fer Listening and Speaking 1 Work in pairs. Look at the painting by Vermeer and the installation by Olafur — Eliasson, and answer the questions. feolra 8 1 Whats the focal point (the place your Peay eyes are drawn to) in each one 2 What ese can you see in the foreground Real and é and the background? 8 Whatis happening in the painti Do you think there might be a story behind i? Ifo, what? 4 Which ofthese words would you use to describe the light in each one? bright dazzling deep dim faint harsh rich soft warm cold 5 What do you think the installation could represent? ‘6 Whats the mood in each one? Which do you prefer, and why 2 1.16 Listen to a description of the Use your finger to follow the i the speaker mentions and answer the questions 1 How does the speaker answer the fist four questions in exercise 1 Did listening to the description change your view of the picture ata? Ifso, how 3. Work in pairs. You are going to describe Johannes (Jan) Vermeer (1632-1675) was a Dutch a paintin partner. Student A: turn painter who specialised in domestic interior scenes of to page 126. Stud ‘middle-class life. He is now acknowledged as one of the world's greatest painters. Bs turn to page 129.Pronunciation 1 Read the sentence below and say where you think the speaker will pause Woman with a Balance is one of Vermeer's finest paintings. 2 1.17 Listen to check your answers Does the speaker’ voice go up or down at the end of each phrase? Which word or words are stressed? 8. Look at the rest ofthe seript on page 154 nd predict the places where the speaker will pause. Listen to check the answers. Then ad alternate sentences with a partner: Reading and Vocabulary 1. Work in pairs. Read Clots of Heaven and answer the questions. 1 Who do you think the poem is written 10? 2 What does the poet want to offer, and what does he offer 3 What is meant by ‘golden and silverlight” and “the half light’ 4 What do you think the lat ine means? 2 Which of the sentences below refer t0 real light and which to metaphorical light? 1 Scientists hope the discovery of this gene will sed light on the hereditary nature of the disease She travelled to India in search of enlightenment. 3 The government has given the green light tothe proposal. 44 Inthe light ofthe latest revelations, the government has decided not to renew their contract, 5 We could just make out the outline of the | house by the light of the moon. loths of Heaven Raa Had | the heavens’ embroidered cloths, ee ee ae eas Se Cree eas Ree as Bit thd ee ‘Tread softly because you tread on my dreams. Glossary Haar) had nroght er) archaic) - woven decorate 1e project has already taken six ofthe major figures of20" months, but I can see the light oar eee tthe end ofthe tunnel ae ae atthe end of he twine ee 1 New facts have come to light which suggest that our earlier hypothesis 8 Wehada ‘but in the cold light of day Vreject his xy illuminating discussion, 9 When midnight struck, the whole sky vas lit up by the firework display to T thought he was an honest person, but Tm afraid his behaviour has led me to see him in am altogeter different light. 3 Match the words and phrases to the light ‘metaphors in italics in exercise 2 approved informative understanding looked at later and ina calmer way help us understand better emerged: considering signs that a situation is going to improve in anew way 4 Work in small groups. Discuss one or more of the following topics. As you speak, try to use as many as possible of the words and expressions in exercise 2 in a natural way ‘+ a surprising story you read in the news or heard from a friend + a recent English lesson ‘+ anew discovery or piece of research had recently Laheee te instantly plunged into gloom, and your a Seeger nne ret eee eae ee ade pester eee ee ape Speaking nt to you? Do you enjoy sunbathing? Why / Why not 1. How important is sunlig 2. Work in pairs. A: turn to page 126 and BB: turn to page 129, Read information about the Sun Vocabulary and Reading 1. Delete the alternative that does not collocate with the word in bold. 1 solar system fuel panel eclipse power 2 nuclear power waste warming weapon power station s renewable non-renewable fossil solar nuclear low energy 4 greenhouse carbon exhaust solar 2 Discuss the photos on page 21 witha partner using some of the collocations in Exercise 1, What rencnable energy projects tho you know about? BESS) 7 ead As the rica, or simple dwaling the horizon, your world ae] rt Pte noe rae Sie dents m eric : eo epee rena ‘people onthe planet. Inthe de eer eerie Meer cea Pen cere te ote 3. Read The Solar Salation and answer the questions. 