / an illness o f th e b od y in hum ans,
a n im a ls o r plants: These children sufferfroma
rare disease.
e a rth q u a k e / '3 : 0 k w e ik / a sudden, v io le n t
m o v e m e n t o f th e e a rth ’s surface
e m ig ra n t / 'e m i g r a n t / a person w h o has gone to live
in a n o th e r c o u n try verb: e m ig ra te
g ia n t / ‘d j a r a n t / s o m e th in g th a t is v e ry la rge
h o m e la n d /'h a u m la e n d / th e c o u n try w h ere you
w ere b o rn or th a t y o u r parents cam e fro m , o r to
w h ic h you feel you be lo n g
im m ig ra n t / 'im ig r a n t / a person w h o has com e in to
a fo re ig n c o u n try to live th e re p e rm a n e n tly
in h a b ita n t /in 'h a e b it o n t / a person o r an a n im a l th a t
lives in a place: The local in h a b ita n ts protested a t
the plans fo r a new m otorway.
ju n g le / 'd 3 A q g l/ a th ic k fore st in a tro p ic a l c o u n try
lif e s t y le / 'la i f s t a i l / th e w ay th a t you live
o rc h a rd / ’o i t j o d / a piece o f la nd on w h ic h f r u it trees
are g ro w n : an apple orchard
p a te n t /'p a e tn t; 'p e i t n t / th e o ffic ia l rig h t to be th e
o n ly person to m ake, use o r sell a p ro d u c t o r an
in v e n tio n ; th e d o c u m e n t th a t proves th is verb:
pa te n t
p erce n ta g e / p o 's e n t K ^ / th e n u m b e r, a m o u n t, rate,
etc o f sth, expressed as if it is p a rt o f a to ta l w h ic h
is a h u n d re d ; a p a rt o r share o f a w h o le
p ro d u c t / 'p r o d A k t / s o m e th in g th a t is m ade in a
fa c to ry o r th a t is fo rm e d n a tu ra lly
re fu g e e / , r e f j u 'd 3 i: / a person w h o has been forced
to leave h is /h e r c o u n try fo r p o litic a l o r religiou s
reasons, o r because th e re is a war, n o t eno ugh
fo o d , etc
re p u ta tio n / , r e p j u 't e i j n / (for/as sth) th e o p in io n
th a t peo p le in general have a b o u t w h a t sb/sth is
like: He gained a reputation as a troublemaker.
verb: repute
research /ri's 3 :tJ 7 a d e ta ile d and careful s tudy o f sth
to fin d o u t m o re in fo rm a tio n a b o u t it: to do
research in to sth
r e s id e n t / 'r e z id o n t / a person w h o lives in a place
verb: reside
s e ttle m e n t / 's e t lm o n t / a place th a t a g ro u p of
p eo p le have b u ilt and live in, w h e re fe w o r no
peo p le live d before; th e process o f pe o p le s ta rtin g
to live in a place: This site is believed to have been
a p rehistoric settlement.
s e ttle r / 's e t b / a person w h o goes to live
p e rm a n e n tly in a place w h e re n o t m a n y peo ple
live
sig h t / s a it / a place o f in te re s t th a t is o fte n visite d by
to u ris ts : to visit the sights o f London
skyscra pe r / 's k a is k r e ip o / an e x tre m e ly ta ll b u ild in g
s ta rv a tio n / s t a i 'v e i j n / s u ffe rin g o r d ea th because
th e re is n o t e n o ugh fo o d : to die o f sta rva tio n verb:
starve
step /s te p / o n e a c tio n in a series o f a c tio n s th a t you
take in o rd e r to achieve sth
sto re y / 's t o i r i / one flo o r or level o f a b u ild in g
s u ite / s w ir t / a set o f room s, espe cially in a hotel
to u r/tc r a / a s h o rt v is it a ro u n d a city, fa m o u s
b u ild in g , etc
v is it o r / 'v iz it o / a person w h o visits sb/sth
w a rfa re /'w o r fe o / m e th o d s o f fig h tin g a w a r
Verbs
c la im / k l e i m / 1 to say th a t sth is tru e , w ith o u t
having an y p ro o f: The w om an claim s to be the
oldest person in B ritain. 2 to d e m a n d o r ask fo r
sth because you b elieve it is y o u r legal rig h t to ow n
o r to have it: Early settlers claim ed the la n d fo r
the French.
dash / d r e j/ to go som e w h e re s u d d e n ly and q u ic k ly
design / d i'z a i n / to p la n and m ake a d ra w in g o f how
sth w ill be m ade
d isco v e r / d i's k A v o / to fin d o r learn sth th a t n ob ody
had fo u n d o r k n e w before: Who discovered the lost
city o f M achu Picchu ? n o u n : discovery
e m ig ra te / 'e m i g r e it / to leave y o u r ow n c o u n try to
go and live in a n o th e r
fo u n d / f a u n d / to be th e firs t to s ta rt b u ild in g and
liv in g in a to w n o r c o u n try : Liberia was fo u n de d
by freed Am erican slaves.
in h a b it / in 'h a s b it / to live in a place
in v e n t / in 'v e n t / to t h in k o f o r m ake sth fo r th e firs t
tim e : When was the camera invented?
m e lt / m e l t / to change o r m ake sth change fro m a
so lid to a liq u id by m eans o f heat
re b u ild / . r i i ' b i l d / to b u ild sth again
scald / s k x l d / to b u rn sb/sth w ith very h o t liq u id
se ttle / 's e t l/ to go and live p e rm a n e n tly in a new
c o u n try , area, to w n , etc: A great m a ny im m igrants
have settled in this country.
