IN THIS UNIT YOU LEARN HOW TO: + talk about habits + describe fms, books and music + politely disagree with opinions + talk about pictures and art + tell stories and discuss plots SPEAKING ‘Work in pairs. Look at the photo and discuss the questions. + Where do you think the place Is? Would you want to read in a place like this? Why? / Why not? + Do you usually take a book with you when you're ravelling ar do you prefer e-book readers? + What's the nicest or most unusual place that you've spent time reading in? ‘Change partners, Tell each other about your other interests and how you spend your free time. Think about TV, music, films, sport and hobbies. Find five things that you have in common.se A QUESTION OF TASTE LISTENING Listen to the answers to eight questions such as Do you read much? or Do you watch TV ‘much? Listen and decide which Do you ... much? questions were asked. GRAMMAR Habits We use the present and past simple and 9 number of tifferent structures such as tend to and used toto talk ‘about habs. We use words and phrases such as rarely, ll the time and not as much as lke foto show how often #1 Listen and complete the sentences with the expressions and structures used to talk about habits, 1 Idontt uring the 2 Yean, My headphones are glued to my ears 3 Not as much it _., because I really love | don't pay much attention to it most ofthe time. ‘big game, i there's one on. 6 Yeah, | guess so. | usually play football on a Wednesday and Igo running 7 No, Itend to and through my TV at home ich flms on 8 Not as much as! was addicted to this online game, unti my parents banned me 1 ‘sometimes play for five hours a day! In Exercise 2, find: 1 two ways we talk about a past habit 2 that deser usually or general a current habit 2 two other structures we use to talk about current habits, 4 phrases that mean always, and almost neve LD 1) normally, sometimes ‘Complete the sentences about your own leisure interests. Then find out about your partner. How much do you have in common? 1 | allthe time, 2 | don’t... as much 8s | used to because 3 tend to... at the weekends and now and again 4 Asarule,| dont... but wil if 5 |used to.» alot re os further practice, sce page 160 and do Exercise 2 Write five Do you ... much? questions about other areas. ‘Think about: study + holiday eating Then find out about your partner. Use some of the structures from Exercise 2 in your answer,VOCABULARY Describing films, music and books a When we descnbe things, we often use pals of acjactwos that have sinilar meanings to emphasise what we mean. ‘We sometimes repeat the same adverb with each adjective. 1s very moving just very, very sad ts great, absolutely amazing, 6 Complete the sentences with these words. cisturbing hilarious awful upliting catchy ult oversthestop weird commercial gripping 1 Itdoes nething for me. t's quite bering, quite 2 I's one of those tunes that's very easy to remember very 3 it's ~ just really, realy funny. 4 Italian do much for me. is typical big-buaget Hollywood - very 5 I can't explain t's really strange — realy, 6 I's Just too much for my liking ~ really 7 You cant stop reading. It's so exciting, so___! 8 Ii’s good, but it’s quite upsetting - quite 9 It's. really inspiring story, realy. 10 Don't go and see it i's dreadful, absolutely a PRONUNCIATION 7 (EMET Listen to the sentences from Exercise 6. Notice when you stress the adverb. Repeat the sentences. 8 Write at least two words or phrases that you associate with each adjective in the box in Exercise 6. ‘awful ~ leave before the end J hate | waste of money 9 Tell a partner the words you thought of. Your partner should guess the adjective. LISTENING 10 EEN Listen to two people talking about films and decide which statement is true. 1 They agree on everything 2 They agree on mos things 3 They don't agree on very much 4 They dont agree on anything 11 EME Take notes about the two speakers to answer these questions. Listen again to check. 1 Do they goto the cinema much? 2 What kind of fms are they mainly into? 3 Have they seen any fms recentiv? 4 What die they think of them? DEVELOPING CONVERSATIONS ae aa Disagreeing politely ‘You heard the speakers clsagtee wth Vowpoints ike this: Yeah, guess, bu, to be honest I'm not that keen on action ‘twos ail @ bt too wai for my liking. As say. ts not really my kind of thing. “The Hunger Games was well made /not 62d, Isuppese, but ‘When disagreeing with somecne's tastes, Instead of saying rectly I don't ike oF F's really weird, we often soften our ‘tesponses by using phases such as 'm not that keen on, ‘Iguess, 1 suppose, to be honest, for my king. etc. We also lise @ ito soften negative acjectves, 12. Look at three short conversations. Soften B’s responses using some of the ideas above. 