Interchange Level 3 Presentation Plus - Newson 39 S Language Centre

© Cambridge University Press 2013
Content from Interchange 3, © Cambridge University Press 2013

Credits
Illustration credits
Andrezzinho: 7, 22; Ralph Butler: 17, 40; Paul Daviz: Trevor Keen: 14 (bottom), 44; KJA-artists.com: 4, 54;
6, 18 (top), 42; Carlos Diaz: 12, 36; Chuck Gonzales: Robert Schuster: 18 (bottom), 56; James Yamasaki:
5, 14 (top), 35, 45; Jim Haynes: 2, 34; 8, 16, 24
Photography credits
2 ©Fuse/Getty Images; 10 ©Mary Kate Denny/ 34 ©forestpath/Shutterstock; 38 (top row, left
PhotoEdit; 21 ©Monkey Business Images/ to right) ©06photo/Shutterstock; ©Mixa/Age
Shutterstock; 22 ©Steve Dunwell/Ticket/ Fotostock; ©Masterfile; (bottom row, left to
Photolibrary; 25 ©kak2s/Shutterstock; 26 (top) right) ©David M. Grossman/The Image Works;
©Peter Harrison/Ticket/Photolibrary; (bottom) ©Yuri Arcurs/Shutterstock; 46 ©Lonely Planet/
©U.S. Coast Guard/Science Faction/SuperStock; SuperStock; 50 ©Marcia Chambers/dbimages/
30 (top) ©Adalberto Ríos Szalay/Age Fotostock; Alamy; 51 (center right and right) ©Adam Stanford/
(bottom) ©Comstock Images/Getty Images; 32 Aerial-Cam Photography; 52 (left to right) ©Scherl/
(notebook) ©Igor A. Bondarenko/Shutterstock; SZ Photo/The Image Works; ©Nataiki/Shutterstock;
(clockwise from top left) ©IMAGEMORE Co., Ltd./ 54 ©Collage Photography/Veer; 58 ©Spencer Platt/
Getty Images; ©Nick White/Digital Vision/Getty Getty Images; 60 ©Brigette Sullivan/PhotoEdit;
Images; ©Masterfile; ©Tim Robberts/Riser/Getty ©David Grossman/Alamy
Images; 33 ©Erik Isakson/Tetra Images/Corbis;
Video credits
Unit 7 ©BBC Worldwide Americas Inc. Used Unit 13 ©A&E Television Networks. All rights
with permission. Unit 10 ©ABC News. Used with reserved. Used with permission. Unit 16 courtesy
permission. Footage from The Crayon Marketing of 60 Minutes. ©Copyright CBS News. Used with
Firm used with permission. permission.
ii
Plan of Video 3
1 Dream Date p. 2 A young woman chooses one of 9 Stressed out p. 34 A woman seeks advice from a co-
three men for her date on a dating game show. worker on how to relieve stress.
Functional Focus Expressing feelings; describing personalities Functional Focus Making suggestions
Grammar Clauses containing it with adverbial clauses Grammar Making suggestions with gerunds, infinitives,
Vocabulary Adjectives to describe personalities base-form verbs, and negative questions
Vocabulary Idioms related to stress
2 Career moves p. 6 A career advisor talks about the
importance of someone’s personality type in choosing a major 10 The Virtual Office p. 38 ABC News presents a
and profession. report on the changing face of the workplace.
Functional Focus Describing personality types Functional Focus Comparing old and new ways of doing things
Grammar Gerunds as subjects and objects Grammar Predicting the future with will
Vocabulary Words related to jobs and personality types Vocabulary Terms to describe the modern office
3 Common ground p. 10 A woman asks her friend to 11 Live and learn p. 42 A host asks people to share
look after her younger sister overnight. embarrassing stories.
Functional Focus Asking favors Functional Focus Talking about past mistakes
Grammar Indirect requests Grammar Should have/shouldn’t have + past participle;
Vocabulary Requests and responses if clauses + past perfect
Vocabulary Words to describe embarrassment
4 Around the campfire p. 14 Three friends on a
camping trip share a spooky story and meet a mysterious stranger. 12 Good business p. 46 A student interviews a local
Functional Focus Telling a story in the past business owner about her secrets of success.
Grammar Past tense verbs: past continuous, simple past, Functional Focus Discussing what makes a business successful
past perfect Grammar Infinitive clauses and phrases of purpose
Vocabulary Unusual events Vocabulary Words to describe a café
5 Travel World p. 18 Reporters around the world ask 13 Stonehenge p. 50 The History Channel presents
people about cross-cultural experiences. current scientific theories on the mysterious origin and purpose
Functional Focus Describing customs of Stonehenge.
Grammar Expectations: (not) expected to, (not) supposed to, Functional Focus Explaining past events
(not) customary to, (not) acceptable to Grammar Past modals for degrees of certainty
Vocabulary Words related to traveling abroad Vocabulary Words to describe an ancient civilization
6 What’s the problem? p. 22 A couple’s hope for a 14 Making music p. 54 A look at how a song is
relaxing weekend at a quaint hotel is dashed. written, is produced, and gets played on the air.
Functional Focus Describing problems; making complaints Functional Focus Describing the steps in a process
Grammar Need with passive infinitives and gerunds Grammar The passive to describe process
Vocabulary Words to describe problems Vocabulary Words related to music production
7 Endangered islands p. 26 A BBC reporter explains 15 The streets of Montreal p. 58 A reporter in Montreal,
how climate change threatens the island nation of Tuvalu. Quebec, Canada, interviews people about bicycling in the city.
Functional Focus Describing environmental problems Functional Focus Expressing opinions about city rules
Grammar The passive and prepositions of cause Grammar Passive modals
Vocabulary Words related to the environment and climate Vocabulary Words related to traffic and safety
change
16 The Harlem Children’s Zone p. 62 An
8 Tango! p. 30 A reporter talks to several people about interview with Geoffrey Canada, an education reformer in the
learning to dance the tango. U.S., excerpted from the CBS News program 60 Minutes.
Functional Focus Talking about learning methods Functional Focus Talking about challenges
Grammar Gerunds and infinitives; would rather and would prefer Grammar Complex noun phrases with gerunds
Vocabulary Words related to learning Vocabulary Words related to education
iii
Dream Date
Preview
1 CULTURE
In North America, many people start dating in their teens and early twenties.
They meet at school or work, or they’re introduced by friends. On dates,
they go out in couples or in groups to movies, sporting events, and meals.
Traditionally, the man paid for the date, but modern couples may decide to
split the bill or let the person who made the invitation pay for both people.
How do people in your country meet each other? What do friends or dating
couples like to do together? Where are some popular places to go? When
a man and a woman (or a group of friends) go out together, who pays?
2 VOCABULARY Personality types

PAIR WORK How would you describe the people below? Choose a description
from the box.
a good conversationalist easygoing generous

ambitious ✓ egotistical straightforward
1. Jill is always talking about herself. She thinks she’s better than other people.
A: I think she’s egotistical.
B: Yes, I agree.
2. Mike is very relaxed. Nothing seems to upset him.
3. Paul always tells people exactly what he thinks. He doesn’t hide his feelings.
4. Erika has big plans and works hard to achieve them.
5. John asks a lot of questions, and he’s interested in what I have to say.
6. Leah is a great friend. She gives others a lot of her time and energy, and she
also forgives others easily.
3 GUESS THE STORY

Elizabeth is going to choose one of these men to be her date.
How do you think she will decide? Who will she choose?
Bachelor 1 Bachelor 2 Bachelor 3
2 Unit 1
Watch the video
VIDEO ACTIVITIES
4 GET THE PICTURE
A Look at your answers to Exercise 3. Did you guess correctly?
B Check (✓) the things Elizabeth said to the bachelors. Then compare
with a partner.
Describe to me your ideal date.
How old are you?
What’s your favorite sport?
Tell me two things about yourself: one positive and one negative.
Finish this sentence: “I think it’s disgusting when . . . ”
Finish this sentence: “My ideal date has . . . ”
C What words describe Elizabeth and the bachelors? Write the correct
word under each picture. Then compare with a partner.
easygoing egotistical excited straightforward
1 2 3 4
5 WATCH FOR DETAILS

Correct the mistakes below. Then compare with a partner.
writer
Bachelor 1 is a reporter and a former college soccer coach who loves playing or watching almost
every kind of game. Bachelor 2 is a model, who also studies languages. Everyone should recognize
him from his latest jeans ad on buses and in magazines. Bachelor 3 is the Director of Educational
Programs at a high school. In his free time, he enjoys swimming, running, and dancing. He and
Elizabeth went to college together.
Unit 1 3
6 WHO SAID WHAT?
Who said the sentences below? Check (✓) the
correct answers. Then compare with a partner.
Bachelor 1 Bachelor 2 Bachelor 3
1. I’d be too embarrassed to tell you the truth.

2. It bothers me when people lie.
3. It’s hard to split my time among so many people!
4. I’d take you out for a nice dinner.
5. I think I’m a pretty good friend, very reliable.
6. Well, I’m actually a pretty good guy.
7. I’d probably say I had car trouble.
Follow-up
7 RROLE PLAY Let’s play Dream Date!

A PAIR WORK
Imagine you are Elizabeth. Add two more questions
to ask the bachelors.
1. Describe to me your ideal date.
2. Tell me two things about yourself: one positive and one negative.
3. Finish this sentence: “I can’t stand it when . . . ”
4.
5.
B GROUP WORK Now join another pair. Three of you are

bachelors. The fourth person is Elizabeth.
Elizabeth: Take turns asking the three bachelors your questions.
Then choose your dream date.
Bachelors: Answer Elizabeth’s questions. Try to get
Elizabeth to choose you as her dream date.
4 Unit 1
Language close-up
VIDEO ACTIVITIES
8 WHAT DID THEY SAY?
Watch the video and complete the conversation. Then practice it.
Elizabeth is asking the bachelors to complete a few sentences.
Elizabeth: Bachelor Number 1, finish this sentence:
“I it when . . .”
Bachelor 1: I it when . . . people
when I’m
the soccer match on TV.
Elizabeth: Bachelor Number 3, finish this sentence:
“I it’s when . . . ”
Bachelor 3: I it’s when . . .
when I go to a fancy and I don’t get
the I deserve.
Elizabeth: Bachelor Number 2, finish this sentence: “It me when . . . ”
Bachelor 2: It me when . . . people over unimportant
things. I just think people should be less and more .
9 CLAUSES CONTAINING IT WITH ADVERBIAL CLAUSES

A Complete the sentences about dates or friendships with phrases
from the box. Then add two more statements of your own. ✓ arrive late
forget to call me
1. I can’t stand it when my date arrives late . lie to me
2. It makes me happy . make me feel special
3. I like it . send me flowers
talk during a movie
4. It bothers me .
5. It really upsets me .
6. It embarrasses me .
7. .
8. .
B PAIR WORK Compare your statements with a partner.

Which of your partner’s statements are true for you?
Unit 1 5
Career moves
Preview
1 CULTURE
Choosing a career can be difficult if you're not sure what job is best for
you. Experts suggest the following to help you make a decision:
■
Take a career assessment test to find out what professions are a good
match for you.
■
Look at your educational and work achievements to determine your
strengths and weaknesses.
■
Think about your hobbies and free-time activities, and what they say
about your interests, abilities, and values.
■
Talk with a friend or family member who is a good listener, or consult
with a career counselor.
Talk about your career plans. Which skills and abilities would you use in
this future career? How is this type of work related to what you want to
accomplish in life? How sure are you of your current career choice?
2 VOCABULARY Attributes at work

A Complete each sentence with a word from the box.
creative collaborative ✓ independent physical practical precise
1. My brother is very independent , so he prefers to work by himself.

2. My friend Elena is a graphic designer, which lets her use her imagination and be .
3. My boss comes up with the big ideas, but I enjoy planning out the details.
4. Building a house requires strength and stamina.
5. The best part of working in a team is the process of making decisions together.
6. In finance, it’s important to be and not make mistakes!
B PAIR WORK Describe yourself or someone you know well. Your partner
describes the person’s personality using one of the words from the box.
A: My friend makes a list of all the things he has to do each day.
B: He sounds like a practical person.
6 Unit 2
3 GUESS THE STORY
VIDEO ACTIVITIES
Watch the first minute of the video with the sound off.
Answer these questions.
1. Where is the conversation taking place?
2. Who do you think the man and woman are?
3. What do you think they are discussing?
Watch the video
4 GET THE PICTURE

A Look at your answers to Exercise 3. Did you guess correctly?
B What personality type did Ms. Auden think would be best suited to the jobs below?
Write the correct word under each picture. Then compare with a partner.
1 2 3 4
librarian repair person teacher lawyer
5 M
MAKING INFERENCES
Which statements are probably true? Which are probably false?
Check (✓) your answers. Then compare with a partner.
True False
1. A conventional type would make a good actor.

2. Good waiters are often social types.
3. An enterprising type would not work for other people.
4. Most accountants are artistic types.
5. Someone who runs his or her own business is an investigative type.
6. Mechanics are often realistic types.
7. Studying animals in the wild would appeal to some investigative types.
Unit 2 7
6 WHAT’S YOUR OPINION?
A Read the description of each person’s personality type below. Then write notes
in the chart about which job at an advertising agency you think the person
would enjoy, if any. Be sure to give reasons.
Manager Ad designer Accountant
1. Bernie is a No; prefers to follow No; doesn’t enjoy Yes; likes details
conventional type. rules and procedures creative things as much
2. Fatima is an
enterprising type.
3. Yoko is an
investigative type.
4. Carlos is an
artistic type.
B GROUP WORK Compare your answers with your group. Come up with
one other job at the agency that would suit each person.
Follow-up
7 A
ARE THEY DOING THE RIGHT JOBS?
A Write the names of three people you know well.
Tell what job each one does. Then describe each worker’s
personality type and explain why his or her job is
right for them.
Name Job Personality type
Manager of a men’s Conventional; good for him because he likes

My brother clothing store people and he’s organized
1.
2.
3.
B PAIR WORK
Take turns describing each person you wrote about to
your partner. Answer any questions your partner may have.
8 Unit 2
Language close-up
VIDEO ACTIVITIES
Jacquelyn Auden talks with Jamie about personality types.
Ms. Auden: There are six personality types: ,
conventional, enterprising, investigative, realistic, and .
The type is artistic. These are
and imaginative, and they to work
on one at a time, rather than multi-tasking.
Jamie: What should artistic pursue?
Ms. Auden: The most thing for type of people
is being in of a project. So,
to consider are landscaping, graphic , web design.
Jamie: I . The personality type is conventional.
Tell us that one.
Ms. Auden: Yes. Conventional types are and orderly. They
well to rules, , schedules, like that.
9 GERUNDS AS SUBJECTS AND OBJECTS Describing a job

A Complete the sentences about a job using the gerund forms of the words and
phrases in the box. Then guess the job described.
encourage organize the game schedule work on weekends

improve their skills stay in shape ✓ work with children
1. I enjoy working with children ; it helps me feel young.

2. is easy with all the running around
I have to do.
3. I don’t always enjoy ,
but that’s when our games are held.
4. At the end of the season, we have a big tournament, so I spend a lot of time
for that event.
5. I help players concentrate on .
6. weaker players helps the whole
team improve.
Job described:
B PAIR WORK Choose a job and describe your duties. Can your partner guess
your job?
Unit 2 9
Common ground
Preview
1 CULTURE
Read this advice to babysitters in North America.

■ Ask parents to show you the location of emergency exits, smoke detectors,
and fire extinguishers.
■ Make sure you have the telephone number of where the parents are going.
■ If the children are up, know their location at all times and never leave them
alone for too long. If the children are asleep, check on them about every
fifteen minutes.
■ Always get approval if you would like to have a visitor.
■ In an emergency, call 911. Identify yourself by name, say you are babysitting,
and state the problem. Say where you are and give the phone number you
are calling from.
Is babysitting popular in your country? What would you enjoy about

babysitting? What would be challenging? Write some suggestions
or rules for babysitters to add to the list above.
2 VOCABULARY Requests and responses

PAIR WORK Match each request with a response. Then practice the requests and responses.
d 1. Is it all right if I use your phone? a. No, go ahead. The keys are on the table.
2. Would you mind my using your car? b. OK. I’ll tell her.
3. Is it OK if I drop her off? c. Sure. What can I do?
4. Could you ask her to bring something? d. No, sorry. I’m expecting a call.
5. I was wondering if you could help me out. e. Not at all. I’d be happy to have her.
6. Would you mind if she stayed with you? f. Sure. Or I can pick her up.
3 GUESS THE STORY

What do you think the women are talking about?
10 Unit 3
Watch the video
VIDEO ACTIVITIES
4 GET THE PICTURE
First put the pictures in order (1 to 6). Then write the correct request
under each picture. Compare with a partner.
Could you please turn down the volume? Can we watch them?
Is it OK if I watch the movie now? Would you mind if she stayed with you tonight?
Could I have something to eat? Could we watch the second movie after this one is over?
5 M
MAKING INFERENCES
True False
1. Anne is in a hurry.
2. Anne and Megan live together.
3. Rachel thinks it will be easy to get along with Megan.
4. Rachel is worried that Megan might interfere with her work.
5. Megan doesn’t want to do her homework.
6. Megan doesn’t care what food she eats.
7. Anne is surprised that Megan and Rachel became friends.
Unit 3 11
6 WHO SAID WHAT?
Who said the sentences below? Check (✓) the
correct answers. Then compare with a partner.
Anne Rachel Megan
1. I need a big favor.

2. Hey, you’ve got the Twilight movies!
3. How’s the homework coming?
4. I’m starving.
5. You’ve never read any of the books or seen the movies?
6. You two really seemed to hit it off.
Follow-up
7 RROLE PLAY
A PAIR WORK
Student A: You’re planning a big party for this weekend. You want your friend (Student B)
to help you. Write your requests in the box below. Then ask your friend for help.
Student B: Accept or decline your friend’s (Student A’s) requests.
1. I was wondering if I could borrow your vacuum cleaner.

2.
3.
A: I was wondering if I could borrow your vacuum cleaner.

B: Of course. Go right ahead!
B PAIR WORK
Student B: You’re moving to a new apartment. You want your friend

(Student A) to help you. Write your requests in the box
below. Then ask your friend for help.
Student A: Accept or decline your friend’s (Student B’s) requests.
1. Is it OK if I borrow these boxes?

2.
3.
12 Unit 3
Language close-up
VIDEO ACTIVITIES
Anne asks her friend Rachel for a favor.
Anne: Rachel! I am so you’re home. I was

if you could help me out.
Rachel: Yeah. , Anne?
Anne: I a big . My
just called, and he wants me to go out of town
to meet with a client.
Rachel: .
Anne: Yeah. But my are out of town, too, and my
little sister, Megan, is with me.
if she stayed with you
?I pick her up by ten.
Rachel: No, I at all. What did you want to
her over?
Anne: How about ?
9 IINDIRECT REQUESTS Asking favors

A Anne has asked Rachel to look after her apartment while she is away.
Anne has several requests for Rachel. Complete their phone conversation
with the correct form of the expressions in the box.
Anne: Would you mind taking in the mail every day ?

feed the fish
Rachel: Sure, no problem. I’ll leave it on the table.
spend the weekend
Anne: Great. And could you ?
✓take in the mail every day
Rachel: I’d love to. I’ve got some fish at home.
water the plants
Anne: And let’s see. I was wondering if you could
walk the dog
?
Rachel: Sure. I’ll water them once a day.
Anne: Great. Oh, and I was wondering if you’d mind
?
Rachel: Yeah, I guess. How often does he need a walk?
Anne: Only three times a day. Anyway, one more thing. Is it OK if Megan
?
Rachel: Are you kidding? Of course it’s OK. Megan and I get along just fine.
B PAIR WORK Imagine you are going away for a weekend, and your
partner is going to look after your apartment or house. Write several
requests. Then take turns asking each other the favors.
Unit 3 13
Around the campfire
Preview
1 CULTURE
North Americans enjoy telling stories, especially spooky stories about
scary and mysterious things. Spooky stories are popular around the
campfire, at sleepovers, and during the fall and winter months, especially
near Halloween. People tell and listen to these stories as a way of dealing
with their fear of the unknown. It’s also fun to experience the thrill of fear
while knowing that you’re really safe.
Do you enjoy telling and listening to stories? Do you enjoy spooky or scary
stories? Why or why not? Are stories about mysterious people and events
popular in your culture? If you can, share a well-known story from your
culture with some classmates.
2 VOCABULARY Descriptions
For each pair of pictures write the correct description.
1. 2.
surprised freaked out

freaked out a mysterious situation
surprised a scary situation
3. 4.
a scream a farm
a hoot a campground
14 Unit 4
3 GUESS THE STORY
VIDEO ACTIVITIES
Check (✓) what you think is happening in each of the following situations.
She has just taken a shower. She is going to make dinner. He is greeting the girls.
She has just gone on a hike. She is going to tell a story. He is telling a spooky story.
Watch the video
4 GET THE PICTURE

A Check your answers to Exercise 3. Did you guess correctly?
B Check (✓) True or False. Correct the false statements.

Then compare with a partner.
True False
1. Ellen heard a story at the restaurant.

2. Molly doesn’t like scary stories.
3. The campground used to be a farm.
4. Ted McShane died in a fire.
5 WATCH FOR DETAILS

Complete the sentences. Then compare your answers with a partner.
1. Ellen overheard a woman telling this story to her daughter .

2. Vanessa tells Molly not to be a .
3. The McShanes inherited the farm from a .
4. When the McShanes walked down the street, they
always .
5. Every evening, Mr. McShane brought his wife .
6. Mr. McShane’s wife was named .
7. The girls get frightened when arrives.
Unit 4 15
6 M
MAKING INFERENCES
Which statements are probably true? Which are probably false? Check (✓) your
answers. Then compare with a partner.
True False
1. Vanessa likes scary stories.

2. The man in the story was a farmer.
3. The fire started because of a hot and dry summer.
4. The park ranger wanted to scare the girls.
5. Vanessa is embarrassed that they were so easily frightened.
6. The ranger is the same person from the story.
Follow-up
7 D
DO YOU BELIEVE THESE STORIES?
GROUP WORK Read the descriptions of the creatures below. Do you believe
they ever existed? Do you think they exist now? Have conversations like this:
A: Do you think the Loch Ness Monster exists?
B: I think it’s just a story. There are no such things as monsters!
C: I hate to disagree, but many people say that they have seen strange creatures.
The Loch Ness Monster, Scotland Alien Big Cats, England
This creature was first seen in 565 BCE, and Some people believe that large, wild cats, such as
sightings are still reported every year. Some people panthers and leopards, exist in some areas of the
believe that it is a dinosaur, an eel, or a type of English countryside. Called “alien” because they are
whale. Many photos of “Nessie” have been taken, foreign (not extraterrestrial!), none has ever been
but some have turned out to be fakes and others captured. Photos and videos have never been clear
are too dark or blurry to really show the creature. enough to prove their existence, yet there have
been as many as 2,000 sightings in a single year.
16 Unit 4
Language close-up
VIDEO ACTIVITIES
The ranger surprises the girls while Ellen is telling the story.
Ranger: Oh, I’m . I didn’t mean to
you ladies. I was making my and
to see if is all right.
Molly: Yes. A park ranger, of . Yes, everything’s .
Ellen was us a story when you came by.
Ranger: Campfire , huh? That’s fun. Well, OK, then.
I’ll let you back to it.
Vanessa: Thanks for on us. And sorry the .
Ranger: That’s OK. I’m to it. Hey, in the you
should take a look that path. There’s a full of
wildflowers, and in bloom right now – very .
Vanessa: Oh! That’s good to . We’ll that. Thanks.
9 PPAST TENSE VERBS Telling a story

A Write the correct form of the verbs in parentheses
(past perfect, past continuous, or simple past) to
complete this story.
Last Saturday, I (walk) down Elm Street when I

(notice) something strange. A very fancy sports car
(sit) in front of the entrance to the First Bank building. No
one (be) in the car, but the engine
(run). I (stop) next to the car to take a look. It was the
first time I (see) a car like that. Suddenly, a man with a
large bag (run) out of the bank and
(jump) into the car. He (drive)
away so fast, he almost (hit) me. Then I realized:
I (witness) a bank robbery!
B PAIR WORK
A: Think of something unusual that has happened to you.

Tell a story about what happened.
B: Listen and ask questions. Then change roles.
Unit 4 17
Travel World
Preview
1 CULTURE
Culture shock, the emotional and physical distress you may feel when you
visit a foreign country or culture, has three stages. The first stage, sometimes
called the “honeymoon” stage, is characterized by exaggerated happiness and
excitement. In the second stage, you might feel angry or sad at not being able
to communicate or understand the other culture. You might even get physically
ill. Finally, in the third stage, you realize that the new culture offers rewards as
well as challenges, and you feel ready and able to adapt to a new lifestyle.
Have you ever seen a visitor to your country experiencing culture shock?
What kind of person do you think experiences culture shock the most severely?
the least severely? Have you ever experienced culture shock? Describe
your experiences.
2 VOCABULARY Travel abroad

Put the words below in the word map. Add at least one more word to each list.
Then compare answers with a partner.
afraid to make a mistake eating a huge meal at lunch shaking hands

beautiful kissing in public spectacular
confused picturesque surprised
Feelings
afraid to make a mistake
Customs
Scenery
18 Unit 5
3 GUESS THE FACTS
VIDEO ACTIVITIES
What things do you think cause people to experience culture shock?
climate families greetings language
clothing food hotels transportation
Watch the video
4 GET THE PICTURE

A Check your answers from Exercise 3. Then compare with a partner.
B Complete the information for each person.
Camilla Andrew Delfino
Lives in: Is from: Is from:

Visited: Lives in: Lives in:
5 GUESSING MEANING FROM CONTEXT

Read these sentences from the video. Guess the meanings of the underlined words.
1. When you get home, you often have some 3. You’re invading my space.
interesting and perhaps humorous stories to tell making me uncomfortable
about your cross-cultural experiences. taking too much of my time
experiences that made you angry causing me pain
✓ experiences in different cultures
4. It is customary in my culture to have a huge meal
experiences in similar cultures
in the middle of the day.
2. Rio de Janeiro – that picturesque city of beautiful rare
beaches, Carnaval, and the samba. polite
old-fashioned usual
expensive
pretty
Unit 5 19
6 WATCH FOR DETAILS
According to the video, to which country do the following customs refer?
Write the name of a country next to each custom.
Brazil Sweden
Mexico the United States
Peru
1. People shake hands when they meet.

2. It’s customary to eat a huge meal around noon.
3. People kiss on the cheek when they meet.
4. People often eat just a soup and sandwich for lunch.
5. Bus drivers call out to people on the street.

A Which customs and situations discussed in the video would make you
feel uncomfortable when visiting a foreign country? Rank them from
1 (most uncomfortable) to 6 (least uncomfortable).
using public transportation having only soup and a sandwich for lunch
greeting someone by kissing on the cheeks using a private bus system
eating a huge meal in the middle of the day greeting someone by shaking hands
B PAIR WORK Take turns talking about the customs. Use sentences like these:
One thing I’d be most uncomfortable about . . . The thing that I’d be most uncomfortable about . . .
Something I wouldn’t be uncomfortable about . . . The thing that I’d be least uncomfortable about . . .
Follow-up
8 CROSSING CULTURES
A Choose a country you know well. Make a list of customs that visitors to that
country might find different or unusual. Complete the chart.
Country Customs
B PAIR WORK Take turns asking about the customs in the countries you and
your partner chose in part A.
20 Unit 5
Language close-up
VIDEO ACTIVITIES
9 WHAT DID HE SAY?
Watch the video to complete the commentary. Then compare with a partner.
Chris Brooks talks about culture shock.
Hi. I’m Chris Brooks. to Travel World. Have you ever

to a with a
different ? If you have, you know what
“ ” is. It’s a feeling of you get
from being in a new . The
and may seem . are
different. You don’t know exactly what you’re do.
You may be a little of
making a . In , you get
everything. But you get ,
you often have some and perhaps stories
to about your experiences.
10 EXPECTATIONS Noun, adjective, and verb forms

A Complete the sentences about expectations with the correct word in parentheses.
1. It is (tradition / traditional) to have a large meal at noon in Mexico.

2. You are (expected / expectation) to kiss people on both cheeks in Brazil.
3. It is (custom / customary) for people to take public transportation in Peru.
4. Are you (suppose / supposed) to kiss people on both cheeks in Mexico?
5. My family has a (tradition / traditional) of eating dessert at every meal.
6. What is the (custom / customary) of greeting
people in your country?
7. I didn’t have any (expect / expectations) about
what life was like in Peru.
8. What do you (suppose / supposed) I
should do when I want more food?
B PAIR WORK Compare your statements with a partner.
Unit 5 21
What’s the problem?
Preview
1 CULTURE
Travelers in North America looking for quaint, old-fashioned charm or personalized
service sometimes choose to stay in a bed and breakfast, or “B & B.” Herb and Ruth
Boven opened Castle in the Country in Allegan, Michigan. “Our guests come here to
relax, enjoy the countryside, or shop at antique markets and specialty shops,” says
Ruth. Castle in the Country offers special mystery or romance weekends and services
such as horse-drawn wagon rides and holiday dinners. “We enjoy meeting guests
from different states and countries and showing them what’s special about our area.”
Have you ever stayed in a B & B? Would you like to stay in one? Talk
about different types of hotels in your country with your classmates.
2 VOCABULARY Problems
Complete the sentences with words from the box. Then match each
sentence with a picture. Compare with a partner. cracked scratched
1. The room needs cleaning. It’s very dirty . ✓dirty stained
2. The paint is coming off the walls. It’s . broken stuck
peeling fixed
3. Oh, no. I spilled jam on my shirt. Now it’s .
4. My cat sharpened her claws on the table. Now it’s .
5. I dropped the glass on the floor and now it’s .
6. I can’t open the window. It’s .
7. The remote control works now. It’s .
8. The cup isn’t completely broken, but it is .
22 Unit 6
3 GUESS THE STORY
VIDEO ACTIVITIES
Check (✓) what you think is happening in each of the following situations.
The older man is checking in. The couple is here to relax. The man is calling home.
The older man is giving The couple is here on business. The man is calling the
instructions. front desk.
Watch the video
4 GET THE PICTURE

Complete the chart. Check (✓) the word that describes each problem.
More than one answer may be possible.
broken dirty peeling scratched stuck
1. temperature control
2. paint
3. furniture
4. window
5. rug
5 WATCH FOR DETAILS

Complete the sentences with George, Norman, Ed, or Michelle.
1. needs to go to the hardware store.

2. says they don’t have much luggage.
3. thinks the front desk clerk is strange. George
4. checks the couple into the hotel.
5. calls the front desk to report a problem. Norman
6. tries to repair the window.

7. says it feels cold in the room.
Ed
8. returns after the guests leave.
Michelle
Unit 6 23
PAIR WORK Answer these questions.
1. Do you agree with Michelle and Ed’s decision to check out of the hotel?
What would you have done?
2. Think of an experience you’ve had where there were problems. What were
the problems? What did you do to solve them?
Follow-up
7 RROLE PLAY
A PAIR WORK How many problems can you find in the picture below? Take turns describing the
problems to each other.
B GROUP WORK Now join another pair. Three of you are customers.
The fourth person is the waiter.
Customers: Complain to the waiter about the problems in the restaurant.
Waiter: Offer solutions to the customers’ complaints.
Start like this:
Customer 1: Excuse me, but our dinners are cold.
Waiter: Oh, I’m sorry. I’ll take them back and heat them up.
Customer 2: OK. That would be fine.
Customer 3: Actually, could I order something else instead?
24 Unit 6
Language close-up
VIDEO ACTIVITIES
Ed and Michelle complain to Norman about their room.
Norman: Hi. What’s the ?
Michelle: Oh, it’s .
Norman: the heat.
Ed: The heat .
Norman: Well, what’s with it?
Michelle: The dial’s . It came off in my .
Norman: That should it.
Ed: . That window needs , too.
It’s and it’s letting the air in.
Norman: That should it.
Michelle: ?
Norman: You’re .
9 NEED WITH PASSIVE INFINITIVES AND GERUNDS

A Read the list of additional problems at the hotel that Norman needs to fix.
Then write two sentences with need for each problem. Use the verbs in the box.
Norman’s List
the heat is stuck on high the hair dryer is broken ✓adjust fix
the wastebasket is full the rooms are dirty clean repair
the chair is damaged the floors are dirty empty wash
1. The heat needs adjusting. / The heat needs to be adjusted.

2.
3.
4.
5.
6.
B Now think of two things that need to be done at your school or at your
home. Then write two sentences to describe what needs to be done.
1.
2.
Unit 6 25
Endangered islands
Preview
1 CULTURE
Scientists estimate that the average temperature on Earth has increased by
about 0.6 degrees Celsius (one degree Fahrenheit) in the last century. They call
this phenomenon global warming, or climate change. Sea levels have risen
dramatically because of global warming, increasing as much as eight inches
in some places. Low-lying areas and islands are in danger of being covered by
the rising water. Some experts predict that if the rising tides continue, many
islands and coastal areas around the world will become uninhabitable.
What do you know about the causes of global warming? What effect do
you think rising sea levels might have on your country? What other
effects do you think global warming might have?
2 VOCABULARY Environmental change

Complete the sentences with phrases from the box. Compare with a partner.
catastrophic event coastal areas global warming

climate panel high tide technological fix
1. Less than two days after the levees broke in New Orleans during
Hurricane Katrina, 80 percent of the city was under water.
It was a catastrophic event .
2. Engineers are likely to search for a to a problem,
rather than a natural solution or a change in how people behave.
3. Tsunamis are usually more damaging to the
of a country than the inland areas.
4. The government appointed a made up of scientific
experts to find out how changing weather patterns might affect the country in the future.
5. Many scientists believe that is causing the glaciers to melt.
6. During a , many areas by the ocean that are usually above
ground may be under water.
26 Unit 7
3 GUESS THE FACTS
VIDEO ACTIVITIES
Watch the first two minutes of the video with the sound off. Which of the following
do you think are concerns of people living on the island of Tuvalu?
cold water high tides unsafe drinking water
flooding hot weather strong winds
Watch the video
4 GET THE PICTURE

A Look at your answers to Exercise 3. Did you guess correctly? Correct your
answers. Then compare with a partner.
B What are some threats faced by the people living on Tuvalu? Match
each threat with the correct picture.
1. Forecasts show that the tides will continue to 3. The airport runway may disappear.
get higher. 4. Plants won’t grow in the salty water.
2. The main roads on the island are
sometimes flooded.
5 WATCH FOR DETAILS

Fill in the blanks. Then compare with a partner.
1. It’s difficult to grow anything on Tuvalu because the soil is too .

2. An Australian system has been monitoring the tides in Tuvalu for years.
3. Scientists predict that most coastal areas of Tuvalu will be washed out in years.
4. A typical high tide reaches about meters.
5. The highest point on Tuvalu is only about meters.
6. Without help, Tuvalu can survive for only about more years.
7. The island nation of Tuvalu has inhabitants.
Unit 7 27
Read these sentences from the video. Choose the best meaning of each underlined
word. Check (✓) your answers. Then compare with a partner.
1. Incredibly beautiful, but incredibly vulnerable.
expensive easily damaged ancient
p from underground, through
2. The water also surges up g the coral the islands are built on.
floats moves sideways rises suddenly
g catastrophic event.
3. This isn’t like other floods that I’ve covered, with a single
fortunate terrible interesting
4. At the harbor, the rising swell is monitored by an Australian system.
controlled ignored measured
5. These [islands] are so narrow, you can cross from one side to the other in a few short paces.
steps miles minutes
Follow-up
7 FFOR OR AGAINST
A PAIR WORK Imagine you are in charge of an organization that is considering helping
the island nation of Tuvalu. List three reasons for and against trying to save these islands.
For Against
B GROUP WORK Now join another pair. Discuss the reasons you listed.
Use language like this:
In my opinion . . . On the other hand . . .

That’s an interesting idea. However, . . . That’s a good point. Nevertheless, . . .
I feel that . . . I don’t think that . . .
28 Unit 7
Language close-up
VIDEO ACTIVITIES
8 WHAT DID HE SAY?
Watch the video and complete the commentary. Then compare with a partner.
A reporter is talking about what Tuvalu needs to survive.
For the children of Tuvalu, the are fun. But for
them to their on these islands will
require international . And with
11,000 people here, will the world
think it’s it? Now, of course, Tuvalu does get some
, but not enough to keep the
sea at bay. So the community
very soon a difficult of
to draw a line between who get and
those who don’t. And in the , people here are getting
ready for king tide. Right now it’s ; it’s due to get very
in about eight hours’ time.
9 THE PASSIVE
Rewrite these sentences from the active to the passive. Use the prepositions
in parentheses to indicate the cause. Then compare with a partner.
1. King tides are washing out some of Tuvalu’s coastal areas. (because of )
Some of Tuvalu’s coastal areas are being washed out because of
king tides.
2. Salty seawater is killing off most of the plant life. (due to)
3. An Australian system monitors the changes in sea level on Tuvalu. (by)
4. In five to ten years, rising sea levels will cover many coastal areas. (as a result of )
5. The international community must set up a global fund to save Tuvalu. (by)
Unit 7 29
Tango!
Preview
1 CULTURE
Tango dancing began in Argentina and Uruguay in the mid-1800s. The music
of tango blended African, Cuban, and European elements. Over time, tango
music and tango dancing united people from many different cultures and social
classes in South America. As sailors from Argentina traveled to Europe and North
America, they taught the dance to local residents, and its popularity spread.
Today there are tango schools all over the world, and new styles of the dance are
constantly evolving. One of the latest styles, nuevo tango, brings in electronic
and alternative music and adds new life to this ever-popular dance form.
Why do you think people like to dance? Give as many reasons as you can.
What kinds of dances are popular in your country? What kinds have you tried?
What kinds of music are popular in your country now? Are there dances that go
with each type of music?
2 VOCABULARY Learning
A PAIR WORKWhat are some phrases used to talk about learning?
Match each verb on the left to a word or phrase on the right.
1. decide to to ski
2. earn take lessons
3. brush up on hitting the ball
4. learn how a diploma
5. practice classes
6. take my skills
B Complete the sentence below with phrases from part A. Change

the verb form if necessary.
1. I heard you’re interested in playing the violin. Did you
decide to take lessons ?
2. If you want to get better at tennis, you’ll have to !
3. I already know how to do karate, but I’m taking lessons just to .
4. It’s hard to learn to dance by myself. I’m going to with a friend.
5. Kim graduated from college last May. She in engineering.
6. This winter, James wants to .
30 Unit 8
3 GUESS THE FACTS
VIDEO ACTIVITIES
Why do you think tango dancing is so popular? What are some ways people can learn
or improve tango dancing?
Watch the video
4 GET THE PICTURE

What reasons do people give for wanting to learn the tango? Check (✓) your answers.
They’re just interested in dancing. The tango is exotic and challenging.
Their friends told them to learn the tango. They didn’t like any other dances.
They want to keep fit and have fun. The tango has a great rhythm.
5 WATCH FOR DETAILS

How do these people recommend learning or improving tango dancing?
Match each person with a recommendation.
1 2 3
4 5
By starting with group classes or private classes. By practicing hard.

By practicing with a guy. By taking the initiative and taking a class.
By going to a tango club.
Unit 8 31
A How important do you think these qualities are for learning to dance?
Rank them from 1 (most important) to 9 (least important).
athletic ability curiosity patience
competitiveness intelligence self-confidence
creativity motivation willpower
B PAIR WORK Compare your answers with a partner. Explain how you made
your choices. Then talk about these activities. Would your rankings change?
Why or why not?
learning a foreign language learning to play tennis learning to cook
Follow-up
7 A
ADVICE TO LEARNERS
A Think of a sport, game, or activity that you have learned.
Make a list of different ways to learn it.
Activity
Ways to learn
B GROUP WORK Take turns asking and answering questions about the activities
the group members have chosen. Use language like this:
How did you learn to . . . ? I learned . . . by . . .
Why do you enjoy . . . ? I enjoy . . . because . . .
What’s the best way to learn . . . ? The best way to learn . . . is by . . .
What’s a good way to improve . . . ? A good way to improve . . . is to . . .
32 Unit 8
Language close-up
VIDEO ACTIVITIES
Watch the video and complete the conversation. Then practice with a partner.
A dance teacher talks about learning the tango.
Kevin: Why do you think tango is so ?

Uche: I think tango is because it’s very
and it’s also very for people, and once
people something that they find
and it’s very , I think they
very rewarded.
Kevin: What do you for people who to
learn tango?
Uche: I would recommend starting with classes
or classes.
Kevin: And you’ve learned the of tango,
what’s a good way to your moves?
Uche: By going out with the people that you’ve
the with, at home, listening to the ,
just feeling very with the music, and then
dancing again.
9 GERUNDS AND INFINITIVES Talking about preferences

A For each pair of expressions, complete the questions.
1. earn a degree / learn for fun

Would you prefer to earn a degree or learn for fun ?
2. learn English in Australia / in Canada
Would you rather ?
3. learn how to cook / how to dance the tango
Would you prefer ?
4. brush up on skills you already have / learn something new
Would you rather ?
5. read English magazines / English novels
Would you rather ?
6. study in the morning / at night
Would you prefer ?
B GROUP WORK Ask several classmates the questions in part A.

Then share their answers with the class.
“Mari would prefer to start a business. Juan would rather learn to dance at home.”
Unit 8 33
Stressed out
Preview
1 CULTURE
What is stress? There are three main types:
■
Mechanical stress, caused by carrying heavy objects, not getting
enough exercise, or sleep disorders.
■
Mental stress, caused by things such as relationship problems,
financial worries, or career concerns.
■
Chemical stress, caused by air and water pollution, detergents and
cleaning products, and chemicals used in manufacturing.
Our bodies react to stress with the “fight or flight” response; you may
want to challenge what stresses you, or you may want to run away!
What other kinds of mechanical, mental, and chemical stresses can you think of?
Make a list with a partner or group. How many of these do you think affect you?
What are some solutions to stress? What is your favorite way to relax?
2 VOCABULARY Stress
Choose from the expressions in the box to complete the paragraph below.
Each expression is used only once.
blow off steam in knots take some time off very relaxing

get some exercise stressed out under pressure what I needed
Last year, I felt completely stressed out by my job. Every day it

seemed like I was from my boss. My stomach was
all the time. I used to
by complaining to my co-workers, but that only made them feel stressed,
too! Someone in my office said I should ,
but I felt too tired to go. Finally, my boss suggested, “Why don’t you
and go to a health spa for a few days? It’ll be
. ” It turned out to be just !
When I got back, I felt calm and ready to handle anything.
34 Unit 9
3 GUESS THE STORY
VIDEO ACTIVITIES
1. What is the woman’s problem?
2. What do you think the man is telling her?
Watch the video
4 GET THE PICTURE

A Check (✓) the suggestions for stress relief that Carmen and Hugo talk about.
aromatherapy dance lessons hypnotherapy
ice-skating sleeping swimming
taking a vacation talking to friends yoga
B PAIR WORK Which of the activities above have you tried? Which would you
like to try?
5 WATCH FOR DETAILS

Why doesn’t Carmen like these suggestions for stress relief? Check (✓)
the reason Carmen rejects each suggestion.
1. skating Her skate broke. The lessons were expensive.
2. dance lessons She couldn’t find a partner. She got hurt.
3. yoga It was too slow. It twisted her in knots.
4. hypnotherapy It didn’t work. It worked too well.
5. aromatherapy She’s allergic to perfumes. She already tried it.
Unit 9 35
A PAIR WORK Imagine that Hugo suggests these activities for reducing stress
to Carmen. Write the reasons Carmen might give for rejecting them.
playing tennis running listening to music doing aerobics
get hit by a ball
B PAIR WORK Now act out Hugo and Carmen’s conversation. Start like this:
Hugo: Have you thought about playing tennis?
Carmen: I’ve already tried that, but I got hit by the ball!
Follow-up
7 H
HOW STRESSED ARE YOU?
A PAIR WORK How much stress do you feel in the situations below? Add one
more idea and check (✓) your answers. Then compare with a partner. Have
conversations like this:
A: How much stress do you feel at school?
B: A lot. I have too much homework every night. How about you?
none at all a little some a lot
1. at school
2. with friends
3. on weekends
4. when visiting relatives
5. when traveling
6.
(your idea)
B CLASS ACTIVITYAsk your classmates about how much stress they feel in the situations.
Check (✓) their answers in the chart. Which things are the most stressful? the least stressful?
36 Unit 9
Language close-up
VIDEO ACTIVITIES
Carmen and Hugo talk about some possible solutions to her problem.
Hugo: There’s always .
Carmen: I’ve tried that, too. Now, time I
the word “ocean,” it’s supposed to me. Oh, and it
! The other day, I was in a . Someone
talking about the problems in the
world’s . People said the “ocean” so
many times, I .
Hugo: Oh, yeah. I about that. That must’ve been .
Carmen: Now half the knows. See what I mean?
I to get the hypnotherapy .
Hugo: I have an idea. You could aromatherapy.
Carmen: ?
Hugo: It’s a massage, but they
your skin scented oils.
9 SSUGGESTIONS
A Hugo would like some advice for his problems. Write a suggestion
for each of his problems. Use the expressions in the box.
Have you thought about . . . ? Maybe you could . . . Why don’t you . . . ?
It might be a good idea to . . . One thing you could do is . . . What about . . . ?
1. I’d really like to learn Spanish, but I never seem to have enough time.
2. Sometimes I can’t finish my work because I get too many phone calls.
3. I want to go on vacation next month, but the boss wants me to be in the office.
4. I’d like to do something interesting on my lunch hour.
5. I love to read at night, but I usually fall asleep as soon as I begin to read.
B PAIR WORK Write two problems you have for which you would like advice. Then take
turns reading your problems and offering suggestions.
1.
2.
Unit 9 37
The Virtual Office
Preview
1 CULTURE
In today’s world, people have more choices than ever about where they do their
jobs. Many companies are still located in office buildings, but the convenience of
the Internet gives businesses new and exciting options. Many jobs, like website
development and public relations, can be done from home, a café, or anywhere
there’s an Internet connection. Some companies also encourage employees to use
instant messaging, online discussions, and video conferencing to communicate
effectively with co-workers and clients.
What are some virtual jobs you know about? Do you think all jobs will become virtual
someday? Why do you think people might not want to work in an office building?
2 VOCABULARY Today’s office commute kiosk

corporate headquarters meeting
Match the word in the box to the correct picture below.
cyberspace ✓ workspace
1 2 3
workspace
4 5 6
38 Unit 10
3 GUESS THE FACTS
VIDEO ACTIVITIES
What percentage of employees at IBM do you think work somewhere
outside the office?
Watch the video
4 GET THE PICTURE

A Check your answer to Exercise 3. How close was your guess?
B Check (✓) True or False. Correct the false statements.

True False
1. IBM has 250,000 employees.

2. Bob Flavin works as a volunteer at an
ambulance corps.
3. The CEO of Accenture has an office with his
name on the door.
4. Accenture employees can reserve a workspace
if they need it.
5. Crayon’s workers often meet in the physical world.
6. The reporter met Crayon’s CEO in person.
5 MAKING
M INFERENCES
Check (✓) your answers and compare with a partner.
True False
1. Bob Flavin works in the same office every day.

2. Bob Flavin likes working outside the regular office.
3. Janet Hoffman would like to have a big comfortable office.
4. Crayon Marketing has an office building with a rooftop space for parties.
5. Crayon workers communicate with each other regularly.
6. Joseph Jaffe believes that regular offices are necessary.
Unit 10 39
6 WATCH FOR DETAILS
Which new ideas about working were mentioned in the video? Check (✓)
all the correct answers. Then write one more idea of your own.
1. Meetings in cyberspace
2. Playing video games in the workplace
3. Reserving a workspace only when you need it
4. Bringing people together, no matter where they are
in the world
5. Cloud computing
6. Having a virtual office party
7.
Follow-up
7 CREATE YOUR OWN VIRTUAL OFFICE

A Imagine you have a new job where you work outside the traditional
office building. Complete the chart with the location of the job, when it
would begin and end, how you would stay in touch with colleagues, and
how you would hold meetings.
Your job:
Location Hours Colleagues Meetings
B PAIR WORK Compare your answers in part A with your partner.

A: What is your new job?
B: I am a web developer. I work from home. . . .
40 Unit 10
Language close-up
VIDEO ACTIVITIES
Watch the video and complete the commentary. Then compare with a partner.
A TV anchor introduces reporter Betsey Stark and her story on the virtual office.
Anchor: Finally from us, the virtual office. For better or ,

technology and are creating startling
in what it to be “
.” Betsey Stark is tracking the
order of and
begins our series, “The of Work.”
Reporter: Imagine a work with no commute, no
corporate , maybe no in the
world at all. For Bob Flavin, Janet Hoffman,
and Joseph Jaffe, the is here.
Bob Flavin: These days we so stuff by
and things, um, that it
where you .
9 PPAST, PRESENT, AND FUTURE

A Complete the sentences below. Use the correct preposition or the correct form
of the verb in parentheses.
1. In the 1960s, people listened to music on record players. Nowadays, people mostly
use (use) MP3 players. Some experts believe that people in the future
(listen) to music through chips in their brains.
2. the Middle Ages, most people have lived in rural areas and towns. However, this trend
(change). In fact, most people now (live) in cities.
3. many years, people didn’t spend time on computers and mobile devices. Now, of
course, they (be) common. Some experts think that in the next few years,
most people (spend) almost 60 hours a week on electronic devices!
Average human lifespan
B PAIR WORK Write two sentences based on the
information in the table. Then compare your answers 1900 Now 2050
with a partner. 50 years 78 years 84 years
1. In 2050, people will live longer than they do now.

2.
3.
Unit 10 41
Live and learn
Preview
1 CULTURE
Most people remember at least one time when they made an
embarrassing mistake – oversleeping and missing an exam, spilling
food at a dinner party, calling someone by the wrong name. These
mistakes can feel awful at the time. However, experts say that
worrying too much about mistakes can keep people from trying
new things. Some science suggests that the brain needs to do
things incorrectly in order to build new knowledge. In the words of
John Enoch Powell,, “The only real mistake is the one from which we
learn nothing.”
How do you feel when you make a mistake? Do you forget about it quickly,
or think about it a lot afterward? What advice would you give a friend who
made a mistake?
2 VOCABULARY Mistakes at work

A Put the words in the chart. Then add one more word to each list.
advertising agency meeting technology company

✓conference performance theater
embarrassed spellbound unprofessional
Events Types of businesses Feelings
conference
B PAIR WORK Think about a mistake you made in the past in school or at work.
Then take turns asking and answering the questions below.
1. What was the mistake you made?
2. How did the mistake make you feel?
3. What did you learn from the mistake?
42 Unit 11
3 GUESS THE STORY
VIDEO ACTIVITIES
Watch the first minute of the video with the sound off. What question
do you think the interviewer is asking?
Watch the video
4 GET THE PICTURE

Where did these people’s stories take place? Write it under the picture.
Add two more pieces of information about each person’s story.
Amber Evan Alexis
Where: Where: Where:

Other: Other: Other:
5 WATCH FOR DETAILS

Check (✓) True or False. Then correct the false statements. Compare with a partner.
True False
1. Amber was still in college.