1 Whyis solar power 4 convenient in tropical areas? ty better than current alternatives? «cheaper for poorer people 4 ‘empowering’ for the poor good for the planet? Explain the meaning of the expressions in italis in the text Match each word in the box with one with a similar meaning. ‘affluent cual dwelling hat home inexhaustible produce wealthy generate limitless 4 Inwhich ways is solar power already being used? What are the possible advanty es and disadvantages erating electricity water heating heating and air conditioning charging electronic devices lighting transport where ee art mere ken for granted in wealthy nations: cr rcs emer er) eee erse, oF atleast hall, the imper 0 eerGrammar 1 Complete the predictions about solar power from the text and answer the questions. Soler power —____be the key t0 reducing our current dependence on esi fuels tb e___be posible so reverse or at Teast halt. climate change. © The inexhaustible porser of the sum, ‘ome day be its alcaton, 1 Does the writer think that these developments are certain, probable ‘or possible? 2 Which of these words could also be use in the gaps to make furure predictions, and how would they change the meaning? can may well wil would 2 Explain the choice of verb forms in the pairs of sentences below 1 an 2030 the government will build ten new nuclear pose stations. 1 By 2030 the government will have ule en nex nulear power stations 2» This rime next year we will install solar panels in our offices 1 This time next year we will be installing solar panels to generate energy. 3. Read more predictions, and choose the alternative that is nearest to your opinion, Then answer the questions. Global ssarming will definitely /will ‘probably / may /-vill probably not / ‘will definitely not become more of a probleme inthe near future. te Inthe coming decades will /may well / could / probably won't / definitely won't be investing more in renecable energy sources © Oilis bound to / likely to / unlikely to / ound not to run out in my liferime 4 Itisinevitable / highly likely / possible /bighly unlikely /inconceivable that “global temperatures will ise if we do not carb grcenbouse emissions «There no doubt /a strong chance /a ‘possibility / little likelibood /no way that we will have discovered new sources of oil bythe middle of the century. 1 Where does the auxiliary go in sentences with prohably and definitely? 2 Underline the expressions in a-¢ that say -ben something will happen, 4 Read the predictions below, and rewrite them to reflect your opinion, ew There is unlikely to be a major nuclear accident in the foreseeable future | think there may well be a major nuctear accident in the near future + The world find ways to halt climate change in the near future Theres no way we will ever be able to dispose of nuclear waste safely governments will definitely ‘+ There’ a strong chance that thousands of species of plants and animals will soon become extinct on account of global warming. + There’ litte likelihood that we will need to reduce our energy consumption in the short term, ‘Inthe long term, humankind will probably need to emigrate to a different planet. 5 Compare opinions on some of the statements in exercises 3 and 4 in a small sroup. Who is the most and the least ‘optimistic? @-sme:Dialogue inthe Dork =An exhibition to sever the unzoen Seunde Disabilities Reading 1 “The only way to lear s chrough Encounter! What do you think this sentence this could be re 2 Read about Dialogue in the Dark international exhibition. What are its aim How does it relate to the statement in exercise 1? 3. Read An exhibition t discover the unseen 1 Which of the five senses (touch, rast, smell, sight and hearing) are mentioned? Do you think the writer’ experience matched the aims described above? 4 Match the highlighted words and phrases in the text with their meanings below souvenir of reminder totally involved almost fall while walking separate lackin: join up to make a complete picture joining together aggressively search clumsily 5 Which of the following emotions did the ‘writer experience, and why ‘confusion interest ‘embarrassment fear sickness surprise wory 6 Find evidence in the text for the following statements about the visit. The visit took place on a boat. The writer employed new strategies t0 identify objects 3 She found it hard to identify the location of noises. 44 She smelt chings that were not really there. 5 She had to buy a drink in complete darkness. 7 Work in pairs, Diseuss the questions. + What do you think the writer might have written in her Braille message? + Which of your five senses would you hate to lose the most, and why? Vocabulary and Writing 1 Complete the sentences with word fom Theerd cars whooshing ey bicyle bells dogs — scar horns 2. Can you imitate the sound anything else make them? 3 1.18 Listen to the sounds and try 10 identify the source, as in the example. 