Adjectives
a d o p te d / o 'd D p t id / an a d o p te d c o u n try is one in
w h ic h sb chooses to live, even if it is n o t th e one in
w h ic h he/she was born
a m azin g /o 'm e iz it ) / v e ry su rp ris in g and d iffic u lt to
believe ; in c re d ib le
courage / 'k w r id s / th e a b ility to c o n tro l fe a r in a
s itu a tio n th a t m ay be dan gerous o r u np leasan t
cu rio u s /'k jc r e r io s / w a n tin g to k n o w o r learn sth
d e te rm in e d / d i't 3 : m i n d / h aving fir m ly decided to
do sth o r to succeed, even if it is d iffic u lt n ou n:
d e te rm in a tio n
d is tu r b in g / d i's t 3 : b ir | / m a k in g you w o rrie d or upset
e xclusive / i k 's k lu is iv / o n ly to be used by o r given to
one person, g roup, etc; n o t to be shared
e y e-ca tchin g / ' a i k t e t j ir ) / (used a b o u t a th in g )
a ttra c tin g y o u r a tte n tio n im m e d ia te ly because t
in te re s tin g , b rig h t o r p re tty
h a rd Iha-AI d iffic u lt to do o r u n d e rsta n d ; n o t easi;
Leaving her hom e a n d her frie nd s was hard.
h e ro ic / h o 'r s u ik / (used a b o u t peo ple o r th e ir
action s) h a v in g a lo t o f courage: a heroic effo rt
o r ig in a l / o 'r id s o n l/ firs t; earlie st (before an y c h a 'a g
o r dev e lo p m e n ts ): The o rig in a l m eaning o f this
w ord is d iffe re nt fro m the m eaning i t has nov,
s tu c k /s tA k / n o t able to m ove: I ’m sorry I'm late.
I got stuck in the rush h o u r traffic.
to u g h / tA f/ d iffic u lt; h aving o r causing problem s:
It w ill be a tough decision to make.
u n e v e n tfu l / ,A m 'v e n t f l/ w ith o u t any im p o rta n t
dan gerous o r e x c itin g th in g s h a p p e n in g
u n iq u e / j u ' n i r k / n o t lik e a n y th in g else; be in g th e
o n ly o n e o f its type
u n m is ta k a b le / . A n m i's t e ik o b l/ th a t c a n n o t be
confused w ith a n y th in g else; easy to recognise
used / ju : s t / (to s th /to d o in g sth) fa m ilia r w ith sth:
accustom ed to sth: I ’l l never get usedtog e ttir :
so early.
Adverbs
e n th u s ia s tic a lly / in , 0 ju : z i'£ e s t ik li/ w it h a lo t o*
e x c ite m e n t and in terest
e v e n tu a lly / I 'v e n t J u s li/ in th e end ; fin a lly
h a rd ly / ' h a i d l i / used espe cially a fte r can and - ■
a nd before th e m a in v erb to em phasise th a t s r
d iffic u lt to do
re la tiv e ly r e b u s li. to q u ite a large degree,
e s pe cially w h en c o m pared to oth e rs
s im p ly / 's i m p l i / c o m p le te ly ; a b so lu te ly
Phrasal verbs
com e u p w ith sth to fin d an an sw e r o r a so lu t : j
sth: She came up w ith an idea to make some
money.
get aw ay (fro m sth) to succeed in le aving or
escaping fro m sb o r a place: The thieves got a. : I
in a stolen car.
g et by (o n /in /w ith sth) to m anage to five o r c :
w ith d iffic u lty : It's very h ard to get by on s u e s
low income.
get o f f (sth) to c lim b d o w n fro m a bicycle, horse ; i
g ro w u p to d e v e lo p in to an a d u lt; to m a tu re
keep u p w ith sb to try to d o o r have th e sam e n 'tpJ
as sb else: We had o u r garden designed j u s t ::
keep up w ith o u r neighbours.
lo o k back (on sth) to t h in k a b o u t sth in th e past
m ake sth up to in v e n t sth, o fte n sth th a t is no : se e l
s ta rt (sth) u p to begin w o rk in g , h a p p e n in g , etc :
m ake sth do this: to s ta rt up y o u r own busines
Idiom s
show sb th e d o o r to ask sb to leave, because
w a n t h im /h e r to go
Unit 8
■»3uns
i - 3 u lance /,e a r 'a e m b ja ta n s / a s m a ll p la n e o r a
l : opter th a t is used fo r ta k in g ill pe o p le to
s o ta l in an em ergency
: - r e n t to s e s m o n l 1 a ju d g e m e n t o r an
ir 'o n a b o u t sth th a t has been th o u g h t a b o u t
- ra re fu lly: I made a careful assessment of the
■s evolved. 2 an a m o u n t o r va lu e o f sth th a t
i : seen calculated
d ‘c e s to ro id / any one o f th e m a n y sm all
i- e i s w h ich go a ro u n d th e sun
i see ju m p in g / 'b A n d 3 i d 3 A m p ir j/ a s p o rt in
.ou ju m p fro m a high place w ith a th ic k
is i : rope tie d ro u n d y o u r feet
. • >n / . k a e lk ju 'le if n / th e process o f fin d in g an
ms* er using m ath s
- k o :J n / great care, because o f possible
ir s e r : Anyadvertisement that asksyou tosend
-i• shouldbe treated w ith c a u tio n .