2. Amber was embarrassed at lunch.
3. Amber was wearing sandals.
4. Evan was on vacation.
5. Evan was staying with an old friend.
6. Evan broke a lamp.
7. Alexis took tickets at the theater.
8. Alexis’s phone rang very quietly.
Unit 11 43
6 MAKING
M INFERENCES
Which statements are probably true? Which are probably false? Check (✓) your answers.
Then compare with a partner. Give reasons for your answers.
True False
1. Amber knew what the office dress codes were.

2. Amber worries a lot about her past mistakes.
3. Evan didn’t mean to break the vase.
4. Evan bought a new vase to replace the one he broke.
5. Alexis likes hip-hop music.
6. Alexis usually turns off her cell phone during a performance.
Follow-up
7 I SHOULD HAVE . . .
A Make notes about two situations in which you or someone you know made
a mistake or did something embarrassing. Then suggest one or two things the
person could or should have done differently.
Situation I should have . . .

I was late to my sister’s wedding. I should have set my alarm clock.
I should have asked my brother to wake me up.
B PAIR WORK Take turns sharing your situations and solutions.

Talk about what happened and what the person should have done.
44 Unit 11
Language close-up
VIDEO ACTIVITIES
8 WHAT DID HE SAY?
Watch the video and complete the story. Then compare with a partner.
Evan talks about an embarrassing moment in his life.
I was attending a out of town and with
an old friend, Ed, and his . . . . The first morning,
I . I was rushing to leave the
when I knocked over a and it.
No one was awake yet, and I was
, so I just threw away the . By the time I
it up, I was really , so I left.
I Ed and told him
about it, but, honestly, I . That night, when I got back to
the , Ed and his wife, Michelle, were having an
with their son, Ben. They thought Ben the
vase and then tried to it.
9 PPAST CONDITIONALS
A Rewrite the sentences using if clauses + past perfect.
1. I didn’t go to bed early, so I fell asleep during the test.

If I had gone to bed early, I wouldn’t have fallen asleep during the test.
2. She took summer classes, so she graduated early.
3. He didn’t know the answer, so he was embarrassed.
4. They brought a map, so they didn’t get lost.
5. You didn’t hear the announcement, so you missed your train.
6. We bought a new car, so we didn’t have money for a vacation.
B GROUP WORK Talk about how your life would have

been different if . . .
your parents had been millionaires.
you had been born a member of the opposite sex.
you had lived 200 years ago.
you had never gone to school.
Unit 11 45
Good business
Preview
1 CULTURE
Cafés are very popular in North America. In a café or
coffeehouse, customers can sit for hours in a comfortable
chair, talk with friends, and drink coffee. Many cafés are
small, family-run businesses, but others are part of a chain
run by a larger company. Some studies show that when a
coffeehouse chain opens a store, the smaller coffee shops
in the neighborhood attract more business as well. It may
be that seeing a new coffeehouse just reminds people how
much they like visiting their favorite café.
What do you like about your favorite coffee shop or café? Is it

close to your home, work, or school? Do they play nice music?
What’s your favorite thing to eat or drink there?
2 VOCABULARY A café
A PAIR WORK Complete the conversation with words from the box.
comfortable
A: I’m looking for a place to get a great cup of coffee. convenient
B: How about Gino’s Grind? It’s nearby, so it’s very . cozy
A: Do they have chairs? fresh
✓great
B: Yes, they do. Gino’s is small and . It’s with
loud
all the students. popular
A: I want to be able to have a conversation without shouting. successful
Is the music very ?
B: No, it’s not. And they have nice things to eat there, too. The owner
makes pastries every morning.
A: That’s good, but you know the real secret to a coffee shop is delicious coffee.
B: You said it! And Gino’s coffee is fantastic. Let’s go!
B PAIR WORK Take turns guessing the words in part A.

A: This word describes a place that is easy to get to.
B: Convenient.
46 Unit 12
3 GUESS THE FACTS
VIDEO ACTIVITIES
Who are these people?
1 2
café owner café owner
reporter reporter
Watch the video
4 GET THE PICTURE

A Check the reasons the café owner gives for the success of her business.
Students like to do their homework at the café. There are comfortable chairs.
The café stays open late. They serve unusual foods.
The music is always good. The café is close to campus.
B Match each picture to the correct description.

1. People can sit outside. 3. The food is made fresh every morning.
2. People come here to study or read. 4. The chairs are comfortable.
5 WATCH FOR DETAILS

Complete the sentences. Then compare your answers with a partner.
1. Lili is the of Choice Café.
2. Choice Cafe’s makes it easy for students to find.
3. Central Café closed because .
4. People come to drink a few cups of coffee and have .
5. While some customers eat their food inside the café, others eat .
6. Lili encourages people who come to the café to .
7. The isn’t too loud, so people can chat together or read.
8. Lili lets the who work at the café choose the music.
Unit 12 47
A GROUP WORK Ask three of your classmates what they think about cafés and coffee shops.
Be sure to ask for reasons. Take notes in the chart.
(name) (name) (name)
1 Do you think a café is a

good place to study?
2 Do you think most cafés

are affordable?
3 Do you enjoy meeting

your friends at a café?
4 Do you want to work

at a café?
5 (your own question)
B Share your information with the class. Did any comments surprise you?
Follow-up
7 OPEN YOUR OWN CAFÉ

A PAIR WORK Make plans for opening your own café. Answer the questions.
What is the name of your business?
Where will it be located in your community?
How large will it be?
What hours will it be open?
What will the furniture be like?
What kind of music will be played?
What kind of foods will you serve?
B GROUP WORK Join another pair and take turns describing your cafés.
48 Unit 12
Language close-up
VIDEO ACTIVITIES
Watch the video and complete the conversation. Then compare with a partner.
Jacob and Lili talk about the food and atmosphere at Choice Café.
Jacob: What the food?

Lili: Our food is made here every morning.
We have a take-out business. People
order food to take home or to eat .
Jacob: ? You mean, on the ,
on campus?
Lili: . We do have tables outside, too.
But do eat on campus. It’s really
there.
Jacob: But it’s nice to sit , too. The atmosphere is great .
Talk about that for a minute: the , the .
Lili: Music is key to a café’s . You need to
you have good music. I’m not an . I mean, I don’t
know about music. But people who work here are .
They’re . They know what’s . So I let them
the music.
9 IINFINITIVE CLAUSES AND PHRASES OF PURPOSE

A Complete these sentences about starting a café. Use in order for or in order to.
1. In order to open a café, you will probably need to borrow money.

2. the café to be legal, you need to get a license.
3. people to learn about the place, you will need to advertise.
4. make money, you have to charge enough money to cover your costs.
B Complete these sentences with because, because of, for, and the reason.
1. We decided to open a café because we love coffee so much.

2. it took us so long to open our café was that we had to raise the money.
3. We had to open a week late a big storm in the area.
4. Now our café is known its fresh coffee and comfortable atmosphere.
Unit 12 49
Stonehenge
Preview
1 CULTURE
For reasons scientists do not completely understand,
ancient cultures all around the world made monuments
by arranging stones in a particular pattern. Archaeologists
have discovered stone structures in Great Britain, Europe,
South America, and Africa. Some, like the stone circles at
Gobekli Tepe in Turkey, are also carved with designs and
figures of animals and humans. Others, like Stonehenge in
the United Kingdom, are exceptional because of their size
and sophisticated engineering. Most of these monuments
were created before written language. Archaeologists
must use a wide variety of clues to uncover the true
purpose for these amazing structures. In some cases, we
may never know.
Have you ever visited an ancient historical site? What did it look like? Who built it?
Why was it built? What did you find particularly interesting or meaningful about your visit?
2 VOCABULARY Ancient history

Check (✓) the best meaning for the underlined word in each sentence.
Compare with a partner.
1. Anthropologists don’t know how people could have built such colossal structures without
the help of modern construction equipment.
q p
expensive beautiful ✓ huge
2. Experts
p found religious items at the ruins, which made them suspect it was a shrine.
market holy place school
3. The creators of Stonehenge only had primitive tools, but their knowledge of engineering
was sophisticated.
useful basic metal
4. The Aztecs wore ceremonial masks with faces of their deities on them.
used for business used for special rituals used in everyday life
5. After death, the cremated remains of important people were buried in a special graveyard.
family members burned bodies clothes or possessions
6. The first scientists to excavate the ancient burial mound discovered veryy old pottery, tools, and weapons.
cut down with a saw examine with binoculars uncover by digging out earth
50 Unit 13
3 GUESS THE FACTS
VIDEO ACTIVITIES
Watch the first minute of the video with the sound off. What kinds
of experts do you think will give opinions about Stonehenge?
archaeologists construction experts historians
astronomers geologists reporters
Watch the video
4 GET THE PICTURE

A Match each fact to the correct picture.
a. Stonehenge is made up of colossal standing stones.
b. Archaeologists have uncovered hundreds of human bones.
c. A second circle called Blue Stonehenge was discovered.
d. Stonehenge may have been a temple of the dead.
B Write each phrase under the correct picture.

an excavation a place to commune with the spirits
a monumental undertaking a part of the ceremonial complex
5 WATCH FOR DETAILS

Check (✓) True or False. Then correct the false statements.
Compare with a partner.
True False
1. Stonehenge is located in Wales.

2. Stonehenge contains about 53 standing stones.
3. Some of the stones weigh 40 tons.
4. Experts know who built Stonehenge.
5. Some people think Stonehenge was
an alien landing site.
6. Most of the people buried at
Stonehenge were men.
7. Blue Stonehenge was discovered in 2008.
8. Blue Stonehenge is shaped like a circle.
Unit 13 51
A Which of the sentences below do you think is the most likely
explanation for the origin of Stonehenge? Rank them
from 1 (most likely) to 5 (least likely).
It was built by aliens from another part of the universe.

It was a temple built to worship the sun.
It was a kind of hospital where sick people came to be healed.
It was a shrine, a holy place for the ancient Druid people who
lived in the area.
It was a burial place where people came to commune
with the dead.
B PAIR WORK Tell your partner which explanation you thought was the most likely,
and why. Then talk about any other possible explanations for the building of Stonehenge.
Follow-up
7 WHAT DO YOU THINK HAPPENED?

A Read the descriptions of the mysterious events below.
What was the Tunguska event? What happened to the Maya?
On June 30, 1908, a massive explosion took place Between the 8th and 9th centuries CE, the
in Siberia, Russia. Eighty million trees over an Mayan people in the lowlands of Central America
area of more than 2,000 square kilometers were suddenly abandoned many of their cities. Their
destroyed by the blast. Some people believe that disappearance is still a mystery. Some people
the destruction was caused by the crash of an alien believe that the Mayans fled after predicting the
spaceship. Scientists agree that it was caused by end of their own civilization. Archaeologists think
something from outer space, but they think it was that drought, foreign invasion, or disease might
a meteorite or a small comet. have caused the Mayan civilization in this area
to collapse.
B GROUP WORK What do you think might have caused these mysterious
events? Share your opinions with the group. Have conversations like this:
A: What do you think caused the Tunguska event?
B: I think it must have been a small comet.
C: I’m not sure. I think it could have been aliens.
52 Unit 13
Language close-up
VIDEO ACTIVITIES
Watch the video to complete the commentary. Then compare with a partner.
Scientist Julian Richards talks about Stonehenge.
Julian Richards: The we’re with here is our , and

what prehistory is that we’ve got no
about . So
that we understand about it comes from archaeology,
from we can excavate and what we
can .
Narrator: In 2008, of bones were
at the , primitively burned
and . The bones were dated across a
years of prehistory.
Julian Richards: The first of all the cremated
that were at Stonehenge that it’s
adult , adult men that were there. So it’s quite a
group of people, and only probably very people
came to be buried.
9 PPASSIVE AND PAST MODALS

Rewrite the sentences using the passive voice.
1. Ancient peoples must have used stone circles for rituals.

Stone circles must have been used by ancient peoples for rituals.
2. Better farming practices might have saved the Mayan people.
3. An infectious disease could have killed the Mayans.
4. A small comet may have destroyed eighty million trees in Tunguska.
5. The builders of Stonehenge couldn’t have used vehicles with wheels.
6. The discovery of a second circle at Stonehenge must have surprised archaeologists.
Unit 13 53
Making music
Preview
1 CULTURE
Musicians are always looking for new ways to share their
music with the world. These days, they may not need a
record contract to attract an audience. Many small bands
and solo artists use the Internet as their musical outlet.
They can upload their songs to a music-sharing website,
so anyone with access to the Internet can hear their music.
These innovations are allowing independent artists to get
noticed online, and to connect with other musicians and
new fans.
Where do you get the music you listen to – radio, the Internet, CDs, or
other places? Do you ever go to concerts? Where do you hear about
new music?
2 VOCABULARY Writing and recording songs

A Choose words from the box to complete the sentences.
accompany mix set up

✓ compose record tune
1. The first thing a songwriter must do is compose a song.

2. Before playing an electric piano, a musician must
the keyboard.
3. Before playing a guitar, a musician must the instrument.
4. A piano player may a singer.
5. When musicians their songs, they can hear
what they sound like.
6. At a recording studio, an engineer will the voices
and instruments together.
B PAIR WORK Compare your answers. Take turns using

the words from the box in original sentences.
54 Unit 14
3 GUESS THE FACTS
VIDEO ACTIVITIES
What do you think these people who work in the music industry do?
recording engineer DJ program director accompanist
Watch the video
4 GET THE PICTURE

What is each person’s job? Write it under the picture. Use the words in the box.
accompanist
DJ
program director
recording engineer
songwriter
Josh McBride Richard Marr
Aldous Collins Melanie Oliver Matthew Hawkes
5 WATCH FOR DETAILS

A Complete the sentences with a job from Exercise 4.
1. The uses a multitrack recorder.

2. The speaks with listeners on the radio.
3. The plays along with the singer in the recording studio.
4. The writes music as a way to make sense of the world.
5. The decides what music is played on the air.
B PAIR WORK Tell your partner another detail about each of these jobs.
“The songwriter uses a thesaurus to write his songs.”
Unit 14 55
Follow-up
6 WRITING A SONG
A Imagine that you are a songwriter, and you have just written
a great new song. Write your answers to the questions below.
1. What is the song about?

2. What instrument(s) do you use on your song?
3. Where do you want to record the song?
4. How will people hear your song (on the radio,
in clubs, on the Internet, other)?
5. Who do you want to listen to your song?
B PAIR WORK Compare your song ideas with a partner.

Explain the reasons for your decisions.
7 WHICH JOB WOULD YOU LIKE?

A PAIR WORK Which music industry job appeals to you most – a singer,
a songwriter, a DJ, or something else? Tell your partner why you would be
good at the job you chose.
B GROUP WORK Join another pair. Compare your choices. Give reasons
for your decisions.
56 Unit 14
Language close-up
VIDEO ACTIVITIES
Watch the video and complete the commentaries. Then compare
with a partner.
Two people in the music industry talk about their jobs.
Matthew: Making music is my outlet: the way I make

of the world me.
I sit down to , the first thing I do is my
guitar. Once the is tuned up and ,
I set up the keyboard. The has multiple
and multiple . What comes
of is a of I’m
that . Sometimes I can hours writing
piece. I’m this song. I it “Revelations.”
* * *
Melanie: Hi, my name’s Melanie Oliver. I’m the
here at the . The program director’s
job is to what music is on air.
So I the songs and tell the DJs
songs to play.
9 PPASSIVE How a song becomes a hit

A Complete the sentences below about how a song becomes a hit by using
the passive form of the verbs in parentheses.
The song (record) on a multitrack recorder.

The song (play) on the radio by the DJ.
The recording (take) to program directors at radio stations
and (add) to their playlists.
1 The song (compose) by the songwriter.
The song (choose) for airplay by the program director.
The vocals and instruments (mix) together.
B PAIR WORK Put the sentences above in order. Then take turns describing how
a song becomes a hit. Use first, next, then, after that, and finally.
Unit 14 57
The streets of Montreal
Preview
1 CULTURE
Most North Americans rely on their cars for transportation, but recently
more people are choosing to ride their bicycles to work instead. Some cities
are investing in bicycle paths and other changes to the roads, so it’s easy and
safe for cyclists to get around. Why are more people cycling to work? Cyclists
say it improves physical fitness, protects the environment, and cuts down on
traffic noise and crowding. Plus, there’s an added benefit: It’s fun!
How do you feel about cycling? Do you ever cycle to work or to school?
How would you like drivers of cars to change their behavior? What would
you like to see cyclists do differently?
2 VOCABULARY City traffic

Complete these sentences with the words in the box. Use the plural form when necessary.
bike helmet bus cycle path cyclist commuter

driver traffic parking pedestrian ✓sidewalk
1. People walking on the sidewalk avoid traffic from bicycles and cars.
2. Some take the train to work every day.
3. should always keep their bicycles in good repair.
4. generally stay on the sidewalk.
5. Cyclists should not ride into oncoming .
6. As more bicycles crowd the roads, have to share
the road with cyclists.
7. reduce traffic and encourage public
transportation.
8. Every cyclist should wear a .
9. A is the safest place for cyclists to ride.
10. Drivers who commute to work may have trouble finding
a spot.
58 Unit 15
3 GUESS THE FACTS
VIDEO ACTIVITIES
1. Who is this man?
2. Where is he?
3. What do you think he’s talking to people about?
Watch the video
4 GET THE PICTURE

Which issue does each person discuss? Check (✓) your answers.
1 2 3
Cycle paths Bicycles and buses Cycling with children

Listening to music Driving toward traffic Restricting driving downtown
4 5 6 7
Checking mirrors Bicycles and buses Wearing bike helmets Cycle paths
Cycling with children Driving toward traffic Riding with Cycling with children
headphones
5 WHO SAID WHAT?

Who said the sentences below? Match each person from Exercise 4 with a sentence.
“I think it would be best if bicycles and buses were not on the same street.”
“Cyclists should have their own bike lane and drive towards the oncoming traffic.”
“I think cycling on the sidewalk is fine, with kids.”
“ There should be a law that says all children starting from age six should be educated
on the rules of bicycling.”
1 “I think the city should try to expand the system of cycle paths.”
“Maybe some restrictions to driving downtown . . . ”
“I’d like to bike and listen to music too, but . . . I think you should do that in a park.”
Unit 15 59
Read these sentences from the video. Guess the meanings of the underlined words.
1. More bicycles means more bicycle traffic, and that means sharing the road.
allowing others space on the road expanding the road decreasing the space on the road
2. Wherever bikes and cars share the road, people are going to have opinions about how they ought
to interact.
think about each other avoid each other relate to each other
y
3. I think most pedestrians are at ease with cycling on the sidewalk.
comfortable angry excited
y
4. Cyclists should be more aware of cars, automobiles, and pedestrians.
be afraid of pay attention to try to avoid
5. Sometimes we cut corners in terms of moving through traffic.
don’t stop at street corners turn corners too quickly try to save time
6. Montreal is no exception.
is a special situation makes exceptions is the same as other places
Follow-up
7 FFOR OR AGAINST
A You are a resident of Pleasantville, a small town
about fifty kilometers from a large city. City officials
have proposed replacing many of the parking places
on the roads with bike lanes. Make a list of reasons
for and against the bike lanes.
For Against
would encourage cycling would make it harder to park
B GROUP WORKWork in groups of four. Discuss the reasons for and against building the bike lanes.
Then decide whether or not to build them. Use language like this:
In my opinion . . . That’s a good point. Nevertheless, . . . On the other hand . . .

I feel that . . . That’s an interesting idea. However, . . . I don’t think that . . .
60 Unit 15
Language close-up
VIDEO ACTIVITIES
Watch the video and complete the commentaries. Then compare with a partner.
Montreal residents talk about their opinions on cycling in the city.
Sebastian: I think the city should try to the system of
paths. One thing I this morning
is that one drive traffic because
that’s a . Sometimes there are corners where
just cannot see you coming, and so you should really
try to driving against the , if possible.
* * *
Nitai: Cyclists should have their own bike and drive
towards the traffic they will be able
to better see the other cars are
doing, they’re driving or , the
cyclist will have more .
9 PPASSIVE MODALS Giving opinions on cyclists and drivers

Read these complaints from cyclists and drivers.
Common Complaints on the Road

Cyclists say: Drivers say:
“Many drivers go much faster than the “Cyclists don’t put lights on their bikes
speed limit.” when riding at night.”
“Sometimes drivers park in our bike lanes.” “Some cyclists don’t wear
“Drivers don’t check their rearview mirrors bike helmets.”
before opening their doors.” “Some cyclists ignore traffic signals.”
What do you think about these complaints? Choose a modal from the box that shows how strongly you feel
and rewrite each complaint. You can add words such as allowed, required, and permitted.
ought to be should be must be

shouldn’t be have to be mustn’t be
1. Drivers shouldn't be permitted to go faster than the speed limit.

2.
3.
4.
5.
6.
Unit 15 61
The Harlem Children’s Zone
Preview
1 CULTURE
In some low-income neighborhoods in cities in the
United States, public school students are struggling.
They lag far behind those attending schools in higher-
income neighborhoods in terms of academic success and
college admission. Some experts say the following factors
contribute to the difference in educational outcomes:
• the number of days students are absent from school
• the number of hours they spend watching television
• the number of pages they read for homework
• the quantity and quality of reading material in the
students’ homes
What kinds of educational challenges are you facing right now? Talk about some challenges
you have faced in the past. Are you interested in going to college? If so, what are you thinking
about studying? What is your ultimate career goal?
2 VOCABULARY Education
A Choose phrases from the box to complete the sentences.
achievement gap ✓ break the cycle inner city scientific data

affluent suburbs grade level remarkable job statistical study
1. In order to break the cycle of poverty, it is necessary to improve schools.

2. Students in the often attend overcrowded and poorly-run schools.
3. Students who go to school in usually have more educational
opportunities than urban students.
4. An occurs when one group of students performs better in
school than another group.
5. In some schools, students are performing below , which means
they’re not learning as much as they should.
6. Researchers presented to show how well students are performing.
7. Many teachers do a of teaching students in difficult situations.
8. In a , researchers collect information to understand more about a subject.
B PAIR WORK Compare your answers. Take turns using the phrases in original sentences.
62 Unit 16
3 GUESS THE FACTS
VIDEO ACTIVITIES
Watch the first minute and a half of the video with the sound off.
1. Who are the two men?
2. What are they talking about?
3. Where do the scenes with children take place?
Watch the video
4 GET THE PICTURE

Check (✓) the items that describe the school in the video.
It is a school for kids from the suburbs.
It is a school for kids from the inner city.
It is a charter school run by Geoffrey Canada.
It is part of the public school system.
Students are in class more often than in other schools.
Summer vacation is longer than at most schools.
It improves learning skills and test scores for its students.
5 WATCH FOR DETAILS

A Check (✓) True or False. Then compare with a partner.
True False
1. The Children’s Zone covers 97 blocks in Harlem.
2. Geoffrey Canada doesn’t want his students to go to college.
3. Canada grew up in Harlem.
4. There is one adult for every 20 children in the school.
5. There are 1200 children enrolled in Canada’s school.
6. Children at Canada’s school attend classes on Saturday.
7. One hundred percent of Canada’s third graders scored at or above grade level.
8. Canada will know the Children’s Zone has worked when they get more students.
B PAIR WORK
Tell a partner how you would correct the false statements in part A.
Then share some more details that you remember with your partner.
Unit 16 63
Read these sentences from the video and guess the meanings of the underlined words.
1. Geoffrey Canada may have figured out a way 4. Today, however, results are in and they are
to close the racial achievement gap. nothing short of stunning, so much so that the
difference White House is now taking notice.
cause disappointing
problem amazing
2. Abandoned by his father, he and three brothers normal
were raised by their mother. 5. Right now, there are some twelve hundred kids
loved enrolled from kindergarten to the tenth grade.
left forever It’ll eventually expand all the way through the
confused twelfth grade.
3. His laboratory is a 97-block neighborhood in carefully
Harlem, which he’s flooded with a wide array immediately
of social, medical, and educational services. in the future
building
list
variety
Follow-up

A Which features discussed in the video do you think are the most important
in improving education for all students? Rank them from 1 (most important) to 6 (least
important). Then add your own ideas.
smaller class size
weekend classes
a longer school day
free social and medical services
shorter summer vacation
more teachers
B PAIR WORK Take turns describing the features that are most
important to you. Use sentences like these:
A: I think small classes are the best way to improve education.
B: I’m not sure. As far as I’m concerned, weekend classes are more important, because . . .
64 Unit 16
Language close-up
VIDEO ACTIVITIES
Watch the video and complete the commentaries. Then compare with a partner.
A reporter talks with Dr. Roland Fryer about the Harlem Children’s Zone.
Reporter: What is the achievement gap?

Dr. Fryer: Black in our schools are not at
even the rate as white children in our schools.
The black seventeen-year-old
at the proficiency of the white
thirteen-year-old. A four-year in effective
: that’s . . . that’s .
Reporter: But when Dr. Fryer four years’ worth of
Promise Academy scores, he
something .
Dr. Fryer: At the school level, he
the achievement in
subjects: and reading.
Reporter: eliminating the in elementary ?
Dr. Fryer: Absolutely. We’ve seen . . . we’ve seen
anything that.
9 COMPLEX NOUN PHRASES WITH GERUNDS

A PAIR WORK Interview a partner about a challenge that he or she has faced
in life, such as taking a trip, learning a new skill, or accomplishing a goal. Use five
of the questions below in your interview. Write your partner’s responses below.
What was the most challenging part of . . . ? What was the most surprising thing about . . . ?
What was one of the rewards of . . . ? What was the most exciting thing about . . . ?
What was the most dangerous part of . . . ? What was the scariest thing about . . . ?
What was the easiest part of . . . ? What was the funniest thing about . . . ?
1. The most challenging part of Anita's marathon was going up the hills.
2.
3.
4.
5.
B GROUP WORK Join another pair. Explain your partner’s challenge to them.
Unit 16 65
Jack C. Richards
With Jonathan Hull and Susan Proctor
Series Editor: David Bohlke

CAMBRIDGE UNIVERSITY PRESS
Cambridge, New York, Melbourne, Madrid, Cape Town,
Singapore, São Paulo, Delhi, Mexico City
Cambridge University Press

32 Avenue of the Americas, New York, NY 10013-2473, USA
www.cambridge.org
Information on this title: www.cambridge.org/9781107648708
This publication is in copyright. Subject to statutory exception

and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 1991

Second edition 1998
Third edition 2005
Printed in Lima, Peru, by Empresa Editora El Comercio S.A.
A catalog record for this publication is available from the British Library.
ISBN 978-1-107-64870-8 Student’s Book 3 with Self-study DVD-ROM

ISBN 978-1-107-69720-1 Student’s Book 3A with Self-study DVD-ROM
ISBN 978-1-107-65269-9 Student’s Book 3B with Self-study DVD-ROM
ISBN 978-1-107-64874-6 Workbook 3
ISBN 978-1-107-64685-8 Workbook 3A
ISBN 978-1-107-68752-3 Workbook 3B
ISBN 978-1-107-61506-9 Teacher’s Edition 3 with Assessment Audio CD/CD-ROM
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A great number of people contributed to the J. Kevin Varden, Meiji Gakuin University,
development of Interchange Fourth Edition. Particular Yokohama, Japan
thanks are owed to the reviewers using Interchange, Rosa Maria Valencia Rodríguez, Mexico City, Mexico
Third Edition in the following schools and institutes –
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their insights and suggestions have helped define the
Technology, Kinmen, Taiwan
content and format of the fourth edition:
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Aquino, Bogotá, Colombia
Teachers at Tecnológico de Estudios Superiores de
Teachers at Escuela Miguel F. Martínez, Ecatepec, Mexico City, Mexico
Monterrey, Mexico
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Idiomas, São Paulo, Brazil
Teachers at Universidad Autónoma de Nuevo León,
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Rita de Cássia S. Silva Miranda, Instituto Batista de Mexico City, Mexico
Idiomas, Belo Horizonte, Brazil Teachers at Universidad Nacional Autónoma de
Teachers at Instituto Politécnico Nacional, Mexico – Zaragoza, Mexico City, Mexico
Mexico City, Mexico Teachers at Universidad Nacional Autónoma de
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Interactive College of Technology, Luz Edith Herrera Diaz, Veracruz, Mexico
Chamblee, Georgia, USA Seri Park, YBM PLS, Seoul, South Korea
Teachers at Internacional de Idiomas,
Mexico City, Mexico
Marcelo Serafim Godinho, Life Idiomas,
São Paulo, Brazil
Self-assessment charts revised by Alex Tilbury

Grammar plus written by Karen Davy
iv
CLASSROOM LANGUAGE Student questions
We don’t understand Can you explain

Why don’t we ask
the activity. it again?
the teacher?
What are we
supposed to do?
I have no idea.
Do you know what
Is it correct to say . . . ? I think so. this means?
I’m not sure.
I don’t I think it means . . .

really know.
v
Plan of Book 3
Titles/Topics Speaking Grammar
UNIT 1 PAGES 2–7
That’s what friends are for! Describing personalities; expressing Relative pronouns as subjects and
Personality types and qualities; likes and dislikes; agreeing and objects; it clauses + adverbial clauses
relationships; turn ons and turn offs disagreeing; complaining with when
UNIT 2 PAGES 8–13

Career moves Talking about possible careers; Gerund phrases as subjects and
Jobs; careers of the future; job skills; describing jobs; discussing the objects; comparisons with adjectives,
summer jobs negative aspects of some jobs nouns, verbs, and past participles
PROGRESS CHECK PAGES 14–15
UNIT 3 PAGES 16–21

Could you do me a favor? Making unusual requests; making Requests with modals, if clauses, and
Favors; formal and informal requests; direct and indirect requests; accepting gerunds; indirect requests
messages and declining requests

What a story! Narrating a story; describing events Past continuous vs. simple past;
The media; news stories; exceptional and experiences in the past past perfect
events

Crossing cultures Talking about moving abroad; Noun phrases containing relative
Cultural comparisons and culture shock; expressing emotions; describing clauses; expectations: the custom to,
moving abroad; emotions; customs; cultural expectations; giving advice (not) supposed to, expected to, (not)
tourism and travel abroad acceptable to

What’s wrong with it? Describing problems; making Describing problems with past
Consumer complaints; everyday complaints; explaining something participles as adjectives and with
problems; electronics; repairs that needs to be done nouns; describing problems with
need + gerund, need + passive
infinitive, and keep + gerund

The world we live in Identifying and describing problems; Passive in the present continuous and
The environment; world problems; coming up with solutions present perfect; prepositions of cause;
current issues infinitive clauses and phrases

Lifelong learning Asking about preferences; discussing Would rather and would prefer; by +
Education; learner choices; strategies pros and cons of different college gerund to describe how to do things
for learning; personal qualities majors; talking about learning
methods; talking about personal
qualities
vi
Pronunciation/Listening Writing/Reading Interchange Activity
Linked sounds Writing a description of a best friend “Personality types”: Interviewing a

Listening for descriptions of people; “To Friend or Unfriend?”: Reading classmate to find out about
listening for opinions about choosing online friends personality characteristics
PAGE 114
Stress with compound nouns Writing about career advantages “The dinner party”: Comparing
Listening to descriptions of summer and disadvantages people’s careers and personalities to
jobs; listening for likes and dislikes “Help! How Can I Find a Job?”: make a seating chart for a dinner party
Reading a message board with
advice on how to find a job PAGE 115
Unreleased consonants Writing emails with requests “Borrowers and lenders”: Asking
Listening to people making, accepting, “Yes or No?”: Reading about the way classmates to borrow items; lending
and declining requests people in different cultures respond or refusing to lend items
“yes” and “no”
PAGE 116
Intonation in complex sentences Writing a news story “A double ending”: Completing a

Listening to news podcasts; listening to “The Changing World of story with two different endings
narratives about past events Blogging”: Reading about the
evolution of blogs PAGE 117
Word stress in sentences Writing a tourist pamphlet “Culture check”: Comparing customs
Listening for information about living “Culture Shock”: Reading blog entries in different countries
abroad; listening to opinions about about moving to another country
customs PAGE 118
Contrastive stress Writing a critical online review “Fixer-upper”: Comparing problems

Listening to complaints; listening to “The Value of Upcycling”: Reading in two pictures of an apartment
people exchange things in a store; about reusing materials to make
listening to repair people describe things of greater value PAGES 119, 120
their jobs
Reduction of auxiliary verbs Writing a message on a community “Make your voices heard!”: Choosing
Listening to environmental problems; website an issue and deciding on an effective
listening for solutions “Saving a Coral Reef – An Eco Tipping method of protest; devising a strategy
Point”: Reading about reviving
marine life around Apo Island PAGE 121
Intonation in questions of choice Writing about a skill or a hobby “Learning curves”: Choosing between
Listening to descriptions of courses; “Learning Styles”: Reading about different things you want to learn
listening for additional information different kinds of learning
PAGE 122
vii
Titles/Topics Speaking Grammar
Improvements Talking about things you need to Get or have something done; making
Everyday services; recommendations; have done; asking for and giving suggestions with modals + verbs,
self-improvement advice or suggestions gerunds, negative questions, and
infinitives

The past and the future Talking about history events; talking Referring to time in the past with
Historic events and people; biography; about things to be accomplished in adverbs and prepositions: during, in,
the future the future ago, from…to, for, since; predicting the
future with will, future continuous, and
future perfect

Life’s little lessons Describing rites of passage; describing Time clauses: before, after, once, the
Milestones and turning points; turning points; describing regrets and moment, as soon as, until, by the time;
behavior and personality; regrets hypothetical situations expressing regret with should (not)
have + past participle; describing
hypothetical situations with if clauses
+ past perfect
The right stuff Describing qualities for success; Describing purpose with infinitive
Qualities for success; successful describing features; giving reasons clauses and infinitive clauses with for;
businesses; advertising for success; interviewing for a job; giving reasons with because, since,
talking about ads and slogans because of, for, due to, and the reason

That’s a possibility. Making conclusions; offering Past modals for degrees of
Pet peeves; unexplained events; explanations; describing hypothetical certainty: must (not) have, may (not)
reactions; complicated situations events; giving advice for complicated have, might (not) have, could (not)
and advice situations have; past modals for judgments and
suggestions: should (not) have, could
(not) have, would (not) have
Behind the scenes Describing how something is done or The passive to describe process with
How a movie is made; media made; describing careers in the media is/are + past participle and modal +
professions; processes; the be + past participle; defining and
entertainment industry non-defining relative clauses

There should be a law! Giving opinions for and against Giving recommendations and opinions
Recommendations; opinions; local controversial issues; offering a with passive modals: should be, ought
concerns; controversial issues different opinion; agreeing and to be, must be, has to be, has got to be;
disagreeing tag questions for opinions
Challenges and accomplishments Describing challenges, frustrations, Complex noun phrases containing
Challenges; accomplishments; goals; and rewards; talking about the past gerunds; accomplishments with the
volunteering and the future present perfect and simple past; goals
with the future perfect and would like
to have + past participle
GRAMMAR PLUS PAGES 132–151

viii
Pronunciation/Listening Writing/Reading Interchange Activity
Sentence stress Writing a letter of advice “Put yourself in my shoes!”: Discussing

Listening to suggestions for “Critical Thinking”: Reading about different points of view of parents and
self-improvement the characteristics and benefits of their children
critical thinking
PAGE 123
Syllable stress Writing a biography “History buff ”: Taking a history quiz

Listening to predictions “Tweet to Eat”: Reading about a
restaurant that uses social networking PAGES 124, 126
to reach customers
Reduction of have and been Writing a letter of apology “When I was younger,…“: Playing a
Listening to descriptions of important “Milestones Around the board game to talk about how you
events; listening to regrets and World”: Reading about important life were and could have been
explanations events in Egypt, Mexico, and Vanuatu
PAGE 125
Reduced words Writing a radio or TV commercial “Catchy slogans”: Creating a slogan

Listening for features and slogans “The Wrong Stuff ”: Reading about and logo for a product
advertising failures
PAGE 127
Reduction in past modals Writing about a complicated situation “Photo plays”: Drawing possible
Listening to explanations; listening for “The Blue Lights of Silver conclusions about situations
the best solution Cliff ”: Reading a story about an
unexplained phenomenon PAGE 128
Review of stress in compound nouns Writing about a process “Who makes it happen?”: Putting
Listening to a producer describe his “Hooray for Bollywood!”: Reading together a crew for making a movie
work; listening for personality traits about the kind of movies made in India
PAGE 129
Intonation in tag questions Writing a persuasive essay “You be the judge!”: Deciding on
Listening for solutions to everyday “How Serious Is Plagiarism?”: punishments for common offenses
annoyances; listening to issues and Reading about plagiarism and
opinions people’s opinions about its severity PAGE 130
Stress and rhythm Writing a personal statement for “Viewpoints”: Taking a survey about
Listening to challenges and rewards an application volunteering
of people’s work; listening for people’s “Young and Gifted”: Reading about
goals for the future exceptionally gifted young people PAGE 131
ix
That’s what friends are for!
1 SNAPSHOT
S
1. love 6. a good listener 1. belief in his capabilities 6. affection

2. understanding 7. affection 2. understanding 7. respect
3. conversation 8. responsibility at home 3. compliments 8. free time
4. time together 9. free time 4. acceptance 9. trust
5. a positive attitude 10. good health 5. direct conversation 10. companionship
Source: http://marriage.about.com
What qualities do both men and women look for in their partners?
In your opinion, which of the things above are most important to look for in a partner?
Are there other important qualities missing from the lists?
2 CONVERSATION I like guys who . . .

A Listen and practice.
Chris: Do you have a date for your friend’s wedding yet?

Kim: Actually, no, I don’t. . . . Do you know anyone I
could go with?
Chris: Hmm. What kind of guys do you like?
Kim: Oh, I like guys who aren’t too serious and who
have a good sense of humor. You know, someone
like you.
Chris: OK. Uh, what else?
Kim: Well, I’d prefer someone I have something in
common with – who I can talk to easily.
Chris: I think I know just the guy for you. Bob Branson.
Do you know him?
Kim: No, I don’t think so.
Chris: OK, I’ll ask him to meet us for coffee, and you can
tell me what you think.
B Listen to Chris and Kim discuss Bob after

they met for coffee. How did Kim like him?
2
3 GRAMMAR FOCUS
Relative pronouns
As the subject of a clause As the object of a clause
I like guys who/that aren’t too serious. I’d prefer someone (who/that) I have fun with.
I like guys who/that have a good sense of humor. I’d prefer someone (who/that) I can talk to easily.
A Match the information in columns A and B. Then compare with a partner.
A B
1. I don’t want to have a partner who/that d a. help me understand things easily.
2. I enjoy teachers who/that b. I respect as a leader.
3. I’d prefer a roommate who/that c. have a good sense of humor.
4. I don’t like to be with people who/that d. I have nothing in common with.
5. I discuss my problems with friends who/that e. can give me good advice.
6. I’d like to have a boss who/that f. I don’t feel comfortable around.
7. I like to meet people who/that g. is quiet, considerate, and neat.
B Put a line through who/that in part A if it’s optional. Then compare with a partner.
C PAIR WORK Complete the sentences in column A with your own information.
Do you and your partner have similar opinions?
A: I don’t want to have a partner who isn’t a good listener.

B: Neither do I. I don’t want to have a partner who doesn’t have a positive attitude either.
4 WORD POWER Personalities

A Match the words with the definitions. Then decide whether the words are
positive (P) or negative (N). Write P or N after each word.
h 1. easygoing P a. a person who doesn’t change easily and is stubborn

2. egotistical b. someone who doesn’t like sharing
3. inflexible c. someone who has a very high opinion of him- or herself
4. modest d. someone who is helpful and encouraging
5. sociable e. a person who doesn’t do what he or she promised
6. stingy f. a person who enjoys being with other people
7. supportive g. a person who has unpredictable or irregular moods
8. temperamental h. a person who doesn’t worry much or get angry easily
9. unreliable i. someone who doesn’t brag about his or her accomplishments
B PAIR WORK Cover the definitions. Take turns talking about the adjectives in your own words.
“An easygoing person is someone who . . .”
C PAIR WORK Think of at least two adjectives to describe yourself. Then tell a partner.
That’s what friends are for! 3

5 LLISTENING What are they like?
A Listen to conversations that describe three people. Are the descriptions
positive (P) or negative (N)? Check (✓) the box.
1. Andrea P N
2. James P N
3. Mr. Johnson P N
B Listen again. Write two adjectives that describe each person in the chart.
6 D
DISCUSSION Ideal people
A What is the ideal parent, friend, or partner like? What is one quality
each should have and one quality each should not have? Complete the chart.
This person is . . . This person is not . . .
The ideal parent

The ideal friend
The ideal partner
B GROUP WORK Take turns describing your ideal people.

Try to agree on the two most important qualities for a parent,
a friend, and a partner.
A: I think the ideal parent is someone who is easygoing

and who . . .
B: I agree. The ideal parent is someone that doesn’t get
upset easily and who isn’t temperamental.
C: Oh, I’m not sure I agree. . . .
7 WRITING About a best friend

A Think about your best friend. Answer the questions.
Then write a paragraph.
What is your best friend like?

How long have you been friends?
How did you meet?
How are you similar? My best friend is someone who is friendly and easygoing.
How are you different? She’s a reliable friend and someone who I can call anytime.
We’ve been friends for about five years, but we didn’t
become friends right away. We . . .
B PAIR WORK Exchange paragraphs. How are your best friends similar? How are
they different?
4 Unit 1
8 PPERSPECTIVES Quiz
A Listen to some common complaints. Check (✓) the ones you agree with.
B Calculate your score. Do you get annoyed easily? Tell the class what
bothers you the most.
9 PPRONUNCIATION Linked sounds

A Listen and practice. Final consonant sounds
are often linked to the vowel sounds that follow them.
It upsets me when a person is unreliable.
I love it when a friend is supportive and kind.
B Mark the linked sounds in the sentences below.

Listen and check. Then practice saying the sentences.
1. I can’t stand it when someone is late for an appointment.
2. Does it bother you when a friend is unreliable?
3. I hate it when a cell phone goes off in class.
C Take turns saying the sentences in Exercise 8.

Pay attention to linked sounds.

10 GRAMMAR FOCUS
It clauses + adverbial clauses with when
I like it when a teacher is helpful and supportive.
I don’t mind it when a friend visits without calling me first.
I can’t stand it when a child screams in a restaurant.
It makes me happy when people do nice things for no reason.
It bothers me when my doctor arrives late for an appointment.
It upsets me when a close friend forgets my birthday.
A How do you feel about these situations? Complete the sentences with
it clauses from the list. Then take turns reading your sentences with a partner.
I love it I don’t mind it I don’t like it

I like it It doesn’t bother me It really upsets me
It makes me happy It annoys me I can’t stand it
1. when someone gives me a compliment.

2. when I get phone calls on my birthday.
3. when a stranger asks me for money.
4. when people call me late at night.
5. when teachers are temperamental.
6. when people are direct and say what’s on their mind.
7. when someone corrects my English in front of others.
8. when a friend is sensitive and supportive.
9. when people throw trash on the ground.
10. when a friend treats me to dinner.
B GROUP WORK Do you ever get annoyed by a certain

type of person or situation? Write down five things that
annoy you the most. Then compare in groups.
A: I can’t stand it when someone puts me on hold.

B: I feel the same way.
C: Yeah, but it bothers me more when . . .
11 IINTERCHANGE 1 Personality types

Interview a classmate to find out about his or her personality.
Go to Interchange 1 on page 114.
6 Unit 1
12 RREADING
To Friend or Unfriend? x
How do you choose your friends online?
What qualities do you look for in cyberfriends?
Social networking makes it very easy to have

friends – lots and lots of friends. Hundreds of
millions of people have joined Facebook, Orkut,
and other sites so that they can communicate with
their friends online. However, the meaning of the The most common reason for unfriending someone
word “friend” seems to have changed. In the past, is to eliminate annoying people from your social
a friend was someone you had a close personal life. For example, some friends post messages much
relationship with. Now, anyone in the world can too frequently – and those messages can be
be your friend online! Some people have thousands extremely boring. They endlessly post status
of cyberfriends, but what do you do if you don’t updates that say things like “I’m cooking dinner”
want so many friends? or “I’m doing my homework.” Another reason for
unfriending someone is disagreement about world
Easy! You can dump an unwanted friend with just issues. A third reason is to get rid of people who
one click of your mouse. In recent years, it has write nasty things on social websites.
become so common to get rid of friends in this
way that there is a new word to describe it – to Although dumping friends is not just an Internet
“unfriend.” The New Oxford American Dictionary phenomenon, far more online friendships end
named it Word of the Year in 2009 and defined it suddenly than off-line ones. Even in this computer
like this: “to remove someone as a ‘friend’ from a age, it remains true that many people prefer
social networking site.” But why would you want spending time together face-to-face. After all,
to do such a drastic thing as unfriend someone? that’s what friends are for!
A Read the article. Then for each statement, check (✓) True, False, or Not given.
True False Not given

1. Social networking has changed the way many people make friends.
2. It’s not easy to remove cyberfriends.
3. The word “unfriend” became popular in 2009.
4. People who are unfriended may feel upset.
5. Some people write unpleasant things on websites.
6. Sometimes family members are unfriended from websites.
B Find the words and phrases in italics in the text. Then choose the meaning for each one.
1. When you have a personal relationship, you know / don’t know someone well.
2. If you dump people you know, you friend / unfriend them.
3. You might do something drastic when you feel easygoing / strongly about it.
4. When you eliminate someone from your life, you add / remove them.
5. If you are face-to-face with someone, you are in the same / a different location.
C PAIR WORK Have you ever unfriended anyone? Why? Have you ever been unfriended?
How did you feel?

Career moves
1 SSNAPSHOT
Source: www.careerbuilder.com
Rank the careers from 1 (most interesting) to 5 (least interesting). Compare with a partner.
Can you think of any other careers that will be in demand in the future?
What jobs do you think will not be in demand? Why?
2 PPERSPECTIVES Career debate

A Listen to the people talk about jobs. Do you agree or disagree?
Check (✓) the speaker you agree with more.
“Being a flight attendant “But flight attendants get “Designing clothes is not “That’s not true! Many great
sounds very exciting. Flying tired of traveling. They a man’s job. Women are clothing designers are men.
all the time would be fun.” spend most of their time in much more fascinated by Just look at Calvin Klein!”
airports!” fashion.”
“I’d enjoy working with “I’m not so sure. Animals “I’d like to work in the “I disagree! Working in
animals. I think working can be very unpredictable. television industry. Directing front of the camera as an
as a veterinarian could be Getting a dog bite would a TV show would be really actor would be much more
rewarding.” be scary!” interesting.” satisfying.”
B Compare your responses with your classmates. Give more reasons to support your opinions.
8
3 GRAMMAR FOCUS
Gerund phrases
Gerund phrases as subjects Gerund phrases as objects
Being a flight attendant sounds exciting. He’d love being a flight attendant.
Designing clothes is not a man’s job. He wouldn’t like being a fashion designer.
Working as a veterinarian could be rewarding. She’d enjoy working with animals.
Directing a TV show would be interesting. She’d be good at directing a TV show.
A Look at the gerund phrases in column A. Write your opinion

of each job by choosing information from columns B and C. Then
add two more gerund phrases and write similar sentences.
A B C
1. working as an accountant seems awful
2. taking care of children sounds stressful
3. being a farmer could be fantastic
4. designing clothes would be fascinating
5. working on a movie set must be pretty difficult
6. making a living as an artist kind of boring
7. doing volunteer work overseas really rewarding
8. retiring at age 40 very challenging
9.
10.
1. Working as an accountant would be kind of boring.
B PAIR WORK Give reasons for your opinions about the jobs in part A.
A: In my opinion, working as an accountant would be kind of boring.

B: Really? Why is that?
A: Because you work in an office and do the same thing every day.
B: I’m not sure that’s true. For me, working as an accountant could be . . .
C GROUP WORK Complete the sentences with gerund phrases.

Then take turns reading your sentences. Share the three most
interesting sentences with the class.
1. I’d be interested in . . .
2. I’d get tired of . . .
3. I’d be very excited about . . .
4. I’d enjoy . . .
5. I think I’d be good at . . .
6. I wouldn’t be very good at . . .
“I’d be interested in working with children.”
Career moves 9
4 WORD POWER Suffixes
A Add the suffixes -er, -or, -ist, or -ian to form the names of these jobs.
Write the words in the chart and add one more example to each column.
computer technic ian gossip column politic TV report

factory supervis guidance counsel psychiatr zookeep
-er -or -ist -ian

computer technician
B PAIR WORK Can you give a definition for each job?
“A computer technician is someone who fixes computers.”
5 SSPEAKING Possible careers

GROUP WORK Talk about a career you would
like to have. Use information from Exercises 1–4 or your
own ideas. Other students ask follow-up questions.
A: I’d enjoy doing TV interviews with famous people.

B: Why is that?
A: Asking people about their lives would be fascinating.
C: Who would you interview?
A: Well, I think I’d be good at talking to politicians.
6 WRITING Describing pros and cons

A Choose a job and make a list of its advantages. Then use the list to
write a paragraph about the job. Add a title.
useful expressions
Being a comedian: It’s fun to be funny
First of all, . . .
Working as a comedian seems exciting. In addition, . . .
First of all, making people laugh would be a Furthermore, . . .
lot of fun because you’d be laughing all the For example, . . .
time, too. In addition, . . . However, . . .
On the other hand, . . .
In conclusion, . . .
B PAIR WORK Read your partner’s paragraph. Then write a paragraph
about the disadvantages of your partner’s job. Add a title.
C PAIR WORK Read your partner’s paragraph about your job’s

disadvantages. Do you agree or disagree? Why or why not?
10 Unit 2
7 CONVERSATION You get a great tan!
Tracy: Guess what. . . . I’ve found a summer job!

Mark: That’s great! Anything interesting?
Tracy: Yes, working at an amusement park.
Mark: Wow, that sounds fantastic!
Tracy: So, have you found anything?
Mark: Nothing yet, but I have a couple of leads.
One is working as an intern for a record
company – mostly answering phones.
Or I can get a landscaping job again.
Tracy: Being an intern sounds more interesting
than landscaping. You’d have better hours,
and it’s probably not as much work.
Mark: Yeah, but a landscaper earns more than
an intern. And you get a great tan!
B Listen to the rest of the conversation.

What is Tracy going to do at the amusement park?
8 GRAMMAR FOCUS
Comparisons
with adjectives with verbs
. . . is more/less interesting than . . . . . . earns more/less than . . .
. . . is harder than . . . . . . earns as much as . . .
. . . is not as hard as . . . . . . doesn’t earn as much as . . .
with nouns with past participles
. . . has better/worse hours than . . . . . . is better paid than . . .
. . . has more education than . . . . . . is as well paid as . . .
. . . isn’t as much work as . . . . . . isn’t as well paid as . . .
A Complete the sentences using the words in parentheses. Compare

with a partner. (More than one answer is possible.)
1. Being a fashion designer is (interesting) being an accountant.