1 a_balloon popping 2a sumblin 3a Duzzi sal creaking sa banging oa squeaking 7a crackling aa going off oa clickinga ‘Amsterdam harbour, | was thrown from bright sunshine into 4 Which of the sounds could also be made by the follo afire afloorboard a hammer analarm clock a pen conversation ss thunder 5 Choose one of the topic an rite a few lines about it. Then read your description to a partner. Can the guess the place? We were led into a simulation of a busy street, where the noise of cars whooshing by, of bicycle bells ringing and car horns honking left me feeling insecure and Ce et a ee eet) * Describe sounds you heard on your a oeere ee Se eet reer nt ar ier anton Lee oe Iealzed then how much sight contributes te how and what we hear Another papas piseeetit rare snirioly irs funnel playful barking in the distance) coud hve sworn thatthe sound of water clattering onto marble stones came fom my lef. was dead wrong. But ny fesetocalee pressed moerianislcihaninerpraaltthseysiran vse ofa baby ving eer eearenberroedenine ble of hun ec roo arn era tir one aaee tOn pee oe peeks eriopenrt en Teeter 1 paler | heard a door bang = a single sound meer Sn ene ng cee a bar (pitch black, of course), where we had to end wallets and the right coins to pay for our drinks, and make Sota a eee Se ee ea od Rent Coe ee tery Work in pairs. Imagine you are on f Pee eee and discuss the questions. If you have one Cee eae een) disabilities, describe your real experiences. Reet | heard a door banging = a continuous or blind or partially sighted deaf or hard of hearing ‘a wheelchair user + How would you have come to your class today What difficulties might you have had getting into the classroom? How could What difference would it make to your ability to take part in the class now? What would you need to do’ How far do you think your learning institution, workplace o leisure centre caters to the needs of people with a disability 4Dark Speaking and Listening 1 Think about a time when you were in 4 ‘one of the places in the box. Discuss the ‘Ways of describing fesr questions below with a partner. acellar a dark tunnel a deserted street at night ‘an underground cave inthe countryside at night Difficult experiences + Why were you there? ‘© What did you do? ‘+ How did you feel, and what was the experience like? 2 You are goin ashort story called Through the Tunnel by Doris Lessing to listen to the last part of 1 Read a synopsis of the story so far. What is the meaning of ts title 2 You will hear these words inthe story With a partner, predict what might happen. banged gasping blackness goggles blood count lungs roof shaking crack dizzy drown fuss trembling Jerry, an 11-year-old only child, was coming to the end of his holidays. He had been staying in a villa near the sea with his widowed mother and had been going to the beach with her every day. He had made friends with some older boys at ‘a separate beach, and had been observing them dive through an underground tunnel and come out the other side. He had been practising diving and holding his breath so that he, too, would be able to go through the tunnel. He was on the verge of fufiling his amibition when one day his mother suddenly announced that in four days’ time they would be leaving the villa and going home. 3 1.191 listen to the story, think about the following questions Close your book. As you 1 What emotions did Jerry experience’ 2 What difficulties did he encounter during the dive? 3 What was the outcome of his attempt to go through the tunnel 4 Work with a partner. Discuss your answers, What images remain with you from the story Decide whether they occur before, during or after the dive and explain why 1 He drifted to the surface, his face tured up to the ait, He was gasping like a fish, He was being continually pressed against the sharp roof, which felt slimy as well as sharp. 3 Supposing he turned dizzy in the tunnel? Supposing he died there, trapped 4 Next summer, perhaps, when he had another year’ growth in him would go through the hole. then he 5 He could see the local boys diving and playing half a mile away. He did not want them, 6 He struggled on in the darkness between lapses into unconsciousness. An immense, swelling pain filled his head, and then the darkness cracked with an explosion of c He must go on into the blackness ahead, or he would drown. His head was swell his lungs cracking, 6 The story ends with the words ‘It was no longer of the least importance to go to the bay’. Why do you think that was? What does the tunnel represent, in your view? Which ofthe sentences refer to moderate fear extreme fear I'm scared /f b I'm feeling apprehensive / nervous ‘anxious about the interview tomorrow © I'm