1A: [im really nto 60s music. The Beatles, The ‘Stones, stuff ike that. B: Yeah? | don't lke tts the kind of stuf my dad lstens to 2A: Doyyou lke Tarantino? | love his fims. B: He's all ight, but m not keen on his fms. ‘They're very over-the-top. Have you ever read any Paulo Cosiho? His ‘books are fantastic, B: I've read one. it was OK, butt didn't do much for me ak FRONUNEIATON ES (EXE Listen to the example conversations. "Notice the stress and intonation. Repeat them. Write some responses to these sentences, disagreeing politely. Practise them in pairs. 1 love Horry Potter and stut ke that. 2 Im ealy into opera. It's fantastic 3 Hove any realty TV show. 13 4 CONVERSATION PRACTICE 15 Work in pairs. Have conversations about your habits using the guide below. Then swap roles. ‘Ask question: Do you reed /isten to music / {9010 the cinema / ese es “VAnswer, alving as full an [Ask follow-up questions] answer 88 possible. What kind of stuff are \you into? Sa What other things do you read | watch? et, Have you ever seen |yé ead..? M4 Don't you find it a bit.? ete Unit 1 Entertainment 9IN THE PICTURE SPEAKING 1 Read the quotations about art. Then discuss in pairs what you think each quotation means. How far do you agree with each one? Explain why. ‘Arts the lie that enables us to realise the truth, Modern art =| could do that + Yeah, but you din. ‘Advertising isthe greatest artform of the 20th century. ‘Arts what you can get away with, ‘The urge to destroy is also a creative urge. ‘The more minimal the art, the longer the explanation, ‘Act never responds to the wish to make i democratic t is not for everybody, it's only for those who are willing to undergo the effort needed to understand it VOCABULARY Talking about pictures 2. Look at the painting below. With a partner, discuss who the character might be and what you think is happening. 3 Read the definitions. Discuss which adjectives could describe the painting above. 1 Bold colours are very bright. strong and clear, whereas subtle colours are not strong or bright, They're softer and more delicate, 2 fe painting is conventional i's tracitional and not new or different in any way. 3 ita painting is dramatic, it contsin 8 lot of exciting action. 4 ifit’s atmospheric, painting creates a special mood = such as a feeling of romance or mystery. 5 Abstract paintings show an atist’s feelings or thoughts, whereas realistic paitings snow real ‘objects or events, 6 ifit’s ambiguous, the meaning of the work isn't clear =it's open to interpretation. 7 An intimate painting shows private moments in someone's Ife. 0 4 Which of these sentences about the painting do ‘you agree with? 1 The main character has his back to the viewer, which creates 2 feeling of mystery. 2 He looks as ifhe's thinking about kiling himselt. 3 He's obviously asad and lonely man. 4 He seems to be the most important thing in the painting. 5 He appears to be looking for something better than what he has. 6 He looks very proud. | get the impression ne feels very pleased with himsett 7 He looks like a very wealthy man 8 itmust be somewhere in Europe. It could well be France 5 Cover Exercise 4. Complete the sentences about other paintings using words and phrases from Exercise 4. 1 think it coule this picture. 2 Everyone looks really good time inthis picture, be Spain or aly in hey're having a 3 Igettne she's been crying. She realy upset. 4 Theyve just moved in and are redecorating the whole fit, from the look of 5 They. allbe students. That looks ‘@ university canteen to me. 6 Everyone in this picture tobe queuing or waiting for something, LISTENING 6 Work in pairs. Use language ftom Exercises 3 and 4 to discuss the following questions. + What do you think the paintings on page 11 show? + Who do you think the people in the two paintings might be? + How do you think they're feeling ~ and why? + What might the connection between the two works be? 7 EME Listen to a guide in a gallery telling visitors about the two paintings on page 11. Which five adjectives from Exercise 3 does the guide use? 8 EME Listen again. Answer the questions. 1 Where was the artist from? 2 Wes he well known when he was alive? 3 In what wey are the two paintings connected? 4 Inwhat way might the viewer's frst impression of the paintings be wrong? 5 Why did the painter include the globe and the ‘Turkish rug?’ 6 Why did the painter include the two paintings within these paintings?GRAMMAR Look at these examples from the talk in Exercise 7. Then work in pairs to complete the rules below. Adjectives and adverbs Adjectives symbol of te ciel, stomy nature of ve she looks colm and content Adverbs Look carefuly and yout notice that These may look like folly conventional, fairy realistic pieces, Sodly though, ne died at the age of 37. 