•i k e r v i q / th e s p o rt o r a c tiv ity o f g o in g in to
a tu n n e ls ) u n d e r th e gro u n d
- i -1 s id rr)/ th e to p surface o f th e in side o f a
: jh o b ia . k b r s t r n f o . ib k v fe a r o f being in a
na : r enclosed space
- n ng / 'k a o l m a m n j/ th e process o f g e ttin g a
;<:« m in e ra l (co a l) o u t o f th e g ro u n d by digg in g
s-ison /k a m 'p s e r is n / an act o f c o m p a rin g ; a
n c n t in w h ic h pe o p le o r th in g s are com p a re d :
' s-J tom a k e c o m p a ris o n s b e tw e e n athletes
- afferent sports.
: je n c e / 'k o n s ik w a n s / s o m e th in g th a t
i f l f pens o r fo llo w s as a result o f sth else
t k v r a n t / a c o n tin u o u s flo w in g m o v e m e n t o f
* Uz' air. etc: toswimagainst thecurrent
a « 5 *f d e i n d 3 a / th e chance th a t sb/sth m a y b e
: - dam aged o r th a t sth bad m ay happen
r d e 0 th e end o f sb /s th ’s life ; d y in g
ne-gen cv services / i ' m 3 : d 3 a n s i s3 : v is is / th e
■»: organisations th a t deal w ith em ergencies;
■: : : ce. fire , a m b u la n c e and coastguard services
p tn e n t I 'k w ip m o n t / t h e th in g s th a t are needed
a c a p a rtic u la r a c tiv ity
■ : > k t s / o n e o f th e th in g s th a t in flu e n c e s a
on. s itu a tio n , etc: theriskfactor
i 3 u n d rid e / ‘f e o g r a u n d r a id / a la rge m a c h in e
m u s e m e n t p ark w h ic h you pay to go on fo r
t i n : r e xcite m e n t
t> fa t a s b t i/ a p e rso n ’s dea th caused by an
pent, in war, etc
c r ja d e f a is b r ig e id / an o rg a n is a tio n of
j e : : e tra in e d to deal w ith fires
i r e w g in e 'fa ra e n d 3 in / a special v e h ic le th a t
i " es e q u ip m e n t fo r d e a lin g w ith large fires
- >nn 1 th e state o f b e in g f it and stro n g fo r a
~ olayer, te a m , etc: Thenewstriker iso n to p
farm againafter his injury last year. 2 h o w w ell
" s p e rfo rm in g a t a p a rtic u la r tim e , fo r
a m p e in sp o rt o r business
■ e *o a t la if b o o t / a special boa t th a t is used fo r
k n g pe o p le w h o are in d a n g e r a t sea
mm. a d la if g a id / a person on a beach o r a t a
m ng poo l w hose jo b is to rescue pe o p le w h o
m - ' d iffic u lty in th e w a te r
■a - r o d l a i k l i h u d / t h e chance o r p o s s ib ility of
■ - r ip e n in g ; h o w p ro b a b le it is th a t sth w ill
■ : : : e - : Thereseemsveryl i t t le lik e lih o o d of
p a ra m e d ic / .p r e r e 'm e d ik / a person w h o has had ris k y / ' r i s k i / (riskier; ris k ie s t/m o re risky; m ost risky)
Woret/ist
special tra in in g in tre a tin g peo ple w h o are h u r t o r in v o lv in g th e p o s s ib ility o f sth bad h a p p e n in g ;
ill, b u t w h o is n o t a d o c to r o r nurse dan gerous: Lifeasa deepseadiver can bea risky
p ea k p i:k . th e p o in t a t w h ic h sth is th e highest, business (= very dangerous),
best, strongest, etc: Shebecameill whenshe was v o lu n ta ry / ' v D b n t r i / do n e o r w o rk in g w ith o u t
at thepeakof her career. paym ent
p e rc e p tio n / p s 's e p jn / a p a rtic u la r w a y o f lo o k in g at
o r u n d e rs ta n d in g sth; an o p in io n Phrasal Verbs
p o lic e fo rc e p a li:s fb :s / an o rg a n is a tio n o f peo ple
c a ll sb b ack to p h o n e sb later
w hose jo b is to m ake sure everyone obeys th e law,
g et b ack to sb to speak to, w rite to o r p h o n e sb later,
and to p re v e n t and solve c rim e
e spe cially in o rd e r to give an answ er: I’ll get back
p r o b a b ility / . p r D b s 'b il a t i / a m e a s u re m e n t o f how
toyou whenI havemore information.
lik e ly sth is to hap pen: What istheprobabilityof
g et in to reach a place: Ringme whenyouget in.
lightningstrikingtwicein thesameplace?
h ang u p to end a pho n e conve rsatio n
ris k / r i s k / a p o s s ib ility o f sth d an gerous or
h o ld sb/sth up to m ake sb/sth late; to cause a delay:
u n p le a s a n t h a p p e n in g ; a s itu a tio n th a t co u ld be
Wewereheld upin traffic.
d an gerous o r have a bad result: Don’t take any
pop o u t to go o u t fo r a s h o rt tim e
risks whenyou’redriving. • Youcoulddrivea car
p u t sb th ro u g h to m ake a te le p h o n e c o n n e c tio n th a t
without insurancebut it’snot worth the risk.
a llo w s sb to speak to sb: Couldyouput me
scale / s k e il/ a series o f num b e rs , a m o u n ts , etc th a t
through toMick, please?
are used fo r m e a s u rin g o r fix in g th e level o f sth:
- ru n sb/sth o v e r to h it a person o r an a n im a l w ith
Theearthquakemeasured6.5on the Richter scale.
y o u r v e h ic le : Our cat was run over.