petrified /temiied / scared st of heights d_ I'm feeling somewhat daunted. intinidated by the amount of work t fe Loud noises startle me / make me jump. f Ihave a horror of / phobia abGrammar 1 Look again at sentences which refer to events taking place before, during and after the story, and answer the questions, Before the story Jerry had been staying in a villa near the Sea with bis widowed motber and bad been ‘going to the beach with ber every day. He bad made friends with some older boys at @ separate beach. Which of the verbs in bold refer to 1 a finished action? a temporary situatio a repeated action During the story He put om bis goggles, fitted them tight, tested the vacuum. His hands were shaking. His ings were beginning 10 burt Which of the verbs in bold refer to 4 continuous unfinished past action 5 a finished action? 6 Which of the verbs below refer to “future in the past After the story He bad been practising diving and bolding bis breath so that be, too, would be able 0 ‘go through the tunnel. He was on the verge of fafilling bis ambition when one day bis ‘mother suddenly announced that in four days’ time they were leaving the villa. He realised that be would shortly be going home. 2 Find more examples of these verb forms in Speaking and Listening exercise 5. Rene ea pageeminerec mente Tr Peon od eee amen eer et ett 3 Read the following imaginary paragraph from the story and put the verbs in appropriate forms Jerry's mother (1) [son the terrace ofthe holiday house that she @— (vent) forthe past few weeks. She (3) — (think) about the fact that their holiday (4) (00 / be) over, and (6) —_— (worry) about Jem. He (6) (behave) so strangely n the past few days, she n— (reflect. He (&) (sudden / become) s0 cool and distant. ‘Something (@) — (change) in thei relationship. She (10) (et up) and (11) — (walk) towards the balcony, and (12) (oo out towards the beach, hoping to catch a glimpse of Jer He (12) leave) the house earlier that day to go swimming. She (14) (hope) he (18) (not / do) anything foolish. School (18) ~ (start) in a few days’ time and she (17) not / want) him to begin the term in a state of agitation. She (18) — (@0 down) to the beach to look for Jerry when she suddenly (19) (catch) sight of him slowly cimbing the hill towards the house. 4 Work in pairs. Write a few lines about the story from the perspective of one of the local boys. Try to use: a range of verb forms. Ona Speaking 1 Youare going to talk about a time when you did something hat vas difficult seary «where and when the experience took placs + Shatyou had done, had been doing before ules + what happened and how you fle 2 Workin pars. Tell eachother your stores and ask questions 3 Retell your story toa different partner incorporating the additional information.Function globally Warm up 1 Read the statements and mark each sentence 1-5 (1 agree strongly, 5= disagree strongly). 1 The main reason for doing a degree is to get a job. 2 Governments should not fund the arts. 3. Children should not be made to study literature. 4 Most modern art isn't ‘art’ at all 5 There's no point in studying an arts subject at university. 6 People who only study seiences have a narrow education. 2 Choose two statements and compare your ideas with a partner, giving reasons for your views. Listening 1} 1.22-1.24 Listen to three conversations. Which of the opinions in Warm up exercise 1 do the speakers discuss in each case? 2 Listen again and answer the questions. Conversation 1 1 How many people like the exhibit, and how many. people dislike it? 2 In what way(s) could it be considered ‘art’? 3. In what way(s) could it be considered ‘not art’? 4_ Note two instances of impoliteness in the conversation, Conversation 2 1 Why do we need scientists? 2 Why will there always be artists? 3 Who should be funded, and why? Conversation 3 1 What dd the first speaker study at university? 2 Why does she regret it? 3) Whats the value of studying the humanities? Unit2 Function globally agreeing and di BTeawero nbs Language focus 1. Match the sentence halves. 1 Lean see both sides a thatall modern art 2 Yes, but don’t you is rubbish? think that on subsidies for arts projects? 3 Whatare your views ¢ views on that, actually. 4 Surely you're not saying 4 its just that science is 5 Iesnot that art ‘more useful. is unnecessary, that doesn’t mean it’ art. 6 Just because its original, of thei latest album? 7 What do you think art sa leisure activity really? 8 Thave mixed ofthe argument. 2 Which of the sentences ... 1 clarify the speaker's 3 argument? askforan opinion? + question someone’ viewpoint? express ambivalence? 3. Categorise the expressions. 1 Absolutely! s Seriously? 9 Teouldn’t disagree more. 2 10 Totally agree, 3 11 Do you think so? ‘ 12 Right. Come on! 6 Me too. Exactly! 