1 Adjectives are often used befare / after nouns. Adjectives are also often used before / after the verbs be, (00k, become, seem, get, taste, etc. to describe the subject ofthe verb. 2 Most adverbs are formed oy adding to the adjective, but some have the same form as the adjective: fast, hard and fater. Adverbs can be used to modify verbs, other adverbs and) ole clauses or sentences, ea ETN Complete the sentences using the adjectives in brackets. Change the adjectives into adverbs where necessary. vvan Gogh sliced his ear off while suffering from depression. (severe / famous) 2 The painting was. damaged ina fire and, it couldn't be restored. (severe / unfortunate) 3 This___ landscape is by the British artist, Kleron Williamson, he was only nine when he painted this. (amazing / lovely) 4 __ some people wil ust think it's ut____"_some will ike it and it may even ‘change the way they think (obvious / hopeful J weird) 5 ___ Picasso's work was quite realistic, but itsoon chenged and became more and more____ (experimental gradual / Initial) 6 There isa jebate about these Chinese prints, Because, well, they were stolen before they were donated to the museum, (frank heated / amazing) PRONUNCIATION IE] Listen and notice the stress on the adverbs and the slight pause that follows. Repeat the sentences. TT SPEAKING Work in pairs. Student A: look at the painting in File 1 on page 184. Student B: look at the painting in File 17 on page 192. Make notes on the following: What's happening In the painting + the impression and feelings you have about it + Information about the painter and/or people in the picture (you can invent this if you want) + additional comments you want to make about the painter and/or the painting. Start some comments with adverbs such as Interestingly, Sadly, Actually, ‘Now present the picture to your partner. Unit 1 Entertainment 11TELLING TALES READING 1 Work in pairs. Discuss the questions. + Have you read a book or seen a fm recently where the ending was quite predictable? What happens in the story? + How did you know what was going to happen? + Did you still enjoy the story? Why? / Why nat? 2 Read the first part of a review of a book about ‘why we tell stories. Answer the questions. 41. Why does the writer claim we often find films predictable? 2 Does the author think this is @ problem or not? Why? 3 For one of the ‘overcoming the monster’ stories ‘mentioned, think about: what or who is the monster or bade? what community is threatened? ‘what challenge does the monster present? ‘What special weapon does the hero have? does the monster have a fatal aw? how ot where is the hero trapped ans how does he escape? {9 what Is the final reware? Look at the names of four of the other plots. Check the words in bold in a dictionary. ‘Then discuss which sentences might go with which plot. + Comedy + Voyage and Return + Rags to Riches + Tragedy 1 The central characteris destroyed by committing suicide or by a relative of the victim seeking revenge. 2 People disguise themselves (Including men as women and vice versa) or pretend to be someone different 3 The hero is ving In poverty or being bullied by a baddle 4 The hero encounters a problem which reveals 5 dark side to the new wort, 5 The couple are bound to get together but can't see it 6 The baddie asserts their power or society presents {an obstacle preventing the hero becoming successful 7. Back in the normal world, the here has gained a new Insight that makes them a better person, 8 The hero gets away with the bad deed and enjoys the rewards. 4 Work in pairs. You will each read about two plots. Check your ideas from Exercise 3 and tell your partner. Student A: read the text in File 2 on page 185, Student B: read the text in File 7 on page 186. n 5 Explain each plot you read without looking at the texts. Your partner should say the name of @ story with that plot 6 Work in pairs. Discuss the questions. 1 The two other plots Christopher Booker describes are called Quest and Rebirth, What do you think they might involve? 