shape / J e ip / th e physical c o n d itio n o f sb/sth; th e
w o r k o u t to do physical exercises in o rd e r to keep
good o r bad state o f sb/sth: She was insuch bad
y o u r b od y fit: She worksout everyeveningin the
shape (= so ill) that shehad tobe taken to
gym.
hospital. • I goswimmingregularly tokeepin
shape.
speed / s p ii d / th e rate a t w h ic h sb/sth m oves or
Idiom s
travels: Thebus was travellingat topspeedwhen m a ke a/som e, etc d iffe re n c e (to sb/sth) to have an
it hit thebridge. e ffe c t on sb/sth: Havingmoneymade a big
s ta tis tic ia n I J t a e t i's t iJ n / a person w h o studies or differencetoher life.
w o rks w ith statistics m ake a ru n fo r i t to s u d d e n ly try to escape on fo o t:
sta tis tic s / s t s 't is t ik s / n u m b e rs th a t have been Theprisoner made a runfor it, but wassoon
collected in o rd e r to p ro v id e in fo rm a tio n a b o u t sth caught.
su icid e s u u s a id th e act o f k illin g yo u rs e lf
d e lib e ra te ly
Verbs
Unit 9
assess /o 's e s / 1 to ju d g e o r fo rm an o p in io n a b o u t Nouns
sb/sth: It’stooearly toassessthe risksinvolved. 2
a c c o m m o d a tio n / o ^ D m s 'd e if n / a place fo r sb to
to guess o r d ecide th e a m o u n t o r v a lu e o f sth: to
live o r stay
assessthecost of therepairs n o u n : assessm ent
b a m b o o . b a n n b n : a ta ll tro p ic a l p la n t o f th e grass
c a lc u la te / 'k a e lk j u le it / 1 to fin d sth o u t by using
fa m ily . Y oung b a m b o o pla n ts (b am b o o shoots)
m ath e m a tic s ; to w o rk sth o u t: It’sdifficult to
can be eaten and th e hard parts o f th e p la n t are
calculate howlongtheproject will take. 2 to
used fo r m a k in g fu rn itu re , etc
co n sid e r o r expect sth: Wecalculated that the
b e d s it / 'b e d s it / a rented room w h ic h is used fo r both
advantages would begreater than the
liv in g and s le epin g in
disadvantages, n o u n : c a lc u la tio n
b u lle t / ' b o l i t / a s m a ll m e ta l o b je c t th a t is fire d fro m
lo w e r / ' b o s / to m ake sth less in a m o u n t, q u a lity , etc
a gun
m easure f m e ^ l 1 to fin d th e size, w e ig h t, q u a n tity ,
cage / k e id 3 / a box m a d e o f bars or w ire, o r a space
etc o f sb/sth in sta n d a rd u n its by using an
s u rro u n d e d by w ire o r m e ta l bars, in w h ic h a bird
in s tru m e n t 2 to ju d g e th e va lu e o r effect o f sth:
o r a n im a l is kept so th a t it c a n n o t escape
Our salesdonot lookgoodwhen m easuredagainst
c a p tu re / 'k a e p t js / th e act o f ta k in g a person o r an
thoseof our competitors, n o u n : m easurem ent
a n im a l p ris o n e r o r b e in g captured
pose / p s u z / to create o r give sb sth th a t he/she has
c a rn iv a l / ' k a i n i v l / a p u b lic festival th a t takes place
to deal w ith : toposeagreat risk
in th e streets w ith m usic and da n c in g
va cuu m / 'v s e k ju s m / to clean sth using a vacuu m
c e le b ra tio n / . s e l i'b r e i f n / th e act o r occasion o f
c le aner (= a m a c h in e th a t sucks up d irt fro m th e
d o in g sth enjo y a b le because sth good has
flo o r)
hap pened o r because it is a special day
ch o ice / t j o is / an act o f cho o sin g betw een tw o or
Adjectives m ore pe o p le o r th in g s
c h a lle n g in g / 't ja e lin d s ig / fo rc in g you to m ake a lo t c le a rin g / ' k l i s r i q / a s m a ll area w ith o u t trees in th e
o f e ffo rt: I’d likea morechallengingjob thanjust m id d le o f a w o od o r forest
answeringthephone. c o n s e rv a tio n / . k D n s s 'v e if n / th e p ro te c tio n o f th e
d a ily / 'd e i l i / done, m ade o r h a p p e n in g every day: a n a tu ra l w o rld
daily routine/delivery c o n tr ib u tio n / . k r a i t r i ' b j u i j n / s o m e th in g th a t you
d e s tru c tiv e / d i's t r A k t r v / causing a lo t o f dam age give, e spe cially m o n e y o r help, o r do to g e th e r w ith
e xh a u stin g / ig 'z o i s t n j/ m a k in g sb very tire d o th e r people: If weall make a small contribution,
lik e ly / ' l a i k l i / p ro b a b le o r expected: Doyou think we’ll beable tobuy Rayagoodpresent, verb:
it’slikely to rain?opp o s ite : u n lik e ly c o n trib u te
(E£>
c o u n c il ta x / ‘k a u n s l taeks/ a tax charged by local
coun cils, based on th e v alue o f a p e rs o n ’s ho m e
d e a d lin e / 'd e d l a in / a tim e o r date before w h ic h sth
m u st be do n e o r fin is h e d
d isa ste r i i i z o r s io an unexpected e v e n t such as a
flo o d o r a fire th a t k ills a lo t o r peo ple o r causes a
lo t o f dam age
f a u lt / f b i l t / re s p o n s ib ility fo r a m istake: It'll beall
myfault if sheislate!