2. A TV reporter’s job is (dangerous) a firefighter’s job.
3. A police officer (travel) a flight attendant.
4. A factory supervisor (earn) a volunteer teacher.
5. Long-distance truck drivers have (hours) bank tellers.
6. Pilots usually have (education) airport security guards.
7. A doctor is (trained) a medical assistant.
8. A social worker isn’t (paid) a pharmacist.
B GROUP WORK Make one more comparison for each pair of jobs in part A.
Career moves 11
9 PPRONUNCIATION Stress with compound nouns
A Listen and practice. Notice that the first word in these compound nouns
has more stress. Then add two more compound nouns to the chart.
zookeeper bank teller gossip columnist

firefighter truck driver guidance counselor
B GROUP WORK Which job in each column would be more interesting? Why?
Tell the group. Pay attention to stress.
10 LLISTENING Summer jobs

A Listen to three people talk about their summer jobs.
Number the pictures from 1 to 3.
B Listen again. Do they like their jobs? Why or why not?
11 RROLE PLAY My job is the worst!

A Choose a job from the unit. Make a list of all the reasons why you wouldn’t like it.
Think about what is negative, difficult, or boring about it – the salary, the hours, the location, etc.
B GROUP WORK Role-play a discussion. Explain why your job is the worst!
A: I’m a teacher, and my salary is terrible!

B: I’m a doctor. I have a higher salary than a teacher,
but a teacher has better hours.
C: Well, I’m a taxi driver. My hours aren’t as bad as a
doctor’s, but . . .
12 IINTERCHANGE 2 The dinner party

Would you be a good party planner? Go to Interchange 2 on page 115.
12 Unit 2
13 RREADING
Help! How can I find a job?
Make a short list of things people should do to find a job.
Then scan the message board. Has riley18 done any of these things?
I’ve been job-hunting for a year with no luck. I’ve done all the right things. I graduated with a degree in
information technology – everybody says you can’t go wrong with IT! I’ve sent my résumé to lots of local
companies. I dress professionally and answer interview questions well. But I haven’t gotten a single job
offer! Other applicants have work experience. How can I get experience if no one offers me a job? Help!
riley18
What kinds of jobs are you applying for? I figure you’re aiming too high. Don’t be too proud!
Entering the job market for the first time requires you to be modest. Good luck!
erikjones
The thing about IT is you need to specialize. I work in medicine. Diagnostic imaging – stuff like PET
and MRI scanning – uses complex software that can only be operated by highly specialized people.
maggie_ks
I had the same problem as you. I graduated in IT, too! Then I went to a career counselor. She made me realize
I’m more suited to a job with people than one with computers. I’m a really sociable person. I applied for work
in telesales and got a job immediately. I love it! I talk to people on the phone all day!
jackie_s
Don’t just sit there and expect a job to come to you! When job-hunting, the three most important
things to remember are location, location, location! Hit the streets and go where the jobs are!
luis005
There are so many more interesting jobs than working with computers! Why does everyone think IT
is so special? Everyone has to eat and drink! Why don’t you open a coffee shop or restaurant?
table9_5
A Read the message board. Where do these sentences belong?

Write the username of the person who probably made each comment.
maggie_ks 1. Do something that others can’t do!

2. The key thing is to get a job and then work your way up.
3. If you’re prepared to relocate, you’ll easily find a job in IT.
4. Have you thought about being self-employed?
5. Working alone all day on a computer isn’t much fun for me!
B Whose advice would riley18 most likely follow in each of these situations?
Write the username.
1. if he can move to a new place easily

2. if he is happy to seek professional advice
3. if he is prepared to study for another degree
4. if he has some money to invest in a small business
5. if he is patient enough to wait for promotion
C GROUP WORK Whose comment do you think is the most helpful to riley18? Why?
What advice or comment would you offer?
Career moves 13
Units 1–2 Progress check
SELF-ASSESSMENT
How well can you do these things? Check (✓) the boxes.
I can . . . . Very well OK A little
Describe personalities (Ex. 1)

Ask about and express preferences (Ex. 1)
Understand and express complaints (Ex. 2)
Give opinions about jobs (Ex. 3)
Describe and compare different jobs (Ex. 4)
1 SSPEAKING People preferences

A What two qualities would you like someone to have for these situations?
A person to . . .
1. go on vacation with
2. share an apartment with
3. work on a class project with
B CLASS ACTIVITY Find someone you could do each thing with.
A: What kind of person would you like to go on vacation with?

B: I’d prefer someone who is fairly independent.
A: Me, too! And I like to travel with someone who I can . . .
2 LLISTENING Our biggest complaints

A Listen to Ann and John discuss these topics. Complete the chart.
John’s biggest complaint Ann’s biggest complaint

1. taxi drivers
2. people with dogs
3. TV commercials
4. store clerks
B PAIR WORK What is your biggest complaint about the topics in part A?
“I can’t stand it when taxi drivers don’t have change. . . .”
14
3 SSURVEY Good and bad points
A GROUP WORK What job would you like to have? Ask and answer questions
in groups to complete the chart.
Name Job Good points Bad points
1.
2.
3.
4.
A: What job would you like to have? useful expressions

B: I’d like to be a chef.
C: What would be the good points? I would(n’t) be good at . . .
B: Well, thinking of menus would be fun. I would enjoy/dislike . . .
D: Would there be any bad points? I would(n’t) be interested in . . .
B: Oh, sure. I’d dislike working long hours. . . . I would(n’t) be excited about . . .
B GROUP WORK Who thought of the most unusual job? the best job? the worst job?
4 RROLE PLAY Job headhunter

Student A: Imagine you’re a headhunter. You find jobs for people. Based
on Student B’s opinions about jobs in Exercise 3, offer two other
jobs that Student B might enjoy.
Student B: Imagine you are looking for a job.

Student A suggests two jobs for you.
Discuss the questions below. Then
choose one of the jobs.
Which one is more interesting? harder?

Which one has better hours? better pay?
Which job would you rather have?
A: I have two jobs for you. You could be a high

school basketball coach or a veterinarian.
B: Hmm. Which job is more interesting?
A: Well, a veterinarian’s job is more interesting
than a job as a basketball coach, but . . .
Change roles and try the role play again.
WHAT’S NEXT?
Look at your Self-assessment again. Do you need to review anything?
Units 1–2 Progress check 15

Could you do me a favor?
1 SSNAPSHOT
Source: http://answers.yahoo.com
Imagine that a close friend asked you each of these favors. Which would you agree to do?
What are three other favors that you dislike being asked?
2 CONVERSATION Would you mind . . . ?

Min-gu: Hello?
Jana: Hi, Min-gu. This is Jana.
Min-gu: Oh, hi, Jana. What’s up?
Jana: My best friend is in a band, and I’m going to one
of his concerts this weekend. I’d love to take some
pictures for his website. Would you mind if I
borrowed your new camera?
Min-gu: Um, no. That’s OK, I guess. I don’t think I’ll need it
for anything.
Jana: Thanks a million.
Min-gu: Sure. Uh, have you used a camera like mine before?
It’s sort of complicated.
Jana: Uh-huh, sure, a couple of times. Would it be OK
if I picked it up on Friday night?
Min-gu: Yeah, I guess so.
B Listen to two more calls Jana makes. What else does

she want to borrow? Do her friends agree?
16
3 GRAMMAR FOCUS
Requests with modals, if clauses, and gerunds
Less formal Can I borrow your pen, please?
Could you lend me a jacket, please?
Is it OK if I use your phone?
Do you mind if I use your laptop for a minute?
Would it be all right if I compared our homework?
Would you mind if I borrowed your new camera?
Would you mind babysitting my kids on Saturday night?
More formal I was wondering if I could borrow some money.
A Circle the correct answers. Then practice with a partner.
1. A: Would you mind help / helped / helping me paint

on Saturday?
B: No, I don’t mind. I’m not doing anything then.
2. A: I was wondering I could / if I could / if I would

borrow your gold earrings.
B: Sure, that’s fine. Just don’t lose them!
3. A: Is it OK if / Would / Do you mind I use your

cell phone?
B: No problem, but can you keep it short?
4. A: Would you mind if I use / using / used your car to

pick up some groceries?
B: Sorry, but it’s not working. It’s at the mechanic’s.
5. A: Could you lend / lending / lent me your suit for

a wedding?
B: Of course. But you should dry-clean it first.
6. A: Would you mind / Can / Is it OK if you buy me a snack from the

vending machine, please?
B: Sorry, I don’t have any change.
B Rewrite these sentences to make them more formal requests. Then practice
making your requests with a partner. Accept or decline each request.
1. Lend me some money for a soda.

2. Return these books to the library for me.
3. Let me borrow your math homework.
4. I’d like to borrow your cell phone to call my friend in London.
5. Can I look at that magazine when you’ve finished reading it?
6. Help me clean the house before Mom and Dad get home.
1. Would you mind lending me some money for a soda?
Could you do me a favor? 17

4 PPRONUNCIATION Unreleased consonants
A Listen and practice. Notice that when /t/, /d/, /k/, /g/, /p/, and /b/
are followed by other consonant sounds, they are unreleased.
Could Doug take care of my pet spider?

Can you ask Bob to help me?
B Circle the unreleased consonants in the

conversations. Listen and check. Then practice
the conversations with a partner.
1. A: I was wondering if I could borrow that book.

B: Yes, but can you take it back to Greg tomorrow?
2. A: Would you mind giving Albert some help moving that

big bed?
B: Sorry, but my doctor said my back needs rest.
5 LLISTENING Favors
A Listen to three telephone conversations. Write down what each caller requests.
Does the other person agree to the request? Check (✓) Yes or No.
Request Yes No
1. Tina
2. Kyle
3. Phil
B PAIR WORK Use the chart to act out each conversation in your own words.
6 WRITING An email request

A Write an email to a classmate asking for several favors. Explain why you need help.
B PAIR WORK Exchange emails. Write a reply accepting or declining the requests.
18 Unit 3
7 IINTERCHANGE 3 Borrowers and lenders
Find out how generous you are. Go to Interchange 3 on page 116.
8 WORD POWER Collocations

A Which verb is not usually paired with each noun? Put
a line through the verb. Then compare with a partner.
1. (do / receive / give / accept) a gift

2. (owe / offer / do / accept) an apology
3. (do / return / make / receive) a phone call
4. (return / do / ask for / make) a favor
5. (receive / accept / turn down / offer) an invitation
6. (accept / make / decline / offer) a request
7. (receive / return / do / give) a compliment
B PAIR WORK Add two questions to the list using the

collocations in part A. Then take turns asking and answering the questions.
1. When was the last time you received a gift from someone? What was it?
2. Have you ever not accepted someone’s apology? Why not?
3. Do you usually return phone calls that you miss? Why or why not?
4.
5.
9 PPERSPECTIVES Could you tell Jeff . . . ?

A Listen to the messages Jeff’s assistant received while Jeff was away at
lunch today. Complete each request with ask or tell.
B Who do you think left each message?
his boss his friend his girlfriend his mother his teacher his younger sister

10 GRAMMAR FOCUS
Indirect requests
Statements Indirect requests introduced by that
Jeff, Tony is having a party. Could you tell Jeff (that) Tony is having a party?
Imperatives Indirect requests using infinitives
Jeff, don’t be late. Can you tell Jeff not to be late?
Yes/No questions Indirect requests introduced by if or whether
Sofia, are you free on Friday? Can you ask Sofia if she’s free on Friday?
Sofia, do you have my number? Could you ask her whether or not she has
my number?
Wh-questions Indirect requests introduced by a question word
Jeff, when does the party start? Can you ask Jeff when the party starts?
Sofia, what time should I pick Could you ask Sofia what time I should
you up? pick her up?
Rewrite these sentences as indirect requests. In other words, ask someone

to deliver the message for you. Then compare with a partner.
1. Nina, will you drive us to the party on Friday?

2. Tony, how many friends can I bring to your party?
3. Sofia, are you going to the party with Jeff?
4. Kevin, did you accept the invitation to Tony’s party?
5. Mario, are you going to give Tony a gift?
6. Anne-Marie, please return my phone call.
7. Dan, where is the best place to park?
8. Kimberly, I have to turn down your invitation to the movies.
1. Could you ask Nina if she’ll drive us to the party on Friday?
11 SSPEAKING Pass it on.

A Write five unusual requests for your partner to pass on to classmates.
Would you ask Jin-sook if she could lend me $100?
B CLASS ACTIVITY Ask your partner to pass on your requests.

Go around the class and make your partner’s requests. Then tell
your partner how people responded.
A: Would you ask Jin-sook if she could lend me $100?

B: Sure. . . . Jin-sook, could you lend Isam $100?
C: I’m sorry, but I can’t! Could you tell Isam I’m broke?
B: Isam, Jin-sook says that she’s broke.
20 Unit 3
12 RREADING
Scan the article. Where did the three events occur?
1 iving in a foreign culture can be exciting, but 3 This reminded Jan of an experience she had in
it can also be confusing. A group of Americans Bulgaria. She had gone to a restaurant that was
who taught English in other countries recently known for its stuffed cabbage. She asked the waiter,
discussed their experiences. They decided that “Do you have stuffed cabbage today?” He nodded his
miscommunications were always possible, even head. Jan eagerly waited, but the cabbage never
over something as simple as “yes” and “no.” came. In that country, a nod means “no.”
2 On her first day in Micronesia, Lisa thought 4 Tom had a similar problem when he arrived in
people were ignoring her requests. The India. After explaining something in class, he asked
day was hot, and she needed a cold his students if they understood.
drink. She went into a store and They responded with many
asked, “Do you have cold different nods and shakes of the
drinks?” The woman there head. He assumed some people
didn’t say anything. Lisa had not understood, so he
rephrased the question. explained again. When he asked
Still the woman said again if they understood, they did
nothing. Lisa gave up the same thing. He soon found out
that his students did understand.
and left the store. She
In India, people nod and shake
later learned that the
their heads in different ways
woman had answered
depending on where they come
her: She had raised her
from. You have to know where a
eyebrows, which in
person is from to understand if
Micronesia means “yes.”
they are indicating “yes” or “no.”
A Read the article. Then answer the questions.
1. What were these Americans doing in other countries?

2. What was Lisa trying to buy?
3. How do people show “yes” in Micronesia?
4. Who was Jan talking to?
5. What does a head nod mean in Bulgaria?
6. Why did Tom misunderstand his class?
B What or who do these words refer to? Write the correct word(s).
1. it (par. 1, line 2)
2. their (par. 1, line 4)
3. her (par. 2, line 14, first word)
4. that country (par. 3, line 6)
5. the same thing (par. 4, line 10)
C GROUP WORK Have you ever had a similar communication problem, or do you
know someone who has? What happened?

What a story!
1 SSNAPSHOT
Popular Online News Categories Search
Top Stories Entertainment Sports Art Travel Opinion

World
Politics
Business New Species of
Technology
Science
Frog Discovered
Health in Amazon
Odd News
Source: http://news.yahoo.com
In your opinion, which sections contain the most interesting news? the least interesting news?
Choose five categories. Give an example of a possible type of story for each one.
Where do you get your news? What’s happening in the news today?
2 PPERSPECTIVES Surprise endings

A Listen to the news stories. In which news category from Exercise 1 do you think
each story belongs?
PODCASTS
An attempted robbery took place at Eastern Bank today. A man was trying to rob the
bank, but he wasn’t very lucky! While he was escaping from the bank, the robber got
caught in the revolving door. The police arrived and took the man to jail.
It was a strange soccer match last night. The Bears won the game, but the Lions
scored the winning goal for them! As Jake Walters was running toward the ball, he
tripped and accidentally kicked it into the wrong goal. The score was Bears 1, Lions 0.
An electrical problem at Pax Arena interrupted a Planets concert last night. The
Planets were performing a new song when the lights went out – but the show went on!
The Planets continued to play in the dark, and the lights came back on an hour later.
B PAIR WORK What happened in each story that was surprising?
22
3 GRAMMAR FOCUS
Past continuous vs. simple past
Use the past continuous for an ongoing action in the past.
Use the simple past for an event that interrupts that action.
Past continuous Simple past
While he was escaping from the bank, the robber got caught in the revolving door.
As Jake was running toward the ball, he tripped and kicked it into the wrong goal.
The Planets were performing a song when the lights went out.
A Complete the news stories using the past continuous or simple past
forms of the verbs. Then compare with a partner.
B GROUP WORK Take turns retelling the stories in part A. Add your
own ideas and details to make the stories more interesting!
4 PPRONUNCIATION Intonation in complex sentences

A Listen and practice. Notice how each clause in a complex
sentence has its own intonation pattern.
While divers were working off the coast of Florida, they discovered a shipwreck.
As Jake was running toward the ball, he tripped and kicked it into the wrong goal.
B PAIR WORK Use your imagination to make complex sentences. Take turns starting
and finishing the sentences. Pay attention to intonation.
A: While Sam was traveling in South America . . .

B: . . . he ran into an old friend in Lima.
What a story! 23
5 LLISTENING In the news
A Listen to three news stories. Number the pictures from 1 to 3.
(There is one extra picture.)
B Listen again. Take notes on each story.
Where did it happen? When did it happen? What happened?

1.
2.
3.
6 WRITING A news story

A Match each headline with the beginning of a news story.
a. Rick Jones got a surprise when c. Lisa Miller is lucky. As she was hurrying to a
he went to his mailbox last week. job interview, she missed her bus.
b. Sophie Denis was playing in her yard d. Derek Adams didn’t propose to his longtime
when she found 30 Roman coins. girlfriend in the traditional way. He did it online.
B Complete one of the news stories from part A, or write a news story using your
own idea. First, answer these questions. Then write your article.
Who was involved? Where did it happen?

When did it happen? What happened?
C GROUP WORK Take turns telling your stories. Other students ask questions.
Who has the best story?
24 Unit 4
7 CONVERSATION What happened?
Brian: Guess what! Someone stole my wallet last night!

Kathy: Oh, no! What happened?
Brian: Well, I was working out, and I had put my stuff in
my locker, just like I always do. When I came back,
someone had stolen my wallet. I guess I’d forgotten
to lock the locker.
Kathy: That’s terrible! Did you lose much money?
Brian: Only about $15. But I lost my credit card and my
driver’s license. What a pain!
B Listen to the rest of the conversation. What did

Kathy have stolen once? Where was she?
8 GRAMMAR FOCUS
Past perfect
Use the past perfect for an event that occurred before
another event in the past.
Past event Past perfect event
I was working out, and I had put my stuff in my locker.
When I came back, someone had stolen my wallet.
They were able to steal it because I had forgotten to lock the locker.
A Complete the sentences in column A with the simple past or past continuous forms of the verbs.
Complete the sentences in column B with the simple past or past perfect forms of the verbs.
A B
1. A thief (break into) our house last a. Luckily, I (give) a friend a copy of
night while my sister and I (pick them, and she (come over) and let
up) a pizza for dinner. me into my apartment.
2. I (shop) with some friends b. It (reach) the fifth floor when it
yesterday, and I (lose) my keys. (stop). After I (be) stuck
3. I (drive) around with friends all day for an hour, someone (start) it
on Sunday, and I (run out) of gas again.
on the freeway. c. I guess we (leave) the door
4. I (try) to visit my parents last night unlocked because that’s how the thief
when I (get) stuck in the elevator in (get) into the house.
their apartment building. d. Fortunately, I (bring) my cell
phone with me, so I (call) my
brother for help.
B PAIR WORK Match the sentences in parts A and B to make complete stories. Read them aloud.
1. 2. 3. 4.
What a story! 25
9 WORD POWER Events
A Match the words in column A with the definitions in column B.
A B
1. coincidence a. an unexpected event that brings good fortune
2. dilemma b. a situation that involves a difficult choice
3. disaster c. something puzzling or unexplained
4. emergency d. an event that causes suffering or destruction
5. lucky break e. a great success or achievement
6. misfortune f. unexpected events that seem to be connected
7. mystery g. a sudden, dangerous event that requires quick action
8. triumph h. an unlucky event, or bad luck
B PAIR WORK Choose one kind of event from part A. Write a situation for it.
Two people were traveling separately in China when they met at a

restaurant in Shanghai. They both lived in the same town their whole
lives, but they had never met before. (coincidence)
C GROUP WORK Read your situation. Can others guess

which kind of event it describes?
10 SSPEAKING Tell me more.

GROUP WORK Have you ever had any of these experiences? Tell your
group about it. Answer any questions.
I...
faced a dilemma
had an emergency
was unable to solve a mystery
had a lucky break
had a personal triumph
A: I faced a dilemma last week.

B: Really? What was it?
A: I got two job offers. I could take either
a job with a large, successful company for
a low salary or one with a smaller, less successful
company for more pay.
C: So what did you decide to do?
11 IINTERCHANGE 4 A double ending

Solve a mystery! Go to Interchange 4 on page 117.
26 Unit 4
12 RREADING
The changing world of blogging

Scan the article. Who blogs? How is blogging changing?
O nly a few years ago, blogging seemed new and

exciting. Now, some people are saying it is
yesterday’s news and that the Internet revolution is
However, things
change fast with
information
moving on. The word “blog” comes from “web log,” technology. For
which means an online log or diary. Blogging is many people,
interactive, and bloggers hope that their readers will especially young
respond with interesting posts. In turn, they can people, social
respond to these posts. Some blogs continue like this networking sites
for years whereas others simply vanish overnight. like Facebook
Blogs are usually started by one person for personal have superseded
or professional reasons. blogging. In any
case, there have
Anyone is free to blog: individuals, celebrities, always been far
companies, journalists. When blogging started, more blog readers
than blog writers,
Julie Powell
it was the first time ordinary people could write
whatever they wanted and then e-publish it for perhaps because some people don’t like writing. But
the entire online world to see. Some people have developments in technology have changed blogging,
become famous as bloggers, such as Julie Powell. too. With a videophone, camera, or camcorder plus a
Some celebrities have blogs, such as John Mayer computer with video-editing software, bloggers can
and TV chef Jamie Oliver. Some companies, such turn their blogs into video logs, or “vlogs.” Some
as Microsoft and Boeing, use blogs to communicate people think vlogging will replace blogging. Others
with their employees. Journalists and broadcasters disagree, saying that television didn’t replace radio and
also write blogs. These are often on news websites, that e-commerce hasn’t stopped people from going
such as those for the New York Times and CNN. shopping. What do you think?
A Read the article. Find the words in italics in the article.

Then check (✓) the meaning of each word.
1. moving on going backward doing something new

2. vanish continue to grow disappear
3. entire whole international
4. broadcasters TV or radio news reporters people who write news stories
5. superseded replaced became more exciting than
6. e-commerce electronic communication buying and selling online
B PAIR WORK Discuss these questions.
Why do some people think that blogging is no longer exciting?

What are some ways to maintain a blog successfully?
Do you think blogs are a good way to sell things? Why or why not?
Why have some people switched from blogging to social networking sites?
C GROUP WORK Do you read any blogs? Have you ever posted a message on one?
Why or why not?
What a story! 27
SELF-ASSESSMENT
Make and respond to requests (Ex. 1)

Pass on messages (Ex. 2)
Tell a story, making clear the sequence of events (Ex. 3, 5)
Understand the sequence of events in a story (Ex. 4)
1 RROLE PLAY Planning a party

Student A: You are planning a class party at your house. Think of three things
you need help with. Then call a classmate and ask for help.
Student B: Student A is planning a party. Agree to help with some

things, but not everything.
“Hi, Dave. I’m calling about the party. Would you mind . . . ?”
2 D
DISCUSSION Mystery messages
A GROUP WORK Take turns reading each request. Then discuss the
questions and come up with possible answers.
Tell your officers that she’s

I’m sorry to bother you, but if brown and has a red collar but
Mr. Wall in Apartment 213 uses I’d really like to borrow it for no tag. She answers to the name
my space again, I’ll have to the match on Friday. Please “Lady.” Call if you find her.
complain to the manager. tell Tom to let me know soon
if it’s OK.
1. What
h is the
h situation?
2. Who is the request for? Who do you think received the request and passed it on?
3. Give an indirect request for each situation.
“Please tell Mr. Wall . . .”
B CLASS ACTIVITY Compare your answers. Which group has the most
interesting answers for each message?
28
3 SSPEAKING What happened?
A PAIR WORK Choose a type of event from the box. Then make up a
title for a story about it. Write the title on a piece of paper.
disaster emergency lucky break mystery triumph
B PAIR WORK Exchange titles with another pair. Discuss Dog Show Disaster
the questions who, what, where, when, why, and how My brother recently entered
about the other pair’s title. Then make up a story.
his pet, Poofi, in a dog show. But
C Share your story with the pair who wrote the title.
Poofi is a cat! He was bringing
Poofi into the show when . . .
4 LLISTENING What comes first?

Listen to each situation. Number the events from 1 to 3.
1. She hurt her ankle. She was running. She went to work.
2. John wrote to me. I didn’t get the letter. I moved away.
3. I was very scared. The plane landed. I was relieved.
4. We went out. My cousin stopped by. I was watching a movie.
5 D
DISCUSSION From A to B
GROUP WORK Choose the beginning of a story from column A
and an ending from column B. Discuss interesting or unusual events
that could link A to B. Then make up a story.
A B
Once, I . . . Believe it or not, . . .
received an unexpected phone call. I opened the door, and a horse was standing there!
was asked to do an unusual favor. when I got there, everyone had left.
accepted an interesting invitation. he didn’t even remember what I had done.
owed someone a big apology. it was the star of my favorite TV show!
A: Once, I received an unexpected phone call.

B: Let’s see. . . . I was making coffee when the phone rang.
C: It was early in the morning, and I had just gotten up.
D: I had not completely woken up yet, but . . .
WHAT’S NEXT?

Crossing cultures
1 PPERSPECTIVES If I moved to a foreign country
ntryy . . .
A Listen to the people talk about moving to a foreign country.
Would you have any of the same concerns?
“One thing I’d really miss is my mom’s cooking.”

“I’d be worried about the local food. I might not like it.”
“Getting used to different customs might be difficult at first.”
”
“My room at home is the thing that I’d miss the most.”
“Not knowing the prices of things is something I’d be
concerned about.”
“Moving to a country with a very different climate could be
a challenge.”
“I’d be worried about getting sick and not knowing how to find
find
a good doctor.”
“Something I’d be nervous about is communicating in a new
w langu
language.”
g ag
ge.”
B Rate each concern from 1 (not worried at all) to 5 (really worried). What would be your
biggest concern? Why?
2 WORD POWER Culture shock

A These words are used to describe how people
sometimes feel when they live in a foreign country.
Which are positive (P)? Which are negative (N)?
anxious embarrassed insecure

comfortable enthusiastic nervous
confident excited uncertain
curious fascinated uncomfortable
depressed homesick worried
curious
B GROUP WORK Tell your group about other situations in which you
experienced the feelings in part A. What made you feel that way? How do
you feel about the situations now?
A: I felt anxious yesterday. I had to give an important presentation at work.

B: How did the presentation go?
A: I was nervous and uncomfortable at first. I don’t like speaking in public.
C: How did you feel after the presentation?
A: Actually, I felt pretty confident. I think it went really well!
30
3 GRAMMAR FOCUS
Noun phrases containing relative clauses
One thing (that) I’d really miss is my My mom’s cooking is one thing (that) I’d
mom’s cooking. really miss.
Something (that) I’d be nervous about Communicatng in a new language is something
is communicating in a new language. (that) I’d be nervous about.
Two people (who/that) I’d call every My parents are two people (who/that) I’d
week are my parents. call every week.
A Complete the sentences about living in a foreign country. Use the

phrases below. Then compare with a partner.
my friends trying new foods making new friends getting lost in a new city
my family my favorite food being away from home not understanding people
getting sick my room at home speaking a new language getting used to a different culture
1. One thing I’d definitely be excited about is . . .

2. . . . is something I’d really miss.
3. Two things I’d be homesick for are . . .
4. . . . are two things I’d be anxious about.
5. Something I’d get depressed about is . . .
6. . . . is one thing that I might be embarrassed about.
7. The thing I’d feel most uncomfortable about would be . . .
8. . . . are the people who I’d miss the most.
9. One thing I’d be insecure about is . . .
10. . . . are two things I’d be very enthusiastic about.
B Now complete three sentences in part A with your

own information. 1. One thing I’d definitely be
excited about is taking pictures as
C GROUP WORK Rewrite your sentences from part B in I go sightseeing.
another way. Then compare. Do others feel the same way?
4 PPRONUNCIATION Word stress in sentences

A Listen and practice. Notice that the important words
in a sentence have more stress.
Argentina is a country that I’d like to live in.
Speaking a new language is something I’d be anxious about.
Trying new foods is something I’d be curious about.
B PAIR WORK Mark the stress in the sentences you wrote in Exercise 3, part A.
Then practice the sentences. Pay attention to word stress.
Crossing cultures 31
5 D
DISCUSSION Going abroad
GROUP WORK Read the questions. Think of two
more questions to add to the list. Then take turns
asking and answering the questions in groups.
What country would you like to live in? Why?

What country wouldn’t you like to live in? Why?
Who is the person you would most like to go
abroad with?
What is something you would never travel without?
Who is the person you would email first after
arriving somewhere new?
What would be your two greatest concerns
about living abroad?
What is the thing you would enjoy the most
about living abroad?
A: What country would you like to live in?

B: The country I’d most like to live in is Italy.
C: Why is that?
B: Well, I’ve always wanted to study art.
6 SSNAPSHOT
Sources: Kiss, Bow, or Shake Hands; www.kwintessential.co.uk
Does your culture follow any of these customs?

Do any of these customs seem unusual to you? Explain.
What other interesting customs do you know?
32 Unit 5
7 CONVERSATION What’s the custom?
Marta: I just got invited to my teacher’s house for dinner.

Karen: Oh, how nice!
Marta: Yes, but what do you do here when you’re invited
to someone’s house?
Karen: Well, here in the U.S., it’s the custom to bring a
small gift.
Marta: Like what?
Karen: Oh, maybe some flowers or chocolates.
Marta: And is it all right to bring a friend along?
Karen: Well, if you want to bring someone, you’re
expected to call first and ask if it’s OK.
B Listen to the rest of the conversation. If you are

invited to someone’s house in Germany, when are you
expected to arrive? What can you bring as a gift?
8 GRAMMAR FOCUS
Expectations
When you visit someone, it’s the custom to bring a small gift.
you aren’t supposed to arrive early.
If you want to bring someone, you’re expected to call first and ask.
you’re supposed to check with the host.
it’s not acceptable to arrive without calling first.
A Match information in columns A and B to make sentences about

customs in the United States and Canada. Then compare with a partner.
A B
1. If you plan to visit someone at home, a. you’re supposed to call first.
2. If you’ve been to a friend’s home for dinner, b. you’re expected to leave a tip.
3. When you have been invited to a wedding, c. you aren’t supposed to kiss him or her.
4. When you go out on a date, d. you’re expected to respond in writing.
5. If the service in a restaurant is acceptable, e. it’s the custom to thank him or her.
6. When you meet someone for the first time, f. it’s acceptable to share the expenses.
B GROUP WORK How are the customs in part A different in your country?
C Complete these sentences with information about your country

or a country you know well. Then compare with a partner.
1. In . . . , if people invite you to their home, . . . 4. When a relative has a birthday, . . .

2. When you go out with friends for dinner, . . . 5. If a friend is in the hospital, . . .
3. If a friend gets engaged to be married, . . . 6. When someone is going to have a baby, . . .
9 LLISTENING Unique customs
Listen to people describe customs they observed abroad. Complete the chart.
Where was the person? What was the custom? How did the person react?
1. Alice
2. John
3. Susan
10 SSPEAKING Things to remember

A PAIR WORK What should a visitor to your country know about
local customs? Make a list. Include these points.
greeting someone dressing appropriately

eating in public visiting someone’s home
taking photographs traveling by bus or train
shopping tipping
B GROUP WORK Compare your lists with another pair. Then share
experiences in which you (or someone you know) didn’t follow the
appropriate cultural behavior. What happened?
A: On my last vacation, I tried to bargain for something in a store.

B: What happened?
A: I was told that the prices were fixed. It was a little embarrassing
because . . .
11 WRITING A tourist pamphlet

A GROUP WORK Choose five points from the list you made in Exercise 10.
Use them to write and design a tourist pamphlet for your country.
Tips for Travelers

When you visit Indonesia, there are some important nt
things you should know. For example, if you are
visiting a mosque or temple, it’s not acceptable to
take photographs. Also, you are supposed to . . .
B CLASS ACTIVITY Present your pamphlets. Would a visitor to

your country have all the information he or she needed?
12 IINTERCHANGE 5 Culture check

Compare customs in different countries. Go to Interchange 5 on page 118.
34 Unit 5
13 RREADING
BLOG
CULTURE SHOCK
Kit-ken Lim, a student from
Taipei, Taiwan, is studying
in Chicago. The following
Scan the blog. What kinds of culture shock entries are taken from
did the writer experience? her blog during her first
three months in the
August 31 United States.
People often refer to Taipei as “The Sleepless City,” but I
didn’t understand why until I got to Chicago. I was
window-shopping with another student this evening.
Suddenly, the store owners started pulling down their
gates and locking their doors. Soon the whole street was
closed. And it wasn’t even dark yet! I’d never seen this in
Taiwan. Back home, the busiest streets “stay awake” all
night. You can go out to restaurants, stores, and movies
even long after midnight. MORE
September 5
After the first week of class, I’ve found some differences
between Taiwanese students and American students.
Whenever a teacher asks a question, my classmates
immediately shout out their answers. And some of them interrupt the teacher. In
Taiwan, we’re usually quiet in class so that the teacher can finish on time. We usually
ask the teacher questions afterward. American students seem to leave the room as
soon as the class ends. MORE
October 6
I met an interesting girl at an Internet café today. I was writing an email to my mother, and
she asked me what language I was using. We ended up talking for about an hour!
People in Chicago seem very comfortable with each other. It’s very natural for two people
to start talking in a café. This is something that doesn’t happen in Taipei. At home, I’d never
just start chatting with a stranger. I like that it’s easy to meet new people here. MORE
A Read the blog. Then add the correct title to each blog entry.
Café etiquette Less than 24/7 Just say it!
B Complete the chart.
Chicago Taipei
1. When does the city shut down?

2. How do students behave in class?
3. How do students behave after class?
4. How do people act toward strangers?
C PAIR WORK How do things in your city compare with Taipei? with Chicago?
What’s wrong with it?
1 SSNAPSHOT
Source: Based on information from The Great American Gripe Book
Have you ever had any of these complaints? Which ones?

What would you do in each of these situations?
What other complaints have you had?
2 PPERSPECTIVES
A Listen to people describe complaints on a call-in radio show.
Check (✓) what you think each person should do.
1 “I ordered a jacket online, but when it arrived, I found the lining was torn.”
ask for a refund send it back and get a new one
2 “I bought a new table from a store, but when they delivered it, I noticed it was damaged on the top.”
ask for a discount ask the store to replace it
3 “A friend sent me a vase for my birthday, but when it arrived, it was chipped.”
tell her about it say nothing and repair it yourself
4 “I lent a friend my sunglasses, and now there are scratches on the lenses.”
say nothing ask him to replace them
5 “I took some pants to the cleaners, and when they came back, they had a stain on them.”
wash them by hand ask the cleaners to wash them again for free
B Have you ever had similar complaints? What happened? What did you do?
36
3 GRAMMAR FOCUS
Describing problems 1
With past participles as adjectives With nouns
The jacket lining is torn. It has a tear in it./There’s a hole in it.
The tabletop is damaged. There is some damage on the top.
That vase is chipped. There is a chip in it.
My pants are stained. They have a stain on them.
Her sunglasses are a little scratched. There are a few scratches on them.
The sink is leaking.* It has a leak.
*Exception: is leaking is a present continuous form.
A Read the comments from customers in a restaurant. Write sentences

in two different ways using forms of the word in parentheses.
1. This tablecloth isn’t very clean. It . . . (stain)

2. Could we have another water pitcher? This one . . . (leak)
3. The table looks pretty dirty. The wood . . . , too. (scratch)
4. The waiter needs a new shirt. The one he’s wearing . . . (tear)
5. Could you bring me another cup of coffee? This cup . . . (chip)
6. The walls really need paint. And the ceiling . . . (damage)
1. It’s stained.
It has a stain on it.
B PAIR WORK Describe two problems with each thing below. Use forms of the words in the box.
You may use the same word more than once.
break crack damage dent leak scratch stain tear
1 2 3 4
A: The car is dented.

B: Yes. And the paint is scratched.
C GROUP WORK Look around your classroom. How many problems can you describe?
“The floor is scratched, and the window is cracked. The desks are . . .”
What’s wrong with it? 37

4 LLISTENING Fair exchange?
A Listen to three customers return an item they purchased.
What’s the problem? Take notes. Then complete the chart.
Item Problem Will the store exchange it?

Yes No
1.
2.
3.
B Were the solutions fair? Why or why not?
5 RROLE PLAY What’s the problem?

Student A: You are returning an item to a store. Decide what
the item is and explain why you are returning it.
Student B: You are a salesperson. A customer is returning

an item to the store. Ask these questions:
What exactly is the problem? When did you buy it?

Can you show it to me? Do you have the receipt?
Was it like this when you Would you like a refund or
bought it? a store credit?
6 CONVERSATION It keeps burning!

Ms. Lock: Hello?

Mr. Burr: Hello, Ms. Lock. This is Jack Burr.
Ms. Lock: Uh, Mr. Burr . . .
Mr. Burr: In Apartment 305.
Ms. Lock: Oh, yes. What can I do for you? Does your
refrigerator need fixing again?
Mr. Burr: No, it’s the oven this time.
Ms. Lock: Oh, so what’s wrong with it?
Mr. Burr: Well, I think the temperature control needs
to be adjusted. The oven keeps burning
everything I try to cook.
Ms. Lock: Really? OK, I’ll have someone look at it right away.
Mr. Burr: Thanks a lot, Ms. Lock.
Ms. Lock: Uh, by the way, Mr. Burr, are you sure it’s
the oven and not your cooking?
B Listen to another tenant calling Ms. Lock. What’s the tenant’s problem?
38 Unit 6
7 GRAMMAR FOCUS
Describing problems 2
Need + gerund Need + passive infinitive Keep + gerund
The oven needs adjusting. It needs to be adjusted. Everything keeps burning.
The alarm needs fixing. It needs to be fixed. The alarm keeps going off.
A What needs to be done in this apartment? Write sentences about these

items using need with gerunds or passive infinitives.
1. the walls (paint)

2. the rug (clean)
3. the windows (wash)
4. the clothes (pick up)
5. the lamp shade (replace)
6. the wastebasket (empty)
7. the ceiling fan (adjust)
8. the plant (water)
1. The walls need painting.

OR
1. The walls need to be painted.
B PAIR WORK Think of five improvements you would like to make in your home.
Which improvements will you most likely make? Which won’t you make?
“First, the smoke alarm in the kitchen needs replacing. It keeps going off. . . .”
8 WORD POWER Electronics

A Circle the correct gerund to complete the sentences. Then compare with a partner.
1. My TV screen goes on and off all the time. It keeps flickering / sticking.
2. That old DVD player often jumps to another scene. It keeps crashing / skipping.
3. The battery in my new camera doesn’t last long. It keeps freezing / dying.
4. The buttons on the remote control don’t work well. They keep skipping / sticking.
5. Something is very wrong with my computer! It keeps jamming / crashing.
6. This printer isn’t making all the copies I want. It keeps jamming / flickering.
7. My computer screen needs to be replaced. It keeps dropping / freezing.
8. I can’t make long calls on my new phone. They keep dying / dropping.
B GROUP WORK Describe a problem with an electronic item you own.

Don’t identify it! Others will try to guess the item.
“Something I own keeps jamming. It happens when I’m driving. . . .”

9 PPRONUNCIATION Contrastive stress
A Listen and practice. Notice how a change in stress changes the
meaning of each question and elicits a different response.
Is the bedroom window cracked? (No, the kitchen window is cracked.)
Is the bedroom window cracked? (No, the bedroom door is cracked.)
Is the bedroom window cracked? (No, it’s broken.)
B Listen to the questions. Check (✓) the correct response.
1. a. Are my jeans torn? 2. a. Is the computer screen flickering?

No, they’re stained. No, it’s freezing.
No, your shirt is torn. No, the TV screen is flickering.
b. Are my jeans torn? b. Is the computer screen flickering?
No, they’re stained. No, it’s freezing.
No, your shirt is torn. No, the TV screen is flickering.
10 LLISTENING Repair jobs

Listen to three people talk about their jobs. Complete the chart.
What does this person repair? What is the typical problem?
1. Joe
2. Louise
3. Sam
11 WRITING A critical online review

A Imagine that you ordered a product online, but when you
received it, you were unhappy with it. Write a critical online review.
Explain all of the problems with the product and why you think DON’T BUY
others shouldn’t buy it. from Games and Things!
Last month I ordered a new joystick for
B GROUP WORK Read your classmates’ reviews. What would my video game system online. First, it
you do if you read this critical online review and worked for the took way too long for the company to
company that sold the product? send it to me. Then, after using it for a
few weeks, I discovered it was damaged.
It keeps sticking and . . . READ MORE
12 IINTERCHANGE 6 Fixer-upper
Do you have an eye for detail? Student A, go to Interchange 6A on page 119;
Student B, go to Interchange 6B on page 120.
40 Unit 6
13 RREADING
Scan the article. What is “upcycling”? Why are some people trying to promote it?
ecycling is a well-known idea that refers to reusing waste materials in any way possible. Butt
what about “upcycling”? It’s a new word, even though it’s something that has been going on
since human civilization began. It means reusing waste materials so that they have greater
value. Throughout history, people have always done creative things with “trash.” For example,
they’ve used straw and dead leaves to make roofs, skin from dead animals to make leather
goods, and wood from fallen trees to make boats. So why is there a new word for it now?
One answer to this question is that we reuse fewer and fewer things, and so we have become a “throwaway”
society. This has raised huge questions about waste: Where can we dump it all? Will it pollute the environment?
Could it endanger our health? The evidence is everywhere – even in the Pacific Ocean, where billions of bits of
broken plastic float near the surface. Fish eat them, and then we eat the fish.
So upcyclers have adopted this new word to focus people’s attention on how waste cannot simply be reused,
but be reused profitably. In fact, upcyclers don’t like the idea of waste and prefer to call it an “asset,” something
of value. Nowadays, there are lots of organizations that market products with upcycled material. Some artists
and designers have upcycled things like denim from old jeans to make rugs, and wood from old houses to make
furniture. Others have even used old magazines to make stools, and candy wrappers to make handbags!
Sometimes they’ll add a stylish element to their products, such as a beautiful mosaic made with chipped or
broken dishes. With an endless supply of “assets,” it seems that upcycling has a great future.
1. Upcycling is a new kind of recycling.

2. People have always used wood to build houses.
3. A “throwaway” society is careful to reuse things.
4. The Atlantic Ocean is full of pieces of broken plastic.
5. Some people make money by upcycling.
6. Artists are not interested in upcycling.
B Look at the photos. What do you think each product is made of?
car parts chopsticks pants safety pins wooden boards
1. 2. 3. 4. 5.
C GROUP WORK Do you own anything that is made from upcycled material?
If so, what is it? What do you think of the idea of upcycling? Explain your opinion.

SELF-ASSESSMENT
Describe a range of emotions (Ex. 1)

Give opinions about behavior (Ex. 2)
Understand problems and complaints (Ex. 3)
Describe problems with physical objects (e.g., a car) (Ex. 4)
Describe problematic situations (e.g., in a school) (Ex. 5)
1 SSPEAKING How would you feel?

PAIR WORK Choose a situation. Then ask your partner
questions about it using the words in the box. Take turns. anxious excited
curious insecure
getting married starting a new job embarrassed nervous
meeting your hero going to a new school enthusiastic worried
A: If you were getting married tomorrow, what would you be anxious about?
B: One thing I’d be anxious about is the vows. I’d be worried about saying the wrong thing!
2 SSURVEY What’s acceptable?

A What do you think of these behaviors? Complete the survey.
Is it acceptable to . . . ? Yes No It depends
kiss in public
ask how old someone is
call your parents by their first names
use a cell phone in a restaurant
put your feet on the furniture
B GROUP WORK Compare your opinions. When are these behaviors acceptable?
When are they unacceptable? What behaviors are never acceptable?
A: It’s not acceptable to kiss in public.

B: Oh, I think it depends. In my country, if you’re greeting someone, it’s the
custom to kiss on the cheek.
42
3 LLISTENING Complaints
A Listen to three tenants complain to their building manager. Complete the chart.
Tenants’ complaints How the problems are solved
1.
2.
3.
B GROUP WORK Do you agree with the solutions? How would you solve the problems?
4 RROLE PLAY Haggling

Student A: Imagine you are buying this car from antenna
Student B, but it’s too expensive. Describe
the problems you see to get a better price. windshield
Student B: You are trying to sell this car, but it body

has some problems. Make excuses for
the problems to get the most money.
seat
A: I want to buy this car, but the body has a
few scratches. I’ll give you $ . . . for it.
B: That’s no big deal. You can’t really see them, door handle
anyway. How about $ . . . ?
A: Well, what about the seat? It’s . . . radiator
B: You can fix that easily. . . . tire
5 D
DISCUSSION School council meeting
A GROUP WORK Imagine you are on the school council.
You are discussing improvements to your school.
Decide on the five biggest issues.
A: The cafeteria food needs to be improved.

B: Yes, but it’s more important to fix the computer
in the lounge. It keeps crashing.
B CLASS ACTIVITY Share your list with the class.

What are the three most needed improvements?
Can you think of how to accomplish them?
WHAT’S NEXT?

The world we live in
1 SSNAPSHOT
Waste Not, Want Not
Some alarming facts
Americans . . . .
t make 750,000 photocopies every minute
t throw away 2.5 million plastic bottles every hour t receive 4 million tons of junk mail every year
t get rid of 30,000 cars every day t use 65 billion aluminum cans every year
t dispose of 49 million baby diapers every day t throw out 270 million tires every year
Source: www.cleanair.org
Which of the things above seem the most wasteful?

What do you throw away? What do you tend to recycle?
What are two other environmental problems that concern you?
2 PPERSPECTIVES Clean up our city!

A Listen to an announcement from an election campaign.
What kinds of problems does Roberta Chang want to fix?
VOTE FOR ROBERTA CHANG CITY COUNCIL

Roberta Chang will clean up Cradville!
Have you noticed these problems in our city ?
★ The air is being polluted by fumes from cars ★ Many parks have been lost through
and trucks. overbuilding.
★ Potholes aren’t being repaired due to a lack ★ Our city streets are being damaged as a
of funding. result of heavy traffic.
★ The homeless have been displaced from ★ Our fresh water supply is being depleted
city shelters because of overcrowding. through overuse by people who don’t
conserve.
★ A vote for Roberta Chang is a vote for solutions! ★
B Which of these problems affect your city? Can you give specific examples?
44
3 GRAMMAR FOCUS
Passive with prepositions
Present continuous passive
The air is being polluted by fumes from cars and trucks.
City streets are being damaged as a result of heavy traffic.
Potholes aren’t being repaired due to a lack of funding.
Present perfect passive
Many parks have been lost through overbuilding.
The homeless have been displaced because of overcrowding in city shelters.
A PAIR WORK Match the photos of environmental problems with

the sentences below.
1. Air pollution is threatening the health of people in urban areas. (by)

2. Livestock farms have contaminated soil and underground water. (because of )
3. Acid rain has eroded statues and buildings. (as a result of )
4. Oil spills are harming birds, fish, and other marine life. (through)
5. The growth of suburbs has eaten up huge amounts of farmland. (due to)
6. The destruction of rain forests is accelerating the extinction of plants and wildlife. (by)
B Rewrite the sentences in part A using the passive and the

prepositions given. Then compare with a partner.
1. The health of people in urban areas is being threatened by air pollution.
C PAIR WORK Cover the sentences in part A above. Take turns describing
the environmental problems in the pictures in your own words.
The world we live in 45

4 PRONUNCIATION
P Reduction of auxiliary verbs
A Listen and practice. Notice how the auxiliary verb forms is, are,
has, and have are reduced in conversation.
Fresh water is being wasted. Too much trash has been created.
Newspapers are being thrown away. Parks have been lost.
B PAIR WORK Practice the sentences you wrote in Exercise 3, part B.

Pay attention to the reduction of is, are, has, and have.
5 LLISTENING Environmental solutions

A Listen to three people describe some serious environmental
problems. Check (✓) the problem each person talks about.
Problem What can be done about it?
1. Jenny landfills poor farmland

2. Adam electricity e-waste
3. Katy air pollution water pollution
B Listen again. What can be done to solve each problem? Complete the chart.
6 WORD POWER World problems

A PAIR WORK How concerned is your partner about these problems? Check (✓) his or her answers.
Problems Very Fairly Not

concerned concerned concerned
cancer
drug trafficking
famine
global warming
government corruption
inflation
overpopulation
political unrest
poverty
B GROUP WORK Share your partner’s answers with another pair. Which problems
concern your group the most? What will happen if the problem isn’t solved?
A: Many lives have been lost to due to cancer.

B: We need to find ways to raise money for more research.
C: I agree. If we don’t, the disease will continue to spread.
46 Unit 7
7 CONVERSATION What can we do?
Carla: Look at all those dead fish! What do you think

happened?
Andy: Well, there’s a factory outside town that’s pumping
chemicals into the river.
Carla: How can they do that? Isn’t that against the law?
Andy: Yes, it is. But a lot of companies ignore those laws.
Carla: That’s terrible! What can we do about it?
Andy: Well, one way to change things is to talk to the
company’s management.
Carla: What if that doesn’t work?
Andy: Well, then another way to stop them is to get a TV
station to run a story on it.
Carla: Yes! Companies hate bad publicity. By the way,
what’s the name of this company?
Andy: It’s called Avox Industries.
Carla: Really? My uncle is one of their top executives.
B CLASS ACTIVITY What else could Andy and Carla do?
C Listen to the rest of the conversation. What do

Andy and Carla decide to do?
8 GRAMMAR FOCUS
Infinitive clauses and phrases
One way to change things is to talk to the company’s management.
Another way to stop them is to get a TV station to run a story.
The best ways to fight cancer are to do more research and educate people.
A Find one or more solutions for each problem. Then compare with a partner.
Problems Solutions
1. One way to reduce famine is a. to build more public housing.
2. The best way to fight cancer is b. to train people in modern farming methods.
3. One way to stop political unrest is c. to start free vocational training programs.
4. One way to improve air quality is d. to educate people on healthy lifestyle choices.
5. The best way to reduce poverty is e. to have more police on the streets.
6. One way to help the homeless is f. to provide ways for people to voice their concerns.
g. to develop cleaner public transportation.
h. to create more jobs for the unemployed.
B GROUP WORK Can you think of two more solutions for each problem
in part A? Agree on the best solution for each.

9 D
DISCUSSION Problems and solutions
A PAIR WORK Describe the problems shown in the photos.
Then make suggestions about how to solve these problems.
What can be done . . . ?

1. to stop drug trafficking
2. to improve children’s health
3. to keep our parks clean
4. to reduce unemployment
A: Our economy is being ruined by drug trafficking.
B: Well, one way to stop it is . . .
B CLASS ACTIVITY Share your solutions. Which ones are the most innovative?
Which ones are most likely to solve the problems?
10 IINTERCHANGE 7 Make your voices heard!