2 Do you agree with Booker that the best stories follow the basic plots? Why? / Why not? 3 Can you think of any stories that don't fol these plots? What do you think of those stories? LISTENING 7 EREL Listen to someone explaining a story. Try to decide what plot it fits. 8 Think of a book, film or other story you like which might fit one of the plots. Explain the story. Your partner should ask questions to help you. When you have finished, your partner should guess the name of the story and/or the Kind of plot.HEARD IT ALL BEFORE that we dont h Christopher Booker all the monster has - its atl aw The hero approaches the monster and intially everything goes according to plan The hero confronts the monster forthe frst time ands frustrated, They realise the huge challenge that the monster presents, There isa nightmare rapped and faces death, The hero is ly the hero makes an amazing escape. succeeds in destroying the monster usually with the help oftheir sp exploiting the mo are rewarded and orde Dracula or Harry Petter, fr James Bond movies, Bo ldy GARLAND Fo MORGAN | Zug BOLGER | ‘dee LAHR | ALE: “Vote FLEMING THEA RA DP =) mrreo SeLDWTW-MATERS TECHNICOLOR TRIUMPH! Unit 1 Entertainment 13GRAMMAR REFERENCE ES HABITS Past Totalk about past habits, we can use the past simple, used 10+ Infinitive (rthout fo), o would + inne fwthout fo istoned to music ol the time when I wos younger ‘used to isten to music al the time when I was younger. "listen 0 music al the time when I was younger Present Totak about current habts we can use the present simple, fend to + infinitive (without to), and wil + infestve without fo), Iileten to musi all the time | tend to watch fis on demand trough my TV. | don’ follow football much, but | will watch the big games ‘Wis not as common as the other forms. ‘Adverbs and adverbial phrases of frequency ‘wey al the time / constantly ‘normally | usually as @rule on the whole / by and large ‘sometimes / now and again / once ina while ‘almost never / very rarely hardly ever! once in blue moon ‘We also use phrases with not as much os. not as much as. [dike to /J want used tdi before, ‘Making negatives ‘We can make negatives with tend o and used fo in ‘ferent way J ln use to ike ivory much, I never used to listen to music ot home. ‘tend net to go out during the week. | don't tend to go tothe cinema that much Exercise 1 ‘Complete the second sentence so that ithas a similar ‘meaning to the fist sentence using the word given. Do ‘not change the word given. You must use between four land five words, including the word given. 1 only goto the cinema once n a blue moon. HARDLY Ipc tain 2 We used to fight constantly when we were kd TIME We used ______when we were kids 3 As arule people don't read on public transport here public transport. 4 don't tke classical musle much but sometimes go toa concert with my dad wie | dor tke classical music much but nove and toa concert ith my da. 5 He was fiter before because he cycled 50 km every day. wouLD He used to ‘yele 50 km avery day. 6 1a tal the time when Iwas younger, ut m not so keen nit now. as, don't dot to, ‘COMMON MISTAKES + Tuse-o usually / tend to go out wih ends on o ry. Don't say use fo oF used toto tak about habits inthe present + was-going went / used to go swimming alot when I was younger: Don't us the past continuous to tak about past habits + I wouldshove had / used to have ong hair when | wos younger Don't use would to talk about character and other kinds of states. I don't go as much How as ike to. Don't use how instead of a In comparative, Exercise 2 Rewrite the sentences, correcting the mistake in each, 1 used to go and see fis when they come out atthe ‘inems because I prefer to see them onthe big screen. 2 Tm tend to stay in on Friday nights, a5.'m generally too tred toxdo anything much. 3 | don't see her as much howl used to, because we're both so busy, 4 My parents never used to go out late at night because we ‘would ive in quite a rough area, 5 was making my own comics and fms when was younget 6 By and large | don't use to watch TV much, There are 10 many 2s, which annoys me. DID YOU KNow? Would s actualy fr more common than used toto talk about past habits. That's because while we often introduce atopic ‘wth used to, we tend to gue the detls with woul, used to make my own fs when ! wos younger. watch famous fms and get ideos and then my brother and | would tay 0 make our own versions. We'd then do screenings for our farly ADJECTIVES AND ADVERBS Adjectives ‘Adjectives tend to go before a noun. The fm had a realy uplifting enaing. 1's quite dull msi. if you ask me. Adjectives go ate ‘linking verbs. ‘The painting looks very reallste ‘Sho wont red with embarrassment. These verbs can be followed by an adjective on its owm: be, ‘become, get, go fee, grow, keep, look, remain, seem, sl Stay, sound ste and turn Inthese cases, the adjectve describes the subject of the verb. Adverbs ‘Adverbs go before acjectives. ‘is writing is absolutely impossibe to edd. ftwos a strangely moving fm AAdveros can come before other acverbs ‘The raffle wes moving really slowly ‘Adverbs atthe stat of sentences or clauses show an opinion about the whole sentence or clause. Fortunately, no-one wos inlured in the accident ‘meant to be here eater but, stupdly | got haltway here before | realised I le your adress at home,‘Most adverbs are formed by adding “tothe adjective, but ‘some adverbs have the same form as the adjective: alive, fst, hard, late, ater. ‘When we use an adverb with the verbs be, look, Become, seem, get taste, etc, they do not describe the subject of the verb, they describe how something is done, Exercise 1 Choose the correct option in these sentences about the paintings on page 11. 