th e h o m e le s s / 'h o o m lo s / peo ple w h o have n ow here
to live
h o rn /h o :n / one o f th e hard p o in te d th in g s th a t
som e a n im a ls have on th e ir heads
h oste l / 'h D s t l/ a b u ild in g w h e re peo ple w h o have no
h o m e can stay fo r a s h o rt tim e
h o u sin g / 'h a o z i i j / houses, flats, etc fo r peo p le to live
in
h u n te r / 'h A n t s / a person th a t h u n ts w ild a n im a ls fo r
food o r sport; an a n im a l th a t h u n ts its fo o d
la y a b o u t / 'le i o b a u t / a person w h o is lazy and does
n o t do m uch w o rk
le a fle t / ' l i r f b t / a p rin te d piece o f pap er th a t gives
in fo rm a tio n a b o u t sth. Leaflets are u s u a lly given
free o f charge,
lo c a tio n / b u ' k e i j n / a place o u ts id e th e b u ild in g
w h e re film s , etc are m a d e (a studio ), w h e re scenes
o f th e film are m ade: Thefilm wasshot entirely on
location in Italy, verb: locate
m a rksm a n / 'm a r k s m a n / a person w h o can shoo t
v e ry w e ll w ith a gun
n a tu ra l d isa ste r / .n a s t jr s l d i ’z a rs to / a disaster such
as an e a r th q u a k e o r a h u rric a n e th a t is caused by
th e forces o f n a tu re ra th e r th a n by m an
o w n e rs h ip / b u n s j i p / th e state o f o w n in g sth
panda / ’p a e n d s / a la rge black and w h ite bear th a t
com es fro m China
re co rd / 'r e k o r d / th e facts, events, etc th a t are know n
(and so m e tim e s w ritte n dow n) a b o u t sb/sth:
historical records
rh in o / 'r a i n o u / a large a n im a l fro m Africa o r Asia,
w ith a th ic k skin and w ith one o r tw o h orns on its
nose
ro u tin e / r u : ’t i : n / 1 th e usual o rd e r and w a y in w h ic h
you re g u la rly do th in g s : Make exercisepart of your
daily routine. 2 tasks th a t have to be d o n e again
and again and so are b o rin g
s h e lte r / 'J e lt o / a b u ild in g w h e re pe o p le w h o have no
h om e can stay fo r a s h o rt tim e
s h u tte r / ‘jA to / a w o o d e n o r m eta l cover th a t is fixed
o u tsid e a d o o r o r w in d o w and th a t can be opened
o r shut
sledge /sleds/ a ve h icle w ith o u t w h eels th a t is
u su a lly used fo r tra v e llin g on snow
s o lu tio n / s o 'lu r jn / a w ay o f solv in g a p ro b le m ,
d e a lin g w ith a d iffic u lt s itu a tio n , etc
species /'spi:Ji:z/ a g ro u p o f pla n ts o r a n im a ls th a t
are all th e sam e and th a t can breed to g e th e r
s q u a tte r /'skwDto/ a person w h o is liv in g in an
e m p ty b u ild in g w ith o u t th e o w n e r’s perm issio n
s tru g g le /'strAgl/ a fig h t in w h ic IT sb trie s to do or
get sth w h en th is is d iffic u lt: All countriesshould
join together in thestruggle against terrorism.
ta x p a y e r /'taekspeio/ a person w h o pays ta x to th e
g o ve rn m e n t, espe cially on th e m o n e y he/she earns
tr a n q u illis e r / 't r a r jk w s l a iz o / a d ru g th a t is used fo r
m a k in g pe o p le o r a n im a ls feel calm o r to help
th e m sleep
tr u c k /trAk/ a ve h icle lik e a s m all lo rry th a t is used
fo r c a rry in g th in g s in
t u r t le / 't 3 i t l / a re p tile w ith a th ic k shell th a t lives in
th e sea
th e u n e m p lo y e d /^ m m 'p b id / peo p le w h o ca n n o t
fin d a jo b
th e w ild /w aild/ a n a tu ra l e n v iro n m e n t th a t is n o t
c o n tro lle d by p eo ple: When thebirdrecovered, it
wasreleasedinto thewild.
w ild life reserve /'w aild laif riz3:v/ an area o f land
w h e re th e a n im a ls , plants, etc are p rotected by law
w ish /w ij/ a fe e lin g th a t you w a n t to have sth o r th a t
sth s h o u ld happen
Verbs
a d m ire /sd m a ra / to respect o r lik e sb/sth very
m uch; to lo o k a t sb/sth w ith pleasure
b e n e fit / ’bem fit/ (fro m sth) to receive an adva ntag e
fro m sth: Small businesseshavebenefitedfrom the
changesin the law.
c e le b ra te / ’selibreit/ to do sth to show th a t you are
hap py a b o u t sth th a t has hap pened o r because
a special day
cla im /kleim / to ask fo r sth fro m th e g o v e rn m e n t, a
com pany, etc because you th in k it is y o u r legal
rig h t to have it, o r it belongs to you: to claima
pieceof land
co n c lu d e /k o n ’klurd/ to end o r to b rin g sth to an
end : The Princeconcludedbysaying that he
wouldreturn next year.
c o n g ra tu la te /k sn g rre tju le it/ to te ll sb th a t you are
pleased a b o u t sth he/she has don e; to praise sb
co n s id e r /k o n ’sido/ to th in k a b o u t sb/sth in a
p a rtic u la r way: fane considersherself an expert on
thesubject.
e n title /m ’taitl/ (to sth) to give sb th e rig h t to have or
do sth: You'reentitled to20 days’ holidayperyear.
g ra n t /g ra m t/ to (o ffic ia lly ) give sb w h a t he/she has
asked fo r: Thegeniegrantedher three wishes.