Brainstorm solutions to some local problems. Go to Interchange 7 on page 121.
11 WRITING A message on a community website

A Choose a problem from the unit or use one of your own ideas. Write a message
to post on a local community website.
B PAIR WORK Exchange messages with a partner. Imagine you live in the same community.
Write a response suggesting another solution.
48 Unit 7
12 RREADING
Scan the first two paragraphs. What was the problem

for the people of Apo Island?
Nowadays, there seems to be so much bad news about
the environment. Scientists have predicted all kinds of
alarming ecological “tipping points.” These are times
when, for some reason, big changes happen suddenly, such
as when farmland turns to desert due to climate change.
But do tipping points inevitably go in the wrong direction?
Apo Island is nine kilometers off the coast of Negros in the

Philippines, an area rich in coral reefs. Until the 1950s, local sanctuary. After three
fishermen used traditional fishing methods and there years, the sanctuary
were always lots of fish in the island’s reef. Then the was full of fish and
fishermen adopted new techniques. They used explosives the fishermen were
to scare the fish out of their hiding places, cyanide to able to catch lots of
poison the fish, and fine nets to catch even very small fish. fish near its edge.
As a result, they caught more fish. So they increased their
use of these techniques. Then there was a tipping point – The fishermen were so impressed
almost no fish in the reef! So the fishermen had to go by this positive eco tipping point that they decided to
further out to sea to find enough fish. stop all destructive fishing methods around the entire
island. This ecological lesson is now part of the
In the 1980s, Dr. Angel Alcala, a marine scientist, visited curriculum in the local school, and income from tourism
Apo Island to help the fishermen solve the problem. One is used to fund scholarships for local students to study
way to reverse the tipping point, he explained, was to marine ecosystem management. Moreover, Apo Island
create a no-fishing zone. The fishermen decided that has become a model fishing community – 700 villages
almost 10 percent of the island’s reef should become a in the Philippines now have marine sanctuaries.
A Read the article. Then complete the chart with information from the article.
APO ISLAND’S NEGATIVE ECO TIPPING POINT APO ISLAND’S POSITIVE ECO TIPPING POINT
Local fishermen adopted destructive fishing methods in the reef. The fishermen created a fish sanctuary in the reef.
_________________________________ _________________________________
They increased their use of destructive fishing methods. The fishermen could find enough fish in the reef.
_________________________________ _________________________________
The fishermen had to go far out to sea to find enough fish. Marine ecosystem management was included in education.
B What can other communities with ecological problems learn from Apo Island?

Lifelong learning
1 SSNAPSHOT
1. Business: Learn about commerce, 6. Communications: Learn about journalism,
finance, marketing, and accounting. new media, and human interaction.
2. Social Sciences and History: Study 7. Biology: Learn the fundamentals of life
economics, geography, and sociology. science.
8. Engineering: Study the application of math
3. Education: Study how people learn
and science to practical ends.
and how best to teach them.
9. English: Analyze works of literature
4. Psychology: Learn about human written in the English language.
mental processes and behavior. 10. Computer Science: Study the theoretical
5. Nursing: Acquire the skills needed to foundations of computation and its
take care of sick people. applications.
Source: www.campusgrotto.com
Which of these majors would be good for people who like technology?
like to work with others? like to be outside? like to solve problems?
Which ones sound the most interesting to you? Why?
2 PPERSPECTIVES
A Listen to the survey. Who is the survey targeting? What does the survey want to know?
B Take the survey. Be sure to fill in the blanks if necessary.
50
3 PPRONUNCIATION Intonation in questions of choice
Listen and practice. Notice the intonation in questions of choice.
Would you prefer to study nursing or education? Would you rather be a psychologist or an engineer?
4 GRAMMAR FOCUS
Would rather and would prefer
Would rather takes the base form of the verb. Would prefer usually
takes an infinitive. Both are followed by not in the negative.
Would you rather take a business or communications class? Let’s join a club.
I’d rather take a communications class. I’d rather not join a club.
I’d rather not take either. I’d rather not.
I’d rather take another course than study business or I’d prefer not to join a club.
communications. I’d prefer not to.
Would you prefer to study business or communications?
I’d prefer to study business. I’d prefer not to study either.
A Complete the conversations with would and the appropriate

form of the verbs in parentheses. Then practice with a partner.
1. A: you prefer (sign up) for a course in

biology or geography?
B: I’m not really interested in geography, so I’d prefer
(take) a biology course.
2. A: you rather (learn) English in England or

Canada?
B: To tell you the truth, I’d prefer (not study) in either
place. I’d rather (go) to Australia because it’s warmer
there.
3. A: If you needed to learn a new skill, you prefer

(attend) a class or (have) a private tutor?
B: I’d rather (take) a class than (hire) a tutor.
4. A: you rather (have) a job in an office or

(work) outdoors?
B: I’d definitely rather (have) a job where I’m outdoors.
B PAIR WORK Take turns asking the questions in part A. Pay

attention to intonation. Give your own information when responding.
Lifelong learning 51
5 LLISTENING Just for fun
A Listen to three people talk about the part-time courses
they took recently. What course did each person take?
What course each person took What each person learned
1. Linda
2. Rich
3. Gwen
B Listen again. What additional information did each person learn?
6 RROLE PLAY Choose a major.

Student A: Choose a major from the Snapshot on page 50 or use your own idea.
Explain to Student B, your guidance counselor, why the major is the
right choice for your future career.
Student B: You are Student A’s guidance counselor. Convince Student A that he or
she has chosen the wrong major. Give reasons why the major
isn’t right for him or her.
7 IINTERCHANGE 8 Learning curves

What would your classmates like to learn? Take a survey. Go to Interchange 8 on page 122.
8 CONVERSATION Maybe I should try that!

Won-gyu: So how’s your French class going?

Kelly: Not bad, but I’m finding the pronunciation difficult.
Won-gyu: Well, I imagine it takes a while to get it right. You know,
you could improve your accent by listening to language CDs.
Kelly: That’s a good idea. But how do you learn new vocabulary?
I always seem to forget new words.
Won-gyu: I learn new English words best by writing them on pieces
of paper and sticking them on things in my room. I look at
them every night before I go to sleep.
Kelly: Hmm. Maybe I should try something like that!
B Listen to two other people explain how they learn new

words in a foreign language. What techniques do they use?
C CLASS ACTIVITY How do you learn new words in a foreign language?
52 Unit 8
9 GRAMMAR FOCUS
By + gerund to describe how to do things
You could improve your accent by listening to language CDs.
I learn new words best by writing them on pieces of paper and sticking them on things.
The best way to learn slang is not by watching the news but by watching movies.
A How can you improve your English? Complete the sentences with by and the gerund forms
of the verbs. Then compare with a partner.
1. You can improve your accent (mimic) native speakers.

2. A good way to learn idioms is (watch) videos online.
3. Students can become better writers (get) a private tutor.
4. A good way to learn new vocabulary is (access) a “learner’s dictionary.”
5. People can become faster readers (skim) magazines in English.
6. One way of practicing conversation is (role-play) with a partner in class.
7. You can learn to use grammar correctly (utilize) self-study materials.
8. The best way to develop self-confidence in speaking is (converse) with
native speakers.
B GROUP WORK Complete the sentences in part A with your own ideas.
What’s the best suggestion for each item?
A: In my opinion, a good way to improve your accent is by watching sitcoms.

B: I think the best way is not by watching TV but by talking to native speakers.
10 D
DISCUSSION Ways of learning
A Listen to Todd and Lucy describe how they developed two skills.
How did they learn? Complete the chart.
Todd Lucy
1. learn to play a musical instrument
2. become a good conversationalist
B GROUP WORK How would you learn to do the things in the chart?
C GROUP WORK Talk about different ways to learn to do each of

these activities. Then agree on the most effective method.
ride a motorcycle
learn ballroom dancing
write a short story
use a new computer program
be a good public speaker
create, edit, and post videos
11 WORD POWER Personal qualities
A PAIR WORK How do we learn each of these things?
Check (✓) your opinions.
From From On our

parents school own
artistic appreciation
communication skills
competitiveness
concern for others
cooperation
courtesy
creativity
perseverance
self-confidence
tolerance
some activities
B GROUP WORK How can you develop the personal qualities
in part A? Use the activities in the box or your own ideas. studying world religions
volunteering in a hospital
A: You can learn artistic appreciation by going to museums. taking a public speaking class
B: You can also learn it by studying painting or drawing. performing in a play
going to museums
learning a martial art
playing a team sport
12 WRITING Something I learned

A Think of a skill or a hobby you have learned. Read these questions and
take notes. Then use your notes to write about what you learned.
What is required to be successful at it?

What are some ways people learn to do it?
How did you learn it?
What was difficult about learning it?
I enjoy making jewelry, and many people say I am very

talented at it. To make interesting jewelry, you need
creativity. You have to use simple things and combine them
in different ways to make beautiful pieces of jewelry.
Some people learn to make jewelry by taking classes or
by following instructions in a book. I first learned how to
make a necklace by watching my aunt make . . .
B GROUP WORK Share your writing. Have any of your

classmates’ experiences inspired you to learn a new skill?
54 Unit 8
13 RREADING
Learning Styles
Have you ever had trouble learning something? Psychologists have identified seven basic
Did you overcome the problem? How? learning styles:
Have you ever sat in class Linguistic: These people learn by using
wondering if you would ever
language – listening, reading, speaking, and writing.
grasp the information that was Logical: These people learn by applying formulas
being taught? Maybe the and scientific principles.
presentation didn’t fit your Visual: These people learn by seeing what they
learning style. are learning.
Our minds and bodies gather Musical: Insted of finding music a distraction,
these people learn well when information is presented
information in different ways
through music.
and from all around us: seeing,
Kinesthetic: Movement and physical activities
hearing, and doing. Then our help these people learn.
brains process that information, Intrapersonal: These people learn best if
organizing it and making connections to things we they associate new information directly with their
already know. This process can also work in different own experiences.
ways: Do we think in pictures or words? Do we Interpersonal: These people learn well by
remember details or the big picture? working with others.
When we’re trying to learn, it helps to know how our You will often encounter situations that do
brain works. How do we best gather and organize not match your strongest learning style. If
information? Different people have different learning you know what your strengths are, you can
styles. For example, one person might struggle with develop strategies to balance your
written information but understand it immediately in weaknesses for a more successful learning
an illustration. Another person might have problems experience.
with the picture, but not the written text.
A Read the article. Find the words in italics in the article. Then match each word
with its meaning.
1. grasp a. try hard to do something

2. gather b. understand
3. the big picture c. something that takes attention away
4. struggle d. show one thing is connected to another
5. distraction e. a general view of a situation
6. associate f. pick up or collect
B These sentences are false. Correct each one to make it true.
1. If you can’t understand something, you aren’t concentrating hard enough.

2. Linguistic learners will not comprehend written information.
3. A visual learner will probably learn best by listening and speaking.
4. A musical learner needs peace and quiet to focus on something.
5. Intrapersonal learners generally work well with other people.
C GROUP WORK Which learning styles do you think work best for you? Why?
SELF-ASSESSMENT
Describe environmental problems (Ex. 1)

Suggest solutions to problems (Ex. 2)
Understand examples of personal qualities (Ex. 3)
Ask about and express preferences (Ex. 4)
1 GAME What’s the cause?

CLASS ACTIVITY Go around the room and make sentences. Check (✓) each
phrase after it is used. The students who check the most items win.
A: The quality of the air is being lowered . . .

B: . . . due to fumes from cars.
2 D
DISCUSSION Social disasters
A PAIR WORK Read these problems that friends sometimes useful expressions
have with each other. Suggest solutions for each problem.
One thing to do is to . . .
A friend is having a party and you weren’t invited. Another way to help is to . . .
Your roommate keeps damaging your things. The best thing to do is . . .
Your friend always keeps you on the phone too long.
B GROUP WORK Agree on the best solution for each problem.
“One thing to do is to ask another friend to talk to your friend, to find out if it was a mistake.”
56
3 LLISTENING I could just kick myself.
Listen to people talk about recent events and activities in their lives.
What events and activities are they talking about? What quality does
each person’s behavior demonstrate? Complete the chart.
Event or activity Quality
1. Mark competitiveness cooperation

2. Joan perseverance tolerance
3. Kim self-confidence creativity
4 QUESTIONNAIRE What works?

A PAIR WORK Interview your partner. Circle the ways your partner prefers
to improve his or her English.
1. When you make a mistake in English, would you prefer someone to . . . ?

a. correct it immediately or b. ignore it
2. When you hear a new word in English, would you rather . . . ?
a. write it down or b. try to remember it
3. If you don’t understand what someone says, would you rather . . . ?
a. ask the person to repeat it or b. pretend you understand
4. Would you prefer to speak English with . . . ?
a. a native speaker or b. a non-native speaker
5. When you meet a native English speaker, would you prefer to . . . ?
a. try to talk to the person or b. listen while he or she speaks
6. When you have to contact someone in English, would you rather do it . . . ?
a. by phone or b. in writing
“I’d prefer someone to correct my mistakes immediately.”
B GROUP WORK Discuss the advantages and disadvantages

of each option in part A. Are there better options for
each situation?
A: When someone corrects me immediately, I get irritated.

B: Yes, but when someone ignores the mistake, you don’t
know that you’ve made one.
C: I think the best way someone can help you is by
correcting you at the end of a conversation.
WHAT’S NEXT?

Improvements
1 SSNAPSHOT
Nine commonly offered services

Language Computer House
tutoring services cleaning
Home Moving Financial

repairs services services
Music Pet-sitting Clothing

lessons alterations
Source: Based on information from the community bulletin board at the Coffee Pot, New York City
Why would someone need these services? Have you ever used any of them?
What are some other common services and skills people offer?
2 PPERSPECTIVES
A Listen to an advertisement. Would you use a service like this?
Why or why not?
B What services do you need or want? What questions would you ask Hazel?
58
3 GRAMMAR FOCUS
Get or have something done
Use get or have, the object, and the past participle of the verb to describe a
service performed for you by someone else.
Do something yourself Get/have something done for you
I clean my apartment every week. I get my apartment cleaned (by Hazel) every week.
He is washing his car. He is having his car washed.
They fixed their computer. They got their computer fixed.
Did you repair your watch? Did you have your watch repaired?
Where can I print these pictures? Where can I get these pictures printed?
A Complete the sentences to express that the services are performed by someone else.
1. Luis didn’t mow the lawn in front of his house. He had it mowed . (have)
2. Samantha isn’t cutting her own hair. She . (get)
3. Barbara doesn’t clean her apartment. She . (have)
4. JoAnn and John didn’t paint their house. They . (get)
5. Doug isn’t repairing his bike. He . (have)
B PAIR WORK Take turns describing the services in the pictures.
1. Mei-ling 2. Rodrigo 3. Maggie 4. Simon
“Mei-ling is getting her skirt shortened.”
C PAIR WORK Tell your partner about three things you’ve had done for you
recently. Ask and answer questions for more information.
4 PPRONUNCIATION Sentence stress

A Listen and practice. Notice that when the object becomes a
pronoun (sentence B), it is no longer stressed.
A: Where can I get my watch fixed? A: Where can I have my shoes shined?
B: You can get it fixed at the Time Shop. B: You can have them shined at Sunshine Shoes.
B GROUP WORK Ask questions about three things you want to have done.
Pay attention to sentence stress. Other students give answers.
Improvements 59
5 D
DISCUSSION Different places, different ways
GROUP WORK Are these services available in your
country? For those that aren’t, do you think they
would be a good idea?
Can you . . . ?
have your portrait drawn by a street artist
get your blood pressure checked at a pharmacy
have your clothes dry-cleaned at work
get library books delivered to your home
have your shoes shined on the street
get your car washed for less than $15
have a suit made in under 24 hours
get your teeth whitened
have pizza delivered after midnight
A: Can you have your portrait drawn by a street artist?

B: Sure! You can have it done at . . .
6 IINTERCHANGE 9 Put yourself in my shoes!

What do teenagers worry about? Go to Interchange 9 on page 123.
7 WORD POWER Three-word phrasal verbs

A Match each phrasal verb in these sentences with its meaning.
Phrasal verbs Meanings

1. Jennifer has broken up with her boyfriend – a. be excited for
again! b. end a romantic relationship with
2. Kevin came up with a great idea for our class c. stay in pace with
reunion. d. tolerate
3. I’m not looking forward to watching my e. reduce the quantity of
neighbor’s dogs. They’re not very friendly. f. have a good relationship with
4. My doctor says I’m overweight. I should g. be responsible for
cut down on fatty foods. h. think of; develop
5. Rob can’t keep up with the students in his
Mandarin class. He should get a tutor.
6. I can’t put up with the noise on my street!
I’ll have to move.
7. My girlfriend doesn’t get along with her
roommate. They’re always fighting.
8. Bill can’t take care of his own finances. He
has an accountant manage his money.
B PAIR WORK Take turns making sentences with each phrasal verb in part A.
60 Unit 9
8 CONVERSATION I have two left feet!
James: This is so depressing! I haven’t had a date since

Angela broke up with me. What can I do?
Mike: Why don’t you join an online dating service?
That’s how I met Amy.
James: Actually, I’ve tried that. But the people you meet
are always different from what you expect.
Mike: Well, what about taking a dance class? A friend
of mine met his wife that way.
James: A dance class? Are you serious?
Mike: Sure, why not? They offer them here at the gym.
James: I don’t think that’s a very good idea. Have you
ever seen me dance? I have two left feet!
B CLASS ACTIVITY What are some other good ways to

meet people?
9 GRAMMAR FOCUS
Making suggestions
With modals + verbs With negative questions
Maybe you could go to a chat room. Why don’t you join an online dating service?
With gerunds With infinitives
What about taking a dance class? One option is to join a club.
Have you thought about asking your friends It might be a good idea to check out those
to introduce you to their other friends? discussion groups at the bookstore.
A Circle the correct answers. Then practice with a partner.
1. A: How can I build self-confidence?

B: What about / Why don’t you participating in more social activities?
2. A: What could help me be happier?
B: Maybe / One option you could try not to get annoyed about little things.
3. A: How can I get better grades?
B: Have you thought about / It might be a good idea to join a study group.
4. A: What can I do to save money?
B: Why don’t you / What about come up with a budget?
5. A: How can I get along with my roommate better?
B: Why don’t you / Have you thought about planning fun activities to look forward
to every week?
B GROUP WORK Take turns asking and answering the questions in part A.
Answer with your own suggestions.
Improvements 61
10 LLISTENING All you have to do is . . .
A Listen to people give different suggestions for each problem.
Put a line through the suggestion that was not given.
1. How to overcome shyness: 2. How to stop biting 3. How to organize your
a. read a self-help book your fingernails: busy schedule:
b. join a club a. count instead a. program your phone
c. see a therapist b. wear gloves b. make a list of priorities
d. take medication c. paint your nails c. cancel appointments
d. figure out why you’re d. talk to a consultant
nervous
B PAIR WORK Look at the suggestions. Which one seems the

most helpful? Why?
11 SSPEAKING Bad habits

GROUP WORK Make three suggestions for how to break each of these bad habits. Then share
your ideas with the class. Which ideas are the most creative?
How can I stop . . . ?
buying things I don’t need eating junk food at night cracking my knuckles
“One thing you could do is cut up your credit cards. And why don’t you . . . ?”
12 WRITING A letter of advice

A Imagine you are an advice columnist at a magazine. Choose one of
the letters below and make a list of suggestions. Then write a reply.
My best friend seems anxious a lot. She bites I argue with my girlfriend all the time. I try
her fingernails and always looks tired. I don’t to do nice things for her, but we always end
think she’s eating right, either. How can I up in a fight. I can’t put up with this much
convince her to take better care of herself ? longer – what can I do?
– Worried – Frustrated
B GROUP WORK Take turns reading your advice. Whose advice do you think will work? Why?
62 Unit 9
13 RREADING
Have you ever said something – and then regretted that you didn’t
think carefully before opening your mouth? What happened?
1 “Think before you speak!” Has 3 Critical thinking can help you in just
anyone ever said that to you? It’s only about everything you do. One of the
human to react quickly and perhaps most important things it helps you
emotionally to things that happen. do is solve problems. This has always
But without giving ourselves been an asset in many traditional
sufficient thinking time, we may see fields, such as education, research,
things in terms of black and white business and management. But it’s
instead of considering various shades also very useful to help people keep
of gray or other colors. Also, it’s all up with the new, fast-moving
too easy to ignore connections and knowledge economy, which is driven
consequences. by information and technology.
Modern workers often have to
2 At one level, thinking is fairly simple. analyze and integrate information
For instance, it might simply involve from many different sources in order
making a shopping list. However, evidence and decide if it is true, false, to solve problems.
there is a deeper and more complex or perhaps partly true. Second, you
level of thinking. This is often called have to be self-aware and recognize 4 We all sometimes speak before we
“critical thinking,” and it has several your biases and prejudices because think, and we all have blind spots.
characteristics. First, it requires that these may cause you to think Nevertheless, while thinking
you rely on reason rather than subjectively. A third characteristic is critically doesn’t always happen
emotion. This means you have to that you need to be open to new automatically, it will certainly serve
look objectively at all available ideas and interpretations. you well whatever you do in life.
A Read the article. Then write the number of each paragraph next to its main idea.
For many people, critical thinking is useful in the workplace.

It’s worth the effort to think critically.
We often don’t allow ourselves enough time to think.
Critical thinking has three important aspects.
B Read about these people. Which of the three characteristics of critical thinking did they
need to apply? Explain your answers.
a = Check if the evidence is true. b = Recognize your prejudices. c = Be open to new ideas.
1. Jane worked as a bank teller for ten years. She never considered doing
anything else. When she was offered a promotion, she refused it.
2. Bella received an email from someone she didn’t know. The email said she
had won $1 million in the lottery. She immediately bought a new car.
3. Ian thinks our new neighbors are loud, but I disagree. I think he’s just more sensitive
to the noise because they play music and watch TV shows that aren’t in English.
C GROUP WORK How good are you at critical thinking? How has it helped you?
Improvements 63
The past and the future
1 SNAPSHOT
S
50 Years off Fads
1959 1975 1980 1998 2005 2010

The first Barbie Disco becomes Millions of Pokémon The first of four The popular TV
doll comes on the latest dance Rubik’s Cubes becomes an Twilight books show Lost comes
the market. craze. are sold. overnight is released. to a close.
sensation.
Sources: New York Public Library Book of Chronologies; http://answers.yahoo.com
Have any of these fads ever been popular in your country?

Can you think of four other fads from the past or present?
Is there anything popular right now that could be a fad?
2 CONVERSATION I’m good at history.

Emma: Look. Here’s a quiz on events of the twentieth century.

Steve: Oh, let me give it a try. I’m good at history.
Emma: All right. First question: When did World War I begin?
Steve: I think it began in 1917.
Emma: Huh. And how long has the United Nations been in
existence?
Steve: Uh, since Kennedy became president in 1961.
Emma: Hmm. Next question: How long were the Beatles
together?
Steve: Well, they started in 1965, and broke up in 1980, so they
were together for 15 years. So, how am I doing so far?
Emma: Not very well. Not one of your answers is correct!
B Do you know the answers to the three questions

in part A? Listen to the rest of the conversation.
What are the correct answers?
64
3 GRAMMAR FOCUS
Referring to time in the past
A point or period of time in the past
When did World War II take place? How long were the Beatles together?
During the 1940s. In the 1940s. Over 70 years ago. From 1960 to 1970. For ten years.
A period of time that continues into the present
How long has the United Nations been in existence?
Since 1945. Since World War II ended. For about the last 70 years.
A Complete the paragraphs with the boldface words from the

grammar box. Then compare with a partner.
1. The planet Pluto was discovered 1930. Scientists

accepted this many years but the
1970s, some began to question if Pluto was indeed a planet.
2008, after a long debate, Pluto was downgraded to
a new category called “dwarf planet.” that time, our
solar system has had only eight planets.
2. Scientists found a new species of dinosaur in the U.S. state of
Utah 2007. Like some other species of dinosaur, it
ate plants. Unlike other species, however, it had 15 giant horns
on its head. These dinosaurs lived over 30 million
years the Cretaceous period. Scientists believe they
lived about 68 99 million years .
B GROUP WORK Write two true and two false statements about
world events. Then take turns reading your statements. Others give
correct information for the false statements.
A: Bill Clinton was president of the U.S. for four years.

B: That’s false. He was president for eight years.
4 PPRONUNCIATION Syllable stress

A Listen and practice. Notice which syllable has the main stress in
appreciate
these four- and five-syllable words. Notice the secondary stress.
assassination
catastrophe
identify disadvantage communication consideration
conversation
revolution
B Listen to the words in the box. Which syllable has the main
stress? Write the words in the correct column in part A.
The past and the future 65

5 WORD POWER Historic events
A Match each word with the best example. Then compare with a partner.
1. achievement a. The eruption of Mount St. Helens in 1980 destroyed over 250 homes.
2. assassination b. In the late 18th century, 13 American colonies broke free of British rule.
3. discovery c. Four planes were hijacked in the United States on September 11, 2001.
4. election d. In 2003, a dinosaur with feathers and four wings was found in China.
5. epidemic e. Since the late 1970s, HIV has infected more than 60 million people.
6. natural disaster f. In 2008, Barack Obama beat John McCain to become U.S. president.
7. revolution g. U.S. president John F. Kennedy was shot to death in 1963.
8. terrorist act h. In 1953, Sir Edmund Hillary and the Sherpa Tenzing Norgay were the first
to reach the summit of Mount Everest.
B PAIR WORK Give another example for each kind of historic event in part A.
“The exploration of Mars is an amazing achievement.”
6 D
DISCUSSION It made a difference.
GROUP WORK Choose two or three historic events (an election, an epidemic,
an achievement, etc.) that had an impact on your country. Discuss the questions.
What happened (or what was achieved)? When did it happen?

What was the immediate effect on your country? the world? your family?
Did it change things permanently? How is life different now?
“Recently a large oil field was discovered off the coast of Brazil. . . .”
7 WRITING A biography
A Find information about a person who has had
a major influence on the world or your country. Kim Dae-jung (1925 – 2009)
Answer these questions. Then write a biography. Kim Dae-jung became
famous during the 1960s,
What is this person famous for? when he was first elected
How and when did he or she become famous? to government. He became
What are his or her important achievements? an opposition leader and
spent many years in the
B PAIR WORK Exchange biographies. What
1970s and1980s in prison.
additional details can your partner add? He was president of South Korea from 1998 to
2003. He was awarded the Nobel Peace Prize in
2000 for his efforts toward peace, democracy,
and human rights. Kim Dae-jung died . . .
8 IINTERCHANGE 10 History buff

Find out how good you are at history.
Student A, go to Interchange 10A on page 124; Student B, go to Interchange 10B on page 126.
66 Unit 10
9 PPERSPECTIVES
A Listen to a survey about the future. Check (✓) the predictions you
think will happen.
What will the future hold?

Computers will recognize any voice command.
You won’t need a keyboard.
Within 20 years, scientists will have discovered
a cure for baldness.
People will be living in cities under the ocean.
By 2025, world leaders will have eliminated terrorism.
Robots will be performing most factory jobs.
By 2050, we will have set up human communities on Mars.
Medical scientists will find a cure for Alzheimer’s disease.
B Which of the predictions do you think will affect you?
10 GRAMMAR FOCUS
Predicting the future with will
Use will to predict future events or situations.
Computers will recognize any voice command. You won’t need a keyboard.
Use future continuous to predict ongoing actions.
People will be living in cities under the ocean.
Use future perfect to predict actions that will be completed by a certain time.
Within 20 years, scientists will have discovered a cure for baldness.
By 2050, we will have set up human communities on Mars.
A Complete these predictions with the correct verb forms. (More

than one answer is possible.) Then compare with a partner.
1. In ten years, flights from New York to Tokyo

(take) less than two hours.
2. Soon, they (sell) computers that can translate
perfectly from one language to another.
3. By the middle of the twenty-first century, scientists
(discover) a way to prevent aging.
4. Sometime in the future, scientists (invent) a
machine that transmits our thoughts.
5. In the future, people (live) on the moon.
6. In less than a decade, the polar ice caps (melt),
and many islands (disappear).

B GROUP WORK Discuss each prediction in part A. Do you agree or disagree?
A: In ten years, flights from New York to Tokyo will take less than two hours.
What do you think?
B: Oh, I totally agree. I think they’ll use space-shuttle technology to build faster
airplanes.
C: I’m not so sure. Those flights normally take about 14 hours. How are they
going to come up with an invention that shortens the trip by 12 hours?
C CLASS ACTIVITY Discuss these questions.
1. What three recently developed technologies will have the greatest

impact on our lives in the next 20 years?
2. What are the three most important changes that will have occurred
on earth by 2050?
3. Which three jobs will people not be doing in 50 years? Why?
11 LLISTENING A perfect future?

A Listen to people discuss changes that will affect these topics of interest
in the future. Write down two changes for each topic.
Future changes
1. work
2. transportation
3. education
4. health
B GROUP WORK Can you suggest one more possible change for each topic?
12 D
DISCUSSION Things will be different!
GROUP WORK Talk about these questions.
What do you think you’ll be doing a year from now?

five years from now?
Do you think you’ll still be living in the same place?
What are three things you think you’ll have
accomplished within the next five years?
What are three things you won’t have done
within the next five years?
In what ways do you think you’ll have changed
by the time you retire?
68 Unit 10
13 RREADING
Food Trends National.com

HOME FOOD TRUCKS RESTAURANTS FAST FOOD CATERERS
Tweet to eat
Skim the article. What’s innovative about Kogi BBQ’s business model?
As technology evolves, new business models emerge. For many
years, businesses have sold their products and services online, but
now social networking is changing the way people do business. Kogi
BBQ in Los Angeles has found profitable ways to make the most of
today’s technology.
Kogi BBQ is a restaurant that serves a fusion of Korean and Mexican Chef Roy Choi
food concocted by Chef Roy Choi. The kimchi quesadilla and short rib of Kogi BBQ
taco are two favorites. Besides its menu, Kogi BBQ is different from other
restaurants because people don’t come to it; it goes to the people. Kogi BBQ uses five
food-service trucks called Azul, Verde, Roja, Naranja, and Rosita to deliver cheap, gourmet fast
food to long lines of hungry – and mostly young – customers throughout the city.
But how do people know where to find a Kogi BBQ truck? Technology is at the center of its
business. Kogi BBQ uses the social networking site Twitter to inform customers where each of its
trucks will be and when. The tweets (Twitter messages) look like this one:
Dinner time: Azul 6 PM - 9 PM @ Northridge (Devonshire and Reseda);
10:30 PM - 11:30 PM @ City of Industry (18558 Gale Ave.)
Customers can even post requests, like this one:
Can you come to Colima in Rowland Heights earlier? Maybe around 6-9? Thanks.
Kogi BBQ has been a viral sensation in Los Angeles. In addition to Twitter, Kogi BBQ uses
YouTube, Facebook, blogs, and other electronic tools, like text messaging, to stay connected
with its customers. By avoiding traditional advertising and building its business around an online
community, Kogi BBQ has created a “Kogi Kulture,” fueled by dedicated fans eager to spread
the word.
Time will tell if this is a passing fad or the wave of the future. Either way, this much is true: As
technology changes, businesses will figure out how to capitalize on it.
A Read the article. Then complete the summary with information from the article.
impacts the way people do . Kogi BBQ, a trendy restaurant in

Los Angeles, has developed a successful business based on new technology.
Kogi BBQ delivers gourmet fast food from five . To inform customers of their
whereabouts, Kogi BBQ uses sites, like Twitter. In so doing, Kogi BBQ has built an
online of enthusiastic customers who love and seek out its food.
B Use information in the article to answer the following questions in your own words.
1. Where does Kogi BBQ do business? 4. What is a tweet?

2. Why is Kogi BBQ considered fusion cuisine? 5. What is “Kogi Kulture”?
3. What is unique about Kogi BBQ? 6. What does it mean to capitalize on something?
C GROUP WORK What other companies use social networking to enhance their business?
How might technology change the way people do business in the future?

SELF-ASSESSMENT
Describe experiences of getting/having things done (Ex. 1)

Ask for and give advice about problems (Ex. 2)
Understand and give descriptions of historical events (Ex. 3)
Make predictions about the future (Ex. 4)
1 D
DISCUSSION Once in a while
GROUP WORK Take turns asking questions about these services. When someone answers “yes,”
find out why and when the service was performed, and who performed it.
have your photo taken professionally

get your apartment painted
get your eyes checked
have your home redecorated or remodeled
get something translated
A: Have any of you ever had your photo taken professionally?

B: Yes, I have. I had one taken a few months ago.
C: Really? Why did you have it taken? . . .
have a photo taken
2 RROLE PLAY A friend in need

Student A: Choose one of these problems. Decide on the details of the
problem. Then tell your partner about it and get some advice.
I’m looking forward to my vacation, but I haven’t saved enough money.

I don’t get along with my . . . . We’re always fighting.
I can’t take care of my pet anymore. I don’t know what to do. useful expressions
Student B: Your partner tells you about a problem. Ask Have you thought about . . .?
questions about it. Then consider the situation It might be a good idea to . . .
and offer two pieces of advice. Maybe you could . . .
Why don’t you . . . ?
Change roles and choose another situation.
70
3 LLISTENING How good is your history?
A Listen to people discuss the questions. Write the correct answers..
1. When was the first Iditarod?

2. How long did apartheid exist in South Africa?
3. When did a spacecraft first land on Mars?
4. How long was the Berlin Wall up?
5. How long have the modern Olympics existed?
B GROUP WORK Write three more questions about historic

events. (Make sure you know the answers.) Then take turns asking
your questions. Who has the most correct answers?
4 SSURVEY Five years from now, . . .

A CLASS ACTIVITY How many of your classmates will have done these
things in the next five years? Write down the number of “yes” and “no”
answers. When someone answers “yes,” ask follow-up questions.
“Yes” answers “No” answers
1. move to a new city

2. get a (new) job
3. have a(nother) child
4. travel abroad
5. learn another language
6. get a college or master’s degree
A: Five years from now, will you have moved to a new city?
B: Yes, I think I will have moved away from here.
A: Where do you think you’ll move to?
B: I’d like to live in Shanghai.
A: Really? What will you be doing there?
B GROUP WORK Tally the results of the survey as a group.

Then take turns telling the class any additional
information you found out.
“Very few people think they will have moved to a new city
in five years. Only two people think that they will move.
One person thinks he’ll move to Shanghai, and one
person thinks she’ll move to Boston.”
Shanghai
WHAT’S NEXT

Life’s little lessons
1 SSNAPSHOT
First birthday (or first 100 days, as High school graduation

in South Korea) 20th birthday (or 21st birthday, as
First haircut in the United States and Canada)
Losing your first tooth College graduation
First day of school Marriage
Sweet 16 (or Sweet 15, as in Latin America) Becoming a parent
First job Retirement
Source: Peace Corps Handbook for RPCV Speakers
Which rites of passage, or life events, are important in your country?

Check ( ✓) the events.
What are other rites of passage for people in your country?
Have any of these things recently happened to you or someone you know?
2 CONVERSATION I was really immature.

Alan: So what were you like when you were younger?

Carol: When I was a kid, I was kind of irresponsible.
Alan: You? Really? What made you change?
Carol: Graduating from high school.
Alan: What do you mean?
Carol: Well, until I graduated, I’d never had any important
responsibilities. But then, I went off to college. . . .
Alan: I know what you mean. I was really immature when
I was a teenager.
Carol: So what made you change?
Alan: I think I became more mature after I got my first job
and moved away from home. Once I had a job,
I became totally independent.
Carol: Where did you work?
Alan: I worked for my dad at the bank.

What was another turning point for Carol? for Alan?
72
3 GRAMMAR FOCUS
Time clauses
Before I had my first job, I was really immature.
After I got my first job, I became more mature.
Once I had a job, I became totally independent.
The moment I moved away from home, I felt like a different person.
As soon as I got my own bank account, I started to be more responsible.
Until I graduated, I’d never had any important responsibilities.
By the time I graduated from high school, I had already started working.
A Match the clauses in column A with appropriate information in column B.

A B
1. By the time I was 15, a. I didn’t appreciate my own country.
2. Until I started working part-time, b. I began to understand the value of money.
3. The moment I got my first paycheck, c. I learned that love can hurt!
4. As soon as I left home, d. I realized that I wasn’t a child anymore.
5. Once I started sharing an apartment, e. I had learned how to take care of myself.
6. After I began a relationship, f. I learned how to get along better with people.
7. Before I traveled abroad, g. I had never saved any money.
8. Until I got really sick, h. I hadn’t understood the importance of
good health.
B Which of the clauses in column A can you relate to your life?

Add your own information to those clauses. Then compare with a partner.
“The moment I got my first paycheck, I became more independent.”
C GROUP WORK What do you think people learn from these events? Write sentences
using time clauses in the present. Then take turns reading and talking about them.
1. getting a credit card

2. going out on your first date
3. getting your first job
4. getting your driver’s license
5. buying your first bike, moped, or car
6. opening your own bank account
7. getting married
8. becoming a parent
1. Once you get a credit card, you learn

it’s important not to overspend.
Life’s little lessons 73

4 LLISTENING Important events
A Listen to three people describe important events in their lives.
Complete the chart.
Event How it affected him or her
1. Sally
2. Henry
3. Debbie
B Listen again. What do these three people have in common?
5 SSPEAKING Milestones
A PAIR WORK In your country, how old are people
when these things happen?
get a driver’s license graduate from college

begin to date get married
move out of their parents’ home retire
B GROUP WORK Choose three milestones. What do you

think life is like before and after each one? Join another pair
and discuss.
“Before people get a driver’s license, they are very dependent

on their parents. Once they get a license, they . . . ”
6 WORD POWER Behavior and personality

A PAIR WORK At what age do you think people possess these traits?
Check (✓) one or more ages for each trait.
In their teens In their 20s In their 30s In their 40s In their 60s
ambitious
argumentative
carefree
conscientious
naive
pragmatic
rebellious
sensible
sophisticated
B GROUP WORK Use the words in part A to describe people you know.
“My older brother is argumentative. He disagrees with me about everything!”
74 Unit 11
7 PPERSPECTIVES I should have . . .
A Listen to Maya Misery talk about her regrets. Do you have any similar regrets?
B What do you suggest to help Maya feel better?
8 GRAMMAR FOCUS
Expressing regret and describing hypothetical situations
Use should have + the past participle to express regret.
I should have studied something more practical when I was in college.
I shouldn’t have waited so long to choose a major.
Use would have + the past participle to express probable outcomes in

hypothetical situations.
Use could have + the past participle to express possible outcomes.
If I’d listened to my mother, I would have learned to play a musical instrument.
If I hadn’t been so irresponsible, I could have gotten better grades.
A For each statement, write a sentence expressing regret. Then talk

with a partner about which statements are true for you.
1. I was very rebellious when I was younger.

2. I didn’t pay attention to what I ate as a kid. 1. I should have been less
3. I didn’t make many friends in high school. rebellious when I was younger.
4. I was very argumentative as a teenager.
5. I was too naive when I started looking for my first job.
B Match the clauses in column A with appropriate information in column B.
A B
1. If I’d listened to my parents, a. I wouldn’t have had to borrow so much.
2. If I’d been more active, b. I could have learned a lot more.
3. If I’d been more ambitious, c. I would have made more pragmatic decisions.
4. If I’d studied harder in school, d. I wouldn’t have gained all this weight.
5. If I’d saved my money, e. I could have gotten a promotion.
C Add your own information to the clauses in column A. Then compare in groups.

9 INTERCHANGE
I 11 When I was younger, . . .
Imagine if things were different. Go to Interchange 11 on page 125.
10 PPRONUNCIATION Reduction of have and been

A Listen and practice. Notice how have and been are reduced in these sentences.
I should have been less selfish when I was younger.

If I’d been more ambitious, I could have gotten a promotion.
B PAIR WORK Complete these sentences and practice them. Pay attention
to the reduced forms of have and been.
I should have been . . . when I was younger. If I’d been more . . . , I could have . . .
I should have been . . . in high school. If I’d been less . . . , I would have . . .
11 LLISTENING Regrets
A Listen to people describe their regrets. What does each person regret?
What does he or she regret? Why does he or she regret it?
1. Alex
2. Yi-yun
3. Jacob
B Listen again. Why does he or she regret it?
12 WRITING A letter of apology

A Think about something you regret doing that you want to apologize for.
Consider the questions below. Then write a letter of apology.
What did you do? What were the consequences?

Is there any way you can undo those consequences?
B PAIR WORK Read your partner’s letter. Talk about

what you would have done if you’d had a similar regret.
76 Unit 11
13 RREADING
Milestones Around the World

Scan the article. Where does each milestone take place?
Who is each milestone for?
EGYPT MEXICO VANUATU

In Egypt, many families with new Families in Mexico and several On a single island in the South
babies celebrate El Sebou’, which other Latin American countries Pacific nation of Vanuatu, young
means the seventh. Some say the have a special celebration for men hurl themselves from a 30-
ancient pharaohs believed that La quinceañera, the birthday meter wooden tower, with only
children who lived to be seven days girl who turns 15 years old. It vines tied around their ankles to
old were ready for a long and marks a girl’s passage from girlhood break their fall. The original
healthy life. Family and friends meet to womanhood. Wearing a bungee jumpers, these “land divers”
at the parents’ house, and the baby spectacular dress and carrying a jump to prove their manhood. The
is put in a round wooden cradle bouquet of flowers, the girl arrives goal is for the young man’s shoulder
called a ghorbal. Songs are sung, at a church for a thanksgiving to just touch the ground. The vines’
and the baby is rocked gently to service. Then there is a party with measurement must be exact as there
awaken its senses. Salt is scattered to live music, dancing, and plenty of is no safety net. When a young man
keep evil away, and the mother delicious food. An important jumps, his mother holds a favorite
carries the baby around the house. moment is when the girl cuts a childhood item. After the jump, she
Children follow with lit candles. multilayered birthday cake. throws the item away, demonstrating
Finally, bags full of candies, sweets, that he is now a man.
and gold- and silver-like coins are
distributed to all attendees.
A Read the article. Find the words in italics in the article. Then match each word with its meaning.
1. senses a. thrown in different directions

2. scattered b. demonstrate
3. spectacular c. throw
4. plenty d. sight, hearing, taste, touch, and smell
5. hurl e. very exciting to look at
6. prove f. more than enough
B Check (✓) the correct milestone(s) for each description.
El Sebou’ La quinceañera Land diving
1. The person’s family participates.

2. There is a religious ceremony.
3. Children carry candles.
4. The event is dangerous.
5. The event requires special clothing.
C GROUP WORK Which of the milestones do you think is the most serious? Which is
the most fun? Why do you think people celebrate milestones like these?

The right stuff
1 SSNAPSHOT
COMPANY MAIN PRODUCTS FACT

SUCCESS Coca-Cola soft drinks, juice, Coca-Cola is the best-known
English word in the world after OK.
STORIES
and bottled water
Sony electronics equipment, Some early products included tape
movies, and TVs recorders and rice cookers.
Levi Strauss jeans and casual clothing The first jeans were made for men
looking for gold in California.
Google Internet-based products Google comes from googol, which
Five of and services is the math term for the number 1
the world’s followed by 100 zeros.
most successful
businesses Nestlé chocolate, instant coffee, Nestlé means little nest, which
and bottled water symbolizes security and family.
Sources: Hoover’s Handbook of American Business 2003; www.sony.net; www.google.com; www.nestle.com
Which of these products exist in your country? Are they successful?

Can you think of three successful companies in your country? What do they produce?
2 PPERSPECTIVES
A Listen to the survey. What makes a business successful?
Number the choices from 1 (most important) to 3 (least important).
B GROUP WORK Compare your answers. Do you agree on the most

important success factors?
78
3 PPRONUNCIATION Reduced words
A Listen and practice. Notice how certain words are reduced in conversation.
In order for a café to succeed, it needs to have good food and service.
For an airline to be successful, it has to maintain a good safety record.
B PAIR WORK Take turns reading the sentences in Exercise 2 aloud. Use your
first choice to complete each sentence. Pay attention to reduced words.
4 GRAMMAR FOCUS
Describing purpose
Infinitive clauses
To run a popular Internet café, it’s a good idea to have plenty of computers.
(In order) to establish a trendy restaurant, it’s important to have fashionable servers.
Infinitive clauses with for
For an athletic center to be profitable, it needs to have modern exercise equipment.
(In order) for a language school to succeed, it has to have a convenient location.
A Match each goal with a suggestion. Then practice the sentences with a partner.
Goals Suggestions
1. For a health club to attract new people, a. you need to hire a talented chef.
2. In order to run a profitable restaurant, b. it’s a good idea to offer desserts, too.
3. To establish a successful dance club, c. you need to keep up with the latest styles.
4. For a coffee bar to succeed, d. it needs to have great music and lighting.
5. To run a successful clothing boutique, e. it has to offer the latest equipment.
B PAIR WORK Give another suggestion

for each goal in part A.
C GROUP WORK Look at the picture of

a coffee shop. For it to stay in business,
what should be done?
“For this coffee shop to stay in business, it needs . . .”
The right stuff 79

5 WORD POWER Qualities for success
A PAIR WORK What qualities are important for success?
Rank them from 1 to 5.
A model A salesperson A magazine

fashionable clever affordable
gorgeous charming attractive
industrious knowledgeable entertaining
muscular persuasive informative
slender tough well written
B GROUP WORK Add one more adjective to each list.
“For a model to be successful, he or she needs to be . . . ”
6 RROLE PLAY You’re hired!

Student A: Interview two people for one of these Students B and C: You are applying for the same
jobs. What qualities do they need for success? job. What are your best qualities? Convince the
Decide who is more qualified for the job. interviewer that you are more qualified for the job.
host for a political talk show server at a trendy café exercise equipment salesperson
A: To be a good host for a political talk show, you need to be knowledgeable. Are you?
B: Yes. I follow politics closely, and I’m also tough. I’m not afraid to ask hard questions.
C: I’m fascinated by politics, and I’m industrious, so I would do thorough research.
7 CONVERSATION I thought you’d never ask!

Mayumi: What’s your favorite club, Ben?

Ben: The Soul Club. They have fabulous music, and it’s never
crowded, so it’s easy to get in.
Mayumi: That’s funny. There’s always a long wait outside my favorite
club. I like it because it’s always packed.
Ben: Why do you think it’s so popular?
Mayumi: Well, it just opened a few months ago, everything is
brand-new and modern, and lots of fashionable people
go there. It’s called the Casablanca.
Ben: Oh, right! I hear the reason people go there is just to be seen.
Mayumi: Exactly! Do you want to go some night?
Ben: I thought you’d never ask!
B CLASS ACTIVITY What are some popular places in your city?

Do you ever go to any of these places? Why or why not?
80 Unit 12
8 GRAMMAR FOCUS
Giving reasons
I like the Casablanca because it’s always packed.
Since it’s always so packed, there’s a long wait outside the club.
It’s popular because of the fashionable people.
The Soul Club is famous for its fantastic music.
Due to the crowds, the Casablanca is difficult to get in to.
The reason (that/why) people go there is just to be seen.
A Complete the paragraph with because, since, because of, for, due to, and
the reason. Then compare with a partner. (More than one answer is possible.)
MTV is one of the most popular television

networks in the world. People love MTV not only
its music videos, but also
its clever and diverse programming. it
keeps its shows up-to-the-minute, young people
watch MTV for the latest fads in music and fashion.
MTV is also well known its music awards
show. so many people watch it is to see
all the fashionable guests. MTV even has reality
shows. These shows are popular they
appeal to young people. MTV’s
widespread popularity, many teenagers have
become less industrious with their homework!
B What reason explains the success of each situation? (More than one
answer is possible.) Compare ideas with a partner.
Situation Reason
1. Nokia is a successful company a. since prices are generally more affordable.
2. People love Levi’s jeans b. due to its ever-changing product line.
3. The BBC is well known c. because they have always been fashionable.
4. Huge supermarket chains are popular d. for their innovative designs.
5. People everywhere drink Coca-Cola e. because of its informative programming.
6. Apple products are famous f. for their big choice of products.
7. Nike is a popular brand of clothing g. since it advertises worldwide.
8. Many people like megastores h. because the advertising is clever
and entertaining.
C PAIR WORK Suggest two more reasons for each success in part B.
A: Nokia is a successful company because its commercials are very clever.

B: I think another reason why they are successful is . . .
The right stuff 81

9 LLISTENING Radio commercials
A Listen to radio commercials for three different businesses.
What are two special features of each place?
Maggie’s Sports Pro Mexi-Grill
1.
2.
B Listen again. Complete each slogan.
1. “If you don’t what you want in your , come ours!”

2. “We’re here to you have !”
3. “You won’t find a , meal – anywhere!”
10 IINTERCHANGE 12 Catchy slogans

How well do you know the slogans companies use for their products?
Go to Interchange 12 on page 127.
11 D
DISCUSSION TV commericials
GROUP WORK Discuss these questions.
When you watch TV, do you pay attention to the commercials? Why or why not?
What commercials do you remember from the last time you watched TV?
What are some effective commercials you remember? What made them effective?
What is the funniest commercial you’ve ever seen? the dumbest? the most shocking?
Which celebrities have been in commercials? Has this affected your opinion of the product?
Has it affected your opinion of the celebrity?
What differences are there between commercials today and commercials from the past?
12 WRITING A commercial
A Choose one of your favorite products. Read the questions and make notes
about the best way to sell it. Then write a one-minute radio or TV commercial.
What’s good or unique about the product?

Why would someone want to buy or use it? Are you looking for a high-quality
Can you think of a clever name or slogan? TV that is also attractively designed?
Buy a Star TV. Star is the most popular
B GROUP WORK Take turns presenting your name in electronics because of its
commercials. What is good about each one?
commitment to excellence and . . .
Can you give any suggestions to improve them?
82 Unit 12
13 RREADING
1. General Motors did a lot of research before naming the Chevy Nova.
2. The “Come alive with Pepsi!” campaign worked well in the U.S.
3. Pepsi still sold well in Germany and China.
4. Gerber changed its packaging after the problem in Africa.
5. The problem for Revlon was the name “Camellia.”
6. Revlon no longer sells cosmetics in Brazil.
B Look at the marketing problems below. In each situation, was the problem
related to the product’s name (N) or slogan (S)?
1. The Ford Fiera didn’t sell well in Spain, where fiera means “ugly old woman.”
2. Braniff Airline’s “Fly in leather” campaign was meant to promote its comfortable new
seats. In Spanish, the company was telling passengers to “Fly with no clothes on.”
C GROUP WORK Think of two products sold in your country: one that has sold well,
and one that hasn’t. Why did one sell well, but not the other? What changes could help
the second product sell better?
The right stuff 83

SELF-ASSESSMENT
Describe important life events and their consequences (Ex. 1)

Describe and explain regrets about the past (Ex. 2)
Describe hypothetical situations in the past (Ex. 2)
Understand and give reasons for success (Ex. 3, 4)
Describe the purpose of actions (Ex. 4)
1 SSPEAKING Lessons to live by

A What are two important events for each of these age groups? Complete the chart.
Children Teenagers People in their 20s People in their 40s
B GROUP WORK Talk about the events. Why is each event useful expressions
important? What do people learn from each event?
after once
A: Starting school is an important event for children. as soon as before
B: Why is starting school an important milestone? the moment until
A: Once they start school, . . . by the time
2 GAME A chain of events

A Write three regrets you have about the past.
B GROUP WORK What if the situations were different?