4 Int inivaly, they may strike you as fay traltional/ ‘racitionally portraits. 2. The young man sitting in the chair looks calm /calmly and Is obvious /obviously thinking hard / hardly about what to wit. 3 The two pieces were painted short shorty before the artist's death 4. Gabriel Metsu was both wide / widely admired and reasonable / reasonably successful during his lifetime. 5 Unfortunate / Unfortunately, he died atthe height of his fame. 6 strange tension and feeling of danger seems apparent / ‘apparently in the two paintings. 7. Dogs in paintings were a frequent /frequenty symbol of loyalty and trust Exercise 2 Complete the sentences with the adjectives in the box, changing them into adverbs if necessary. beautiful catchy disturbing funny Interesting frequent’ hard later ‘occasional recent 1 You can buy a season ticket for the museum i you're going tobea. Visitor. Itworks out a lot cheaper. 2 [don't do much exercise, except for going swimming 3 Ive been working really 10 improve my English and feel 'm making progress at ast. 4 Seven isa bit early. Can't we get a ‘rain? 5 ‘enough, | was just thinking about calling you ‘when you rang 6 we want the book to sel, we need a ‘ensure that people remember it 7 report has found that kids are being exposed to high levels of violence in video games. hiss one of only two portraits he ever painted, but as you can see its, ‘done ~ a real masterpiece, ‘Adverb position ‘To show frequency, we usually add adverbs before the main verb. They're always shouting at each other I haraly ever go out these days. To show how we aid something or when the action happens, we usually place adverbs after a verb, He was looking ot me strangely. I went to this great exhibition yesterday. Exercise 3 Rewrite the sentences with the adverbs in brackets in the correct place. 1 I download fms from the intemet. (never) 2 Ive seen him all day. (hardly) 3 He reacted badly to the news. (ay) 4 Fm going fishing inthe week. (ater) 5 To be honest, | haven't even picked up a book, (lately) tile to 6. The car was completely destroyed, but he escaped without a scratch. (amazingly) 7. The special effects are amazing — just realistic. (ncreaiby) 8 They got married in 2005, but he died after. (sadly, soon) Exercise 4 ‘Make collocations by matching 1-9 to a. Use a dictionary if you need help. 1 aheated 2 after 2 loosely b meaning 3 asymbolc treated 4 ended exactly the same 5 shortly @ dlscussion| 6 anupliting ending 7 almost 9 out of control 8 badly tragically 9 totaly based on a tue story RELATIVE CLAUSES Clauses with no commas ‘Sometimes when we use general words ike man, place or thing, we need a relative clause to make clear which man, place or thing we are referring to, When the relative cause ‘explains tis, there's no comma. These are sometimes called defining relative clauses, He'sthe man. He's the man that / who led our country ‘uring the war. He's the man | spoke to earler. Highgote Is te Highgate isthe ploce where Marx Is place. ‘buried. Highgate is the place where | met my wite ‘These kinds of sentences don't always need a relative pronoun, butf you're unsure, use onel Clauses with commas Incther sentences, the sentence Is clear and complete, but we Want to add some extra information. These are called non- defining relative clauses and always need @ relative pronoun, Vaclav Havel was the frst Czech president. Voclav Havel, who was also @ famous writer, was the frst (Czech president ‘Imet my wien Highgate, {met my wife in Highgote, which Is where Ilived as a student. DID You Now? + We often use which s where Instead of where when adding extra information. That's the local registy office, which Is where we got married. Exercise 1 Underline the relative pronouns and add a comma where it is necessary. That was the home of Abe and Betty Zimmerman whose son is ‘2 famous singer, Bob Dylan, Tat was the home of Abe ond Betty Zimmerman, whose son {sa famous singer, Bob Dylan. 1 We're meeting Jaime later. You know, the guy whose brother {ot us the tckets for the match, 2 People lived in houses carved out ofthe rock most of which have been destroyed 3 Apparently, the hotel where we'e staying in Vienna ‘veriooks the rive. 4 The 19th of July celebrates the day that we gained Independence. Grammar reference 167