o rig in a te / 3 'n d 3 i n e i t / to hap pen o r app e a r fo r th e
firs t tim e in a p a rtic u la r place o r s itu a tio n
o w n fao n / to have sth b e lo n g in g to y o u ; to possess
sth
p ro v id e /p re'v aid / to give sth to sb o r m ake sth
a v a ila b le fo r sb to use; to s u p p ly sth
queue /kju : / (up) fo r sth to fo rm a lin e o f people,
cars, etc and w a it fo r sth o r to do sth
re a lis e / ’rirslaiz/ to k n o w and u n d e rs ta n d th a t sth is
tru e o r th a t sth has hap p e n e d : I’msorry I
mentioned it. I didn't realiseit upset you.
re fle c t /ri'flekt/ to show o r express sth
refuse /ri'fjurz/ to say o r show th a t you do n o t w a n t
to do, give, o r accept sth
re n t /rent/ to pay m o n e y fo r th e use o f land, a
b u ild in g , a m ac h in e , etc
sq ua t /skwDt/ to live in an e m p ty b u ild in g w ith o u t
perm issio n fro m th e o w n e r
su rv iv e /so'varv/ to c o n tin u e to live o r exist in or
a fte r a d iffic u lt o r dangerous s itu a tio n
Adjectives
enda n ge re d /in 'd e in d jsd / (used a b o u t anim a ls ,
plants, etc) in d a n g e r o f d is a p p e a rin g fro m th e
w o rld (b eco m in g e xtinct): Thegiant panda isan
endangeredspecies.
e th n ic / ’e0m k/ conn ected w ith o r ty p ic a l o f a
p a rtic u la r race o r relig io n
fa b u lo u s / ' f e b j s b s / very good; excellen t
fru s tr a tin g /frA’streitir)/ m a k in g you feel a n g ry or
im p a tie n t because you c a n n o t get w h a t you w a n t
needy / ’niidi/ n o t h aving eno u g h m oney, fo o d ,
clothes, etc
o rig in a l / o 'n d s s n l / n e w and in te re s tin g ; d iffe re n t
fro m oth e rs o f its type
p e rm a n e n t /'p s r m s n o n t/ la stin g fo r a lo n g :
fo r ever; th a t w ill n o t change: a permanent
p re c io u s / 'p r e ja s / o f great value (u su a lly b e :
is rare o r d iffic u lt to fin d ): diamonds and c
preciousstones
p riz e d / p r a iz d / very v a lu a b le to sb
te m p o ra ry / 't e m p r s r i / la stin g fo r a sh o rt t -
p e rm a n e n t
te rra c e d / 'te r e s t / (used a b o u t a house) form
o f a lin e o f houses th a t are a ll jo in e d to g e :-
u n fa ir /.A n 'fe o / n o t d e a lin g w ith peo p le as m
deserve; n o t tre a tin g each person e q u a l1.
Adverbs
a lth o u g h / o d ’d a o / in s p ite o f th e fa c t th a t: -
she was tired, shestayed up late watchir:
d e s p ite / d i's p a it / w ith o u t be in g affected b. -
th in g m e n tio n e d : Despitehavingverylit: e
it is
theyenjoylife.
p e rs o n a lly / 'p s r s s n s li/ used to show th a t %:
expressing y o u r o w n o p in io n
Phrasal Verbs
j com e ro u n d to becom e conscious aga in: He
there whenshecame roundfromtheopee
s e ttle in /in to sth to sta rt fe e lin g c o m fo rta b e
n e w hom e, jo b , etc: Howare thechildren :
in at their newschool?
s p lit u p (w ith sb) to end a m a rria g e or a re :
th r o w sb o u t to force sb to leave a place
lo o k a fte r sb to ta k e care o f sb
w ake (sb) u p to stop sle epin g; to m ake sb s : :
sle epin g
w e a r o f f to becom e less stro n g o r to disagree
c o m p le te ly : Her headache returnedassee
painkiller woreoff.
Idiom s
pay a /th e p ric e (fo r s th /fo r d o in g sth) to su
because o f bad luck, a m istake o r sth so l ■
d on e: He looked terrible thismorning, he:
thepricefor all thoselate nights.
s lip th ro u g h th e n e t w h e n sb/sth slips th rc
n et, an o rg a n is a tio n o r a system fa ils to r -
deal w ith h im /h e r
ta k e a dva n ta g e o f sb/sth to m ake good :
o f sth: Weshould takefull advantage c j :
prices while theylast.
Unit 10
Nouns
a p p o in tm e n t / s 'p o in t m s n t / (w ith sb an
a rra n g e m e n t to see sb a t a p a rtic u la r tim e
an appointment with Dr Sula at 3 o'c
a p p ro v a l / s 'p r u r v l / fe e lin g , s h o w in g o r sav -
you t h in k sth is good; a g re e m e n t
a ttitu d e / 'a e titju r d / (to /to w a rd s s b /s tr th e
th in k , feel o r behave: People’sattitude to
marriage ischanging.
b in / b i n / a c o n ta in e r th a t you p u t ru b b is " ■
co ng e stio n / k s n 'd g e s t js n / to o m a n y \ e r :
tra ffic on th e roads
c o v e rin g l e t t e r /.k A v o rir) ' l e t s / a le tte r ::
extra in fo rm a tio n th a t you send w ith sth es
a jo b a p p lic a tio n
 ■ r im ■ ta e / k a n k p b m v i: t a i/ expand / ik 's p r e n d / to m ake sth bigger lo o k fo rw a rd to (s th /d o in g sth) to w a it w ith
v onCV) a fo rm a l list o f y o u r e du cation im press / im 'p r e s / sb (w ith sb/sth) to m ake sb feel pleasure fo r sth to h ap pen: I lookforward to

1 A f o r t ilis t
m r f m . e^oerience, o fte n used w h e n you are a d m ira tio n and respect: She’salways trying to hearingfromyou.