Take turns. One student expresses a regret. The next student
adds a hypothetical result, and so on, for as long as you can.
A: I should have been more ambitious during college.

B: If you’d been more ambitious, you would have
gone abroad.
C: If you’d gone abroad, you could have . . .
84
3 LLISTENING Success story
A Listen to a business consultant discuss the factors necessary for a
restaurant to be successful. Check (✓) the ones she says are important.
advertising concept decor food location name
B Listen again. In your own words, write the reason why each factor is important.
Factor Why is it important?

1.
2.
3.
4 D
DISCUSSION The secrets of success
A PAIR WORK Choose two businesses and discuss what they need to be successful.
Then write three sentences describing the most important factors.
a car wash a gourmet supermarket a juice bar

a dance club a high-rise hotel a used clothing store
1. In order for a hotel to be successful, it has to be affordable.
B GROUP WORK Join another pair. Share your ideas.

Do they agree?
A: We think in order for a hotel to be successful,

it has to be affordable.
B: Really? But some of the most successful
hotels are very expensive.
C GROUP WORK Now choose a popular business that

you know about. What are the reasons for its success?
W Santiago
“I think W hotels are successful because the decor is so beautiful.”
useful expressions
It’s successful because (of) . . . It’s become popular since . . .

It’s popular due to . . . It’s famous for. . .
The reason it’s successful is . . .
WHAT’S NEXT?

That’s a possibility.
1 SSNAPSHOT
are noisy eaters
always ask for favors
constantly interrupt
are late all the time
read over my shoulder on the subway
chat online while talking on the phone
always want to get in the last word
throw their garbage in the recycling bin
don’t cover their mouths when they cough
make popping sounds when they chew gum
Source: Interviews with people between the ages of 16 and 45
Which of the pet peeves do you have about people you know? Which one is the worst?
Underline a pet peeve you could be accused of. When and why are you guilty of it?
Are there any pet peeves in the list that don’t annoy you?
2 CONVERSATION What happened?

Jackie: You asked Beth to be here around 7:00, didn’t you?

Bill: Yes. What time is it now?
Jackie: It’s almost 8:00. I wonder what happened.
Bill: Hmm. She might have forgotten the time. Why don’t I call
and see if she’s on her way?
A few minutes later
Bill: I got her voice mail, so she must not have turned on
her cell phone.
Jackie: I hope she didn’t have a problem on the road. Her car
could have broken down or something.
Bill: Of course she may have simply forgotten and done
something else today.
Jackie: No, she couldn’t have forgotten – I just talked to her about
it yesterday. I guess we should start without her.
B Listen to the rest of the conversation. What happened?
86
3 PPRONUNCIATION Reduction in past modals
A Listen and practice. Notice how have is reduced in these sentences.
He must have forgotten the date. She might have had a problem on the road.
B Listen and practice. Notice that not is not contracted or reduced in these sentences.
He may not have remembered it. She must not have caught her bus.
4 GRAMMAR FOCUS
Past modals for degrees of certainty
It’s almost certain. It’s possible.
She must have left already. She may/might have forgotten the time.
She must not have turned on her phone. She may/might not have remembered the time.
Her car could have broken down.
It’s not possible.
She couldn’t have been at home.
A Read each situation and choose the best explanation. Then practice with a partner.
(Pay attention to the reduced forms in past modals.)
Situation Explanation
1. Maura couldn’t keep her eyes open. a. He may have gotten a raise.
2. Brian got a call and looked worried. b. She must not have gotten enough sleep.
3. The teacher looks very happy today. c. He might not have done his work on time.
4. Jane is in a terrible mood today. d. She could have had a fight with her boyfriend.
5. Jeff was fired from his job. e. She must have spent too much last month.
6. My cousin is broke again. f. He couldn’t have heard good news.
B PAIR WORK Suggest different explanations for each situation in part A.
5 LLISTENING Jumping to conclusions

A GROUP WORK What do you think happened? Offer an explanation for each event.
1 2
B Listen to the explanations for the two events in part A and take notes.
What did happen? How similar were your explanations?
That’s a possibility. 87
6 SSPEAKING What’s your explanation?
A PAIR WORK What do you think were the reasons for these events?
Suggest two different explanations for each.
1. Two people were having dinner in a restaurant. One

suddenly got up and ran out of the restaurant.
2. A woman living alone returned home and found the TV
and radio turned on. They weren’t on when she went out.
3. Two friends met again after not seeing each other for many
years. One looked at the other and burst out laughing.
B GROUP WORK Each student thinks of two situations like

the ones in part A. Others suggest explanations.
A: Last night, a wife handed her husband a large bag of money.

B: Well, she might have returned some money she’d taken from him.
7 IINTERCHANGE 13 Photo plays

What’s your best explanation for some unusual events? Go to Interchange 13 on page 128.
8 PPERSPECTIVES She’s driving me crazy!

A Listen to three friends talking to one another on the phone.
Check (✓) the response you think is best for each person’s problem.
B Do you talk about pet peeves with your friends? Do they give you advice?
88 Unit 13
9 GRAMMAR FOCUS
Past modals for judgments and suggestions
Judging past actions Suggesting alternative past actions
You should have called her on the phone. You could have been more understanding.
She shouldn’t have kept your notes this long. I wouldn’t have lent them to her.
A Complete the conversations using past modals with the

verbs given. Then practice with a partner.
1. A: I invited my boyfriend over to meet my parents, but he

arrived wearing torn jeans. He looked so messy!
B: Well, he (dress) neatly.
I (ask) him to wear something nicer.
2. A: John borrowed my car and dented it. When he
returned it, he didn’t even say anything about it!
B: He (tell) you! Well, I
(not lend) it to him in the first place.
He’s a terrible driver.
3. A: I’m exhausted. Mary came over and stayed until 2:00 A.M.!
B: She (not stay) so late. You
(start) yawning. Maybe she
would have gotten the hint!
4. A: Tom invited me to a play, but I ended up paying for us both!
B: I (not pay) for him. He
(not invite) you if he didn’t have
enough money.
B PAIR WORK Think of another suggestion or comment for

each situation above.
10 WORD POWER Reactions

A Megan’s boyfriend forgot her birthday. How does she react?
Match each reaction with the best example.
Reaction Example
1. an assumption a. “If you do it again, you’ll have to find a new girlfriend.”
2. a criticism b. “I bet you were out with another woman!”
3. a demand c. “You can be so inconsiderate.”
4. an excuse d. “You’ll probably forget our anniversary, too!”
5. a prediction e. “Now you have to take me out to dinner . . . twice.”
6. a suggestion f. “You must have wanted to break up with me.”
7. a suspicion g. “You know, you ought to buy me flowers.”
8. a warning h. “I know you’ve been busy lately. It just slipped your mind.”
B GROUP WORK Imagine that someone was late for class, or choose
another situation. Give an example of each reaction in the list above.
11 LLISTENING What should they have done?
A Listen to descriptions of three situations. What would have been
the best thing to do in each situation? Check (✓) the best suggestion.
1. Dennis should have called a locksmith.

He should have broken a window.
He did the right thing.
2. Diana should have turned up her radio to keep out the noise.
She should have called the neighbors to see what was happening.
She did the right thing.
3. Simon should have kept the ring for himself.

He should have taken the ring and called the police.
He did the right thing.
B PAIR WORK What would you have done in each situation in part A?
12 D
DISCUSSION You could have . . .
GROUP WORK Read each situation. Say what you could have or should have done.
A: You should have told him you weren’t feeling well.

B: Or you could have eaten it really slowly.
C: I think I would have . . .
13 WRITING A complicated situation

A Think of a complicated situation from your own experience. Write a paragraph
describing the situation, but don’t explain how you resolved it.
One friend of mine is very demanding of my time. He wants to do

everything with me, and I have a hard time saying no. I have other
friends I want to spend time with as well. Last night, he asked me to
spend all day Saturday with him. I didn’t want to hurt his feelings. . . .
B PAIR WORK Exchange papers. Write a short paragraph about how you would have resolved
your partner’s situation.
C PAIR WORK Read your partner’s resolution to your situation. Tell your partner how
you resolved it. Whose resolution was better?
90 Unit 13
14 READING
R
Look at the picture. What do you think the “blue lights” are?
oday, the town of Silver Cliff, Colorado, has a

population of only 100 people. Once, however, it
was a prosperous mining town where thousands
came with dreams of finding silver and making
their fortune.
Late one night in 1880, a group of miners were
headed back to their camp after a good time in
town. They were still laughing and joking as they
approached the graveyard on a hill outside Silver
Cliff. Then one of the men yelled and pointed
toward the graveyard. The others fell silent. On top
of each grave, they saw flamelike blue lights. These
eerie lights seemed to be dancing on the graves,
disappearing and then appearing again.
This was the first sighting of the blue lights of Lineham and others have suggested various
Silver Cliff. There have been many other sightings explanations for the lights. The lights might have been
over the years. In 1969, Edward Lineham from reflections of lights from the town, but Silver Cliff’s
National Geographic magazine visited the lights seemed too dim to have this effect. They could
graveyard. Lineham’s article tells of his experience: have been caused by radioactive ore, though there’s
“I saw them. . . . Dim, round spots of blue-white no evidence of radioactivity. They may also have been
light glowed ethereally among the graves. I . . . caused by gases from rotting matter. This usually
stepped forward for a better look. They vanished. I happens in swamps, however, and the area around
aimed my flashlight at one eerie glow and Silver Cliff is dry. Or, perhaps, the lights are from the
switched it on. It revealed only a tombstone.” helmets of dead miners wandering the hills in search
of their fortune.
A Read the article. Then answer these questions.
1. How has Silver Cliff changed over the years? 3. Who saw the blue lights first?
2. Where were the blue lights first seen? 4. What do the blue lights look like?
B Which of these statements are facts? Which are opinions? Check (✓) Fact or Opinion.
Fact Opinion
1. Today, the town of Silver Cliff has a population of 100 people.

2. The miners saw flamelike blue lights on top of each grave.
3. Edward Lineham suggested various explanations for the lights.
4. The lights were actually reflections of lights from the town.
5. There was no evidence of radioactivity.
6. The lights were from the helmets of dead miners.
C GROUP WORK Which of the explanations for the blue lights do you think is the most satisfactory?
Why? Can you think of any other possible explanations?
Behind the scenes
1 SSNAPSHOT
Sources: www.imdb.com; www.listology.com
Have you seen any of these movies? Did you enjoy them?
What’s the most popular movie playing right now? Have you seen it? Do you plan to?
Are there many movies made in your country? Name a few of your favorites.
2 CONVERSATION Movies are hard work!

Ryan: Working on movies must be really exciting.

Nina: Oh, yeah, but it’s also very hard work.
A one-minute scene in a film can take
days to shoot.
Ryan: Really? Why is that?
Nina: Well, a scene isn’t filmed just once. Lots
of different shots have to be taken. Only
the best ones are used in the final film.
Ryan: So, how many times does a typical scene
need to be shot?
Nina: It depends, but sometimes as many as
20 times. One scene may be shot from
five or six different angles.
Ryan: Wow! I didn’t realize that.
Nina: Why don’t you come visit the studio? I can
show you how things are done.
Ryan: Great, I’d love to!

What else makes working on movies difficult?
92
3 GRAMMAR FOCUS
The passive to describe process
is/are + past participle Modal + be + past participle
A scene isn’t filmed just once. One scene may be shot from five or six different angles.
Only the best shots are used. Lots of different shots have to be taken.
A The sentences below describe how a movie is made. First, complete

the sentences using the passive. Then compare with a partner.
Before filming
To complete the script, it has to (divide) into scenes,
and the filming details need to (write out).
1 First, an outline of the script has to (prepare).
Next, actors (choose), locations (pick),
and costumes (design). Filming can then begin.
Then the outline (expand) into a script.
After the script (complete), a director must
(hire).
During and after filming
The final film you see on the screen (create) by
the director and editor out of thousands of different shots.
Soon after the film has been edited, music
(compose) and sound effects may (add).
After the filming (finish), the different shots can
then (put together) by the editor and director.
6 Once shooting begins, different shots (film)
separately. Scenes may (not shoot) in sequence.
B PAIR WORK Number the sentences in part A (before

filming: from 1 to 5; during and after filming: from 6 to 9).
4 LLISTENING I love my job!

A Listen to an interview with a TV producer. Write down three things a producer does.
Things a producer does Personality traits

1.
2.
3.
B Listen again. What are three personality traits a producer should have?
Complete the chart.
Behind the scenes 93

5 SSPEAKING Step by step
A PAIR WORK What do you think is required to prepare for a theater performance?
Put the pictures in order and describe the steps. Use the vocabulary to help you.
make the costumes rehearse the lines build the sets
choose the actors find a venue write the script
A: Preparing for a theater performance requires many steps.

First, the script must be written.
B: Right! And after that, the actors are chosen.
A: I agree. Then . . .
B PAIR WORK Choose one of these topics. Come up with as many steps as you can.
creating a student newspaper planning a wedding preparing for a rock concert

making a short video preparing for a fashion show putting on a school musical
C GROUP WORK Share your information from part B with another pair.
6 WRITING Describing a process

A Write about one of the topics from Exercise 5 or use your own idea.
Describe the different steps in the process.
Putting on a school musical requires a lot of planning.

First, the director and production team must be chosen.
Then the dates for the musical should be decided.
After that, the actual musical can be chosen. Then
auditions for the various roles can be held and . . .
B PAIR WORK Read your partner’s paper. Can you think of

any more steps?
94 Unit 14
7 WORD POWER Media professions
A What kind of jobs are these? Complete the chart with the compound nouns.
computer programmer network installer photo editor software designer

editorial director newscaster movie extra stunt person
film composer page designer sitcom writer talk show host
Film jobs Publishing jobs TV jobs Computer jobs
B GROUP WORK Choose four jobs from part A and describe what they do.
“A computer programmer writes the instructions that direct computers to process information.”
8 PPERSPECTIVES Quiz show

A Listen to a quiz show. Can you guess the occupations?
A , who finds appropriate places to

casting director shoot scenes, gets to travel all over the world.
A is someone who chooses an actor
location scout for each part in a movie.
screenwriter A , who makes sure that everything on a
movie set looks realistic, creates the objects that the characters use.
dialect coach A is someone who develops and
expands a story idea into a full movie script.
prop designer A is a language specialist who works
with actors on their accents.
script doctor A , who is used when an original screenplay
needs more work, makes jokes funnier and dialogs more realistic.
B Which of the jobs in part A do you think would be the most interesting?
Why? Tell the class.
9 PPRONUNCIATION Review of stress in compound nouns

A Listen and practice. Notice how the first word in a compound noun usually
receives greater stress.
newscaster photo editor movie extra sitcom writer stunt person
B Practice the sentences in Exercise 8. Pay attention to the word stress in the compound nouns.

10 GRAMMAR FOCUS
Defining and non-defining relative clauses
Defining relative clauses are used to identify people.
A dialect coach is a language specialist. A dialect coach is a language specialist who/that
She works with actors on their accents. works with actors on their accents.
Non-defining relative clauses give further information about people.
A location scout finds places to shoot A location scout, who finds places to
scenes. He travels all over the world. shoot scenes, travels all over the world.
A Do these sentences contain defining (D) or non-defining (ND)

clauses? Add commas to the non-defining clauses. Then compare
with a partner.
1. A stunt person is someone who “stands in” for

an actor during dangerous scenes.
2. A computer-graphics supervisor who needs
advanced technical knowledge often spends
millions of dollars on computer graphics.
3. A stagehand is the person who moves the sets
on stage in a theater production.
4. A movie producer who controls the budget
decides how money will be spent.
B Add the non-defining relative clauses in

parentheses to the sentences. a stunt person
1. A movie extra appears in the background scenes.

(who never has any lines)
2. A newscaster presents the news and introduces videos from reporters.

(who should be trustworthy)
3. A photo editor selects the photos that go into magazines.

(who is responsible for the quality and content of images )
4. A film composer must know music theory and interpretation.

(who writes the background music for movies)
C Write three sentences with relative clauses about jobs you know. Compare with a partner.
11 IINTERCHANGE 14 Who makes it happen?

What kinds of people does it take to make a movie? Go to Interchange 14 on page 129.
96 Unit 14
12 RREADING
Hooray for Bollywood!

Scan the article. Who do you think it was written for?
people in the film industry the general public fans of Bollywood movies
1 A storm forces a plane to make an emergency

landing on a deserted island. The only shelter is
a spooky house, where a murderer begins killing
passengers. So what do these defenseless people
do? They have a beach party and perform an
elaborate song-and-dance number.
2 This is the world of Bollywood. The scene
described above is from the classic Indian film
Gumnaam, which was made in the 1960s. It is
typical of the kind of movies that are still made Hindi language, generally deal with Indian
in India today. history and social issues. The average Bollywood
film runs about three hours but audiences don’t
3 For as long as Hollywood has existed, there seem to mind the length. The stories are
has also been an Indian film industry. Because melodramatic: Heroes drive around in flashy cars,
it is based in Mumbai (formerly Bombay), it is actresses twirl around in beautiful costumes, and
popularly called Bollywood – from the words the poor boy always triumphs against the rich
Bombay and Hollywood. While it is as old as villain. They also feature many musical numbers,
Hollywood, it is much bigger. Bollywood usually love songs.
currently has the largest movie industry in the
world. It produces more than 1,100 films a 5 Although the films may seem exaggerated to
year – and as many as 20 million people a day some, that’s not how most filmgoers feel. These
pack into movie theaters to see Bollywood films. movies and their stars are beloved by audiences
throughout Asia, Africa, and the Middle East.
4 While there are many types of films made in “Every South Asian grows up with some kind of
India, the most popular are the movies made in connection to Bollywood,” notes Indian writer
Bollywood. The films, which are made in the Suketu Mehta. “In certain ways, it’s what unites us.”
A Read the article. Find and underline a sentence in the article that answers each question below.
1. How does Bollywood compare to Hollywood?

2. How many Bollywood films are made every year?
3. How long is a typical Bollywood movie?
4. How do audiences feel about the stars of Bollywood movies?
B Find these sentences in the article. Decide whether each sentence is the main idea
or a supporting idea in that paragraph. Check (✓) the correct boxes.
Main idea Supporting idea
1. This is the world of Bollywood. (par. 2)

2. It produces more than . . . to see Bollywood films. (par. 3)
3. While there are many . . . made in Bollywood. (par. 4)
4. The average Bollywood film . . . mind the length. (par. 4)
5. Although the films may seem . . . filmgoers feel. (par. 5)
C GROUP WORK Have you ever seen a Bollywood movie? If so, how did you like it?

SELF-ASSESSMENT
Understand and speculate about past events (Ex. 1)

Make judgments and suggestions about past events (Ex. 2)
Describe processes (Ex. 3)
Describe people’s appearance, personality, and typical behavior (Ex. 4)
1 LLISTENING Where did it take place?

A Listen to three conversations. Where do you think each conversation
takes place? What do you think might have happened? Take notes.
Where the conversation takes place What might have happened

1.
2.
3.
B PAIR WORK Compare your notes. Decide on what happened.
2 D
DISCUSSION Tricky situations
A PAIR WORK React to these situations. First, make a judgment or suggestion using a
past modal. Then add another statement using the reaction in parentheses.
1. John was driving too fast, and the police stopped him. (a warning)
2. Lisa got an F on her English test. (a criticism)
3. Bill went shopping and spent too much money. (an excuse)
4. Crystal is late to class every morning. (a suggestion)
5. Oscar studied all night for his final exam and didn’t sleep at all.
(a prediction)
“John shouldn’t have driven so fast. He’d better be careful, or . . .”
B GROUP WORK Join another pair and compare your comments.

Who has the most interesting reaction to each situation?
98
3 GAME From first to last
A GROUP WORK Look at these topics. Set a time limit. Talk with your
group and write as many steps as you can between the first and last
parts of each process.
sending an email making a cup of tea
First, the computer has to be turned on. First, some water must be boiled.
Finally, the email is delivered to the Finally, the tea has to be poured from
person’s in-box. the teapot into the cup.
B CLASS ACTIVITY Compare your answers. Which group has the most steps?
4 SSPEAKING People in your life

A Complete these statements about people in your life.
My mother is a person who .

My neighbor, who , always .
My father is a who .
My teacher, who , is .
My best friend is someone that .
B PAIR WORK Compare your answers. Ask two follow-up

questions about each of your partner’s statements.
A: My mother is a person who takes care of everyone’s needs before her own.
B: Does she ever get tired of helping everyone but herself?
WHAT’S NEXT?

There should be a law!
1 SSNAPSHOT
Sources: www.dumblaws.com
Which of these laws would you like to have in your city or country? Why?
Can you think of reasons for these laws?
Do you know of any other unusual laws?
2 PPERSPECTIVES
A Listen to people make recommendations at a community meeting. Would you agree
with these proposals if they were made in your community? Check (✓) your opinion.
Community Meeting Notes strongly somewhat disagree

agree agree
1. Cyclists should be required to wear helmets.
2. Pet owners shouldn’t be allowed to walk dogs without a leash.
3. People ought to be required to end parties at midnight.
4. Something has got to be done to stop littering.
5. People mustn’t be permitted to park motorcycles on the sidewalks.
6. Laws must be passed to control the noise from car alarms.
7. Drivers should only be permitted to honk their horns in case of an emergency.
B GROUP WORK Compare your opinions. If you have different opinions, give reasons for your
opinions to try to get your classmates to agree with you.
100
3 GRAMMAR FOCUS
Giving recommendations and opinions
When you think something is a good idea
Cyclists should be required to wear a helmet.
Pet owners shouldn’t be allowed to walk dogs without a leash.
People ought (not) to be required to end parties at midnight.
When you think something is absolutely necessary
Laws must be passed to control the noise from car alarms.
People mustn’t be permitted to park motorcycles on the sidewalks.
A rule has to be made to require cycling lanes on city streets.
Something has got to be done to stop littering.
A Complete the sentences positively or negatively. Choose a

modal that shows how strongly you feel about these issues.
1. People (allow) to use cell phones while driving.

2. Young people (permit) to get married before age 15.
3. Companies (require) to give workers periodic breaks.
4. People (allow) to have pets in high-rise apartments.
5. Scientists (permit) to use animals for research.
6. Laws (pass) to ban the sale of handguns.
7. The sale of fur products (prohibit).
8. Something (do) to stop clubs from staying open
so late.
B GROUP WORK Compare your statements. Do you agree with

one another? If not, why not?
A: People shouldn’t be allowed to use cell phones while driving. It’s dangerous.
B: You may have a point, but laws shouldn’t be passed to prevent it. That’s too strict.
C: Maybe, but in my opinion, . . .
4 D
DISCUSSION What’s your opinion?
A GROUP WORK Think of three reasons for,
offering a different opinion
and three reasons against, each idea below.
Then discuss your views. As a group, form That sounds interesting, but I think . . .
an opinion about each idea. That’s not a bad idea. On the other hand, I feel . . .
You may have a point. However, I think . . .
imposing strict dress codes for students
requiring people to do volunteer work
paying teachers less when their students fail
A: What do you think about imposing strict dress codes for students?
B: I think it’s a terrible idea! Students shouldn’t be required . . .
B CLASS ACTIVITY Share your group’s opinions and reasons. Who has the
most persuasive reasons for and against each position?
There should be a law! 101

5 LLISTENING What should be done?
A Listen to people discuss problems. What solutions do they suggest?
Take notes in the chart.
1. people talking loudly on cell 2. car alarms going off 3. telemarketing salespeople

phones in restaurants at night calling too often
Solutions
1.
2.
3.
B GROUP WORK Do you agree or disagree with the solutions?

What do you think should be done about each problem?
6 IINTERCHANGE 15 You be the judge!

What if you could make the rules? Go to Interchange 15 on page 130.
7 WORD POWER Local concerns

A PAIR WORK Which of these issues are problems in your community?
Check (✓) the appropriate boxes.
bullying
company outsourcing
graffiti
homelessness
inadequate health care
lack of affordable child care
noise pollution
overcrowded classrooms
stray animals
street crime
noise pollution
B GROUP WORK Join another pair of students. Which three problems

concern your group the most? What should or can be done about them?
102 Unit 15
8 CONVERSATION It isn’t cheap, is it?
Sarah: Health insurance, child-care bills,

rent! Now that I’m going to school and
only working part-time, I have a hard time
making ends meet.
Todd: Health insurance is really expensive, isn’t it?
Sarah: Yeah! My company used to pay for it
when I was working full-time.
Todd: And child care isn’t cheap, is it?
Sarah: No, it’s not. After I pay for rent and groceries,
almost all my money goes to pay for my
son’s day care.
Todd: Colleges should provide free day care for
students with children.
Sarah: I think so, too. But they don’t have any
services like that at my school.

What is Todd concerned about?
9 GRAMMAR FOCUS
Tag questions for opinions
Affirmative statement + negative tag Negative statement + affirmative tag
Health insurance is really expensive, isn’t it? Child care isn’t cheap, is it?
There are lots of criminals in the city, aren’t there? There aren’t enough police, are there?
Graffiti makes everything look ugly, doesn’t it? People don’t care about our city, do they?
Colleges should provide day care, shouldn’t they? You can’t find affordable child care, can you?
A Add tag questions to these statements. Then compare with a partner.

1. You can’t escape advertising nowadays, . . . ? 5. The sales tax should be lowered, . . . ?
2. There aren’t any noise pollution laws, . . . ? 6. It isn’t easy to save money these days, . . . ?
3. School bullying is a major problem here, . . . ? 7. The city doesn’t do enough for stray animals, . . . ?
4. Overcrowded classrooms can be hard 8. There are more homeless people on
to manage, . . . ? the streets, . . . ?
B What are some things you feel strongly about in your school or city?
Write six statements with tag questions.
C GROUP WORK Take turns reading your statements. Other students

respond by giving their opinions.
A: The food in the cafeteria is terrible, isn’t it?
B: Yes, it is. They should get a new cook.
C: On the other hand, I like the hamburgers because . . .

10 PPRONUNCIATION Intonation in tag questions
A Listen and practice. Use falling intonation in tag questions when
you are giving an opinion and expect the other person to agree.
Street crime is a terrible problem, isn’t it?
People should have access to quality health care, shouldn’t they?
B PAIR WORK Take turns reading the statements with tag questions
from Exercise 9, part A. Give your own opinions when responding.
11 LLISTENING You agree, don’t you?

A Listen to people give their opinions about current issues in the
news. What issues are they talking about?
Issue Opinions for Opinions against
1.
2.
B Listen again. What opinions do you hear? Complete the chart.
C GROUP WORK What do you think about the issues in part A?
12 WRITING A new law

A Think about a local problem that needs to be solved, and write a persuasive essay
suggesting a new law to help solve it. Be creative! Use these questions to help you.
What is the problem, and how does it affect your community?

What can be done to help solve it?
Who might disagree with you, and how will you convince them
that your law is a good idea?
I think students in our town should be required to

wear school uniforms. Students shouldn’t be permitted
to wear the latest fashions because this promotes
jealousy and competition. Also, students would be able
to concentrate on their studies better if . . .
B GROUP WORK Try to convince your classmates to pass your

new law. Then vote on it.
104 Unit 15
13 RREADING
Read the title and first paragraph of the article. What do you think the word plagiarism means?
A Read the article. Then number these sentences from 1 (first event) to 6 (last event).
a. The teacher’s story appeared in national news.

b. The teacher gave the students failing grades.
c. The students’ parents were angry.
d. The teacher left her job.
e. The group of students cheated on an assignment.
f. The school board told the teacher to change the scores.
B Complete the chart with the arguments for and against plagiarism presented in the article.
Arguments to justify plagiarism Arguments against plagiarism
1.
2.
C GROUP WORK Is it ever OK to copy other people’s work? Why or why not?
Should teachers have the right to tell students and parents what is right or wrong?

Challenges and accomplishments
1 SSNAPSHOT
What are you interested in? Consider
these volunteering opportunities.
helping at a wildlife center repairing rural roads building houses

monitoring endangered birds building schools working at an orphanage
conducting health surveys
assisting with reforestation designing websites
teaching English
teaching computer skills taking care of elephants working on a marine conservation
organizing environmental activities working in rural health clinics project
Sources: www.volunteerabroad.com; www.kayavolunteer.com
Which project sounds the most interesting? the least interesting?

Can you think of any other interesting projects that volunteers could do?
Do you know anyone who has volunteered? What did they do?
2 PPERSPECTIVES Volunteers talk about their work.

A Listen to people talk about their volunteer work. What kind of
work do they do? Write the names in the sentences below.
B Which kind of volunteer work would you prefer to do? What do you
think would be rewarding or challenging about it?
106
3 GRAMMAR FOCUS
Complex noun phrases containing gerunds
The most rewarding thing about helping them is learning from their years of experience.
One of the most difficult aspects of working abroad is being away from my family.
One of the rewards of working with them is experiencing their youthful energy.
A PAIR WORK Match the questions and responses. Then ask and answer the
questions. Respond using a complex noun phrase followed by a gerund.
Questions Responses
1. What’s the most challenging thing about a. dealing with life-or-death situations
working from home? every day
2. What’s the best thing about being b. finding enough time to do it on a
a police officer? regular basis
3. What’s one of the rewards of being c. learning how people in other cultures
a teacher? live and think
4. What’s one of the most difficult things about d. helping people learn things that they
being an emergency-room nurse? couldn’t learn on their own
5. What’s one of the most interesting aspects e. not talking with my family regularly
of working abroad? f. getting to know people from all parts
6. What’s one of the most difficult aspects of of society
doing volunteer work? g. not being distracted by household chores
7. What’s the hardest part about being or hobbies
overseas?
A: What’s the most challenging thing about working from home?

B: The most challenging thing about working from home is not being
distracted by household chores or hobbies.
B GROUP WORK Ask the questions in part A again and answer

with your own ideas.
4 PPRONUNCIATION Stress and rhythm

A Listen and practice. Notice how stressed words and syllables occur
with a regular rhythm.
The most rewarding thing about traveling is learning about other cultures.
The most frustrating thing about working in a foreign country is missing friends and family.
B PAIR WORK Take turns reading the sentences in the grammar box in
Exercise 3. Pay attention to stress and rhythm.
Challenges and accomplishments 107

5 IINTERCHANGE 16 Viewpoints
Take a survey about volunteering. Go to Interchange 16 on page 131.
6 LLISTENING Challenges and rewards

Listen to these people talk about their work. What is the biggest challenge of each
person’s job? What is the greatest reward? Complete the chart.
Biggest challenge Greatest reward
1. psychologist
2. camp counselor
3. firefighter
7 WORD POWER Antonyms

A Complete the pairs of opposites with the words in the box. Then compare with a partner.
compassionate cynical dependent rigid timid unimaginative
1. adaptable ≠ 4. resourceful ≠
2. courageous ≠ 5. self-sufficient ≠
3. insensitive ≠ 6. upbeat ≠
B GROUP WORK How many words or things can you associate with each word in part A?
A: What words or things do you associate with adaptable?

B: Flexible.
C: Easy to get along with.
8 D
DISCUSSION Rewarding work
GROUP WORK What are the special challenges and rewards of
working in these situations? Would you ever consider working in
one of these areas? Why or why not?
working with animals
teaching gifted children
cooking food at a homeless shelter
working for a nonprofit organization
working in a home for the visually impaired
A: I suppose the most challenging thing about working with

animals is . . .
B: But one of the rewards of working with animals must be . . .
108 Unit 16
9 CONVERSATION I’ve managed to get good grades, but . . .
Uncle Ed: Happy birthday, Alison! So how does it feel to be 21?

Alison: Kind of strange. I suddenly feel a little anxious,
like I’m not moving ahead fast enough.
Uncle Ed: But don’t you think you’ve accomplished quite a bit
in the last few years?
Alison: Oh, I’ve managed to get good grades, but I still
haven’t been able to decide on a career.
Uncle Ed: Well, what do you hope you’ll have achieved by the time you’re 30?
Alison: For one thing, I hope I’ll have seen more of the
world. But more important than that, I’d like
to have made a good start on my career by then.
B CLASS ACTIVITY How similar are you to Alison? Are you satisfied with
your accomplishments so far? What do you want to accomplish next?
10 GRAMMAR FOCUS
Accomplishments and goals
Accomplishments with the present Goals with the future perfect or
perfect or simple past would like to have + past participle
I’ve managed to get good grades. What do you hope you’ll have achieved?
(I managed to . . . ) I hope I’ll have seen more of the world.
I’ve been able to accomplish a lot in college. I’d like to have made a good start on my career.
(I was able to . . . )
A What are some of your accomplishments from the last five years? Check (✓) the
statements that are true for you. Then think of four more statements about yourself.
1. I’ve met the person who’s right for me.

2. I’ve learned some important life skills.
3. I was able to complete my degree.
4. I’ve made an important career move.
B What are some goals you would like to have

accomplished in the future? Complete the sentences.
1. By this time next year, I hope I’ll have . . .

2. Three years from now, I’d like to have . . .
3. In ten years, I’d like to have . . .
4. By the time I’m 60, I hope I’ll have . . .
C GROUP WORK Compare your sentences in parts A and B.

What accomplishments do you have in common? What goals?

11 LLISTENING Future plans
A Listen to three young people discuss their plans for the future.
What do they hope they’ll have achieved by the time they are 30?
1. Rick 2. Jasmine 3. Bianca
B PAIR WORK Who do you think has the most realistic expectations?
12 WRITING A personal statement for an application

A Imagine you are applying to a school or for a job that
requires a personal statement. Use these questions to
organize your ideas. Make notes and then write a draft.
1. What has your greatest accomplishment been?
Has it changed you in any way? How?
2. What are some interesting or unusual facts about
yourself that make you a good choice for the job or school?
3. What is something you hope to have achieved ten years
from now? When, why, and how will you reach this goal?
Will achieving it change you? Why or why not?
I think my greatest accomplishment has been finally getting

my diploma at age 30. I’ve been able to achieve many things
in school with the support of my family, and . . .
There are two things I’d really like to have achieved by the
time I’m 40. First, I hope I’ll have done some traveling. . . .
B GROUP WORK Share your statements and discuss each person’s

accomplishments and goals. Who has the most unusual accomplishment
or goal? the most realistic? the most ambitious?
110 Unit 16
13 RREADING
Young and Gifted

Scan the article. Who is happy to spend lots of time alone?
Who is multilingual? Who has done community service?
Ali Pirhani comes from Hamedan in Iran. By the age of five, he could speak
French, German, and English as well as his native language, Farsi. By the age
of 24, he was a fluent speaker of 19 languages, including such diverse languages as Hindi, Arabic, Turkish, and
Swahili. Ali says, “I have always been interested in communicating with people from different nations in order to
learn from them. I think learning languages is one of the best ways to learn about their cultures.” He has
established a polyglot center to promote multilingualism by conducting research into language learning.
A lot of people have sailed, nonstop and alone, around the world, but Jessica
Watson claims to be the first 16-year-old to have done so. On May 15, 2010,
she returned to Sydney, Australia, after 210 days at sea. However, her claim is
not recognized by the World Sailing Speed Record Council. As its name suggests,
the council only considers speed records, not factors such as age. Also, the
council’s minimum distance to qualify for circumnavigation is 26,000
nautical miles, but Jessica’s route, via the southern oceans, was shorter than
this. Her reaction to the council’s decision? “It really doesn’t bother me.”
At age 10, Samson Diamond joined a music project in Soweto, South Africa,
and picked up a violin. He soon became leader of the project’s Buskaid Soweto
String Ensemble, which plays classical music. Later, he obtained a master’s
degree in music performance. He has also used his talent to serve poor
communities in England, Jamaica, and his home country by teaching
underprivileged people how to empower themselves through
music. He says, “My philosophy is ‘the further you go, the
further there is to go. Never stop searching.’ ”
A Read the article. Find the words in italics in the article.

Then match each word with its meaning.
1. diverse a. sailing (or flying) around something
2. polyglot b. poor, not having the things most people have
3. circumnavigation c. different
4. underprivileged d. speaking or using many different languages
B Which statements are inferences (I)? Which are restatements (R)?

Which are not given (NG)?
1. Ali Pirhani learned a lot of languages when he was a teenager.

2. He believes that culture and language are closely connected.
3. Jessica Watson circumnavigated the world via the southern oceans.
4. She plans to circumnavigate the world via a longer route.
5. Samson Diamond was a fast learner on the violin
6. He wants young people to play sports as well as music.
C GROUP WORK Which person do you think is making the biggest contribution to society? Why?
What personal characteristics made it possible for him or her to achieve so much?

SELF-ASSESSMENT
Give recommendations and opinions about rules (Ex. 1)

Understand and express opinions, and seek agreement (Ex. 2)
Describe qualities necessary to achieve particular goals (Ex. 3)
Describe challenges connected with particular goals (Ex. 3)
Ask about and describe personal achievements and ambitions (Ex. 4)
1 D
DISCUSSION Setting the rules
A PAIR WORK What kinds of rules do you think should be made
for these places? Talk with your partner and make three rules
for each. (Have fun! Don’t make your rules too serious.)
a health club an apartment building

a school the school library
B GROUP WORK Join another pair. Share your ideas. Do they agree?
A: People should be required to use every machine in a health club.

B: That sounds interesting. Why?
A: Well, for one thing, people would be in better shape!
2 LLISTENING Social issues

A Listen to people give opinions. Check (✓) the correct responses.
1. Yes, it is. 3. Yes, we do. 5. No, they can’t.

Yes, they are. Yes, it does. No, it isn’t.
2. Yes, they do. 4. Yes, it does. 6. No, they don’t.
Yes, they should. Yes, it should. No, you can’t.
B PAIR WORK Write a tag question for each response you did not check.
1. Stray animals are so sad, aren’t they? Yes, they are.
112
3 D
DISCUSSION What does it take?
A GROUP WORK What qualities are good or bad if you want to accomplish
these goals? Talk with the group and decide on two qualities for each.
Goals Qualities
hike across your country adaptable dependent self-sufficient

conduct an orchestra compassionate insensitive timid
make a low-budget movie courageous resourceful unimaginative
become a salsa instructor cynical rigid upbeat
A: To hike across your country, you need to be courageous.

B: Yeah, and you can’t be dependent on anyone.
B GROUP WORK What do you think would be the most

challenging things about achieving the goals in part A?
How would you overcome the challenges?
A: I think the most challenging thing about hiking across

your country would be feeling lonely all the time.
B: I agree. So how would you cope with loneliness?
4 RROLE PLAY Interview

Student A: Student B is going to interview you
for the school website. Think about
your accomplishments and goals. Then
answer the questions.
Student B: Imagine you are interviewing

Student A for the school website.
Add two questions to the notebook.
Then start the interview.
WHAT’S NEXT?

Interchange activities
interchange 1 PERSONALITY TYPES
A PAIR WORK What is your personality type? Take turns using this quiz
to interview each other. Then calculate your answers and find out which
category best describes you.
?
PERSONALITY QUIZ
1. When you work on a big project, do you: 8. If you compare your goals with
a. try to finish it as quickly as possible? your friends’ goals, do you:
b. work at it over a long period of time? a. want to accomplish greater
c. put it off as long as possible? things than they do?
2. When you do an assignment, do you: b. hope to achieve similar things inn life?
?
a. try to do a first-class job so people c. not care if they set higher goals for
will notice? themselves than you do?
b. do it as well as you can without worrying 9. When people are late for appointments, do you:
too much about it? a. get angry and stressed out?
c. do only what you must to get it done? b. remember that you are sometimes late, too?
3. When faced with a difficult challenge, do you: c. not worry, because you are usually late, too?
a. look forward to facing it?
10. When people are talking to you, do you:
b. worry about dealing with it?
a. not listen and think about other things?
c. try to avoid it?
b. listen and participate in the conversation?
4. Do you think the best way to get the most out of c. let them talk and agree with everything
a day is to: they say?
a. do as many things as possible?
b. take your time to get things done? 11. When people are expressing their ideas and
c. do only those things you really have to? opinions, do you:
a. respond and give your own opinions?
5. When you need to do a big task, do you:
a. do it yourself? b. listen and sometimes share your own ideas?
b. work with others to get it done? c. listen but not add your own opinions?
c. not do it?
6. When something doesn’t work out the way you
want it to, do you:
a. get angry with yourself and others?
b. think calmly about what to do next?
c. give up, because it wasn’t important
! SCORING
S
Count how many a, b, and c answers
C
yyour partner has. If there are . . .
more a answers: This person is a superachiever.
anyway?
7. When people take a long time to finish more b answers: This person is the cool and
something, do you: steady type.
a. get impatient and do it yourself?
b. gently ask them to do it more quickly? more c answers: This person is the easygoing
c. let them take their time? or carefree type.
B GROUP WORK Compare your scores. Then suggest four

characteristics of each personality type.
“The superachiever is the kind of person who . . . . He or she can’t stand it when . . . ”
114 Interchange 1
interchange 2 THE DINNER PARTY
A PAIR WORK Imagine you and your partner are professional party
planners and have been hired to organize an important dinner party.
Read about each person on the guest list.
Joanie Van Buren is 42, John Pradesh is 28, single,

single, and the host of the and a computer software
party. Wealthy and sociable, company owner. He was
she is an art museum recently voted “Most
volunteer. She has never Promising Entrepreneur”
been married and is rarely by Tech magazine. He puts
seen without her beloved his career ahead of dating
dog. and marriage.
Madge Mathers is 45, Buck Eubanks is 54, a

married, and a gossip widower, and an oil tycoon.
columnist. She’s nosy, This millionaire is bossy
talkative, and likes to and straightforward. His
dominate the conversation. companies have been
She has a good sense of accused of destroying land to
humor and is Joanie’s oldest make money.
friend.
Emma Smart is 30, single, Pierre is 25, single, and

and a nuclear physicist. She’s Joanie’s favorite chef. He’s
currently working on top- friendly and ambitious, but
secret military projects. She’s can be very moody. He’s
shy, introverted, and recently coming to the party to get
broke up with her boyfriend celebrities and powerful
of four years. business executives to invest
in his new restaurant.
Sebastiana Di Matteo is 23, Ralph Larson is 32, married,

single, and a world-famous and a “green” politician. He’s
movie star. She’s secretly egotistical, outspoken, and
engaged to her costar in her tends to start arguments.
new movie, and is often He’s running for public
followed by photographers. office on an environmental
platform.
B PAIR WORK Discuss the possible

seating arrangements for the party.
Then complete this seating plan.
A: Let’s seat Buck next to Pierre.

Pierre is interested in finding
investors for his new restaurant.
B: It might be better to put Buck
next to Joanie. He’s a widower
and she’s single, so . . .
Interchange 2 115
interchange 3 BORROWERS AND LENDERS
A Imagine you own these items. Which ones would you be willing
to lend to a friend? Which ones wouldn’t you lend? Check (✓) a
response for each item.
mountain bike gold watch hairbrush

wouldn’t mind lending wouldn’t mind lending wouldn’t mind lending
wouldn’t want to lend wouldn’t want to lend wouldn’t want to lend
sleeping bag beach house homework

sports car cell phone leather jacket

B CLASS ACTIVITY Go around the class and take turns asking to borrow
each item in part A. Explain why you want to borrow it. When responding,
say if you are willing to lend the item or not. If you won’t lend something,
give an excuse.
A: Would you mind lending me your mountain bike for the weekend?
I want to go biking with my friend, and my bike has two flat tires.
B: Um, sorry, I can’t. I’m using it this weekend. I’m competing in a race.
OR
B: Sure. Just come over tonight, and you can ride it home.
C CLASS ACTIVITY Who was able to borrow the most items?
116 Interchange 3
interchange 4 A DOUBLE ENDING
A Read the beginning and the two possible endings of this story.
Ken Passell grew

greew
w his
hiiss mother
mo
up in a small,
ll, worked
w
wo rk in a
orrk
working-class
ass factory.
o When
faacctto
family in Detroit,
etroiitt, Ken
K e n was
Ke
Michigan. His
is a chcchild,
hi he was
hi
father was an very
veerryy ggood with
auto mechanic and
nic aan nd
nd his hands.
hhaannd
nd
The wedding was the biggest in the Ken and his wife, Cindy, were
history of Los Angeles. After the arrested in London last week. Police
ceremony, Ken and Cindy left on their found more than $250,000 in cash
private yacht for a honeymoon cruise in their suitcase. The couple insists
to Baja, Mexico. When they return, they are innocent. “I don’t know
they
th will
heey w live
illl li
ivee in their
in tth twenty-room
heeeiir ttw
weenntty-room
y m ow the
hhow
ho
ow he money
tth
he m ney
mo n gotgot in
go in our
ourr luggage,”
ou llug
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ma
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n on n inn BBeverly
Beeverrllyy H
ev Hills.
i s.
ills Ken
K
Keenn told
tol
ttoollldd thee police.
polliicce.
B PAIR WORK Choose one of the endings. What do you think happened
during the middle part of the story? Discuss and take notes.
C GROUP WORK Tell your story to another pair. Answer any follow-up
questions they have.
Interchange 4 117
interchange 5 CULTURE CHECK
A These statements are generally true about cultural behavior in
the United States. Check (✓) those that are true in your country.
Comparing Cultures
Find out how typical
y
ypical
yp U.S. cultural behavior compares
p to y
yours!
Socializing In public
1. Women often kiss their friends on 9. It’s OK to blow your nose quietly
the cheek when they meet. in public.
2. It’s not acceptable to ask people how 10. It’s uncommon to bargain when
much money they earn. you buy things in stores.
3. People avoid asking each other At work and school
about their religious beliefs. 11. In an office, people usually prefer
4. When invited to someone’s home, to be called by their first names.
people usually arrive on time or a 12. Students remain seated when the
little late. teacher enters the classroom.
5. It’s good to ask before bringing a
Dating and marriage
friend or a family member to a
13. Teenagers go out on dates.
party at someone’s home.
14. People decide for themselves who
6. When someone moves into a new
they will marry.
home, it’s the custom to give a
“housewarming” gift. 15. When a couple gets married, the
bride’s family usually pays for the
7. People usually call first before
wedding and the reception.
dropping by a friend’s house.
8. When eating in a restaurant, friends
either split the cost of the meal or
take turns paying.
B PAIR WORK Compare your answers with a partner. For the statements
you didn’t check, why do you think these behaviors are different in your country?
118 Interchange 5
interchange 6A FIXER-UPPER
F
Student A
A Look at this apartment. What’s wrong with it? First, make
a list of as many problems as you can find in each room.
B PAIR WORK Compare your lists. What are the similarities and
differences in the problems between your picture here and your
partner’s picture? Ask questions to find the differences.
A: What’s wrong in the living room?

B: Well, in my picture, the sofa has a hole in it. And the carpet . . .
A: Oh, really? In my picture, the sofa has a hole in it, but the carpet . . . ,
and the wallpaper . . .
Interchange 6A 119
interchange 6B FIXER-UPPER
F
Student B
A Look at this apartment. What’s wrong with it? First, make
a list of as many problems as you can find in each room.
B PAIR WORK Compare your lists. What are the similarities and
differences in the problems between your picture here and your
partner’s picture? Ask questions to find the differences.
A: What’s wrong in the living room?

B: Well, in my picture, the sofa has a hole in it. And the carpet . . .
A: Oh, really? In my picture, the sofa has a hole in it, but the carpet . . . ,
and the wallpaper . . .
120 Interchange 6B
interchange 7 MAKE YOUR VOICES HEARD!
A Read about these issues. Which one would you most likely protest?
B GROUP WORK Find other students who chose the same issue. Then
look at these methods of protest. Which are the most effective for the
issue you chose? Complete the chart.
a demonstration a sit-in a petition
Method of protest Very Somewhat Not

effective effective effective
organize a demonstration
start an email writing campaign
stage a sit-in
boycott a product or a service
ask people to sign a petition
pay for ads on TV or the radio
use social networking to gather support
call your local government representative
distribute pamphlets about the issue
hold an awareness campaign in schools
Develop a strategy to make your voices heard using the above methods
or your own ideas.
C CLASS ACTIVITY How did you decide to deal with the issue?
Present your group’s strategy to the class.
Interchange 7 121
interchange 8 LEARNING CURVES
A Complete this chart with information about yourself. Add one idea of your own.
two foreign languages I’d like to speak

two musical instruments I’d like to play
two dances I’d like to learn
two types of cuisine I’d like to learn how to cook
two evening courses I’d like to take
two sports I’d like to play
two skills that I’d like to improve
two
B CLASS ACTIVITY Ask three classmates to help you choose between the things you
wrote down in part A. Write their recommendations in the chart.
Names:
foreign language
musical instrument
dance
cuisine
evening course
sport
skill
A: I don’t know if I’d rather learn Portuguese or Turkish. What do you think?
B: Hmm. If I were you, I’d learn Portuguese.
A: Why Portuguese and not Turkish?
B: Well, you already know Spanish, so Portuguese might be easier to learn.
C GROUP WORK What are your final choices? Who gave the best advice? Why?
122 Interchange 8
interchange 9 PUT YOURSELF IN MY SHOES!
A PAIR WORK Read these comments made by parents. Why do you think
they feel this way? Think of two arguments to support each point of view.
A: Why do you think they won’t let their daughter get her ears pierced?
B : They probably think she’s too young.
A: They may also feel that she . . .
B PAIR WORK Now put yourselves in the children’s shoes. One of

you is the daughter and the other is the son. Discuss the parents’ decisions,
and think of two arguments against their point of view.
A: Why do you think mom and dad won’t let me get my ears pierced?
B: They probably think you’re too young.
A: That’s crazy! My friend got her ears pierced when she was 10. It’s not a big deal.
C CLASS ACTIVITY Take a vote. Do you agree with the parents or

the children? Why?
Interchange 9 123
interchange 10A H
HISTORY BUFF
Student A
A PAIR WORK Ask your partner these questions. Put a check (✓) if your
partner gives the correct answer. (The correct answers are in bold.)
2000 Sydney Olympics 3D movie from the 1950s Cleopatra
Test Your Knowledge

1. Was Julius Caesar emperor of Athens, Rome, or Constantinople?
2. What did Thomas Edison invent in 1879? Was it the television, the telephone, or the lightbulb?
3. In which year did Mexico gain its independence? Was it in 1721,1821, or 1921?
4. Where were the 2000 Olympics held? Were they in Athens, Sydney, or Beijing?
5. When did World War I take place? Was it from 1898 to 1903, from 1911 to 1915,
or from 1914 to 1918?
6. What sculptor made the famous statue of David? Was it Leonardo da Vinci, Auguste Bartholdi,
or Michelangelo?
7. Who was the first human in space? Was it Yuri Gagarin, Neil Armstrong, or John Glenn?
8. When were the first audio CDs put on the market? Was it in 1973, 1983, or 1993?
9. In what decade did 3-D movies first gain wide popularity? Was it the 1950s, 1960s, or 1970s?
10. Was Cleopatra the queen of Egypt, Rome, or Greece?
B PAIR WORK Answer the questions your partner asks you.

Then compare quizzes. Who has the most correct answers?
C CLASS ACTIVITY Think of three more questions of your own.

Can the rest of the class answer them?
124 Interchange 10A

interchange 11 WHEN I WAS YOUNGER, . . .
A PAIR WORK Play the board game. Follow these instructions.
1. Use small pieces of paper with your initials on them as markers.