■ r : re : a new jo b impresspeople with her designer clothes. p la y o n sth to use and take adva ntag e o f sb’s fears
on d ir f D r i's t e iJ n /c u t t in g d o w n trees p la n t / p l a i n t / to p u t plants, seeds, etc in th e gro u n d o r weaknesses: Thisadvertisingcampaign playson
I I. m.ii—' i e -g e a re a to grow : toplant a tree people'sfears of illness.
d i s o 'p r u iv l / a fe e lin g th a t sth is bad p re d ic t / p r i ' d i k t / to say th a t sth w ill hap pen in th e p u ll sth o u t to take sth o u t o f a place s u d d e n ly or
L ■ • fit r s b e h aving b ad ly fu tu re : Hepredicted that it would rain. w ith force; to rem ove sth

Hal irofc 2 ' area o f a p o rt w h e re ships stop to be
ic.o’ i - : 'e c aired , etc
» «m - i a arge a m o u n t o f w a te r th a t has spread
i - f ' th e sea, etc th a t covers an area w h ic h
H h u AC be d ry
m in g / , g b u b l 'w o im ig / th e increase in
t ilt • t c e ra tu re o f th e e a rth ’s atm o s p h e re , caused
" m t - t'ease o f ce rta in gases
- si ousy noisy a c tiv ity o f a lo t o f peo ple in
am- : s :e .\e escapedfromthehustle and bustle
I m tti : t> for the weekend.
w .I • kaep / a layer o f ice th a t p e rm a n e n tly
parts o f th e e a rth , espe cially a ro u n d th e
f t i ” a South Poles
■mm- edge 11D M 3/ th e state o f k n o w in g a b o u t a
| m~~ - 3r ; act o r s itu a tio n : Aknowledgeof
>ouldbean advantage.
m ze n o z/ b e h a v io u r th a t is considered to
it » :s s a p a rtic u la r society o r c u ltu re : tohave
pw < t rad manners
n e r t fa all th e plants, a n im a ls , etc in th e
i- sc and a ll th e th in g s th a t hap pen in it th a t
| « ic t - a a e o r caused by peo ple
- pa l u i j n / t h e a c tio n o f m a k in g th e air,
; ; rty and dangerous: Major stepsare
I h e f : -aten tocontrol thepollution of beaches.
■ p r o d A k 't r v o t i/ th e rate a t w h ic h a
tut ii - s ::m p a n y o r a c o u n try produces goods,
B u t ltd - a m o u n t p roduce d, c o m p a re d w ith how
11 o ‘ - x o rk and m o n e y is needed to produce
;- ncreasedproductivity
mmt"-. r e t a r d th e facts, events, etc th a t are know n
- e : mes w ritte n dow n) a b o u t sb/sth: He
tar 1 -icordof thedisturbances.
S i-g s a r k lig / p u ttin g used objects and
1 : t " o u g h a process so th a t th e y can be
a c 'o to g r a p h o r a p ic tu re in a film
•m u - r r r a p io / a place o r a state th a t exists o n ly
r a g n a tio n , w h e re e v e ry th in g is perfect
4 r i i a t i a n u m b e r o f d iffe re n t types o f th e
sth a large n u m b e r o r a m o u n t o f
* t • :nof information/experience/talent
■ w e b b r a u z o / a c o m p u te r program
lo o k a t w o rd s and pic tu re s fro m o th e r
r s.ste m s by receiving in fo rm a tio n th ro u g h
raittm c v -es
' 1 a i l d l a i f / birds, plants, a n im a ls , etc th a t
re com m e n d / ,r e k o 'm e n d / to te ll sb w h a t you
stro n g ly b e lieve he/she s h o u ld d o : / recommend
that youget somelegal advice.
re p re se n t / . r e p r i'z e n t / to act o r speak in th e place
o f sb else; to be th e representative o f a g ro u p or
c o u n try
suggest / s o 'd je s t / to m e n tio n a plan o r an idea th a t
y ou have fo r sb to discuss o r consider: My boss
suggestedthat I hadmyeyestested.
Adjectives
am azed / o 'm e iz d / (a t/b y sb/sth) v e ry surprised;
a stonished: I wasamazed by thechange in him.
a m a zin g / o 'm e iz n j/ v e ry s u rp ris in g and d iffic u lt to
believe : I’vegot an amazingstory to tell you. verb:
am aze
a p p a llin g / o 'p o i lir i/ shocking; e x tre m e ly bad: The
prisoners werelivingin appalling conditions, verb:
appal
a s to n is h in g /o 's tD ra J ip / very s u rp ris in g ; d iffic u lt to
believe: I find it absolutely astonishing that you
didn’t like thefilm.
d e s ira b le / d i'z a io r o b l/ w a n te d , o fte n by m any
p eo ple; w o rth having: Experienceisdesirable but
not essentialfor thisjob.
d is tu rb in g / d i's t a ib ir ) / m a k in g you w o rrie d o r upset:
I found the documentary verydisturbing.
d re a d fu l / 'd r e d f l / very bad o r u n p le a s a n t: Wehad a
dreadful journey - trafficjams all the way! verb:
dread
fa r-s ig h te d / , f a : 's a it id / b e in g a b le to see w h a t w ill
be necessary in th e fu tu re and m a k in g plans fo r it
fa scin a te d /'fa e s m e itid / (by sb/sth) very in terested:
I'vealways beenfascinated byhis ideas.
id y llic / I ' d i l i k / v e ry pleasant and pea ceful: an idyllic
location
in c re d ib le / i n ’k r e d o b l/ e x tre m e ly good o r big
p essim istic / , p e s i'm is t ik / b e lie v in g th a t bad th in g s
w ill hap pen o r th a t sth w ill be n o t be successful
s h ockin g / ' J o k i t j / th a t o ffe n d s o r upsets p eo ple; th a t
is m o ra lly w ro n g
u se fu l / ' j u i s f l / h aving som e p ra c tic a l use; h e lp fu l
w o rrie d / 'w A r id / th in k in g th a t sth bad m ig h t
hap pen o r has happened
w o rry in g / 'w A r ii p / causing you to feel w o rrie d
Phrasal verbs
c a rry sth o u t to do a task, repair, etc: tocarryout a
ru n o u t (of sth) to fin is h y o u r sup p ly o f sth; to com e
to an end : We'verun out of coffee.
send sth in to send sth to a place w h e re it w ill be
o ffic ia lly d e a lt w ith : I sent myapplication in weeks
agobut I still haven’t had a reply.
slow d ow n to go at a slo w e r speed o r be less active:
Youmust slowdown a little (= w o rk less hard) or
you'll makeyourself ill.
ta k e sb on to sta rt to e m p lo y sb: Thefirmistaking
on newstaff.
ta k e sth on to accept a re s p o n s ib ility o r decide to do
sth: He’staken on a lot of extra work.
ta k e sth up 1 to learn o r s ta rt to do sth, espe cially
fo r pleasure: I’verecentlytaken upyoga. 2 to start
o r begin sth such as a jo b : He takes up hisnew
rolenext week.
Idiom s
be a ll fo r s th /fo r d o in g sth to b e lieve stro n g ly th a t
sth s h o u ld be don e: He’sall for bringingback the
death penalty.
be y o u r o w n boss to w o rk fo r y o u rse lf and m ake
y o u r o w n decisions
in tim e (fo r s th /to d o sth) n o t late; w ith enough
tim e to be able to do sth: Don't worry. We'll get
therein timefor your train.
on tim e n o t to o late o r to o early; p u n c tu a l: Thetrain
left on time.
Answ ers to P s ych o m etric tests on page 10
P e rs o n a lity test
1 If y o u a n s w e re d 'a ' y o u 'r e a 'p e rc e iv e r' a n d
p re fe r a fle x ib le , s p o n ta n e o u s a p p ro a c h to
life , c h o o s in g t o keep y o u r o p tio n s o p e n . If
y o u a n s w e re d 'b ' y o u 'r e a ju d g e r a n d lik e a
p la n n e d a n d o rg a n is e d a p p ro a c h to life .
2 Y o u 're g iv e n th e o p tio n o f an u n d e c id e d
a n s w e r, so y o u d o n 't fe e l fo rc e d in to o n e
c o rn e r. T h e assessor is tr y in g t o fin d o u t y o u r
m o tiv a tio n a n d a ttitu d e to life . B u t a w o rd o f
a d v ic e , if y o u a n s w e r ’ n o t s u re ’ to a lo t o f
q u e s tio n s lik e th is , y o u m a y s o u n d in c a p a b le
o f m a k in g a d e c is io n .
A b ility test
1 (b)

■ m : i'd ive in th e ir n a tu ra l e n v iro n m e n t survey

end u p to fin d y o u rs e lf in a s itu a tio n o r a place th a t
you d id n o t in te n d o r expect to be in : I ended up
••crtes
in hospital with a broken leg.
mmtmr- 5 fc » a is to o b ta in o r buy sth, usu a lly fo r give sth u p to stop d o in g sth o r h aving sth th a t you
companyhasacquiredsharesin a d id o r had re g u la rly before: Don’t give up hope.
5 L-shapes
mmat msness. Thingsare bound toimprove.
i fo r sth) to ask fo r sth in w ritin g : h and (sth) o v e r (to sb) to give sb else y o u r p o s itio n
tee to that companyfor ajob. noun: o f p o w e r o r th e re s p o n s ib ility fo r sth: Sheresigned
aschairperson and handedover tooneof her
'• ii, ti : s eep lig h tly a n d /o r fo r a s h o rt tim e : younger colleagues.
fur «' 1 3:: nginfront of the television. keep sb on to c o n tin u e to e m p lo y sb: Theyonly kept
r. ■ w to p u t sth in an envelope, himon becausehe'dbeen with thecompanyfor
I P " i Er v : w ith sth else: I enclosem y CVand the solong.
m -e 1 addressesof threereferees.
 New

Ur S JR H * Matrix
A new edition of the challenging secondary course which
prepares students for success in th e ir school-leaving exam s.

Popular features improved and updated

in response to teachers’ feedback:
: thought-provoking topics and authentic texts
• demanding materials to build confidence
• systematic exam training: exam tasks, tips and techniques
• gram m ar activated through exam-like tasks
emphasis on effective production:
- speaking on a range o f involving subjects
- step-by-step guidance in w riting a variety o f texts
regular revision and recycling
• gram m ar reference
dictionary-style w ordlist

W h at’s new?
building o f key vocabulary to cover the exam topics in every unit
in Word focus
improved gram m ar practice lessons
enhanced coverage o f culture in Culture focus
i: authentic extracts from literature in Reading for pleasure

New Matrix
Student’s Book
W o rk b o o k
Teacher's Book
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U NIVERSITY PRESS
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