2. Take turns by tossing a coin:
Heads Move two spaces. Tails Move one space.
3. When you land on a space, tell your partner what is true. Then say
how things would have been different. For example:
“When I was younger, I didn’t pay attention in class. If I had paid

attention in class, I would have gotten better grades.”
OR
“When I was younger, I paid attention in class. If I hadn’t paid attention
in class, I wouldn’t have won a scholarship.”
B CLASS ACTIVITY Who was sensible when they were younger?

Who was rebellious? Tell the class.
Interchange 11 125
interchange 10B H
HISTORY BUFF
Student B
A PAIR WORK Answer the questions your partner asks you.
B PAIR WORK Ask your partner these questions. Put a check (✓) if your
partner gives the correct answer. (The correct answers are in bold.)
Then compare quizzes. Who has the most correct answers?
The Wright Brothers Mary Shelley’s Frankenstein Hong Kong, 1997
Test Your Knowledge

1. When did the Wright brothers make their first airplane flight? Was it in 1893, 1903, or 1923?
2. What was the former name of New York City? Was it New England, New London, or
New Amsterdam?
3. When did Walt Disney make his first cartoon movie? Was it in 1920, 1938, or 1947?
4. In which century did the composer Mozart live? Was it the seventeenth, eighteenth, or
nineteenth century?
5. Who was the novel Frankenstein written by? Was it Jane Austen, John Keats, or Mary Shelley?
6. Who discovered penicillin? Was it Alexander Fleming, Marie Curie, or Albert Einstein?
7. When was the first Volkswagen “Beetle” car built? Was it during the 1920s, the 1930s, or the 1940s?
8. Who used the first magnetic compass? Was it the Portuguese, the Chinese, or the Dutch?
9. When did the British return Hong Kong to China? Was it in 1995, 1996, or 1997?
10. Was the theory of relativity created by Albert Einstein, Charles Darwin, or Isaac Newton?
C CLASS ACTIVITY Think of three more questions of your own.

Can the rest of the class answer them?
126 Interchange 10B

interchange 12 CATCHY SLOGANS
A PAIR WORK Read these popular slogans for products.
Match the slogans with the product types.
1. It’s the real thing. a. an amusement park

2. The happiest place on earth b. a soft drink
3. Good to the last drop c. coffee
4. All the news that’s fit to print d. a daily newspaper
5. Just do it! e. potato chips
6. Bet you can’t eat just one. f. sports clothing
7. You’re in good hands. g. fast food

8. Reach out and touch someone. h. automobiles
9. Alarmed? You should be. i. security systems
10. M’m! M’m! Good! j. insurance
11. Built for the road ahead k. soup
12. Have it your way. l. telephone service
B PAIR WORK Join another pair and compare your answers.

Then check your answers at the bottom of the page.
C GROUP WORK Think of a product. Then create your

own slogan for it and add a logo. Consider a design
and colors that are suitable for the product.
A: Any idea for a product?

B: What about a pizza delivery service?
C: That’s good. Let’s try to think of some catchy slogans.
D: How about “Delicious and dependable”? Or maybe . . .
D CLASS ACTIVITY Present your slogans to the class.

Who has the catchiest one?
Answers: 1. b; 2. a; 3. c; 4. d; 5. f; 6. e; 7. j; 8. l; 9. i; 10. k; 11. h; 12. g
Interchange 12 127
interchange 13 PHOTO PLAYS
P
A PAIR WORK Look at these pictures. What do you
useful expressions
think might have happened in each situation?
Talk about possibilities for each picture. Maybe he/she was . . . when . . .
Or perhaps he/she was . . .
A: Maybe the woman thought of something He/She may have . . . when . . .
funny that had happened earlier. He/She might have . . .
B: Or, she might not have understood . . .
1 2
3 4
B GROUP WORK Agree on one interpretation of each situation and share

it with the class. Be ready to answer any questions.
128 Interchange 13
interchange 14 WHO MAKES IT HAPPEN?
A GROUP WORK Here are some additional jobs in the movie industry.
What do you think each person does?
art director costume designer makeup artist sound-effects technician

cinematographer lighting technician set designer special-effects designer
A: What does an art director do?

B: I know. An art director manages the people who build the sets.
B GROUP WORK Imagine you are going to make a movie. What kind of
movie will it be? Decide what job each person in your group will do.
A: You should be the art director because you’re a good leader.

B: Actually, I’d prefer to be the producer.
C: I think I’d like to be one of the actors.
C CLASS ACTIVITY Tell the class what kind of movie you are going to make.
Explain how each person will contribute to the making of the film.
a cinematographer a makeup artist
a lighting technician a sound-effects technician
Interchange 14 129
interchange 15 YOU BE THE JUDGE!
A PAIR WORK What punishment (if any) is appropriate for each possible
offense? Complete the chart.
Offense Punishment
1. failing to clean up after a dog

2. crossing the street in dangerous places
3. leaving trash on public streets
4. using a cell phone while driving
5. buying pirated DVDs and video games
6. driving without a seat belt
7. riding a motorcycle without a helmet
8. painting graffiti on public property
9. stealing from your company
10. shoplifting
11. hacking into a government computer
12.
(your own idea)
A: What do you think should be done about people who don’t possible punishments
clean up after their dogs?
B: They should be required to pay a fine. receive a warning
A: I don’t agree. I think . . . spend some time in jail
pay a fine
lose a driver’s license
get suspended
do community service
B GROUP WORK Join another pair of students. Then compare and discuss your
lists. Do you agree or disagree? Try to convince each other that you are right!
130 Interchange 15
interchange 16 VIEWPOINTS
A Complete this survey with your viewpoints on communities, charities, and volunteering.
B PAIR WORK Compare your responses. Do you and your partner have
similar viewpoints?
C CLASS ACTIVITY Take a class poll. Which choice was the most popular
for each question? Talk about any “other” responses people added.
Interchange 16 131
Grammar plus
Unit 1
1 Relative pronouns (page 3)
A relative pronoun – who or that – is necessary when the pronoun is the subject of
the clause: I’d love to meet someone who/that is considerate. (NOT: I’d love to meet
someone is considerate.)
When the pronoun is the object of the clause, who and that can be left out: I’d like a
roommate who/that I have a lot in common with. OR I’d like a roommate I have a lot
in common with.
Complete the conversation with who or that. Put an X when a relative pronoun
isn’t necessary.
A: Ana, have you met Clint – the guy X Laurie is going to marry?
B: Oh, Clint and I have been friends for years. In fact, I’m the one introduced
Laurie and Clint.
A: Do you think they’re right for each other?
B: Definitely. They’re two people have a lot in common – but
not too much.
A: What does that mean?
B: Well, you don’t want a partner doesn’t have his or her own interests.
Couples do everything together usually don’t last very long.
A: I guess you’re right, but the opposite isn’t good, either. My last girlfriend was
someone I had nothing in common with. She wasn’t the kind of
girl I could talk to easily.
B: Well, you can talk to me easily. . . .
2 It clauses + adverbial clauses with when (page 6)
In sentences with an it clause + an adverbial clause with when, the word it refers to
and means the same as the adverbial clause with when. The it in these sentences
is necessary and cannot be left out: I hate it when people talk on a cell phone in
an elevator. (NOT: I hate when people . . .) It bothers me when people talk on a cell
phone in an elevator. (NOT: Bothers me when people . . .)
Rewrite the sentences using the words in parentheses.

1. I can’t stand it when people call me before 8:00 A.M. (it really bothers me)
It really bothers me when people call me before 8:00 a.m.
2. It upsets me when I don’t have enough time to study for an exam. (I hate it)
3. I don’t mind it when friends talk to me about their problems. (it doesn’t bother me)
4. I don’t like it when I forget a co-worker’s name. (it embarrasses me)
5. It makes me happy when my friends send me emails. (I love it)
6. I hate it when I have to wait for someone. (it upsets me)
132 Unit 1 Grammar plus

Unit 2
1 Gerund phrases (page 9)
A gerund phrase as a subject takes a singular verb: Taking care of children is a

rewarding job. (NOT: Taking care of children are a rewarding job.)
There are some common verb + preposition expressions (for example, dream about,
feel like, talk about, think about) and adjective + preposition phrases (for example,
good/bad at, excited by/about, interested in, tired of, used to) that are followed
by a gerund: I’m thinking about looking for a new job. I’m tired of working
long hours.
Complete the sentences with the correct gerund forms of the verbs in the box.
✓ become have make stand travel

change learn solve take work
1. My brother’s very interested in becoming a flight attendant. He dreams about

to new places.
2. I’m excited about a Japanese class next semester. I enjoy
languages.
3. You wouldn’t like in a restaurant. You’d get tired of on your
feet throughout the long shifts!
4. Our teacher is very good at problems. Maybe she should think about
careers to become a guidance counselor.
5. a living as a photographer could be challenging. an
impressive portfolio is really important to attract new clients and employers.
2 Comparisons (page 11)
When making general comparisons with count nouns, use a/an + singular noun
or no article + plural noun: A pilot earns more than a flight attendant. Pilots earn
more than flight attendants. (NOT: The pilots earn more than the flight attendants.)
Make comparisons with the information below. Add articles and other
words necessary.
1. architect / more education / hairstylist
An architect needs more education than a hairstylist.
2. college professor / earn more / elementary school teacher
3. nurses / worse hours / psychiatrists
4. working as a police officer / as dangerous / being a firefighter
5. taxi driver / not as well paid / electrician
6. being a tour guide / less interesting / being an actor
Unit 2 Grammar plus 133

Unit 3
1 Requests with modals, if clauses, and gerunds (page 17)
Use the simple past form – not the gerund or simple present form – after if with
Would you mind . . . ? and Would it be all right . . . ?: Would you mind if I used your
car? Would it be all right if I used your car? (NOT: Would you mind if I using your
car? OR Would it be all right if I use your car?)
Read the situations. Then complete the requests.

1. You want to borrow a friend’s underwater camera for a diving trip.
A: I was wondering if I could borrow your underwater camera.
B: Sure. That’s fine. Just please be careful with it.
2. You want to use your roommate’s computer.
A: Is it OK
B: You can use it, but please save my work first.
3. Your neighbor has a car. You need a ride to class.
A: Would you mind
B: I’d be glad to. What time should I pick you up?
4. You want your brother to help you move on Saturday.
A: Can you
B: I’m sorry. I’m busy all weekend.
5. You would like a second piece of your aunt’s cherry pie.
A: Would it be all right
B: Yes, of course! Just pass me your plate.
6. You want to borrow your cousin’s red sweater.
A: Could you
B: Sorry. I don’t like it when other people wear my clothes.
2 Indirect requests (page 20)
In indirect requests with negative infinitives, not comes before – not between – the
infinitive: Could you tell Allie not to be late? (NOT: Could you tell Allie to not be late?)
Complete the indirect requests. Ask someone to deliver the messages to Susie.
1. Are you busy this weekend? Could you ask Susie if she’s busy this weekend?
2. Do you want to hang out with me? Can
3. Email me. Can
4. Do you know my address? Can
5. Don’t forget to write. Could
6. What are you doing Saturday? Can
7. Do you have plans on Sunday? Could

Unit 4
1 Past continuous vs. simple past (page 23)
Verbs for non-actions or states are rarely used in the past continuous: I wanted to
stop, but I couldn’t. (NOT: I was wanting to stop . . .)
Circle the best forms to complete the conversations.

1. A: How did you break / were you breaking your arm?
B: It’s a crazy story! Ramon and I rode / were riding our bikes in the park
when a cat ran / was running out in front of me. I went / was going
pretty fast, so when I tried / was trying to stop, I went / was going
off the road and fell / was falling.
A: That’s terrible! Did you go / Were you going to the hospital after it
happened / was happening?
B: Yes. Luckily, we weren’t / weren’t being too far from City Hospital,
so we went / were going there.
2. A: You’ll never guess what happened / was happening to me
this morning!
B: What?
A: Well, I brushed / was brushing my teeth when suddenly the water
went / was going off. I had / was having toothpaste all over my
mouth, and I couldn’t wash it out.
B: So what did you do / were you doing?
A: Fortunately, I had / was having a big bottle of water in the
refrigerator, so I used / was using that water to rinse my
mouth.
2 Past perfect (page 25)
Use the past perfect to show that one past action happened before another past
action: I wasn’t able to pay for lunch because I had left my wallet at work.
PAST ____________X________________________X____________ NOW
had left wasn’t able
my wallet to pay
Combine the two ideas into one with a past event and a past perfect event.
Use when or because.
1. The museum closed. A thief stole a famous painting earlier.
The museum closed because a thief had stolen a famous painting earlier.
2. We finished cleaning the house. Then our guests arrived.
3. Someone robbed my house yesterday. I left the window open.
4. There was no food in the house. We forgot to stop at the supermarket.
5. I called her three times. She finally answered.
6. I knew about the problem. Your brother told me about it.

Unit 5
1 Noun phrases containing relative clauses (page 31)
The relative pronoun who or that can be left out in noun phrases as subjects and
as objects. These four sentences have exactly the same meaning: One thing I’d be
nervous about is getting lost. One thing that I’d be nervous about is getting lost.
Getting lost is one thing I’d be nervous about. Getting lost is one thing that I’d be
nervous about.
Answer the questions using the words in parentheses. Write each sentence two
ways. Leave out the relative pronouns.
If you went to live in a foreign country, . . .
1. Who would you miss a lot? (person: my best friend)
a. One person I’d miss a lot is my best friend.
b. My best friend is one person I’d miss a lot.
2. What would you be very interested in? (things: the food and the music)
a.
b.
3. What would you be worried about? (something: not understanding the customs)
a.
b.
4. Who would you stay in touch with? (people: my brother and sister)
a.
b.
5. What would you feel insecure about? (thing: speaking a new language)
a.
b.
2 Expectations (page 33)

Use the base form of a verb – not the gerund – after these expressions for
expectations: be the custom to, be supposed to, be expected to, be acceptable to:
It’s the custom to arrive a little late. (NOT: It’s the custom to arriving a little late.)
Complete the sentences with the clauses in the box.
it’s not acceptable to show up without calling first

it’s the custom for them to sit across from each other
you’re expected to reply within a few days
you’re supposed to bring a gift.
✓ you’re supposed to shake his or her hand
1. When you meet someone for the first time, you’re supposed to shake his or her hand.
2. When a friend sends you an email,
3. If you want to visit someone,
4. If you invite a married couple to dinner,
5. When you go to a birthday party,

Unit 6
1 Describing problems 1 (page 37)
The simple past and the past participle of regular verbs are the same: I chipped the
vase. The vase is chipped. BUT Many irregular verbs have different simple past and
past participle forms: I tore my jacket. My jacket is torn.
Complete the conversations with the correct words from the box.
are stained has a dent ✓ have a tear is broken is scratched

has a chip has a stain is a hole is leaking some damage
1. A: Oh, no! These jeans have a tear in them.

B: And they , too.
2. A: This table has on top.
B: I know. The wood because my son drags his toy cars on it.
3. A: Why are you drinking out of that glass? It in it.
B: Oh, I didn’t see it. That’s why it .
4. A: Someone hit my car today. Look! The door in it.
B: I see that. Your back light , too.
5. A: I bought this blouse yesterday, but I have to take it back. There
in it.
B: It’s really cute, but that’s not the only problem. It on it, too.
2 Describing problems 2 (page 39)

Use the past participle – not the present participle or gerund – with passive forms:
The oven needs to be fixed. (NOT: The oven needs to be fixing.)
A Complete the conversation with the verbs in parentheses. Use need + passive
infinitive in A’s lines and need + gerund in B’s lines.
A: Look at this place! A lot of work needs to be done (do) before we move in.
B: You’re not kidding. Let’s make a list. First, the walls need painting (paint).
A: Right. And the windows (wash). Add the rug to
your list: It really (clean). Do you think it
(dry-clean)?
B: No, I think we can do it ourselves. It (shampoo).
We can rent a machine for that.
A: And what about the ceiling fan? I think it (replace).
Fans aren’t too expensive.
B: OK. I’ve added it to the list. And what should we do with all this old furniture?
A: It (throw out)! I think the landlord should take care of |
that, though.
B Complete the blog with the correct form of keep and the verb
in parentheses.
I keep having (have) technical problems. My computer
(crash), and my printer (jam). I have
to (put) a new battery into my mouse because it
(die). The letters on my keyboard (stick),
too. I (think) things will get better, but they just
(get) worse. Time for some new electronics!

Unit 7
1 Passive with prepositions (page 45)
The prepositions by, as a result of, because of, through, and due to have similar
meanings. They are used in sentences that describe cause and effect; they introduce
the cause.
Match phrases from each column to make sentences. (More than one answer
may be possible.)
Subject Effect Cause
1. The environment is being contaminated improper disposal of
2. Our soil due to medical waste.
3. Infectious diseases is being harmed by deforestation to make
are being endangered paper products.
4. Many different
species due to hybrid cars.
5. Our air quality has been affected the use of pesticides on
because of fruits and vegetables.
6. Smog pollution
has been reduced as a the destruction of their
result of habitats.
have been spread climate changes like
through global warming.
2 Infinitive clauses and phrases (page 47)
The form of be that follows the first infinitive must agree with the subject: The
best way to reduce pollution is to improve public transportation. BUT The best
ways to reduce homelessness are to build more public housing and provide free
health care.
A Match the phrases.

1. What are the best ways to make e a. people happier is to make the air healthier.
2. And the best way to do that is b. to create a larger police force.
3. The best ways to reduce c. people’s quality of life is to help them feel safe.
4. One way to improve d. air pollution are to ban cars and control industry.
5. Another way to make e. this city a better place to live?
B Complete the conversation with the sentences above.

A: What are the best ways to make this city a better place to live?
B: Well,
A: That’s right.
B: I agree.
A: Yes. Good air quality is key.
B: Maybe it’s time to share our ideas with the mayor. Hand me my laptop.

Unit 8
1 Would rather and would prefer (page 51)
In negative statements with would rather and would prefer, the word not comes
after the verbs: I’d rather not/I’d prefer not to take any courses this semester.
(NOT: I wouldn’t rather/I wouldn’t prefer to . . .)
Write questions and responses using the words in parentheses.

1. A: Would you prefer to take classes during the day or at night?
(prefer / take classes / during the day / at night)
B:
(rather / take classes / at night)
2. A:
(rather / study / business / education)
B:
(prefer / major in / education)
3. A:
(prefer / sign up for / a biology course / an engineering course)
B:
(rather / not / take / either)
4. A:
(rather / take / computer science / history)
B:
(prefer / not / take / a class this semester)
2 By + gerund to describe how to do things (page 53)

In negative sentences that express comparison with by + gerund and but, not
comes before by: A good way to improve your accent is not by watching TV but by
talking to native speakers. In negative sentences with by that give advice without
a comparison, not comes after by: A good way to improve your accent is by not
imitating non-native speakers.
Combine the two ideas into one sentence using by + gerund.

1. There is a good way to learn idioms. Learners can watch American movies.
A good way to learn idioms is by watching American movies.
2. You can build your vocabulary. Write down new words and expressions.
3. Students can improve their listening skills. They can listen to

English-language radio.
4. Hardworking students improve their grammar. They don’t repeat

common mistakes.
5. You can become fluent. Don’t translate everything. Try to think

in English.
6. You can become a good conversationalist. Don’t just talk with others.
Talk to yourself when you’re alone, too.

Unit 9
1 Get or have something done (page 59)
Sentences with get/have + object + past participle are passive. BUT Don’t use any
form of be before the past participle: Where can I have my watch fixed? (NOT: Where
can I have my watch be fixed?)
Rewrite the statements as questions with Where can I get/have . . . ? Then complete
B’s answers with the information in parentheses.
1. I want to have someone shorten this skirt.
A: Where can I have this skirt shortened?
B: You can have it shortened at Cathy’s Cleaners. (at Cathy’s Cleaners)
2. I need to get someone to repair my computer.
A:
B: (at Hackers Inc.)
3. I need to have someone prepare my taxes.
A:
B: (by my accountant)
4. I’d like to get someone to cut my hair.
A:
B: (at Beauty Barn)
5. I need to have someone paint my apartment.
A:
B: (by Peter the Painter)
2 Making suggestions (page 61)

Use the base form of a verb – without to – after Maybe you could . . . and Why don’t
you . . . ?: Maybe you could join a book club. (NOT: Maybe you could to join a book
club.) Why don’t you join a book club? (NOT: Why don’t you to join a book club?)
Complete the conversations with the correct form of the verbs in parentheses.
A: I’m having trouble meeting people here in the city. Any ideas?
B: I know it’s hard. Why don’t you join (join) a gym? That’s usually
a good place to meet people. Or maybe you could (take)
a class at the community college.
A: What about (check out) the personal ads? Do you think
that’s a good way to meet people?
B: I wouldn’t recommend doing that. People never tell the truth in those
ads. But it might be a good idea (find) a sports team. Have
you thought about (play) a team sport – maybe baseball
or volleyball?
A: I’m not very good at most sports, but I used to play tennis.
B: There you go! One option is (look up) tennis clubs in the
city and see which clubs have teams people can join.
A: Now, that’s a great idea. And I could always use the exercise!

Unit 10
1 Referring to time in the past (page 65)
Use since with a particular time: The UN has been in existence since 1945. Use for
with a duration of time: The UN has been in existence for about the last 70 years.
Use in and during with a specific period of time: Rock ‘n’ roll became popular
in/during the 1950s.
Use from and to to describe when something began and ended: World War II lasted
from 1939 to 1945.
Complete the conversation with the words in the box. (Use some of the words
more than once.)
ago during for from in since to
A: Hey, Dad. Did you use to listen to the Beatles?

B: Of course. In fact, I just listened to one of their records a few days
ago . Do you realize that the Beatles’ music has influenced
other musicians over 50 years? They were the greatest!
A: Well, I just found some interesting information about them. I’ll read it
to you: “The Beatles were a well-known British band the
1960s. They performed together ten years –
1960 1970. 2003, the Beatles released another
album, even though one of the original members had been dead
1980 and another had died 2001. The album
had been recorded 1969 and was in the studio safe
34 years before it was released.”
B: That is interesting. It’s pretty amazing that people have listened
to the Beatles both the twentieth and the twenty-first
centuries, isn’t it?
2 Predicting the future with will (page 67)

In sentences referring to time, the preposition by means “not later than.” Don’t
confuse by with within, which means “some time during.” Use by with points in
time; use within with periods of time: By 2050, we will have eliminated starvation
around the world. (NOT: Within 2050, . . .) Within the next five years, people will have
invented mobile phone applications for nearly everything! (NOT: By the next five
years, . . .)
Circle the correct verb forms to complete the conversation.

A: What do you think you will do / will be doing five years from now?
B: I’m not sure. Maybe I will get / will have gotten married by then.
How about you?
A: I will be finishing / will have finished medical school, so I
will be doing / will have done my internship five years from now.
B: So you won’t be living / won’t have lived around here in five years,
I guess. Where do you think you will live / will have lived?
A: Wherever I get my internship.

Unit 11
1 Time clauses (page 73)
Use the past perfect in the main clause with until and by the time. This shows that
one of the past events happened before the other: Until I got my driver’s license,
I had always taken public transportation. By the time I got my driver’s license, all
of my friends had already gotten theirs.
Circle the correct time expression to complete each sentence.

1. After / Until I traveled overseas, I hadn’t known much about different cultures.
2. After / Before I got a full-time job, I had to live on a very limited budget.
3. By the time / Once I finished high school, I had already taken three college courses.
4. As soon as / Before I left for college, my mother turned my room into her office.
5. Once / Until I left home, I realized how much my family meant to me.
6. By the time / The moment you have a child, you feel totally responsible for
him or her.
2 Expressing regret and describing hypothetical situations (page 75)

Conditional sentences describing hypothetical situations often refer to both the
present and the past:
If I’d finished college, I’d have a better job now.
past present
(NOT: If I’d finished college, I’d have had a better job now.)
A Write sentences with should (not) have to express regret about each
person’s situation.
1. Sarah was very argumentative with her teacher, so she had to stay after school.
Sarah shouldn’t have been argumentative with her teacher.
2. Ivan didn’t save up for a car, so he still has to take public transportation.
3. Jon was very inactive when he was in college, so he gained a lot of weight.
4. Lisa didn’t stay in touch with her high school classmates, so now she has
very few friends.
5. Tony didn’t study Spanish in school, so he’s not bilingual now.
B Rewrite your sentences in Exercise A, changing them to hypothetical situations.

1. If Sarah hadn’t been argumentative with her teacher, she wouldn’t have had to
stay after school.
2.
3.
4.
5.

Unit 12
1 Describing purpose (page 79)
Don’t use for immediately before an infinitive: To have a successful business, you
need a lot of luck. (NOT: For to have a successful business, you need a lot of luck.)
A Complete the sentences with in order to or in order for.

1. In order for a supermarket to succeed, it has to be clean and well organized.
2. stay popular, a website needs to be accurate and visually attractive.
3. run a profitable furniture store, it’s important to advertise on TV.
4. a restaurant to stay in business, it needs to have “regulars” –
customers that come often.
5. establish a successful nail salon, it has to have a convenient location.
6. an online business to survive, it’s a good idea to have excellent
pictures of the merchandise it’s selling.
B Rewrite the sentences in Exercise A without In order.

1. For a supermarket to succeed, it has to be clean and well organized.
2.
3.
4.
5.
6.
2 Giving reasons (page 81)

Because and since have the same meaning, and they can begin or end a sentence:
Because/Since the food is always fantastic, Giorgio’s is my favorite restaurant. =
Giorgio’s is my favorite restaurant because/since the food is always fantastic.
Don’t confuse because and because of. Because introduces an adverb clause and is
followed by a subject and verb, while because of is a preposition and is followed by
a noun object: Because Giorgio’s is so popular, we should get there early. Giorgio’s
is popular because of its food and service.
Circle the correct words to complete the conversation.

A: I had to go downtown today because / because of / due to I needed
to mail a package at the post office. Due to / For / Since I was only a
few blocks from Main Street, I went over to Martin’s. Did you know that
Martin’s has gone out of business? I’m so upset!
B: That’s too bad, but I’m not surprised. A lot of family-owned shops are
closing because / because of / since the construction of shopping malls.
A: Yeah, and don’t forget about all the megastores that are popping up
everywhere. Because / For / The reason why people prefer to shop
there is to save money. Everyone loves a megastore because / due to / since
the low prices and the huge selection.
B: Not me! I loved Martin’s for / since / the reason that their beautiful
clothes and friendly salespeople. When you were there, you almost
felt like family. You’ll never get that at a megastore!

Unit 13
1 Past modals for degrees of certainty (page 87)
Use the past modal could have to express possibility. BUT Use couldn’t have when you
are almost 100% sure something is impossible: I suppose he could have gotten
stuck in traffic, but he couldn’t have forgotten his own birthday party.
Complete the conversations with past modals must (not) have, could (not) have, or
may/might (not) have. Use the degrees of certainty and the verbs in parentheses.
(More than one answer may be possible.)
1. A: Yoko still hasn’t called me back.
B: She might not have gotten your message. (it’s possible – not get)
2. A: What’s wrong with Steven?
B: Oh, you the news. His dog ran away. (it’s almost
certain – not hear)
3. A: I went to see the Larsens today, but they didn’t answer the door.
B: Was their car there? If so, they in the backyard.
(it’s possible – be)
4. A: Fabio said he was going to the party last night, but I didn’t see him.
B: Neither did I. He there then. (it’s not possible – not be)
5. A: I can’t find my glasses, but I know I had them at work today.
B: You them at the office. (it’s possible – leave)
6. A: Marc’s new car looks really expensive.
B: Yes, it does. It a fortune! (it’s almost certain – cost)
2 Past modals for judgments and suggestions (page 89)

In advice with would have, the speaker means, “If I were you, . . . .”
Read each situation and choose the corresponding judgment or suggestion for
an alternative past action.
Situation Judgment/Suggestion
1. Sue forgot her boyfriend’s birthday. b a. I wouldn’t have lent her money.
2. Tim got a speeding ticket. b. She should have put it on her calendar.
3. Ruth still hasn’t paid me back. c. He should have told the truth.
4. Bill lied to us. d. He shouldn’t have gone over the limit.
5. I spent an hour making Joe dinner, e. She should have brought something.
and he didn’t even thank me. f. I wouldn’t have cooked for him.
6. Carol came over for dinner
empty-handed.

Unit 14
1 The passive to describe process (page 93)
The modals have to and need to must agree with the subject; other modals, like
may be, have only one form: Each scene has to/needs to be filmed from several
different angles.
Put the words in the correct order to make sentences.

1. overnight / business / A / started / small / isn’t / .
A small business isn’t started overnight.
2. to / plan / business / a / written / First, / be / has / .
3. research / Next, / done / be / market / should / .
4. needs / competition / to / the / Then / identified / be / .
5. online / ads / posted / be / Classified / may / .
6. work / are / employees / be / hired / can / started / the / so / Finally, / .
2 Defining and non-defining relative clauses (page 96)

Use either who or that in defining relative clauses about people: A set designer is
an artist who/that makes important contributions to a theater production. BUT Use
only who in non-defining relative clauses about people: A set designer, who makes
important contributions to a theater production, has to be very creative. (NOT: A set
designer, that makes . . .)
Use commas before and after a non-defining clause: A gossip columnist, who gets
to go to fabulous parties, writes about celebrities and scandals.
Combine these sentences with who or that. Add a comma wherever one is necessary.
1. A prop designer makes sure everything on a movie set looks realistic.
He or she is good with details.
A prop designer, who is good with details, makes sure everything on a movie set
looks realistic.
2. A screenwriter is a talented person. He or she develops a story idea into a
movie script.
A screenwriter is a talented person that develops a story idea into a movie script.
3. A script doctor is a writer. He or she is used when a screenplay needs
more work.
4. Casting directors choose an actor for each part in a movie. They have
usually been in the movie business for a long time.
5. High-budget movies always use big stars. The stars are known around
the world.
6. Movie directors are greatly respected. They “make or break” a film.

Unit 15
1 Giving recommendations and opinions (page 101)
Ought to has the same meaning as should, but it’s more formal: Traffic signs ought
to be obeyed. = Traffic signs should be obeyed.
A student committee is discussing rules for their school. Complete speaker B’s
sentences with appropriate passive modals. (More than one answer is possible.)
1. A: Students must be required to clean off the cafeteria tables after lunch.
B: I disagree. Students shouldn’t be required to do that. That’s what
the cafeteria workers are paid to do.
2. A: Teachers shouldn’t be allowed to park in the student parking lot.
B: Why not? Teachers to park wherever
a space is available. After all, they’re here for us.
3. A: A rule has to be made to ban the use of cell phones in school.
B: I don’t think a rule . Students may need
their phones for emergency purposes.
4. A: Students mustn’t be permitted to use calculators during math exams.
B: Sometimes we to use them, especially
when we’re being tested on more complicated concepts than
simple arithmetic.
5. A: Something has got to be done to control the noise in the hallways.
B: Students to talk to each other between classes,
though. They aren’t disturbing anyone when classes aren’t in session.
6. A: Teachers must be required to remind students about important exams.
B: That’s unnecessary. On the contrary, students to
follow the syllabus and check important dates on the course websites.
2 Tag questions for opinions (page 103)

Tag questions added to statements in the simple present and simple past use the
corresponding auxiliary verb in the tag: You agree with me, don’t you? You don’t
agree with me, do you? You paid the rent, didn’t you? You didn’t pay the electric
bill, did you?
Check (✓) the sentences if the tag questions are correct. If they’re incorrect, write the
correct tag questions.
1. Food is getting more and more expensive, is it? isn’t it
2. Supermarkets should try to keep their prices down, shouldn’t they? ✓
3. People don’t buy as many fresh fruits and vegetables as they used to,
do we?
4. We have to buy healthy food for our children, don’t we?
5. Many children go to school hungry, won’t they?
6. Some people can’t afford to eat meat every day, don’t they?
7. We can easily live without eating meat every day, can we?
8. A lot of people are having a hard time making ends meet these days,
haven’t they?

Unit 16
1 Complex noun phrases containing gerunds (page 107)
Complex noun phrases usually contain gerunds. Often they are also followed
by gerunds: One of the most challenging things about being a teacher is not
becoming impatient with difficult students.
Different prepositions follow different nouns. Use about with thing(s): What’s the
best thing about working from home? BUT Use of after challenge(s), reward(s) and
aspect(s): What’s one of the rewards of being a social worker? One of the best
aspects of being a social worker is helping people. NOTE: Use of or about with part(s):
What’s the best part about being a mom? The best part of it is being a witness to
your children’s lives.
Read each situation. Use the words in parentheses to write a sentence with
a noun phrase containing a gerund.
1. I work in an office. (one challenge = getting along with co-workers)
One of the challenges of working in an office is getting along with your co-workers.
2. I have a job abroad. (most difficult thing = dealing with homesickness)
3. I work in a nursing home. (best aspect = helping people feel more positive about life)
4. I work in a rural clinic. (most frustrating part = not having enough supplies)
5. I’m a child-care worker. (one reward = making the children feel safe)
2 Accomplishments and goals (page 109)

When talking about past accomplishments and including a specific time, use the
simple past – not the present perfect: I was able to complete my degree last year.
(NOT: I’ve been able to complete my degree last year.)
A Complete the sentences about Ana’s accomplishments. Use the verbs in

parentheses. (More than one answer is possible.)
In the last five years, Ana . . .
1. managed to finish (finish) college.
2. (pay) all her college loans.
3. (start) her own company.
4. (move) to the city.
5. (make) some new friends.
B Complete the sentences about Ana’s goals. Use the verbs in parentheses.
(More than one answer is possible.)
Five years from now, Ana . . .
1. would like to have expanded (expand) her business.
2. (meet) the man of her dreams.
3. (travel) to South America and Asia.
4. (get) married.
5. (buy) a house.

Grammar plus answer key
Unit 1 Unit 3
1 Relative pronouns 1 Requests with modals, if clauses, and
A: Ana, have you met Clint – the guy X Laurie is going gerunds
to marry? Answer may vary. Some possible answers:
B: Oh, Clint and I have been friends for years. In fact, I’m 2. A: Is it all right if I use your computer?
the one who/that introduced Laurie and Clint. B: You can use it, but please save my work first.
A: Do you think they’re right for each other? 3. A: Would you mind giving me a ride to class?
B: Definitely. They’re two people who/that have a lot in B: I’d be glad to. What time?
common – but not too much. 4. A: Can you help me move on Saturday?
A: What does that mean? B: I’m sorry. I’m busy all weekend.
B: Well, you don’t want a partner who/that doesn’t 5. A: Would it be all right if I had another piece of pie?
have his or her own interests. Couples who/that do B: Yes, of course! Just pass me your plate.
everything together usually don’t last very long. 6. A: Could you lend me your red sweater?
A: I guess you’re right, but the opposite isn’t good, B: Sorry. I don’t like it when other people wear
either. My last girlfriend was someone X I had my clothes.
nothing in common with. She wasn’t the kind of girl
X I could talk to easily. 2 Indirect requests
B: Well, you can talk to me easily. . . . 2. Can you ask Susie if she wants to hang out with me?
3. Can you tell Susie to email me?
2 It clauses + adverbial clauses with when 4. Can you ask Susie if she knows my address?
2. I hate it when I don’t have enough time to study for 5. Could you tell Susie not to forget to write?
an exam. 6. Can you ask Susie what she’s doing on Saturday?
3. It doesn’t bother me when friends talk to me about 7. Could you ask Susie if she has any plans on Sunday?
their problems.
4. It embarrasses me when I forget a co-worker’s name.
5. I love it when my friends send me emails. Unit 4
6. It upsets me when I have to wait for someone.
1 Past continuous vs. simple past
1. A: How did you break your arm?
Unit 2 B: It’s a crazy story! Ramon and I were riding our
bikes in the park when a cat ran out in front of
1 Gerund phrases me. I was going pretty fast, so when I tried to
1. My brother’s very interested in becoming a flight stop, I went off the road and fell.
attendant. He dreams about traveling to new places. A: That’s terrible! Did you go to the hospital after
2. I’m excited about taking a Japanese class next it happened?
semester. I enjoy learning languages. B: Yes. Luckily, we weren’t too far from City Hospital,
3. You wouldn’t like working in a restaurant. You’d so we went there.
get tired of standing on your feet throughout the 2. A: You’ll never guess what happened to me
long shifts! this morning!
4. Our teacher is very good at solving problems. Maybe B: What?
she should think about changing careers to become A: Well, I was brushing my teeth when suddenly
a guidance counselor. the water went off. I had toothpaste all over my
5. Making a living as a photographer could be mouth, and I couldn’t wash it out.
challenging. Having an impressive portfolio is really B: So what did you do?
important to attract new clients and employers. A: Fortunately, I had a big bottle of water in the
2 Comparisons refrigerator, so I used that water to rinse
my mouth.
Answers may vary. Some possible answers:
2. A college professor earns more than an elementary 2 Past perfect
school teacher. 2. We had finished cleaning the house when our
3. Nurses have worse hours than psychiatrists. guests arrived.
4. Working as a police officer is as dangerous as being 3. Someone robbed my house yesterday because I
a firefighter. had left the window open.
5. A taxi driver isn’t as well paid as an electrician. 4. There was no food in the house because we had
6. Being a tour guide is less interesting than being forgotten to stop at the supermarket.
an actor. 5. I had called her three times when she finally
answered.
6. I knew about the problem because your brother
had told me about it.
148 Grammar plus answer key

Unit 5 B
I keep having technical problems. My computer
1 Noun phrases containing relative clauses keeps crashing, and my printer keeps jamming. I have
2. a. Two things I’d be very interested in are the food to keep putting a new battery into my mouse because it
and the music. keeps dying. The letters on my keyboard keep sticking,
b. The food and the music are two things I’d be very too. I keep thinking things will get better, but they just
interested in. keep getting worse. Time for some new electronics!
3. a. Something I’d be worried about is not
understanding the customs.
b. Not understanding the customs is something I’d Unit 7
be worried about. 1 Passive with prepositions
4. a. Two people I’d stay in touch with are my brother
and sister. Answer may vary. Some possible answers:
b. My brother and sister are two people I’d stay in 2. Our soil is being contaminated due to the use of
touch with. pesticides on fruits and vegetables.
5. a. One thing I’d feel insecure about is speaking a 3. Infectious diseases have been spread through
new language. improper disposal of medical waste.
b. Speaking a new language is one thing I’d feel 4. Many different species are being endangered due to
insecure about. the destruction of their habitats.
5. Our air quality has been affected because of
2 Expectations deforestation to make paper products.
2. When a friend sends you an email, you’re expected to 6. Smog pollution has been reduced as a result of
reply within a few days. hybrid cars.
3. If you want to visit someone, it’s not acceptable to
show up without calling first.
2 Infinitive clauses and phrases
4. If you invite a married couple to dinner, it’s the A
custom for them to sit across from each other. 2. b 3. d 4. c 5. a
5. When you go to a birthday party, you’re supposed to
bring a gift. B
B: Well, one way to improve people’s quality of life is
to help them feel safe.
Unit 6 A: That’s right. And the best way to do that is to create
a larger police force.
1 Describing problems 1 B: I agree. Another way to make people happier is to
1. A: Oh, no! These jeans have a tear in them. make the air healthier.
B: And they are stained, too. A: Yes. Good air quality is key. The best ways to reduce
2. A: This table has some damage on top. air pollution are to ban cars and control industry.
B: I know. The wood is scratched because my son B: Maybe it’s time to share our ideas with the mayor.
drags his toy cars on it. Hand me my laptop.
3. A: Why are you drinking out of that glass? It has a
chip in it.
B: Oh, I didn’t see it. That’s why it is leaking. Unit 8
4. A: Someone hit my car today. Look! The door has a 1 Would rather and would prefer
dent in it.
B: I see that. Your back light is broken, too. 1. B: I’d rather take classes at night.
5. A: I bought this blouse yesterday, but I have to take 2. A: Would you rather study business or education?
it back. There is a hole in it. B: I’d prefer to major in education.
B: It’s really cute, but that’s not the only problem. It 3. A: Would you prefer to sign up for a biology course
has a stain on it, too. or an engineering course?
B: I’d rather not take either.
2 Describing problems 2 4. A: Would you rather take computer science
A or history?
A: Look at this place! A lot of work needs to be done B: I’d prefer not to take a class this semester.
before we move in. 2 By + gerund to describe how to do things
B: You’re not kidding. Let’s make a list. First, the walls 2. You can build your vocabulary by writing down new
need painting. words and expressions.
A: Right. And the windows need to be washed. Add the 3. Students can improve their listening skills by
rug to your list: It really needs to be cleaned. Do you listening to English-language radio.
think it needs to be dry-cleaned? 4. Hardworking students improve their grammar by not
B: No, I think we can do it ourselves. It needs repeating common mistakes.
shampooing. We can rent a machine for that. 5. You can become fluent not by translating everything
A: And what about the ceiling fan? I think it needs to be but by trying to think in English.
replaced. Fans aren’t too expensive. 6. You can become a good conversationalist not just
B: OK. I’ve added it to the list. And what should we do by talking with others but by talking when you’re
with all this old furniture? alone, too.
A: It needs to be thrown out! I think the landlord
should take care of that, though.
Grammar plus answer key 149

Unit 9 Unit 11
1 Get or have something done 1 Time clauses
2. A: Where can I get/have my computer repaired? 2. Before I got a full-time job, I had to live on a very
B: You can get/have it repaired at Hackers Inc. limited budget.
3. A: Where can I get/have my taxes prepared? 3. By the time I finished high school, I had already
B: You can get/have them prepared by my taken three college courses.
accountant. 4. As soon as I left for college, my mother turned my
4. A: Where can I get/have my hair cut? room into her office.
B: You can get/have it cut at Beauty Barn. 5. Once I left home, I realized how much my family
5. A: Where can I get/have my apartment painted? meant to me.
B: You can get/have it painted by Peter 6. The moment you have a child, you feel totally
the Painter. responsible for him or her.
2 Making suggestions 2 Expressing regret and describing
A: I’m having trouble meeting people here in the city. hypothetical situations
Any ideas? A
B: I know it’s hard. Why don’t you join a gym? That’s 2. Ivan should have saved up for a car.
usually a good place to meet people. Or maybe you 3. Jon shouldn’t have been inactive when he was in
could take a class at the community college. college.
A: What about checking out the personal ads? Do you 4. Lisa should have stayed in touch with her high
think that’s a good way to meet people? school classmates.
B: I wouldn’t recommend doing that. People never tell 5. Tony should have studied Spanish in school.
the truth in those ads. But it might be a good idea to
find a sports team. Have you thought about playing B
a team sport – maybe baseball or volleyball? Answer may vary. Some possible answers:
A: I’m not very good at most sports, but I used to 2. If Ivan had saved up for a car, he wouldn’t have to
play tennis. take public transportation.
B: There you go! One option is to look up tennis clubs 3. If Jon hadn’t been inactive when he was in college,
in the city and see which clubs have teams people he wouldn’t have gained a lot of weight.
can join. 4. If Lisa had stayed in touch with her high school
A: Now, that’s a great idea. And I could always use classmates, she wouldn’t have very few friends.
the exercise! 5. If Tony had studied Spanish in school, he would be
bilingual now.
Unit 10
1 Referring to time in the past Unit 12
A: Hey, Dad. Did you use to listen to the Beatles? 1 Describing purpose
B: Of course. In fact, I just listened to one of their records A
a few days ago. Do you realize that the Beatles’ music 2. In order to stay popular, a website needs to be
has influenced other musicians for over 50 years? accurate and visually attractive.
They were the greatest! 3. In order to run a profitable furniture store, it’s
A: Well, I just found some interesting information important to advertise on TV.
about them. I’ll read it to you: “The Beatles were a 4. In order for a restaurant to stay in business, it needs
well-known British band during/in the 1960s. They to have “regulars” – customers that come often.
performed together for ten years – from 1960 to 5. In order to establish a successful nail salon, it has to
1970. In 2003, the Beatles released another album, have a convenient location.
even though one of the original members had been 6. In order for an online business to survive, it’s a good
dead since 1980 and another had died in 2001. The idea to have excellent pictures of the merchandise
album had been recorded in 1969 and was in the it’s selling.
studio safe for 34 years before it was released.”
B: That is interesting. It’s pretty amazing that people B
have listened to the Beatles in both the twentieth 2. To stay popular, a website needs to be accurate and
and the twenty-first centuries, isn’t it? visually attractive.
3. To run a profitable furniture store, it’s important to
2 Predicting the future with will advertise on TV.
A: What do you think you will be doing five years 4. For a restaurant to stay in business, it needs to have
from now? “regulars” – customers that come often.
B: I’m not sure. Maybe I will have gotten married by 5. To establish a successful nail salon, it has to have a
then. How about you? convenient location.
A: I will have finished medical school, so I will be 6. For an online business to survive, it’s a good idea to
doing my internship five years have excellent pictures of the merchandise
from now. it’s selling.
B: So you won’t be living around here in five years,
I guess. Where do you think you will live?
A: Wherever I get my internship.
150 Grammar plus answer key

2 Giving reasons Unit 15
A: I had to go downtown today because I needed to
mail a package at the post office. Since I was only a
1 Giving recommendations and opinions
few blocks from Main Street, I went over to Martin’s. Answer may vary. Some possible answers:
Did you know that Martin’s has gone out of business? 2. A: Teachers shouldn’t be allowed to park in the
I’m so upset! student parking lot.
B: That’s too bad, but I’m not surprised. A lot of B: Why not? Teachers should be allowed to park
family-owned shops are closing because of the wherever a space is available. After all, they’re
construction of shopping malls. here for us.
A: Yeah, and don’t forget about all the megastores that 3. A: A rule has to be made to ban the use of cell
are popping up everywhere. The reason why people phones in school.
prefer to shop there is to save money. Everyone loves B: I don’t think a rule has to be made. Students may
a megastore due to the low prices and the huge need their phones for emergency purposes.
selection. 4. A: Students mustn’t be permitted to use calculators
B: Not me! I loved Martin’s for their beautiful clothes during math exams.
and friendly salespeople. When you were there, B: Sometimes we should be permitted to use them,
you almost felt like family. You’ll never get that at a especially when we’re being tested on more
megastore! complicated concepts than simple arithmetic.
5. A: Something has got to be done to control the
noise in the hallways.
Unit 13 B: Students should be allowed to talk to each other
between classes, though. They aren’t disturbing
1 Past modals for degrees of certainty anyone when classes aren’t in session.
Answer may vary. Some possible answers: 6. A: Teachers must be required to remind students
2. A: What’s wrong with Steven? about important exams.
B: Oh, you must not have heard the news. His dog B: That’s unnecessary. On the contrary, students
ran away. should be required to follow the syllabus and
3. A: I went to see the Larsens today, but they didn’t check important dates on the course websites.
answer the door.
B: Was their car there? If so, they could have been in
2 Tag questions for opinions
the backyard. 3. do they
4. A: Fabio said he was going to the party last night, 4. ✓
but I didn’t see him. 5. don’t they
B: Neither did I. He couldn’t have been there then. 6. can they
5. A: I can’t find my glasses, but I know I had them at 7. can’t we
work today. 8. aren’t they
B: You might have left them at the office.
6. A: Marc’s new car looks really expensive.
B: Yes, it does. It must have cost a fortune! Unit 16
2 Past modals for judgments and 1 Complex noun phrases containing gerunds
suggestions 2. The most difficult thing about having a job abroad is
2. d 3. a 4. c 5. f 6. e dealing with homesickness.
3. The best aspect of working in a nursing home is
helping people feel more positive about life.
Unit 14 4. The most frustrating part about/of working in a rural
clinic is not having enough supplies.
1 The passive to describe process 5. One reward of being a child-care worker is making
2. First, a business plan has to be written. the children feel safe.
3. Next, market research should be done.
4. Then the competition needs to be identified.
2 Accomplishments and goals
5. Classified ads may be posted online. Answer may vary. Some possible answers:
6. Finally, employees are hired so the work can A
be started. 2. has managed to pay
2 Defining and non-defining relative clauses 3. has been able to start
2. A screenwriter is a talented person who develops a 4. was able to move
story idea into a movie script. 5. managed to make
3. A script doctor is a writer that is used when a B
screenplay needs more work. 2. will have met
4. Casting directors, who have usually been in the 3. will have traveled
movie business for a long time, choose an actor for 4. would like to have gotten
each part in a movie. 5. would like to have bought
5. High-budget movies always use big stars that are
known around the world.
6. Movie directors, who “make or break” a film, are
greatly respected.
Grammar plus answer key 151

Credits
Illustrations
Jessica Abel: 119, 120; Andrezzinho: 87, 94; Mark Collins: v; Daniel Vasconcellos: 28, 36 (top), 43, 44 (bottom), 67, 91 (top right),
Carlos Diaz: 24 (top); Jada Fitch: 5 (bottom), 25, 64 (bottom), 109, 122; 96, 99, 101; Brad Walker: 16 (bottom); Sam Whitehead: 10, 20, 21 (center),
Tim Foley: 76; Travis Foster: 14, 18, 95 (right), 105 (center), 117; 38, 39, 86 (bottom), 115 (top); Jeff Wong: 30; James Yamasaki: 19, 79,
Chuck Gonzales: 2 (bottom), 6, 33, 52, 72 (bottom), 103, 128; 88 (top), 112, 123, 130; Rose Zgodzinski: 7, 13, 22 (top), 27, 40, 44
Jim Haynes: 11, 61; Dan Hubig: 125; Trevor Keen: 5 (top), 75, 83, 102; (top), 55, 62 (bottom), 64 (top), 66, 77, 97, 100, 111, 124, 126;
KJA-artists: 29, 68, 88 (bottom); Shelton Leong: 47; Karen Minot: 2 Carol Zuber-Mallison: 21 (top), 22 (bottom), 34, 35, 41, 50 (top), 57,
(top), 16 (top), 36 (bottom), 49, 63, 72 (top), 86 (top), 95 (left), 105, 117 58 (top), 69, 78 (top), 91, 106 (top), 114, 118
(background); Jeff Moores: 59; Rob Schuster: 8 (top), 23, 24 (bottom), 32,
56, 58 (bottom), 78 (bottom), 92, 100, 113, 115 (bottom),121, 131;
Photos
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SuperStock

Jack C. Richards
With Jonathan Hull and Susan Proctor
Series Editor: David Bohlke

CAMBRIDGE UNIVERSITY PRESS
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Singapore, São Paulo, Delhi, Mexico City
Cambridge University Press

32 Avenue of the Americas, New York, NY 10013-2473, USA
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This publication is in copyright. Subject to statutory exception

and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 1991

Second edition 1998
Third edition 2005
Printed in Lima, Peru, by Empresa Editora El Comercio S.A.
A catalog record for this publication is available from the British Library.
ISBN 978-1-107-64870-8 Student’s Book 3 with Self-study DVD-ROM

ISBN 978-1-107-69720-1 Student’s Book 3A with Self-study DVD-ROM
ISBN 978-1-107-65269-9 Student’s Book 3B with Self-study DVD-ROM
ISBN 978-1-107-64874-6 Workbook 3
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Contents
Credits iv
1 That’s what friends are for. 1
2 Career moves 7
3 Could you do me a favor? 13
4 What a story! 19
5 Crossing cultures 25
6 What’s wrong with it? 31
7 The world we live in 37
8 Lifelong learning 43
9 Improvements 49
10 The past and the future 55
11 Life’s little lessons 61
12 The right stuff 67
13 That’s a possibility. 73
14 Behind the scenes 79
15 There should be a law! 85
16 Challenges and accomplishments 91

Credits
Illustrations
Andrezzinho: 23 (bottom), Ilias Arahovitis: 31, 69, KJA-artists: 5, 20, 28, 90; Greg Lawhun: 18, 73;
80; Daniel Baxter: 33, 96; Mark Collins: 4, 85; Shelton Leong: 1, 15 (top right), 25, 50, 64;
Jeff Crosby: 74 (right and bottom); Carlos Diaz: 53, 65, Karen Minot: 19, 21, 32, 51; Rob Schuster: 11,
66; Jada Fitch: 29; Tim Foley: 22, 26; Travis Foster: 14; 23 (top), 39, 88; James Yamasaki: 13 (bottom), 34, 78;
Dylan Gibson: 84; Chuck Gonzales: 13 (top), 76, 77, Rose Zgodzinski: 15 (magazine background), 27, 45, 52,
87; Joaquin Gonzalez: 16, 86; Trevor Keen: 6, 10 57, 93; Carol Zuber-Mallison: 9, 17, 37, 63, 70, 75, 81
Photos
2 © Indeed/Getty Images 54 © Mike Harrington/Digital Vision/Getty Images
7 © Ton Koene/Picture Contact BV/Alamy 55 (middle right) © Nick White/Digital Vision/Getty Images;
8 © AP Photo/Nick Wass (bottom right) © Jane Sweeney/The Image Bank/Getty Images
9 © Jason Kempin/Getty Images 56 (middle right) © Simon Denyer/The Washington Post/Getty
12 (clockwise from top left to right) © Abdelhak Senna/AFP/Getty Images; (bottom right) © Hubertus Kanus/Photo Researchers/
Images; © Jose Luis Pelaez Inc/Blend Images; © Getty Images/ Getty Images
Creatas/Thinkstock; © Jose Luis Pelaez Inc/Blend Images/Getty 57 © Foto24/Gallo Images/Alamy
Images; 58 (top left) © Caspar Benson/fStop/Alamy; (bottom right)
17 © Jupiterimages/Brand X Pictures/Getty Images © Clerkenwell/The Agency Collection/Getty Images
19 (top right) © iStockphoto/Thinkstock; (bottom right) 59 © Justin Sullivan/Getty Images
© AP Photo/Sakchai Lalit 60 © Javier Pierini/Taxi/Getty Images
24 (top, left to right) © Winston Davidian/Photodisc/Getty 61 © Leland Bobbe/Photographer’s Choice/Getty Images
Images; © Dave & Les Jacobs/Blend Images/Alamy; © Yellow 62 © Pascal Broze/Getty Images
Dog Productions/The Image Bank/Getty Images; © Tetra Images/ 63 © Michael Steele/Getty Images
SuperStock; © Image Source/Getty Images 67 © Nik Wheeler/Alamy
30 © AP Photo/Matt Sayles 68 © Jeff Greenberg/PhotoEdit
32 (top left) © Jupiterimages/Comstock/Thinkstock; (top right) 70 © View Pictures Ltd/SuperStock
© Shioguchi/Taxi/Getty Images 71 (left to right) © Used by permission of World Wildlife
37 (top, left to right) © Marvin Dembinsky Photo Associates/ Fund and Ogilvy & Mather France; © Used by permission of
Alamy; © Garry D McMichael/Photo Researchers/Getty Images; Calgary Farmers’ Market. Agency: WAX. Creative Directors:
© Stacy Gold/National Geographic/Getty Images; © Peter Joe Hospodarec, Monique Gamache. Art Director: Brian Allen.
Donaldson/Alamy Copywriter: Stephanie Bialik, Photographer: Ken Woo Account
38 © Thomas R. Fletcher/Alamy Manager: Greg Thompson
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41 © Maisant Ludovic/hemis.fr/Getty Images 75 © Mira/Alamy
42 © A. Ramey/PhotoEdit 79 (top left) © Charlotte Wiig/Alamy; (top right) © Leonard Adam/
43 © Guido Vrola/iStockphoto Contributor/Getty Images
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The Agency Collection/Getty Images News/Getty Images; (top right) © Bonnie Jacobs/iStockphoto
47 (top, left to right) © Ghislain & Ma David de Lossy/The Image 83 © Bill Siel/Kenosha News
Bank/Getty Images; © Jupiterimages/Comstock/Thinkstock; 89 © Technotr/istockphoto
© Redlink Production/Flame/Corbis; © Hill Street Studios/Blend 92 (top left) © Gaetano Images/Corbis Premium RF/Alamy;
Images/Getty Images (top right) © DLILLC/Corbis RF/Alamy
48 (top right) © Stephen Simpson/Taxi/Getty Images; (middle 93 © Ton Koene/Picture Contact BV/Alamy
right) © Jon Feingersh/Blend Images/Getty Images 94 (top right) © Javier Pierini/Photographer’s Choice RF/Getty
49 (top to bottom) © Eric Audras/Getty Images; © Jeff Morgan 10/ Images; (bottom right) © Courtesy of Peace Corps
Alamy; © Ron Levine/The Image Bank/Getty Images 95 © David Buffington/Blend Images/Getty Images
52 © Image Source/Getty Images
iv
That’s what friends are for!
1 Complete these descriptions with the words from the list.
1. John is so modest ! He always has such great ideas

modest
and never takes any credit for them. sociable
2. The Chans like meeting new people and having friends over for dinner. supportive
temperamental
They’re one of the most couples I know.
unreliable
3. You can’t trust Jane. She always promises to do something, but then
she never does it. She’s pretty .
4. Alex wants to be an actor. It’s hard to break into the business,
but his family is very of his dream.
5. I never know how to act around Tina! One minute she’s in a good mood,
and the next minute she’s in a bad mood. She’s so .
2 Opposites
A Complete the chart by forming the opposites of the adjectives

in the list. Use in- and un-. Then check your answers in a dictionary.
attractive dependent formal reliable

competent experienced popular sensitive
cooperative flexible reasonable sociable
incompetent
Opposites with in- Opposites with un-

incompetent unattractive
B Write four sentences using any of the words in part A.

Example: Fred is very competent at work, but he’s inexperienced. He still has a lot to learn.
1.
2.
3.
4.
1
3 A who or that to the conversation where necessary.
Add
Put an ✗ where who or that is not necessary.
A: I’m looking for someone ✗ I can go on vacation with.

B: Hmm. So what kind of person are you looking for?
A: I want to travel with someone is easygoing and independent.
B: Right. And you’d probably also like a person is reliable.
A: Yeah, and I want someone I know well.
B: So why don’t you ask me?
A: You? I know you too well!
B: Ha! Does that mean you think I’m someone is high-strung,
dependent, and unreliable?
A: No! I’m just kidding. You’re definitely someone I could
go on vacation with. So, . . . what are you doing in June?
4 Complete the sentences with who or that and your own information or ideas.
1. I generally like to go out with people who are easygoing and have a sense of humor .
2. I’d rather travel with someone .
3. I don’t really want a roommate .
4. My classmates and I like teachers .
5. My best friend and I want to meet people .
6. Most workers would prefer a boss .
7. Some people don’t like stingy types .
8. I don’t want to have inflexible friends .
9. I feel comfortable discussing my problems with friends .
10. My favorite friends are people .
2 Unit 1
5 SSigns of fashion
A Scan the Chinese horoscope chart. Women of which two signs like jewelry?
The Boar The Rat The Buffalo

Because Chinese New Year falls in
January or February, the sign for 1959 1971 1983 1995 2007 2019 1960 1972 1984 1996 2008 2020 1961 1973 1985 1997 2009 2021
someone born in either month could Whether you are a man or a woman, If you are a woman, you don’t dress to You are a practical woman. You
be the sign for the preceding year. you love dressing up. You are sociable, impress people. But you like it when like to wear functional clothes
and you like to go to parties to show off people notice your charm. If you are a during the day and dress much more
your new clothes. If others don’t notice man, you often wear what you threw colorfully at night. If you are a man,
The Dog them, you get upset. on the floor the night before. you are simply not interested
1958 1970 1982 1994 2006 2018 in clothes.
You like it when people like you.
If you are a woman, you are neat The Tiger
and very stylish. If you are a man, 1962 1974 1986 1998 2010 2022
you are no different. You are the kind of woman who
likes to wear strong colors or an
The Rooster unusual piece of jewelry. If you are a
1957 1969 1981 1993 2005 2017 man, you like it when you dress
Your hair is very important to you. differently from other men. When
Women who are born in these years others have suits on, you’ll wear
always think first about their hair, and jeans and a sweater.
they don’t care about their wardrobe. If
you are a man, you are very similar. The Rabbit
1951 1963 1975 1987 1999 2011
The Monkey Women usually have lovely hair
1956 1968 1980 1992 2004 2016 and like beautiful things. They
If you are a woman, you have a large choose clothes carefully. Men are
wardrobe, and you like to impress fussy about dressing and follow the
people with your choice of clothes. latest trends.
If you are a man, you don’t worry
too much about what you wear. The Dragon
The Horse 1952 1964 1976 1988 2000 2012
The Goat 1954 1966 1978 1990 2002 2014 The Snake You are the kind of person who
1955 1967 1979 1991 2003 2015 You like elegance, and you follow the 1953 1965 1977 1989 2001 2013 likes people to notice you, so you
If you are a woman, you love to dress latest fashions. If you are a woman, Women like to wear a lot of jewelry sometimes wear unusual clothes.
in style and with taste, and you have a you know this already; however, if you and other accessories. If you are a man, Also, you often have trouble
very large closet. If you are a man, you are a man, it may take you a while to you think carefully about what you finding comfortable shoes, so you
really like to wear designer clothes. realize this. wear, and you have very good taste. like to go barefoot.
B What do you think each person’s sign is?

1. Steve’s friends think he wears strange clothes.
His favorite outfit is a bright red jacket with
green pants and a purple tie. Sign:
2. Wanda loves to wear new clothes when she goes out.
However, she gets really annoyed when people don’t
compliment her on what she’s wearing. Sign:
3. Carl is the sort of man who doesn’t pay much attention
to his clothes, but his hair always looks great. He goes
to the best salon in town. Sign:
4. Stephanie is someone who always wears extremely bright
colors. She also usually wears an interesting necklace
and earrings. Sign:

6 M
Match the clauses in column A with the most suitable
clauses in column B.
A B
1. I like it a. when someone criticizes me in front of other people.

2. I don’t mind it b. when people are easygoing and friendly.
3. It upsets me c. when rich people are stingy.
4. It embarrasses me d. when people are a few minutes late for an appointment.
7 Write sentences about these situations. Use the expressions in the box.
I love it . . . I can’t stand it . . . I don’t like it . . .

It upsets me . . . It bothers me . . . I don’t mind it . . .
I really like it . . . It makes me happy . . . It makes me angry . . .
1. I don’t like it when people 2. 3.

cut in line.
4. 5. 6.
4 Unit 1
8 What are some things you like and don’t like about people? Write two sentences
about each of the following. Use the ideas in the pictures and your own ideas.
1. What I really like: 2. What I don’t like:

I love it when someone is generous and It bothers me when
gives me flowers.
It makes me happy when
3. What really doesn’t bother me: 4. What upsets me:

I really don’t mind it when It upsets me when

9 IIt really bugs me!
Choose one thing from Exercise 8 that really embarrasses,

bothers, or upsets you. Write two paragraphs about it.
In the first paragraph, describe the situation. In the second
paragraph, say why this situation is difficult for you and
describe a situation you would prefer.
It really embarrasses me when someone is too

generous to me. Recently, I dated a guy who was always
giving me things. For my birthday, he bought me an
expensive necklace, and he treated me to dinner and
a movie.
The problem is, I don’t have enough money to treat
him in the same way. I’d prefer to date someone I have
more in common with. In fact, my ideal boyfriend is
someone who is sensible and saves his money!
10 CChoose the correct word to complete each sentence.

1. I can tell Simon anything, and I know he won’t tell anyone else.
I can really him. (believe / treat / trust)
2. Brenda has a very high opinion of herself. I don’t like people who are
so . (egotistical / temperamental / supportive)
3. It bothers me when people are too serious. I prefer people who are
and have a good sense of humor. (easygoing / inflexible / reliable)
4. I like it when someone expresses strong . Hearing other people’s
views can really make you think. (accomplishments / compliments / opinions)
5. Jackie is very rich, but she only spends her money on herself.
She’s very . (generous / modest / stingy)
6 Unit 1
Career moves
1 What’s your job?
A Match the jobs with their definitions.

A/An . . . is a person who . . . .
1. comedian f a. researches environmentally friendly technologies
2. green researcher b. helps students with their problems
3. guidance counselor c. controls a company’s brand online
4. organic food farmer d. takes care of animals in captivity
5. social media manager e. grows food without chemicals
6. zookeeper f. makes people laugh for a living
B Write a definition for each of these jobs: accountant, fashion designer, and flight attendant.
1. An accountant is someone who
2.
3.
2 Challenging or frightening?
A Which words have a positive meaning, and which ones have a negative
meaning? Write P or N.
awful N fantastic
boring fascinating
challenging frightening
dangerous interesting
difficult rewarding
zookeeper
B Write about four jobs you know. Use the words in part A and gerund phrases.
Example: I think being a zookeeper would be fascinating.
1.
2.
3.
4.
7
3 Career choices
A Match each career and the most appropriate job responsibility.
Careers Job responsibilities
work for an airline do research

with computers teach discipline and fitness
as a high school coach learn new software programs
be a university professor work independently
a writer travel to different countries
B Use the information from part A and gerund phrases to

complete this conversation.
Ann: So, what kind of career would you like, Tom?
Tom: Well, I’m not exactly sure. Being a writer could be interesting.
Maybe blogging about something I’m interested in.
Ann: Hmm. I don’t know if I’d like that because I’d
have to write every day.
Tom: What do you want to do, then?
Ann: Well, I’m not sure either! I’d love .
I’d really enjoy being with teenagers all day
and . On the other hand, I’d be
interested in .
Tom: Really? What would you like about that?
Ann: Well, I’d love all over the world.
Tom: Oh, I could never do that! I think it would be very tiring work.
C Write a short conversation like the one in part B. Use the remaining
information in part A or your own ideas.
A: So, what kind of career would you like?
B: Well, I’m not exactly sure.
A: That sounds interesting. But I wouldn’t like it because
B: What do you want to do, then?
A: Well, I’d love
B:
A:
8 Unit 2
4 What a job!
A Read the magazine interviews. Write the correct job title above each interview.
aerobics instructor freelance artist house painter orchestra conductor

child-care worker graphic designer musician self-employed builder
Tell us about your job

1
All my friends seem to earn more than I do. I
suppose it’s easier if you have a 9 to 5 job. I
work on people’s houses and manage
construction sites all day. I stay pretty fit doing
that, and I enjoy being outside. But in the
evenings, I have to make phone calls and do
paperwork. It never seems to end!
2
Working for yourself is hard because you are
responsible for everything. If no one calls you
and asks you to work for them, you have to go
out and look for work. Luckily, I now have some
regular clients. I paint pictures for some
expensive hotels. Right now, I’m doing some orchestra
paintings for the rooms of a new hotel in Hawaii. conducto
r
3 5
My friends say my work is less demanding than Keeping fit is really important to me. What could
theirs, but I work just as hard as they do. I spend be better than doing a job that makes you really
a lot of time alone because my job can’t begin fit? Of course, a lot of my students are very unfit–
until all the construction work is completed. that’s why they come to my classes! But that’s
Usually, the rooms look great when I’ve finished also why I love my work. After several weeks,
my work. Sometimes customers choose really most of my students look and feel much better
ugly colors, but I have to do what they want. than they did on the first day of class.
4 6
The musicians I lead are extremely talented, and Being with kids all day isn’t for everyone, but I
we work together to make sure they sound as love it. I take care of the children when their
good as possible. We often work evenings and parents are away. I do all kinds of things – I
weekends, and we travel a lot. Working with a teach, I play games, and I read books. I make
large number of people can be challenging, and sure the children are safe and happy. I have a lot
it really bothers me if someone is moody of responsibility, but I love my job. The pay isn’t
because it affects everyone else. great, but it’s very rewarding work.
B Underline the words and phrases that helped you find the answers in part A.
Career moves 9
5 First, use words from the list to complete the name of each job title.
Then choose the best expressions to compare the jobs in each sentence.
assistant decorator painter walker

counselor instructor ranger worker
1. A child-care worker doesn’t earn as much as an accountant.

as much as greater than worse than
2. A chef’s has a waiter.
as bad hours as not as good hours as worse hours than
3. A dog is a student intern.
more interesting than not as boring as better paid than
4. A house earns a camp counselor.
as bad as more than not more than
5. A park is a landscaper.
as bad as not as well paid as worse than
6. Being a yoga is being a professor.
more than as much as not as difficult as
7. Being an interior is being a sales assistant.
greater than earns more than more interesting than
8. A guidance has a gardener.
more responsibility than not more than not as long as
6 Complete these sentences with the correct prepositions. Some of the prepositions
may be used more than once. More than one answer may be possible.
m
1. Wai-man works the best Chinese restaurant in Vancouver.

as
2. I think working other people is more fun than working alone.
at
3. I would hate working the media. It would be nerve-racking! in
4. Working a dance instructor sounds great. on
5. Working an office is less interesting than working with
a cruise ship.
10 Unit 2
7 Use the words in parentheses to compare the jobs.
1. A: An assistant at a swimming pool has shorter hours than an intern.

(shorter hours)
B: Yes, but working as an intern is more interesting than being a swimming pool assistant.
(interesting)
2. A: Working in a
(better benefits)
B: Yes, but working
(challenging)
3. A:
(make as much money)
B:
(work longer hours)
4. A:
(a shorter work week)
B:
(less boring)
Career moves 11
8 Choose four pairs of jobs from the box below to compare.
SSay which job you would prefer and give two reasons.
a graphic designer/a TV news director a police officer/a politician

an architect/a teacher a secret agent/a psychiatrist
a guidance counselor/a coach working on a construction site/
a doctor/a musician working in an office
being self-employed/working for a company
Example: Working as a TV news director sounds more interesting than being a graphic
designer. A TV news director has more responsibility than a graphic designer. Also,
directing the news is better paid.
1.
2.
3.
4.
12 Unit 2
Could you do me a favor?
1 Would you mind . . . ?
A Complete the request for each situation.

1. You want to borrow a dollar from a friend for a cup of coffee.
Can I borrow a dollar for a cup of coffee?
2. You want a classmate to give you a ride home after class.
Would you mind
3. You want to turn down your roommate’s TV.
Is it OK if
4. You want to use a friend’s cell phone.
Do you mind if
5. You want to borrow a friend’s car for the weekend.
I was wondering if
6. You want someone to tell you how to get to the subway.
Could
B Think of four things you would need to have done

if you were going on a long vacation. Write requests
asking a friend to do the things.
Example: Could you water the plants?

1.
2.
3.
4.
13
2 A
Accept or decline these requests. For requests you decline, give excuses.
Use the expressions in the box or expressions of your own.
Accepting Declining
That’s OK, I guess. Sorry, but . . .

1. A: Can I use your computer? My computer crashed.
I’d be glad to. I’d like to, but . . .
Fine. No problem. Unfortunately, . . . B: Sorry, but I’m going to use it myself in
a few minutes.
2. A: I’ve just finished this ten-page paper. Could you check it for me, please?
B:
3. A: I was wondering if I could stay at your place for a week while my landlord fixes the roof.
B:
4. A: Would you mind if I used your cell phone to make a long-distance call to Nigeria?
B:
3 Look at the pictures and write the conversations. Speaker A makes a request.
SSpeaker B declines it. Each speaker should give a reason.
1. A: Could you carry these suitcases

for me? I have a bad back.
B: Sorry, but I have a bad back, too.
2. A:
B:
3. A:
B:
14 Unit 3
4 Getting what you want
A Scan the magazine article about making requests. When do people often make formal
requests? When do they make less formal requests?
DO YOU HAVE
TWO THOUSAND DOLLARS
Requests that get FOR A CUP OF COFFEE?
?
RESULTS
I WANT TO DRINK IT IN
BRAZIL!
There are many different ways of making requests. For

example,
ample if someone wants to borrow a dollar,
dollar he or
she can say:
“Could you lend me a dollar?”
“Do you have a dollar?”
“You don’t have a dollar, do you?”
How does a person know which request to use?
Language researchers have suggested that speakers
must make several important decisions. First, they must
consider the other person’s feelings because requests
can sometimes cause embarrassment to both the If the speaker doesn’t know the listener well, one of
speaker and the listener. If the speaker thinks the several types of requests can be used instead.
listener will accept the request, he or she will probably For example:
use a less formal request; however, if the speaker thinks 4. Ask about ability: “Could/Can you lend me a dollar?”
the listener may decline the request, he or she will 5. Be polite – use may: “May I borrow a dollar?”
probably use a fairly formal request. The listener then 6. Ask for permission: “Would it be OK if I borrowed a
has to make a choice either to accept or refuse the dollar?”
request. If he or she refuses, then both the speaker and 7. Express curiosity: “I wonder if I could borrow a
the listener might be embarrassed. dollar.”
In addition, speakers must decide how well they know 8. State the request negatively: “I don’t suppose you
the person they are requesting something from and could lend me a dollar.”
choose a suitable question. If the speaker knows the 9. Apologize: “I hope you don’t mind my asking, but
listener well, one of several types of requests can be could I borrow a dollar?”
used. For example: 10. Give a hint: “I don’t have any cash on me.”
1. Make a statement with need: “I need a dollar.” Knowing how to make requests means knowing
2. Use an imperative: “Please lend me a dollar.” different types of requests as well as when each
3. Use a question: “Do you have a dollar?” type of request is appropriate.
B Read the article. Check (✓) if each request is less formal or more formal. Then write the correct
number from the article (1–10) for each type of request.
Less formal More formal Type
1. Close the door.

2. It’s really cold in here.
3. Could you possibly move your car?
4. May I borrow your dictionary?
5. I was wondering if you could help me with this assignment.
6. I need some help moving to my new apartment.
7. I’m sorry, but I can’t stand loud music.
8. Do you have a camera?

5 Nouns and verbs
A Complete this chart. Then check your answers in a dictionary.
Noun Verb Noun Verb
apology apologize invitation

compliment permission
explanation request
B Check (✓) the phrase that describes what each person is doing.
1. I really like your new haircut.

giving a reason
giving a compliment
2. Don’t worry. I know you didn’t mean to break it.
returning a favor
accepting an apology
3. Can I borrow your laptop?
asking for a favor
giving a gift
4. I can’t lend you my bike because I need it myself.
declining a request
accepting an invitation
5. Could you help me cook dinner?
making a request
I really like your new haircut.
returning a compliment
6 Choose the correct words.
1. My phone didn’t work for a week. The phone company

an apology and took $20 off my bill.
(accepted / denied / offered)
2. A friend of mine really loves to compliments, but
he never gives anyone else one. I don’t understand why he’s like that.
(do / owe / receive)
3. Carol is always talking on the phone. She makes a lot of calls, but she rarely
mine. Maybe she never listens to her voice mail!
(makes / offers / returns )
4. I need to a favor. Could you please give
me a ride to school tomorrow? My bike has a flat tire!
(ask for / give / turn down)
16 Unit 3
7 Use these messages to complete the phone conversations.
Use indirect requests.
3
1
2 4
1. A: Is Rosa Sanchez there, please?

B: No, she isn’t. Would you like to leave a message?
A: Yes, please. This is Anita Jensen calling from Toronto.
Could you tell her that my flight arrives at 7 p.m. on Tuesday ?
Would ?
B: OK, I’ll give her the message.
2. A: Can I speak to Eric, please?
B: I’m afraid he’s not here. Do you want to leave a message?
A: Yes, please. This is Kevin. Please .
And if it’s OK, could you ?
B: Sure, I’ll leave him the message.
3. A: Could I speak to Alex, please?
B: I’m sorry, but he’s not here right now.
A: Oh, OK. This is Mr. Todd. I’d like to leave a message.
Could ?
Could ?
4. A: I’d like to speak to Jenny, please.
B: She’s not here right now. Can I take a message?
A: Yeah. This is Philip Lim.
Can ?
And would ?
B: OK, I’ll give Jenny your message.

8 Complete the conversation with the information in the box. Add any words
necessary and use the correct form of the verbs given.
n
ask Jill to get some soda bring a big salad

borrow some money buy dessert
borrow your stereo don’t be late
Chris: So, is there anything I can do to help for the party?

Len: Yeah. Would it be all right if I borrowed your stereo ?
Mine isn’t working very well.
Chris: Sure. And I’ll bring two extra speakers. We’ll have amazing sound.
Len: Thanks.
Chris: No problem. Now, what about food?
Len: Well, I thought maybe a salad. Would you mind
, too?
Chris: Well, OK. And how about drinks?
Len: Well, could you ?
And please tell her .
Last time we had a party, she didn’t arrive till eleven o’clock,
and everyone got really thirsty!
Chris: I remember.
Len: One more thing – I was wondering if you could .
Chris: Um, sure. All right. But, uh, would you mind if I
to pay for it?
9 Rewrite these sentences. Find another way to say each sentence using the words given.
1. Can I use your cell phone?

Would it be OK if I used your cell phone? (OK)
2. Please ask Penny to stop by and talk to me.
(would)
3. Could I borrow your guitar?
(wonder)
4. Would you ask Adam what time he’s coming over?
(could / when)
5. Lend me your hairbrush.
(mind)
18 Unit 3
What a story!
1 Complete these news stories using the verbs from the list.
broke found locking stayed went

drank heard shouted waiting wondered
1.
went
became checking in entered opened sleeping

behaving decided had showed
2.
19
2 Join
J each sentence in column A with an appropriate sentence
in
i column B. Use as, when, or while to join the sentences.
A B
I was crossing the road. My racquet broke.

I was using my computer. A car nearly hit me.
We were playing tennis. The water got cold.
I was taking a shower. I burned my finger.
I was cooking dinner. It suddenly stopped working.
1. As I was crossing the road, a car nearly hit me.

2.
3.
4.
5.
3 Complete these conversations. Use the past tense or

the past continuous of the verbs given.
1. A: Guess what happened to me last night! As

I was getting (get) into bed, I (hear)
a loud noise like a gunshot in the street. Then the
phone (ring).
B: Who was it?
A: It was Mariana. She always calls me late at night,
but this time she had a reason. She (drive)
right past my apartment when she (get)
a flat tire. It was very late, so while we
(change) the tire, I (invite) her to spend
the night.
2. A: I’m sorry I’m so late, Kathy. I was at the dentist.

B: Don’t tell me! While you (sit) in the waiting
room, you (meet) someone interesting.
I know how you are, Tom!
A: Well, you’re wrong this time. The dentist
(clean) my teeth when she suddenly (get)
called away for an emergency. So I just sat there waiting
for two hours with my mouth hanging open!
20 Unit 4
4 Lost and found
A Read this news story. Check (✓) the best title.
Phone call wakes man in hotel Small boat sails from Indonesia to Australia
Text message saves 18 people Coast guards unable to rescue passengers
B Answer these questions.

1. Who was on the boat?
2. Why did the boat get into trouble? (Give more than one reason.)
3. Why did Rebecca Fyfe text her boyfriend?
4. What did her boyfriend do after he received the text message?
5. What stopped the coast guards from rescuing the passengers and crew quickly?
6. How do you think the small boat arrived safely in the Gili Islands?
What a story! 21
5 I
Imagine you had a problem like the people on the boat in Exercise 4.
Write two paragraphs. In the first paragraph, describe the problem.
In the second, say how you solved it.
A couple of years ago, I got lost
in the mountains. I was hiking when
it suddenly got foggy. I was really
frightened because I couldn’t see
anything, and it was getting cold.
I decided to put up my tent and
stay there for the night.
While I was putting up my tent,
though, the fog began to clear. . . .
6 Choose the correct verbs to complete the story.
Grammar note: After

In sentences using after that show one past
event occurring before another, the clause
with after usually uses the past perfect.
After she had called her friend, her cell phone

battery died.
Bob and I had just gotten engaged, so we

(just got / had just gotten)
went to a jewelry store to buy a wedding ring. We a ring when a
(just chose / had just chosen)
masked man . After the robber Bob’s
(came in / had come in) (took / had taken)
wallet, he the ring. I it to him when the
(demanded / had demanded) (just handed / had just handed)
alarm to go off, and the robber . We were
(started / had started) (ran off / had run off )
so relieved! But then the sales assistant us we had to pay for the ring
(told / had told)
because I it to the robber. We her
(gave / had given) (just told / had just told)
that we wouldn’t pay for it when the police and
(arrived / had arrived)
us! What a terrible experience!
(arrested / had arrested)
22 Unit 4
7 What a story!
A Choose the best headline for each of these news stories.
B Look at the words in bold in the article. What do you think they mean?
remote skip promotion
mainland remarkably resign
8 Complete the sentences. Use the simple past, the past

continuous, or the past perfect of the verbs given.
1. After an art show opened (open) in New York,

it was discovered that someone (hang)
a famous painting by Henri Matisse upside down.
2. In 2003, Italian workers (find) important
archaeological remains while they
(construct) a new parking lot in Vatican City. There were
mosaics dating from 54 to 68 CE.
3. Russia (have) a very hot summer in 2010.
The country (not experience) such hot
weather for at least 130 years.
4. In 2011, two divers (discover) the remains
of a 200-year-old shipwreck while they (dive)
off the coast of Rhode Island, in the eastern United States.
What a story! 23
9 Read this situation. Then use the information and clues to complete
the chart. Write the name of each reporter and each country. (You will
leave one square in the chart blank.)
Ms. Anderson Ms. Benson Mr. Jackson Mr. Marks Mr. Swire
Five news reporters – two women and three men – arrived for
an international conference on Sunday, Monday, and Tuesday.
No more than two people came on the same day. The reporters
came from five different countries.
Clues
The women: Ms. Anderson and Ms. Benson
The men: Mr. Jackson, Mr. Marks, and Mr. Swire
The countries: Australia, Canada, Italy, Singapore, and
the United States
The arrivals:
• Mr. Swire arrived late at night. No one else had arrived that day.
• Ms. Anderson and Mr. Marks arrived on the same day.
The man from Singapore had arrived the day before.
• The reporters from Italy and Australia arrived on the same day.
• Mr. Jackson and the woman from Italy arrived on Tuesday, after Mr. Marks.
• The reporter from Australia arrived the day after the person from the United States.
• Mr. Marks is from North America but not the United States.
Reporters’ countries and arrival days

Sunday Name: Name:
Country: Country:
Monday Name: Name:

Country: Country:
Tuesday Name: Name:

Country: Country:
24 Unit 4
Crossing cultures
1 Complete these sentences. Use words from the list.
confident depressed fascinated uncomfortable

curious embarrassed uncertain worried
1. In my country, people never leave tips. So when I first went abroad,

I kept forgetting to tip servers. I felt really embarrassed .
2. The first time I traveled abroad, I felt really .
I was alone, I didn’t speak the language, and I didn’t make any friends.
3. I just spent a year in France learning to speak French. It was a
satisfying experience, and I was by
the culture.
4. At first I really didn’t like shopping in the open-air markets. I felt
because so many people were trying
to sell me something at the same time.
5. When I arrived in Lisbon, I was nervous because I couldn’t speak
any Portuguese. As I began to learn the language, though, I became
more about living there.
6. Before I went to Alaska last winter, I was very
about the cold. But it wasn’t a problem because most buildings
there are well heated.
7. When I was traveling in Southeast Asia, I couldn’t believe how
many different kinds of fruit there were. I was
to try all of them, so I ate a lot of fruit!
8. It was our first trip to Latin America, so we were
about what to expect. We loved it and hope to return again soon.
25
2 I
Imagine you are going to travel to a country you have never visited before.
Write sentences using the factors and feelings given. Then add another
sentence explaining your feelings.
Factors Feelings
public transportation anxious (about)

the architecture comfortable (with)
the climate curious (about)
the food enthusiastic (about)
the language fascinated (by)
the money nervous (about)
the music uncertain (about)
the people my age uncomfortable (with)
Example:
Public transportation is something I’d be anxious about.
I’d be afraid of getting lost.
1.
2.
3.
4.
5.
6.
7.
8.
26 Unit 5
3 Culture shock!
A Make a list of four pieces of advice to help people feel comfortable about traveling abroad.
B Scan the article about cultural differences. Where can you find articles like this?
Who was it written for?
Here are several things to do

in order to avoid culture shock.
E ach society has its own beliefs, attitudes,
1. Avoid quick judgments; try to
customs, behaviors, and social habits. These
things give people a sense of who they are and understand the point of view of
how they are supposed to behave. the people in another culture.
People become conscious of such rules when 2. Become aware of what is

they meet people from different cultures. For going on around you, and why.
example, the rules about when to eat vary from
culture to culture. Many North Americans and 3. Don’t think of your cultural
Europeans organize their timetables around three habits as “right” and other
mealtimes a day. In other countries, however, it’s people’s as “wrong.”
not the custom to have strict rules like this –
people eat when they want to, and every family 4. Be willing to try new things
has its own timetable. and to have new experiences.
When people visit or live in a country for the 5. Try to understand and
first time, they are often surprised at the appreciate other people’s
differences between this culture and the culture in values.
their own country. For some people, traveling
abroad is the thing they enjoy most in life; for 6. Think about your own culture
others, cultural differences make them feel and how it influences your
uncomfortable, frightened, and insecure. This is attitudes and actions.
known as “culture shock.”
7. Avoid having negative
When you’re visiting a foreign country, it is
stereotypes about foreigners
important to understand and appreciate cultural
differences. This can help you avoid and their cultures.
misunderstandings, develop friendships more 8. Show interest in things that
easily, and feel more comfortable when traveling
or living abroad. are important to other people.
C Read the article. Use your own words to write definitions for these words.
1. culture
2. culture shock
3. appreciate
4. stereotypes
D After reading the article, would you make any changes to the pieces of
advice you listed in part A?
4 Complete these sentences by giving information about customs in a country you know.
GAS
THIS SALE $
GALLONS
1. If you go for a long ride in a friend’s car,

it’s the custom to offer to pay for some of the expenses.
2. When a friend graduates from school or college,
3. If you borrow something from a friend,
4. When a friend invites you to dinner,
5 Contrasting customs
A Read the information about the different customs and find four pairs of countries with
contrasting customs. Write the countries in the blanks below.
Country Custom
Brazil Friends kiss each other three or four times on the cheeks as a greeting.
Denmark People generally arrive on time for most occasions.
Egypt People allow their hosts to treat them to meals in restaurants.
France Service is usually included in the price of a meal in restaurants.
Japan People bow when they see or meet someone they know.
New Zealand People usually pay for their own meals in restaurants.
Spain People usually arrive late for most appointments.
United States People leave a tip of 15–20 percent in restaurants.
1. Brazil and Japan 3.

2. 4.
28 Unit 5
B Read these five cross-cultural situations. Write sentences describing what
the visitors did wrong. Use the expressions in the box.
you’re (not) supposed to

you’re (not) expected to
it’s (not) the custom to
it’s (not) acceptable to
1. Hanne is from Denmark. When she was on vacation

in Spain, some Spanish friends invited her to dinner
at 9:00. She arrived at exactly 9:00, but her friends
had not even arrived home yet.
In Spain, you’re expected to
2. Marylou is from the United States. During her first week in Paris, she went
to a restaurant with some new friends. She was so happy with the service
that she left a tip of 20 percent. Her friends were a little embarrassed.
In France,
3. Peter is from New Zealand. When he went to Egypt, he was invited to

dinner at a restaurant. When the bill came, he offered to pay for his
dinner. His Egyptian friend was kind of upset.
In Egypt,
4. Susana is from Brazil. She was working for a year in Osaka, Japan. One
day, when she saw a Japanese co-worker in a bookstore, she went to say
hello and kissed him on the cheeks. Her friend was very surprised.
5. Adam is from Canada. He was on vacation in Bali, Indonesia, and

some new friends invited him to a temple to watch a special dance
performance. He arrived on time wearing a clean T-shirt and shorts,
but they said he couldn’t go inside the temple because he wasn’t
dressed properly.
6 Complete these sentences with information about yourself (1–4) and about
a country you know well (5–8).
1. One reason I’d feel homesick abroad is

2. Something that would fascinate me would be
3. Traveling alone is something
4. Getting used to hot weather is one thing
5. In , it’s the custom to
6. If you have good service in a restaurant,
7. You’re expected to when
8. It’s just not acceptable to if
7 Write about living in a foreign country. In the first paragraph, write about two
things you would enjoy. In the second paragraph, write about two things you
might worry about.
If I lived in Colombia, I’d enjoy learning about the music

scene – the local bands and singers who are popular there.
Another thing I’d be fascinated by is . . .
However, one thing that I’d be nervous about is the food.
It might be very different from what I know. Something
else I might be uncomfortable with is . . .
30 Unit 5
What’s wrong with it?
1 Can we fix it?
A What can be wrong with these things? Put these words in the correct categories.
(Most words go in more than one category.)
bike blouse car carpet chair glasses plate sink tablecloth
chipped cracked dented leaking scratched stained torn
B What is wrong with these things? Use the words in part A to write a sentence
about each one.
1. The car is scratched. OR 2. 3.

There’s a scratch on the car.
4. 5. 6.
7. 8. 9.
31
2 Problems, problems, problems!
A Scan the articles in Consumer magazine. Who would read articles like these? Why?
B Read the article and complete the chart. Did Sharon and Chris receive money?
Problems What Consumer magazine did Paid back

back??
Yes No
1. Sharon’s fuzzy screen
laptops
2. Chris’s
car
32 Unit 6
3 Choose appropriate verbs to complete the sentences. Use passive infinitives (to be +
past participle) or gerunds.
p
Language note: Verbs ending in -en or -n

Some verbs are formed by adding -en or -n to a noun or adjective.
These verbs mean “to make more of something.”
Noun Verb Adjective Verb
length → lengthen loose → loosen
(make something longer) (make something looser)
1 2 3
4 5 6
lengthen loosen sharpen shorten tighten widen
1. This jacket is too short. 4. This faucet is too tight.

It needs to be lengthened. OR It needs
It needs lengthening. 5. These pants are too long.
2. The screws on these glasses are too loose. They need
They need 6. This street is too narrow.
3. The blades on these scissors are too dull. It needs
They need

4 Complete the conversation. Use keep, keeps, need, or needs
with passive infinitives or gerunds of the verbs given.
Tim: Guess what? Someone broke into my car last night!

Jan: Oh, no. What did they take?
Tim: Nothing! But they did a lot of damage. The lock needs to be repaired . (repair)
And the window . (replace)
Jan: It was probably some young kids having “fun.”
Tim: Yeah, some fun. I think they had a party in my car!
The seats . (clean)
Jan: How annoying. Does the car drive OK?
Tim: No, it feels strange. The gears (stick),
so they . (fix) And the
brakes (check) right away.
Jan: Well, I guess you’re lucky they didn’t steal it!
Tim: Yeah, lucky me.
5 Write about something you bought that had something wrong with it.
IIn the first paragraph, describe the problem. In the second paragraph,
explain what you did about it.
Recently, I bought an espresso machine. While I was unpacking it,

I could see it was already damaged. The glass carafe was chipped and
needed to be replaced. And to make matters worse, the machine leaked!
I took it back to the store. I was worried because the machine had
been on sale, and I had lost my receipt. Luckily, the clerk didn’t ask me
for it. She said a lot of customers had recently had the same problem,
and she gave me a better machine at the same price.
34 Unit 6
6 JJack will fix it!
A Match each problem with the repair needed.
B Write a sentence describing each problem. Then add a sentence

describing the action needed to fix it. Use passive infinitives or gerunds.
1. The dishwasher doesn’t work. The motor needs to be checked. OR
The motor needs checking.

2.
3.
4.
5.
6.
C Think of three items you own that are damaged (or were damaged) in
some way. Write a sentence describing each problem. Then write another
sentence describing the action needed to fix it.
1.
2.
3.

7 Complete the crossword puzzle.
1 2
s c r a t c h
3 4
5 6
7 8
10
11
Across
1 My new glasses already have a on one of the lenses.
How did that happen?
5 Your computer screen is so dirty. It needs to be .
7 Something is wrong with your TV screen. It keeps .
It’s time to get a new one.
10 I hate this printer. It keeps . The copies won’t come out.
11 Be careful – your cup is . I don’t want you to cut yourself.
Down
1 The buttons on this remote control keep .
Do you have something to clean it with?
2 Do you realize your jeans are in the back?
3 Your bathroom faucet keeps . Do you want me to try and fix it?
4 This cell phone is driving me crazy! My calls keep .
6 There is a small on the side of my car, but I don’t think I’ll
bother fixing it.
7 Did your laptop again? I find that so annoying.
8 This old scanner doesn’t work at all anymore. It needs to be .
9 The battery in my cell phone keeps . I should buy a new one.
36 Unit 6
The world we live in
1 Use the information in the pamphlet and the verbs and prepositions given below
to change the sentences from the active to the passive.
HERE ARE JUST SOME OF THE DANGERS FACING YOU AND YOUR CHILDREN.
The w
The water
ater w
wee drink
drink The
Th e food wwe e eat The air we
w breathe
breat
re Thee wor
world
world
ld
dwwee live
ive in
n
1. Agricultural runoff is 3. Certain agricultural
ricu tura
ricultural 5. Factories
t ies are 7. The
T lack of rainfall
contaminating the pesticides have releasing dangerous has created more
water supply. caused new illnesses. chemicals. severe droughts.
2. Chlorine and other 4. Pollution from cars 6. Breathing smog 8. Global warming is
additives have ruined and trucks is every day has threatening our forests
the taste of our destroying our crops. damaged many and wildlife.
drinking water. people’s health.
Join Save Our Planet Today
1. The water supply is being contaminated due to agricultural runoff. (due to)
2.
(by)
3.
(by)
4.
(because of )
5.
(by)
6.
(as a result of )
7.
(through)
8.
(by)
37
2 Verbs and nouns
A Complete the chart.
Verb Noun Verb Noun
contaminate contamination educate

contribute pollution
creation populate
deplete protect
destruction reduction
B Write four sentences like the ones in Exercise 1 using words from the chart.
Example: Many rivers and streams have been badly contaminated by industrial waste.
1.
2.
3.
4.
3 Choose the correct words or phrases.
1. Green organizations are trying to save rain forests that

have been threatened by developers and
farmers. (created / ruined / threatened)
2. One way to inform the public about factories that pollute
the environment is through
programs on TV. (agricultural / educational / industrial)
3. In many countries of the world, threatened animal and
plant species are being by
strict laws. (created / polluted / protected)
4. Agricultural pesticides are the
soil in many countries. (damaging / eating up / lowering)
5. is an enormous problem in
many large cities where whole families can only afford
to live in one room. (pollution / poverty / waste)
El Yunque rain forest
38 Unit 7
4 How safe are your plastic cards?
A Scan the first paragraph of this article about plastic cards. Why are more and more people using
these cards? Can you think of any other reasons?
B Read the article. Check (✓) the true statements. For statements that are false, write the true
information.
1. The plastic used in making most credit cards is fairly safe.
2. Most plastic cards biodegrade over time.
3. Paper cards are expensive because they biodegrade very easily.
4. Research shows that wood and metal are good materials for making cards.
5. Some companies have issued cards made of polylactic acid.
6. There are no problems with these new cards.

5 Nouns beginning with over
A Match the nouns and definitions.

Nouns Definitions
1. overbuilding e a. putting something to a particular purpose too often
2. overcrowding b. catching so many fish that the population is depleted
3. overflowing c. having too much of something to deal with
4. overfishing d. having too many people or things to be contained; spilling over
5. overuse e. having too many structures and homes in a certain area
6. overburdened f. having too many people or things in a contained area
B Choose the correct noun from part A to complete each sentence.
1. As a result of , we are losing more and more species as well as

entire ecosystems.
2. In some major cities, the problem of is a result of too many
skyscrapers and too little land area inside the city limits.
3. There is an of fossil fuels when we should be looking for other
natural sources of energy like wind and solar power.
4. City officials are trying to stop development in areas with roads
and schools.
5. The best way to prevent the of our landfills is to have better and
more efficient recycling programs.
6. Another way to help reduce the of our schools is to build more
schools and hire more teachers.
40 Unit 7
6 Complete the conversations. Use the expressions in the box
and the information in the list.
One thing to do . . . The best way to fight . . .

Another thing to do . . . One way to help . . .
complain to the Parks Department about it

create more government-funded jobs
create more public housing projects
educate young people about its dangers
organize a public meeting to protest the threat
to public property
report it to the local newspaper
donate money to charities that provide shelters and food
1. A: A big housing developer wants to build an apartment

complex in Forest Hill Park. I think that’s terrible, but
what can we do?
B: One thing to do is to complain to
the Parks Department about it.
A: That’s a good idea.
B:
2. A: Personally, I’m worried about drug trafficking.

It puts lots of children and young people at risk.
B: a new housing development?
3. A: You know, there’s a lot of corruption in our city government.

B:
A: Yeah, the bad publicity might help to clean things up a bit.

4. A: There are so many unemployed people in this city. I just don’t know
what can be done about it.
B:
5. A: What worries me most is the number of homeless people on the streets.

B:
A: I agree.
B:

7 Complete the sentences using the present continuous passive or
the present perfect passive. Then suggest a solution to each problem.
1. Prices have been raised (raise) a lot in recent years.

One way to deal with inflation is to stop paying raises .
2. These days, a lot of endangered animals (kill)
by hunters and poachers. The best way to stop this practice
.
3. During the past few years, lots of trees (destroy)
by acid rain. One thing to do about it
.
4. Underground water (contaminate)
by agricultural pesticides. The best way to deal with the problem
.
5. Too many young people’s lives (ruin)
through the use of illegal drugs. The best way to fight drug traffickers
.
8 Write two paragraphs about a charity, an organization that helps people.

IIn the first paragraph, describe what the charity does. In the second
paragraph, explain why you think the charity is useful.
A good charity in my city is Shelter. This organization

works to reduce the number of homeless people on our
streets. Shelter believes the best way to do this is to . . .
Shelter is my favorite charity because homelessness is,
in my opinion, the greatest problem facing my city. Many
people cannot find jobs, and . . .
42 Unit 7
Lifelong learning
1. I’m interested in human behavior, so I’m planning to

take a class in .
(geography / psychology / math)
2. I want to take a course in , such as
commerce or accounting. (education / business / social science)
3. I’d prefer not to study
because I’m not very comfortable in hospitals.
(engineering / new media / nursing)
4. I’d really like to work in Information Technology, so I’m thinking
of taking courses in .
(computer science / finance / English)
2 What would you prefer?
A Write questions with would rather or would prefer using the cues.
1. take a science class / an art class
Would you rather take a science class or an art class? OR
Would you prefer to take a science class or an art class?

2. study part time / full time
3. have a boring job that pays well / an exciting job that pays less
4. take a long vacation once a year / several short vacations each year
B Write answers to the questions you wrote in part A.

1.
2.
3.
4.
43
3 Love it or leave it
A First, complete speaker A’s questions with four things you

would not like to do. Use ideas in the box or your own ideas.
learn to play the accordion study sociology

learn clothing design take a class in personal finance
learn how to repair watches take a cooking class
Example:
A: Do you want to learn to play the accordion?
B: I’d rather not. I’d prefer to take a cooking class. OR
I’d prefer not to. I’d rather take a cooking class.

1. A: Do you want to ?
B:
2. A: Would you like to ?
B:
3. A: Do you want to ?
B:
4. A: Would you like to ?
B:
B Now write responses for speaker B. Use the short answers I’d rather not or
I’d prefer not to and say what you would prefer to do.
4 Answer these questions and give reasons.

A
1. On your day off, would you rather stay home or go out?

I’d rather stay home than go out because
2. Would you prefer to have a cat or a bird?
3. Would you rather live in the city or the country?
4. When you entertain friends, would you rather invite them over for dinner or take them
out to a restaurant?
5. Would you prefer to see a new movie at the theater or download it and watch it at home?
44 Unit 8
5 Homeschooling
A In some countries, there are children who are educated by their

parents at home instead of by teachers at school. Do you think this is
a good or a bad idea? Write down two advantages and two disadvantages.
B Read the online newspaper article. Underline the information

that answers these questions.
1. How many children in the United States learn at home?
2. Why do some parents prefer to teach their own children?
3. How do the Gutersons choose what to teach their children?
4. What are two criticisms of homeschooling?
Parents . . . and teachers, too! Go to
All children in the United States have to receive an David Guterson and his wife teach their three children
education, but the law does not say they have to be at home. Guterson says that his children learn very
educated in a school. A growing number of parents differently from children in school. A lesson starts with
prefer not to send their children to school. Children the children’s interests and questions. If the Brazilian
who are educated at home are known as rain forests are in the news, it could start a discussion
“homeschoolers.” It is estimated that there are about how rain forests influence the climate, how
between 1.5 and 1.9 million homeschoolers in the deserts are formed, and how the polar ice caps affect
United States today. ocean levels.
Some parents prefer to teach their children at home Homeschooling is often more interesting than going to
because they do not believe that schools teach the a traditional school, but critics say that homeschoolers
correct religious values. Others believe they can provide can become social outsiders who are uncomfortable
a better education for their children at home. There are mixing with other people in adult life. Another criticism
now many websites about homeschooling, and many is that many parents are not well qualified to teach.
parents who teach their children at home use the However, most parents don’t have the time or the desire
Internet to exchange ideas and resources. Interestingly, to teach their children at home, so most children still get
results show that homeschooled children often do better their education at school.
than average on national tests in reading and math.
C What could the Gutersons teach their children if the TV news showed . . . ?
1. people without enough food to eat
2. a space robot landing on Mars
3. doctors announcing a cure for the common cold
D After reading the newspaper article, would you make any changes to the advantages and
disadvantages you listed in part A?
6 Complete the sentences with by + gerund. Use not if needed.
Use the ideas in the box or your own information.
cook at home eat out go out more often study dance

eat good food exercise regularly stay home use social networks
cook at home study dance use social networks
1. A good way to enjoy the weekend is not by staying home but by going out with friends.
2. A good way to keep in touch with old friends is
3. You can make new friends
4. The best way to save money is
5. You could stay in shape
6. I stay healthy
7. One way to learn self-confidence is
1. Miriam shows her by volunteering to help people

with cancer. (competitiveness / communication skills / concern for others)
2. My parents’ love of art, poetry, and music taught me
from a very young age. (artistic appreciation / cooperation / perseverance)
3. I learned from my parents. They taught me the importance of being
polite to both family and friends. (creativity / courtesy / self-confidence)
4. Barbara always gets upset with people who disagree with her. I wish she would show
more . (perseverance / self-confidence / tolerance)
5. I recently joined a choir, and I love it. But you need a lot of ,
because you have to practice the same piece of music for weeks before you’re
ready to perform it! (cooperation / perseverance / volunteering)
46 Unit 8
8 Personal qualities
A Read about each student in these descriptions and choose a suitable quality for each one.
1 2 3 4
artistic appreciation cooperation creativity self-confidence

competitiveness courtesy perseverance tolerance
1. John is very good at most school subjects, but he has no interest in being “the best.”
Instead, he likes to work with others in a group to complete a job together. The world would
be a better place if everyone showed as much as John.
2. Felix finds school very hard, but no one tries harder than he does. He always spends the
whole weekend in the library trying to keep up with his studies. He shows great
.
3. Caitlin always wants to do better than everyone else. In school, she always tries to get the best
grades. Her favorite sport is badminton because she’s the best player in the school. No one
needs to teach Caitlin .
4. Andrea has more than any of her classmates. She writes
fascinating stories that show she has a wonderful imagination. She’s also very artistic and
does very interesting paintings.
B Write two similar descriptions of people you know. Either use two of the qualities you didn’t use
in part A or choose other qualities.
1.
2.
9 My way
M
A List two methods of learning each of these skills.

1. become a good guitarist
by teaching myself
by taking lessons
2. improve my writing ability in English
3. become a more confident public speaker
my first guitar
4. learn more about personal finance
5. become skilled at auto repair
6. learn a new computer program

ten years later
B Which of the two methods in part A would you prefer to use to develop each skill?
Write sentences using would rather (not) or would prefer (not). Give reasons.
1. I’d rather learn guitar by teaching myself than by taking lessons.
I’d prefer not to take lessons because they’re expensive.
2.
3.
4.
5.
6.
48 Unit 8
Improvements
1 Which service does each person need? Choose the correct word or phrase.
dry cleaning language tutoring

home repairs lawn mowing
house painting pet-sitting
1. lawn mowing
Marty: I have a new home and don’t have much time for yard
work. I mowed the lawn two weeks ago, and I need to cut it
again. I’d like to save money, but perhaps I’ll just have to pay
someone to do it for me.
2. home repairs
Junko: I don’t like the flowered wallpaper in my bedroom or

the dark color of the walls in my living room. I want to have
the wallpaper removed so the whole place looks bigger and
brighter with fun, modern colors everywhere.
3.
Elizabeth: Now that it’s getting colder, I need to take my
winter clothes out of storage. Some things I can wash in the
washing machine, but I should take my wool coat to that
new place around the corner.
4.
language tutoring
David: Do you know anyone who can take care of my cat?
I’m going on a two-week trip. Actually, I’d prefer someone to
come to my apartment every day to play with him and feed
him while I’m gone. Yeah, that’s a better idea!
5.
Bill: I’m so excited! I’m finally going to Quebec this summer.
I studied French in high school, but I’m not sure how much
I remember now. Do you know anyone who can help me
improve my French?
6.
Paula: I really want to move into that studio apartment I
lawn mowing
found downtown. The only problem is that there are a lot of
little things that need to be repaired. Where can I get a leaky
faucet and a broken lock repaired?
49
2 Where can I get . . . ?
A Match the verbs in column A with the nouns in column B.
A B
check a stain 1. check my blood pressure

cut my blood pressure 2.
do my computer 3.
fix my hair 4.
print my nails 5.
remove my pants 6.
shorten my photos 7.
B First, use the items in part A to write Where can I get . . . ?

or Where can I have . . . ? questions for speaker A. Then
write responses for speaker B using your own ideas.
1. A: Where can I get my blood pressure checked?

B: You can get it checked at the King Street Clinic.
2. A:
B:
3. A:
B:
4. A:
B:
5. A:
B:
6. A:
B:
7. A:
B:
50 Unit 9
3 Where can you have these services done? Write sentences with You can have . . . .
1. You can have your hair cut at Salon 21.
2.
3.
4.
5.
6.
7.
8.
Improvements 51
4 Feng shui goes west
A Look at the picture. How would you feel working there? Why? What about the design
and layout of the room would affect how well you work there?
For thousands of years, the ancient

Feng Shui
Within days of opening in 2008, the
art form of feng shui has played a new store was in serious trouble.
major role in Chinese life. Feng shui Shoppers were unimpressed. Within
means “wind and water,” and it is three months, the man in charge of
based on an appreciation of the opening the store in the Chinese city
relationship between people and the had been fired. What was the cause of
environment. It involves changing the Marks & Spencer’s problems? While
design of your living or working space some blame bad planning, many locals
to improve your fortune. say the building simply has bad feng
shui. The principles were not respected
Soon after a Hong Kong millionaire in building the store.
moved his company to a new
skyscraper, his business began to do In recent years, feng shui has become
badly. He called in feng shui experts, popular in many western countries
who told him that because his new where companies such as Nike,
building was round, it was like a Citibank, and Hyatt Hotels have started
cigarette – all the energy was burning to seek advice from experts. Coca-Cola’s
off through the roof. They said that headquarters in Atlanta reported an
the only thing he could do to prevent increase in profits and employee
this was to build a swimming pool on efficiency after using feng shui principles
the roof. He followed their advice, and in its new offices. So does the business
his business started to do well again. world believe in feng shui? Some people
do, but others just see it as good business.
In another case, retail giant Marks & As one real estate developer said, “I
Spencer performed poorly when it don’t have to believe in feng shui; I do
entered the Chinese market with the it because it makes me money.”
opening of its store in Shanghai.
B Read the article about feng shui. Check (✓) the true statements.
For statements that are false, write the true information.
1. Feng shui concerns the relationship between humans and the world around them.
2. According to feng shui, a round building is good for business.
3. Feng shui has been popular in western countries for several centuries.
4. Marks & Spencer used feng shui in designing its Shanghai store.
5. Coca-Cola’s headquarters reported an increase in employee efficiency after using

feng shui principles in its new offices.
52 Unit 9
5 Write two suggestions for each of these problems.
1. I never have any energy, so I can never do anything except

work. I sleep all weekend, so don’t tell me to get more rest!
Have you thought about taking an aerobics class?
Another option is improve your diet.
2. My problem is a constant backache. I just don’t know what to

do to get rid of it. I had someone give me a massage, but it
didn’t really help.
Maybe you could
3. My doctor told me to get more exercise. She strongly

recommended swimming, but I find swimming so boring!
In fact, aren’t all sports boring?
Why don’t you
4. I’m very sociable, and I have great difficulty saying no. I end
up doing things every night of the week – going to parties,
clubs, the movies. I’m so tired all the time!
It might be a good idea
5. I like to be a good neighbor, but the woman next door drives

me crazy. She’s always knocking on my door to chat. And
whenever I go out into the yard, she goes into her yard – and
talks for hours!
What about
Improvements 53
6 Choose the correct three-word phrasal verb for each sentence.
1. I don’t know how my grandmother all the new

technology. She’s better at understanding new gadgets than I am!
(comes up with / cuts down on / keeps up with)
2. My cousin didn’t know what to do for her mother’s 60th birthday, but she finally
the idea of a surprise picnic with the whole family.
(came up with / got along with / looked forward to)
3. Judy has done it again! She only met Sam two months ago, and already she has
him. Why doesn’t she try to work out any problems?
(broken up with / gotten along with / kept up with)
4. After Pat saw her doctor, she decided to eating fast
food. She wants to lose some weight and start exercising again in order to keep
fit. (cut down on / look forward to / take care of )
5. We’re really lucky in my family because we all
each other very well. (come up with / get along with / look forward to)
6. I’ve done pretty badly in my classes this semester, so I’m not really
receiving my grades. (getting along with / looking forward to / taking care of )
7. I can’t that loud music anymore! I can’t stand hip-hop,
and I’m going to tell my neighbor right now. (cut down on / put up with /
take care of )
8. I’ve been getting sick a lot lately, and I often feel tired. I really need to start
my health. (cutting down on / keeping up
with / taking care of )
54 Unit 9
The past and the future
1 Circle the correct word that describes each sentence.
1. Events in December 2010 led to the peaceful removal of Tunisia’s prime minister
in January 2011. (natural disaster / epidemic / revolution)
2. In 2009, a species of spider that eats plants was found in southern Mexico and
Central America. (discovery / invention / epidemic)
3. On March 11, 2004, a series of bombings on a commuter train line in Madrid, Spain,
killed 191 people and wounded 1,800. (invention / terrorist act / achievement)
4. Advances in space technology allowed a spacecraft to land on Mars in 1997.
(achievement / disaster / terrorist act)
5. Prime Minister Benazir Bhutto of Pakistan was killed after leaving a campaign rally
in December 2007. (assassination / election / revolution)
6. In 2010, a series of floods in Australia affected over 200,000 people and caused nearly
a billion Australian dollars in damage. (discovery / natural disaster / epidemic)
2 Complete the sentences. Use words from the box.
ago for from in since to
1. Jazz first became popular in the 1920s.

2. The cell phone was invented about
40 years .
3. Brasília has been the capital city of Brazil
1960.
jazz
4. The first laptop was produced 1981.
5. Mexico has been independent more
than 200 years.
6. World War II lasted 1939 1945.
7. Vietnam was separated into two parts
about 20 years. Brasília
8. East and West Germany have been united
1990.
55
3 Nouns and verbs
A Complete this chart. Then check your answers in a dictionary.
Noun Verb Noun Verb
achievement achieve existence

assassination exploration
demonstration explosion
discovery invention
discrimination transformation
election vaccination
B Choose verbs from the chart in part A to complete these sentences. Use the correct verb tense.
1. Over the past several decades, the Indian city of
Bangalore has transformed itself into
a high-tech center.
2. In World War I, many soldiers were
against typhoid,
a deadly bacterial disease.
3. Aung San, the man who led Myanmar to
independence, was
in 1947. No one is certain who killed him.
center
4. The European Union has Bangalore, a high-tech
since 1957. There are now 27 member states.
5. Until the 1960s, there were many laws that
against African
Americans in certain regions of the United States.
6. In 1885, Louis Pasteur
a cure for rabies when he treated a young boy
who was bitten by a dog.
7. In recent years, teams of experts in countries such
as Cambodia and Angola have been safely
land mines in order to rid
those countries of these dangerous weapons. a research station in An
tarctica
8. One of the few parts of the world that has not been
much is Antarctica. The extreme climate
makes it dangerous to travel far from research centers.
56 Unit 10
4 Vaccines past, present, and future
A What are vaccinations? If necessary, scan the article to find out.
Vaccinations
For well over a thousand years, smallpox was a disease
that everyone feared. The disease killed much of the
native population in South America when the Spanish
arrived there in the early sixteenth century. By the end
of the eighteenth century, smallpox was responsible for
the deaths of about one in ten people around the world.
Those who survived the disease were left with ugly scars
on their skin.
Germany. In the following year, Napoleon opened a
It had long been well known among farmers that similar institute in Paris, France. Vaccination soon
people who worked with cows rarely caught smallpox; became a common method to protect people against
instead, they often caught a similar but much milder other viral diseases, such as rabies, and vaccines were
disease called cowpox. A British doctor named Edward sent across the world to the United States and India.
Jenner was fascinated by this, and so he studied cowpox. It took nearly two centuries to achieve Jenner’s dream
He became convinced that, by injecting people with of ridding the world of smallpox. In 1967, the World
cowpox, he could protect them against the much worse Health Organization (WHO) started an ambitious
disease smallpox. In 1796, he vaccinated a boy with vaccination program, and the last known case of
cowpox and, two months later, with smallpox. The boy smallpox was recorded in Somalia in 1977. The story of
did not get smallpox. In the next two years, Jenner vaccinations does not end there, however. There are many
vaccinated several children in the same way, and none of other diseases that kill more and more people every year.
them got the disease. In addition, many new diseases are being discovered.
News of Jenner’s success soon spread. In 1800, the The challenge for medical researchers will, therefore,
Royal Vaccine Institution was founded in Berlin, probably continue for several more centuries.
B Read the article about vaccinations. Complete the chart with the history of events
in the story of vaccinations.
Date Event
1. Early 16th century Smallpox killed much of the native population in South America.
2. End of the 18th century
3. 1796
4. 1800
5. 1801
6. 1967
7. 1977
8. Future challenge

5 Life in 2050
A Complete these predictions about life in 2050. Use the future continuous
of the verb given. Then add two more predictions of your own.
life on the moon? By 2050, . . .
1. some people will be living

in cities on the moon. (live)
2. many people
temperature-controlled body suits. (wear)
3. most people
cars that run on fuel from garbage. (drive)
4. people
in a new Olympic event – mind reading. (compete)
5.
6.
B Complete these predictions about what will have happened

by 2050. Use the future perfect. Then add two more
predictions of your own.
By 2050, . . .
1. computers will have replaced people

as translators. (replace)
2. ties for men out
of fashion. (go)
3. scientists a cheap
way of getting drinking water from seawater. (discover)
4. medical researchers a cure
for cancer. (find)
5.
6.
a cure for cancer?
58 Unit 10
6 Write two responses to each question.
1. What will or won’t you be doing in ten years? (Use the future continuous.)
I won’t be living with my parents.
2. How will cities of the future be different? (Use will.)

Cities won’t allow cars downtown.
3. How will life in small villages in your country have changed in the next 20 years?
(Use the future perfect.)
More people will have moved back from cities to small villages.
4. How do you think the world’s weather will change during this century? (Use will.)
The weather will be warmer, and the summers will be longer.
5. What advances will scientists have made by 2050? (Use the future perfect.)
Scientists will have found a way to grow enough food for everyone.

7 Think of four ways that technology will affect how we live and work in the next 20 years.
Example: Robots will be cleaning our homes.

1.
2.
3.
4.
8 Write two paragraphs about one of these topics or a topic of your

choice. In the first paragraph, describe the past. In the second
paragraph, describe how you think the future will be.
Topics
a music group health changes within a country

space exploration changes within a region technology
The European Union, or E.U., began as the European Economic Community in 1957. At first,
there were only six member states, including France, Italy, and West Germany. Nine other
countries joined during the next 40 years. Many European nations came together because
they wanted to avoid another world war.
The E.U. has continued to develop during the twenty-first century. In 2002, nearly all the
member states adopted the same currency – the euro. In 2004, ten more countries joined the
E.U., and two more countries, Romania and Bulgaria, joined in 2007. In the future, the nations
of the E.U. will continue to develop economic, political, and social cooperation. In the near
future, several more countries, such as Croatia, Iceland, and Turkey, will probably join the E.U.
60 Unit 10
Life’s little lessons
1 M
Milestones
A Read these statements. Check (✓) the ones that are

true for you. For statements that are false, write the
true information.
Example: As soon as I got my first cell phone, I called all my friends.
The moment I got a cell phone, I called my parents. OR
I’ve never had a cell phone.

1. By the time I was three years old, I had already learned two languages.
2. Before I started school, I was carefree – I used to watch TV all day.
3. After I started taking the bus by myself, I became more independent.
4. As soon as I got my driver’s license, my parents let me drive everywhere.
5. The moment I earned my own money, I opened a bank account.
6. Once I started learning English, I quit studying other languages.
7. Until I graduated from high school, I was very unsophisticated.
8. Before I became more independent, I thought I knew more than my parents.
B Write three true statements about yourself, your family, or your friends
about how things have changed over time. Use time clauses.
1.
2.
3.
61
2 Complete these descriptions. Use words from the box.
ambitious carefree rebellious

argumentative naive sophisticated
1. Kate is so sophisticated . She always dresses well,

she knows lots of intelligent people, and she never says anything silly.
2. I just spent a horrible evening with Kendra. She questioned and criticized
everything I said. I wish she weren’t so .
3. My sister is very . She trusts everyone and
thinks everyone is good.
4. Once I turned 16, I became less , and
my parents started to let me do what I wanted.
5. Paul is really . He wants to own his own
business by the time he’s 25.
6. I wish I could be like Celia. She’s so and
never seems to worry about anything.
3 Do you have a friend who is special to you? Write about him or her.
IIn the first paragraph, describe the person. In the second paragraph,
describe a particular time when the person helped you.
One of my best friends is Christine. She’s very mature

and conscientious, and she always gives me good advice.
Until I met her, I had been making some bad decisions. . . .
Christine is also very generous. She always helps her
friends when they need it. For example, the moment she
found out I was sick last winter, she came over and
visited me.
62 Unit 11
4 Turning points
A Scan the article from a sports magazine about Mercy Cherono. What lesson did
she learn very quickly?
In the coming years, she continued to win gold

medals at prestigious international
championships. She is a two-time World Junior
Champion in the 3,000-meter race, winning in
Poland in 2008, and again in Canada in 2010. She
also came in first in the 3,000-meter race at the
Mercy Cherono is one of many very 2009 Africa Junior Championships. However,
successful young athletes from Kenya. She Cherono is not just a middle-distance runner. At
was born in 1991 in the village of Kipajit. the 2009 World Cross Country Championships in
She is the oldest of six children, and some of her Jordan, she won a silver medal in the junior race.
younger siblings are also She lost to the Ethiopian
athletes. Her father, John long-distance runner
Koech, runs a training camp Genzebe Dibaba
in the village. During the because she tried to
school holidays, the camp sprint too early to the
attracts over 50 trainees. finishing line. After the
race, Cherono claimed,
Cherono started running in “I will not repeat that
primary school and mistake again.”
continued when she went to
secondary school in the The following year, at
nearby town of Sotik. At the the same cross country
age of 16, she participated race, Cherono proved
in her first international herself when she won a
event in Mombasa, Kenya. gold medal. Incredibly,
It was the 2007 the three runners-up
International Association were all from Kenya,
of Athletics Federations too. She and the
(IAAF) World Cross Country Championships. She Kenyan team came home to a hero’s welcome.
finished 23rd in the junior race, but she had Her coach was ecstatic and said, “The success of
launched herself into international athletics. In the Kenyan team was through training hard and
the same year, at the World Youth Championships determination.” And her father said, “Our child is
at Ostrava in the Czech Republic, she won a gold a disciplined girl who has always taken
medal in the 3,000-meter race, which she ran in instructions.” Perhaps one day Mercy Cherono
the championship record time of 8:53:94. will instruct future champions.
B Read the article. Look at the words and phrases in bold in the article. Write definitions or
synonyms for each word or phrase.
1. launched herself into 4. sprint
2. record time 5. runners-up
3. prestigious 6. ecstatic
C What factors mentioned in the article do you think have helped Mercy Cherono to
become a successful athlete?

5 Write sentences about your regrets. Use should (not) have.
1. I spent all my money on clothes. Now I can’t afford to take a vacation.

I shouldn’t have spent all my money on clothes.
2. I was very argumentative with my boss, so she fired me.
3. I changed jobs. Now I work in a bank. My job isn’t very interesting.
4. I bought a new TV with my credit card. Now I can’t afford the payments.
5. I studied music in school, but I’m much better at computer science.
6. I was completely rebellious when I was a student, so I got very bad grades.
7. My friend asked to copy my homework, so I let him. The teacher found out and
gave us both Fs.
8. My cousin invited me to a party. I accepted but didn’t put the date in my calendar.
I forgot all about it.
9. I was very naive when I was younger. I lent money to people, but they hardly
ever paid me back.
10. My friend asked for my opinion on her new hairstyle. I told her I didn’t like it.
Now she’s not talking to me.
64 Unit 11
6 IIf . . .
A Rewrite the sentences as hypothetical situations. Use the words given.

1. I should have studied English sooner. (get a better job)
If I’d studied English sooner, I would have gotten a better job.
2. We should have made a reservation. (eat already)
3. I should have put on sunscreen. (not get a sunburn)
4. You should have let me drive. (arrive by now)
5. I should have ignored your text in class. (not get in trouble)
B Write sentences describing hypothetical situations.

Use the words given and your own ideas.
Can I borrow
your cell phone No, I’m waiting
for a minute? for a call.
1. selfish If I had been less selfish as a teenager,

I would have had a better relationship with my brother.
2. ambitious
3. pragmatic
4. naive
5. rebellious
6. conscientious

7 Complete the conversation. Circle the correct time expressions
and use the correct tense of the verbs given.
Andy: I’ve made such a mess of my life!

John: What do you mean?
Andy: If I hadn’t accepted
(not accept)
a job (as soon as / before / until) I graduated,
I
(travel)
around Europe all summer – just like you
did. You were so carefree.
John: You know, I should
(not go)
to Europe. I should
(take)
the great job I was offered. (After / Before / Until)
I returned from Europe, it was too late.
Andy: But my job is so depressing! (Before / The moment / Until) I started it,
I hated it – on the very first day! That was five years ago, and nothing’s changed.
I should for another job right away.
(look)
John: Well, start looking now. I posted my résumé online last month, and five
companies contacted me right away. If I
(not post)
my résumé, no one me.
(contact)
I accepted one of the job offers.
Andy: Really? What’s the job?
John: It’s working as a landscape gardener. (Before / The moment / Until)
I saw it, I knew it was right for me.
Andy: But for me right now, the problem is that I get a very good salary and I
just bought a house. If I the house,
(not buy)
I take a lower paying job.
(be able to)
John: Well, I guess you can’t have everything. If I a better salary,
(have)
I a house, too.
(buy)
66 Unit 11
The right stuff
1 Complete these sentences with In order for or In order to.
1. In order for a restaurant to be popular, it has

to have attractive decor.
2. a movie to be entertaining, it has
to have good actors and an interesting story.
3. succeed in business, you often
have to work long hours.
4. attract new members, a sports
club needs to offer inexpensive memberships.
5. speak a foreign language well,
it’s a good idea to use the language as often as possible.
a popular restaurant
6. a clothing store to succeed, it
has to be able to find the latest fashions.
2 Write sentences. Use the information in the box.
have talented salespeople work extremely long hours

keep up with your studies provide excellent customer service
be clever and entertaining have drama and interesting characters
1. be a successful student
In order to be a successful student, you have to keep up with your studies.
2. a clothes store to be profitable
For a clothes store to be profitable,
3. manage your own business
4. an advertisement to be persuasive
5. run a successful automobile company
6. a reality TV show to be successful
67
3 Choose the correct word or phrase.
1. I didn’t enjoy this book on how to succeed in business. It wasn’t very

well written . (affordable / well paid / well written)
2. I learned a lot about how to run a successful bookstore from taking that class.
I found it very . (attractive / informative / knowledgeable)
3. Linda has so many interesting ideas, and she’s always thinking of new projects.
She’s very . (clever / patient / tough)
4. Rosie is a salesperson, and she’s good at her job. She’s so that
she sells three times as much as her co-workers. (unfriendly / affordable / persuasive)
5. Daniel is one of the top models in Milan. He goes to the gym every day, so
he looks really . (clever / charming / muscular)
6. For a restaurant to succeed, it has to a high level of
quality in both food and service. (keep up with / maintain / put up with)
7. If a department store improves its and looks really
fashionable, it can attract a lot of new customers. (boutique / decor / safety record)
4 Read this information about journalists. Then write a paragraph about

one of the people in the box or another person of your choice.
To be a successful journalist, you need to

be both talented and dynamic. You have to
write well and write quickly. In order to report
the news, a journalist needs to have a good
knowledge of world and current events. In
addition, you must be able to report a story
accurately.
an artist a boss a homemaker a parent a teacher
68 Unit 12
5 I like it because . . .
A For each pair of pictures, write one sentence about what you like and one
sentence about what you dislike. Give reasons using the words given.
1
I like this park because it’s clean I don’t like this park since
and there are a lot of trees. (because) (since)
2
(since) (the reason)

3
(because of ) (due to)
B Think of an example in your city of each of these places: a restaurant, a hotel,

a shopping center. Write a sentence about why you like or dislike each one.
Example: The reason I don’t like Cho Dang Gol Restaurant in my hometown
is its noisy location right by the freeway.
1.
2.
3.
The right stuff 69

6 A business without a brand
A Scan the article about Muji. What is the company’s philosophy?
BUSINESS AS UNUSUAL
From very small beginnings over three decades
ago, Muji is now well-known for its stores in
East Asia, Europe, and North America. It is
proud to operate in a very unique way. Exactly
how does this international chain store’s
philosophy differ from that of its competitors?
The answer can be found in its full Japanese
name, Mujirushi Ryohin, which means “no brand
quality goods.” The company’s basic principle
is to provide new but simple products at “lower
than usual prices” by maximizing the use of the
most suitable raw materials available. In order
to achieve this, Muji selects the best materials
and then, in the manufacturing process, it
minimizes waste, often by recycling unused
of stores in countries as far apart as the United
materials. Another key concept at Muji concerns
States, Turkey, and China. Moreover, to keep up
using minimal packaging showing only
with the electronic shopping revolution, Muji
product-related information and a price tag.
Online enables customers to place orders from
When Muji was established in Japan in 1980, it home.
operated only in “sales corners” in department
Over the years, Muji products have won several
stores and convenience stores, such as Seibu
product design awards. For instance, in 2005,
and Family Mart. It sold 31 food items, ranging
Muji won several gold awards at the
from dried shiitake mushrooms to fruit drinks.
International Forum Design in Germany. When
There were nine items for kitchens and
the company organized its own design awards
bathrooms, such as phosphorus-free detergent
the following year, it attracted 4,758 entries
and toothbrushes. Muji expanded quickly. In
from 52 countries.
1983, the company founded its own stores and
extended its product range to include fabrics – The bottom line at Muji is to offer well-
curtains, bed linens, and clothes. It also began designed, high-quality, logo-free products at
opening shops abroad and now has hundreds tempting prices. It works!
B Read the article. Look at the words and phrases in bold in the article. Write definitions or
synonyms for each word or phrase.
1. competitors
2. basic principle
3. raw materials
4. minimal packaging
5. product range
6. the bottom line
70 Unit 12
7 Look at these advertisements and write two sentences about each one.
Describe the features and give reasons why you like or dislike the advertisements.
1
2
Example: A nice thing about the first ad is that it attracts your attention.
I like it because of the clever concept.
1.
2.
The right stuff 71

8 Complete this crossword puzzle.
1 2
3 4
5 6
7 8
10 11 12
13
14
Across
3 For a salesperson to be persuasive, he or she has to be with words.
5 The big supermarket are causing many small local stores to close.
7 In order for sports clubs to remain popular, they must have the most
modern , such as treadmills and stair climbers.
9 To be , successful male models work out daily with trainers.
10 I don’t follow trends, so the latest in clothes don’t interest me.
12 I don’t have a favorite of clothing. Designer clothes are too
expensive, so I just buy cheap clothes that look good on me.
13 I like the family-owned shop on my street because it always has interesting
products that I’ve never seen before.
14 I don’t know why Gloria doesn’t try modeling. She is absolutely .
Down
1 For a coffee shop to make enough money to be in my neighborhood,
it has to attract young people and stay open late.
2 The Leo Jazz Club has a great new band. I’ve heard they’re very musicians.
4 Due to its boring content, Weekend Talk ran for only three months. For
a TV show to be successful on Saturday evenings, it really has to be .
6 I wouldn’t be a good because I’m not very persuasive.
8 While I was waiting in the doctor’s office, I read a fantastic new .
I liked it so much that I decided to buy it every month from now on.
11 I’m not enough to be a successful salesperson. When someone says no,
I would just accept that, but I’m sure that’s not how to make a sale!
72 Unit 12
That’s a possibility.
1 What do you think happened? Write an explanation for each event using past modals.
1 2 3
1. He may have lost his car key.
2.
3.
4.
5.
6.
4 5 6
73
2 Write two paragraphs about something strange that has happened to you.
IIn the first paragraph, describe the situation. In the second paragraph,
give two or three explanations for what happened.
I invited six friends to a barbecue on the beach. I suggested we meet at eight

o’clock. They all said they would come and bring some food.
On the day of the barbecue, only two of my friends showed up. I guess my
other friends could have overslept, or they might have decided to do something
else. Another possibility is that they may have thought I meant 8 p.m. instead
of 8 a.m. I’m not sure what happened!
3 Answer these questions. Write two explanations using past modals.

A
1. They might have built it to use as a church.
2.
Why do you think the ancient

Britons built Stonehenge?
3. They could have
4. How do you think early explorers

communicated with people in
the places they visited?
5. They may have
6.
How do you think the early
Polynesians were able to
travel across vast oceans?
74 Unit 13
4 SStrange creatures
A Skim the online article about a world-famous legend.

Can you think of a suitable title for it?
He has been called the “missing link”: half man, half beast. He is
huge, maybe as much as 2.5 meters tall (8 feet). His body is
ks
covered with long brown hair, but his face is hairless. He walks
upright on two feet. He lives near the top of Mount Everest,
and he is known as the Abominable Snowman.
The legend of this strange creature is

not new. For years, local people have
reported seeing the creature they calll
“Yeti” (the all-eating animal) come downown
from the mountain and attack villagers. rs.
Climbers in the 1920s reported stories of
huge footprints they saw high in the
Himalayas – footprints unlike any otherer
pton
animal’s. In 1951, the explorer Eric Shipton
took photographs of enormous tracks in the
snow of Mount Everest. He assumed that hat
the Abominable Snowman really existed ed
and must have walked around in thatt area.
entists
These days, a few people still believe in the Yeti. However, scientists
say there should have been more and better evidence than n just
some footprints in the snow. They also suggest that the trackss
Shipton found may have been only bear tracks. However, if
anyone ever succeeds in catching an Abominable Snowman, an,
they may face a real problem: Would they put it in a zoo or
give it a room in a hotel?
B Read the article. Then write answers to the questions.

1. How might someone describe the Abominable Snowman?
2. Where does the Abominable Snowman live?
3. What’s another name for the Abominable Snowman?
4. In 1951, what “evidence” did Shipton find, and how did he record it?
5. Why don’t many scientists believe Shipton found tracks of the Abominable Snowman?
5 SShould have, could have, would have
A What should or shouldn’t these people have done?

Read each situation and check (✓) the best suggestion.
1. Joe’s old car broke down on the highway late one night, and
his cell phone battery was dead. He left the car on the side
of the road and walked home.
He should have stopped a stranger’s car to
ask for a ride.
He could have slept in his car till morning.
He should have walked to the nearest
pay phone and called a tow truck.
2. Linda was in a park. She saw some people leave all their
trash after they had finished their picnic. She did nothing.
She did the right thing.
She should have asked them to throw away their trash.
She could have thrown away the trash herself.
3. John’s neighbors were renovating their kitchen. They made
a lot of noise every day until midnight. John called the police.
He shouldn’t have called the police.
He should have realized that they were trying
to finish the job quickly.
He could have asked them not to make any noise in the evenings.
4. Mrs. Judd wouldn’t let her children watch TV for a month
because they broke a window playing baseball.
She could have made them pay for the window.
She shouldn’t have done anything. It was an accident.
She shouldn’t have let them play baseball for a month.
5. Martha’s boss borrowed $20 from her a month ago, but he forgot
to pay her back. Martha never said anything about it.
She should have demanded her money back.
She shouldn’t have loaned it to him.
She could have written him a nice email asking for the money.
B What would you have done in the situations in part A?

Write suggestions or comments using past modals.
1. I would have called a friend to give me a ride home.
2.
3.
4.
5.
76 Unit 13
6 Nouns and verbs
Noun Verb Noun Verb
advice advise excuse

assume predict
criticism suggestion
demand warn
B Complete the sentences using words from the chart in part A.

For the verbs, use shouldn’t have + past participle. For the nouns,
use the appropriate singular or plural form.
1. Justin shouldn’t have suggested having a beach party. It

was so dark, I stepped in a hole and hurt my ankle.
2. Bart bought an expensive ring and gave it to Millie for her

birthday. A year later, he asked her to marry him. When she said
no, he made an outrageous .
He said he wanted his ring back!
3. I my co-worker not to be late

for work so often. It was really none of my business.
4. Last year some economists said that food and gas prices
wouldn’t increase. Those
were wrong! Both food and gas are more expensive now.
5. Jill said she was late because she got caught in traffic.
Hmm. I’ve heard that before.
6. Philip I would still be

awake at midnight. I was asleep when he called.
7. My professor me to take a
course in English literature. I have absolutely no interest in it.
8. Josh me for wearing jeans

and a T-shirt to a friend’s party.
7 Complete these conversations. Use the past modals in the box
and the verbs given. (More than one modal is possible.)
could have
may have
might have
must have
should have
1. A: Where’s Alex? He’s late.

B: He may have gotten (get) stuck in rush-hour traffic.
A: He’s always late! You know, he should have taken (take) the subway.
2. A: Nina never responded to my invitation.
B: She (not receive) it.
You (call) her.
3. A: Jeff hasn’t answered his phone for a week.
B: He (go) on vacation.
He (tell) you,
though – sometimes he’s very inconsiderate.
4. A: I can never get in touch with Susan. She never returns phone calls
or answers texts!
B: Yeah, I have the same problem with her. Her voice mail
(run out) of space.
She (get) a new
phone service by now.
5. A: Martin is strange. Sometimes he works really hard, but sometimes
he seems pretty lazy. Last week, he hardly did any work.
B: Well, you know, he (not feel) well.
Still, he (tell) you that he was sick.
6. A: I ordered a book online a month ago, but it still hasn’t arrived.
B: They (have) a problem with the
warehouse, but they (let) you know.
78 Unit 13
Behind the scenes
1 Complete the conversation. Use the passive form of the verbs given.
Vera: Putting on a fashion show must be really challenging!

Isaac: Yeah, but it’s also fun. All the clothes have to be numbered (number)
so that the models wear them in the right sequence. And they also have to
(mark) with the name of the right model.
Vera: What happens if something (wear) by the wrong model?
Isaac: Well, if it doesn’t fit, it looks terrible! First impressions are very important. A lot of
clothes (sell) because they look good at the show.
Vera: Do you have to rehearse for a fashion show?
Isaac: Of course! There’s more involved than just models and clothes. Special
lighting (use), and music (play)
during the show.
Vera: It sounds complicated.
Isaac: Oh, it is. And at some fashion shows, a commentary may (give).
Vera: A commentary? What do you mean?
Isaac: Well, someone talks about the clothes as they (show)
on the runway by the models.
Vera: It sounds like timing is really important.
Isaac: Exactly. Everything has to (time) perfectly!
Otherwise, the show may (ruin).
79
1. Often, special music has to be for a film.

(composed / designed / hired)
2. A play may be for several weeks before it is shown to the public.
(shot / taken / rehearsed)
3. Designing for actors to wear requires a lot of creativity.
(scripts / sets / costumes)
4. Newspapers are to stores after they are printed.
(expanded / distributed / reported)
5. are added after the film has been put together.
(Scenes / Sound effects / Takes)
3 Complete this passage. Use the passive form of the verbs given.
1 2 3 4 5
1. Nowadays, all sorts of things are produced (produce) in factories,

including lettuce! At one food factory, fresh green lettuce (grow)
without sunlight or soil. Here is how it (do).
2. Lettuce seedlings (place) at one end of a long production line.
Conveyor belts (use) to move the seedlings slowly along.
The tiny plants (expose) to light from fluorescent lamps.
3. They have to (feed) through the roots with plant food
and water that (control) by a computer.
4. Thirty days later, the plants (collect) at the other end
of the conveyor belts.
5. They may (deliver) to the vegetable market the same day.
80 Unit 14
4 A puppet show
A Skim the article. Write the type of puppet under the correct pictures.
INTERNATIONAL PUPPETS
The first puppets are thought to have been used in India over 4,000 years ago.
Since then, different kinds of puppets have become popular around the world.
HAND PUPPETS are usually about 50 cm (20 inches) SHADOW PUPPETS are similar to rod puppets
tall. Their main feature is a large head that has a but are unique in that they are flat and much
costume with arms attached to it. These puppets are smaller – about 50 cm (20 inches). In addition,
worn like a glove. The puppeteer, who stands below they are seen by audiences in a completely
the stage, operates the puppet with his or her fingers. different way – these puppets appear as shadows
Hand puppets are widely used in European countries, on a screen that is lit from behind. They are
such as Italy, France, and Britain. controlled either from below or beside the stage.
Shadow puppets, which originally came from
ROD PUPPETS have long been used in Japan and China and Indonesia, later became popular in
Italy and are now very popular in Eastern Europe. Turkey and Greece.
They are similar in shape to hand puppets but are
much bigger – sometimes over 1 meter (40 inches) MARIONETTES are puppets that are constructed
tall. The puppeteer, who works from below the stage, from several small parts. Their height varies, and
operates the puppet with rods that are attached to it: they are moved by strings that are controlled from
pp
a thick rod fixed to the puppet’s back,, and thinner rods above. Many marionettes are hung on nine strings,
fi d to
fixed t its
it neck,
k head,
h d andd arms. The puppeteer, but there are some in Myanmar that have up to 60
on
ne hand and the thinner
n
holding the thick rod in one strings. They can be made to perform interesting
n move the parts separately.
rods in the other hand, can tricks, such as blowingg smoke
s from a pipe.
1. 2. 3. 4.
B Read the article about different types of puppets. Complete the chart.
Hand puppets Rod puppets Shadow puppets Marionettes
Size
How they’re constructed
How they’re moved
Position of puppeteer
Where they’re commonly used

5 JJoin these sentences with who or that. Add a comma wherever one is needed.
foreign correspondent junior newspaper reporter
Examples:
Foreign correspondents are journalists.
They report on a particular part of the world.
Foreign correspondents are journalists that report on a particular part of the world.
A junior newspaper reporter should be curious.
He or she is often new to journalism.
A junior newspaper reporter, who is often new to journalism, should be curious.
1. A photo editor selects only the best photos.
He or she tells the photographers what news stories to cover.
2. A website designer is a skilled artist.

He or she creates computer files with text, sound, and graphics.
3. A network installer is a skilled person.

He or she responds to calls from people with computer problems.
4. Movie extras appear in the background scenes.

They almost never have any lines.
5. TV sitcoms include actors and actresses.

They are recognized by television viewers around the world.
82 Unit 14
6 M
Match the definitions with the jobs.
1. a cinematographer g a. a journalist who specializes in reporting on the personal

2. a film editor lives of famous people
3. a gossip columnist b. someone who looks for places to shoot scenes in a film
4. a graphic designer c. someone that helps a movie director put together
5. a location scout the best “takes”
6. a stagehand d. a person who does dangerous scenes in a movie in

place of the main actor
7. a stunt person
e. a TV personality who invites guests to come on his or
8. a talk show host
her program
f. a person who moves sets and furniture for theater and
film productions
g. a person who operates the main camera during shooting
h. someone that creates the design for a printed work
7 Choose a job from Exercise 6 or another job you’re interested in.

IIn the first paragraph, describe the job. In the second paragraph,
describe what the job involves behind the scenes. Use relative
clauses in some of your descriptions.
If I worked in journalism, I’d like to be a foreign

correspondent like Julie McCarthy. These days, foreign
correspondents, who are on call 24 hours a day, often work
for both a newspaper and a broadcasting company. They
meet and interview famous people all over the world.
Behind the scenes, foreign correspondents are members of
news teams, which include technicians and camera operators.
Together, they try to report the news as soon as it happens,
and, if possible, before any competitors!

8 Describe six steps in the process of renovating a restaurant.
Use the passive form of the verbs given below.
1. designer 2. builders
3. painters 4. electrician
5. delivery people 6. owner
1. First, a renovation plan is approved. (a renovation plan / approve)

2. Next, (new walls / build)
3. Then (the walls / paint)
4. After that, (new lighting / install)
5. Then (new furniture / deliver)
6. Finally, (the restaurant / reopen)
84 Unit 14
There should be a law!
1 What should be done about each situation? Write sentences about these pictures,
giving your opinion. Use the passive form with should, shouldn’t, or ought to.
g
1. Leaving large items on the sidewalk 2. Eating on the subway
3. Playing loud music late at night 4. Letting dogs run without leashes
1. People shouldn’t be allowed to leave large items on the sidewalk. OR
People ought to be required to take large items to designated dumps.

2.
3.
4.
85
2 M
Make recommendations about the situations in these pictures. Use the passive form
with has to, has got to, must, or mustn’t.
1 2
3 4
1. A law has to be passed to prevent people from losing their homes. OR
Something must be done to repair abandoned homes.

2.
3.
4.
86 Unit 15
3 Think of four things that you have strong opinions about. Write your opinions
and explain your reasons for them. Use passive modals.
Example: In my opinion, cell phones shouldn’t be allowed in class.
They distract students from the lesson.
1. I feel that
2. I think that
3. In my opinion,
4. I don’t think that
4 Respond to these opinions by giving a different

one of your own. Use expressions from the box.
That’s interesting, but I think . . .

That’s not a bad idea. On the other hand,
I feel . . .
You may have a point. However, I think . . .
Do you? I’m not sure . . .
1. A: Everyone should be required to study Chinese.

B: You may have a point. However, I think that English
is more useful for traveling.
2. A: People mustn’t be allowed to write unkind things about
others on social networking sites.
B:
3. A: Public transportation should be provided free of charge.

B:
4. A: I think people ought to be required to buy hybrid cars.

B:
5. A: In my opinion, all plastic containers should be banned.

B:

5 Getting revenge
A Skim the web posts. What is a revenge story? Why is each of these stories a revenge story?
B Read the posts. Then complete the chart.
Problem First attempt to solve it Final solution
1.
2.
3.
C Do you think getting revenge – doing something mean to someone in return – is acceptable
behavior? Why or why not?
88 Unit 15
6 Add tag questions to these statements.
A
1. Bullying is a serious problem, isn’t it ?

2. The city doesn’t provide enough services for elderly people, does it ?
3. You can easily spend all your money on food and rent, ?
4. Some unemployed people don’t really want to work, ?
5. Health care is getting more and more expensive, ?
6. There are a lot of homeless people downtown, ?
7. Some schools have overcrowded classrooms, ?
8. Laws should be passed to reduce street crime, ?
7 Nouns and verbs
Noun Verb Noun Verb
advertisement advertise permission

bully pollute
improve prohibition
offense provision
outsource require
B Write eight sentences with tag questions using words

from the chart. Use four of the nouns and four of the verbs.
Examples: Bicyclists should be required to wear
helmets, shouldn’t they?
1.
2.
3.
4.
5.
6.
7.
8.

8 Give one reason for and one reason against these opinions.
1. Children should be made to study a foreign language in primary school.

For: It would help children understand other cultures.
Against: I don’t think it would be easy to find enough teachers.
2. Jobs shouldn’t be outsourced to other countries.
For:
Against:
3. More tax money ought to be spent on cleaning graffiti off city walls.
For:
Against:
4. Stray animals should be cared for in animal centers.
For:
Against:
9 Complete the conversation. Use passive modals and tag questions.
Kate: You know, I just moved into this new apartment building,
and I thought everything would be really great now.
Tony: What’s the problem?
Kate: Well, yesterday, the manager gave me a copy of the
house rules. I found out that I can’t park my moped
on the sidewalk in front of the building anymore.
Tony: But people shouldn’t (permit)
to park their bikes or mopeds there.
Kate: Why not? There isn’t any other place to park, ?
I guess I’ll have to park on the street now.
Tony: I’m sorry that parking somewhere else will be inconvenient, but don’t
you agree that people shouldn’t (allow) to
block the sidewalk or the entrance to the building?
Kate: Well, you may have a point, but parking spaces for all types of cycles
need (provide) for renters here. All renters
with a car have a parking space, ?
Tony: Well, yes, you’re right. You should go to the next renter’s meeting
and discuss the issue with everyone else.
Kate: That’s not a bad idea. My voice ought (hear)
as much as anyone else’s – I think I will!
90 Unit 15
Challenges and accomplishments
1 Complete the sentences with your own ideas about the jobs in the box.
acting in movies being a student doing volunteer work

being a parent being unemployed teaching young children
1. One of the most rewarding aspects of teaching young children is seeing them develop.
2. The most challenging thing
3. One of the rewards
4. One of the most difficult things
5. The most interesting aspect
6. One of the least interesting aspects
2 The best and worst of it
A Complete the chart with your own ideas.
Job One of the best things One of the worst things
1. social worker helping people

2. university professor grading papers
3. small-business owner making your own schedule
4. emergency-room nurse working long hours
B Write about the positive and negative aspects of the jobs in part A.
1. One of the best things about being a social worker is helping people.
One of the worst things is
2.
3.
4.
91
3 Write two paragraphs about a job you find interesting. In the first paragraph,
describe some positive aspects of the job. In the second paragraph, describe
some of its negative aspects.
small-animal veterinarian large-animal veterinarian
Being a veterinarian is both rewarding and challenging. People bring

animals with different sorts of problems into the clinic every day. One of
the best things about the job is treating and curing those animals that are
seriously sick or injured. It’s an amazing thing to be able to save an animal
and bring a smile to a pet owner’s face.
Sometimes, if an animal is very sick or badly injured, it’s not possible to
treat it successfully. The saddest aspect of the job is dealing with animals
you cannot save. It’s a terrible loss for both the vet and the pet owner.
92 Unit 16
4 Huge challenges, enormous rewards
A Scan the first paragraph of the article. What award did Médecins
Sans Frontières receive? When and why did they receive it?
Médecins Sans Frontières have to be able to deal with stress,

and you need to be able to work
independently as well as in a team.
Médecins Sans Frontières (MSF), You are not required to have medical
which means “Doctors Without qualifications. Besides medical
Borders,” was established in 1971. expertise, MSF needs the skills of
It is now one of the world’s largest technical staff such as building
organizations that provide engineers and food experts.
emergency medical relief. In 1999,
it won the Nobel Peace Prize. Its aim The reaction of volunteers returning
work on a project for six months to from MSF speaks for itself. “One of
is to help people who have suffered
a year. Many volunteers go on more my biggest challenges was organizing
badly in wars or natural disasters,
than one mission. a team to open a new hospital in a
such as earthquakes or floods.
One volunteer reports, “Working town that had had no medical care
Each year, about 3,000 people are for three years,” one volunteer said.
in politically sensitive areas with
sent abroad to work in more than 60 This volunteer said the project was a
limited resources can be frustrating,
different countries worldwide. MSF success because of the reduction of
but there is huge satisfaction in
relies on volunteer professionals but deaths and the fact that the local
making even a small or temporary
also works closely with about 25,000 people were so thankful. Another
difference to people. What better
locally hired staff. In most projects, volunteer says, “With MSF, I have had
recommendation than to say, ‘I’m
there are about seven local members the chance to travel and test my skills
about to leave on a third mission!’”
to every one foreigner. Volunteers are to the limits both professionally and
paid about $1,400 each month and What qualities and skills do you personally. The rewards can be
receive travel expenses. They usually need to become a volunteer? You enormous.”
B Read the article. What are two challenges and two rewards of volunteering?
Challenges:
Rewards:
C Answer the questions.

1. What is the aim of Médecins Sans Frontières?
2. How many countries receive foreign volunteers through MSF?
3. What is the average ratio of local staff members to foreign volunteers?
4. What personal qualities must volunteers have?
5. What kinds of experts does MSF require?

5 Choose the correct word.
1. It’s not good to be if

you’re an emergency-room nurse.
(courageous / rigid / upbeat)
2. If teachers are going to be successful, they have to be
.
(dependent / timid / resourceful)
3. You have to be if you
work as a volunteer.
(adaptable / cynical / unimaginative)
4. If you take a job far from your family and friends,
you have to be .
(compassionate / dependent / self-sufficient)
5. One of the most important things about working
with children is being positive and not .
(adaptable / cynical / resourceful)
6. Being a role model for troubled youths requires someone
who is strong and .
(compassionate / insensitive / timid)
6 Choose the correct prepositions.
about by for from in of
1. One of the most exciting things about

working abroad is learning about another culture.
2. By the time I’m 35, I’d like to have lived in a culture
that’s very different my own.
3. For me, the most difficult aspect
working abroad is learning a foreign language.
4. Working an organization like the
Peace Corps is very rewarding.
5. I’d like to have gotten another degree
two years.
6. I hope I’ll have gotten married the
working abroad
time I’m 30.
94 Unit 16
7 A
Accomplishments and goals
A Match the verbs with the nouns. Write the collocations.

(More than one answer may be possible.)
Verb Noun
buy a change 1. buy a house

get debts 2.
learn a house 3.
make a promotion 4.
meet new skills 5.
pay off someone special 6.
B Write one sentence about an accomplishment and another sentence

about a goal. Use the words in part A and your own ideas.
1. My sister and her husband have
managed to save enough money
to buy a house. I expect to have
bought a house within five years.
2.
3.
4.
5.
6.

8 Personal portraits
A Write three sentences about the accomplishments of someone you

know very well. Use the present perfect or simple past.
Example:
By investing his money carefully, my neighbor
Paulo was able to retire at 40. Since then, he
has managed to set up an organization that
helps find jobs for people who are homeless.
In addition, he . . .
B Write three sentences about things the same person would like to have achieved
in ten years. Use the future perfect or would like to have + past participle.
Example:
Paulo would like to have started an organization
to provide scholarships for needy college
students by the time he’s 50. He hopes to
travel a lot, too. In fact, he hopes he’ll have
traveled all through Southeast Asia.
96 Unit 16

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© Cambridge University Press 2013

Content from Interchange 3, © Cambridge University Press 2013

2 VOCABULARY Personality types

a good conversationalist easygoing generous

3 GUESS THE STORY

Bachelor 1 Bachelor 2 Bachelor 3

easygoing egotistical excited straightforward

5 WATCH FOR DETAILS

Elizabeth went to college together.

Bachelor 1 Bachelor 2 Bachelor 3

1. I’d be too embarrassed to tell you the truth.

7 RROLE PLAY Let’s play Dream Date!

B GROUP WORK Now join another pair. Three of you are

9 CLAUSES CONTAINING IT WITH ADVERBIAL CLAUSES

B PAIR WORK Compare your statements with a partner.

2 VOCABULARY Attributes at work

creative collaborative ✓ independent physical practical precise

1. My brother is very independent , so he prefers to work by himself.

Watch the video

4 GET THE PICTURE

1. A conventional type would make a good actor.

Manager Ad designer Accountant

Name Job Personality type

Manager of a men’s Conventional; good for him because he likes

9 GERUNDS AS SUBJECTS AND OBJECTS Describing a job

encourage organize the game schedule work on weekends

1. I enjoy working with children ; it helps me feel young.

Read this advice to babysitters in North America.

Is babysitting popular in your country? What would you enjoy about

2 VOCABULARY Requests and responses

3 GUESS THE STORY

Anne Rachel Megan

1. I need a big favor.

1. I was wondering if I could borrow your vacuum cleaner.

A: I was wondering if I could borrow your vacuum cleaner.

Student B: You’re moving to a new apartment. You want your friend

1. Is it OK if I borrow these boxes?

Anne: Rachel! I am so you’re home. I was

9 IINDIRECT REQUESTS Asking favors

Anne: Would you mind taking in the mail every day ?

surprised freaked out

Watch the video

4 GET THE PICTURE

B Check (✓) True or False. Correct the false statements.

1. Ellen heard a story at the restaurant.

5 WATCH FOR DETAILS

1. Ellen overheard a woman telling this story to her daughter .

1. Vanessa likes scary stories.

The Loch Ness Monster, Scotland Alien Big Cats, England

9 PPAST TENSE VERBS Telling a story

Last Saturday, I (walk) down Elm Street when I

A: Think of something unusual that has happened to you.

2 VOCABULARY Travel abroad

afraid to make a mistake eating a huge meal at lunch shaking hands

Watch the video

4 GET THE PICTURE

B Complete the information for each person.

Camilla Andrew Delfino

Lives in: Is from: Is from:

5 GUESSING MEANING FROM CONTEXT

1. People shake hands when they meet.

7 WHAT’S YOUR OPINION?

Hi. I’m Chris Brooks. to Travel World. Have you ever