7 Precisely Me neither. # That’ true. Strong agreement: Absolutely! Agreement: Disagreement: Strong disagreement: Pronunciation 1 € 1.25 Listen to someone reading the expressions below. What is the intonation pattern on the words in italics, and what does it express? 1 Tsee what you mean, but... 2 That true in a way, but ... 3 Ttake your point, but .. 4 Thear what you're saying, but .. 2 Listen again and repeat. Speaking Complete the sentences below in your own words. My own view is that freedom of speech personally feel that modern science... 4 Quite frankly, there's no point in studying i 1 In my view, the aim of university education . 2 Work in small groups. Take it in turns to read out some of the statements, and discuss them,Global voices Warm up 1 Do you know any of these phobias? Try to match them with their meaning. Use your dictionary to help. acrophobia small spaces |2 hydrophobia heights 3 bibliophobia water 4 claustrophobia |. fear of |SPiders 5 arachnophobia books «6 agrophobia = from other 7 xenophobia public spaces 2 Do you know anybody who suffers from one of these fears? Do you know any other common phobias? What are their technical names? Listening 1 © 1.26 Listen to Giacomo from Italy and Caroline from France talk about the fear of the dark, Listen and answer the questions. 1 What do people base their decisions on, according to Giacomo? 2 Caroline believes sometimes people are attracted to the dark. What example does she give of this? 3 Who likes horror movies more? 2 Listen again. Which of the reasons below do the speakers give for a fear of the dark? Because * you can't see + sight is so important + you don't know what is happening. + of scary movies + its evolutionary ‘+ you imagine things Caroline, France 3 You are going to hear Caroline tell Giacomo a story about being afraid of the dark. Make phrases with the words in A and the words in B. a B a muffled scratches laughing sound hear a shape distinguish out loud, 4 © 1.27 Listen to the story and check your answers to ‘exercise 3. Then use the phrases to retell the story in your own words. Language focus: like 1 Like is very common in spoken English. It can be used to give the speaker time to think. Look atthe following: ‘examples from the listening. In which case is like being used. asa verb? 1 Teleaves you the door to like imagine much more thi 2 The tendency of most people is like to switch off the lights, don’t you think? 4 Actually, I don't really like, personally, scary movies. Do you? 4 Tcan remember that I had seen like all the horror 2 Read the other uses of like in spoken English. Then add an example of your own for each one. To focus attention on something, by giving an example: ove old horror movies, like Dracula or Frankenstein. To ask for an example: ‘A: When Iwas a chi | was afraid of so many things. B: Really? Like what? In informal reported speech, with the verb to be: ‘So ask her what's wrong and she's like ‘Oh, 'm afraid of the dark" Speaking ‘Work in pairs. Discuss one of the topics below + Choose one of the phobias from Warm up exercise 1, or another phobia and discuss why you think people are afraid of this, + Describe an experience when you were afraid of the dark, Where and when was it? What happened? Did it affect you very much? Global voices UniRead Taru’s email to Alina. 1 What do you think is their relationship: 2 What sort of experience does Taru recount cy SS eee eg en eet seid eet ''m well, and enjoying my new job, though I quite often have to work lat. n fact, | had a really Cee Ua hee eet en ee I'd just finished my shit and | was making my way towards nC ea aed Ceca! ra pe eat lt Peete ac ee ne neg Fe ee nts Ce ee) | couldn't find them. | grabbed my mobile phone and was on the Der a ees ited ee ee ee eee I just started running for my life. OR enc SE ee ae er at the top of his voice. nthe end | got to the pub and slipped Se ea etd Ce eee ee) ee ea er a i) erat Se ee) ‘the man was quite amused when | explained why Id be PO ceed Deen ON ee Sra you come to stay next week. I'm realy looking ard to seeing you and | can't wait to ( yea 2 Close your book, and, with a partner, ry to remember as much as you can about Taru’ experience. Then open your books and check. Were there any details you had forgotten? Which words or phrases does the writer use instead of these? 1 walking 7 entered quickly 2 looked for clumsily 8 sighing 3 took quickly 9 came inside + looked quickly 10 approached 5 running in panic holding and swing 6 shouting loudly 12 really want Writing skills: an email to a friend Delete the expression you would probably not use in an informal email to a friend. 1 Hi Alina / Hello Alina / Hi / Hi ther 1 Hello friend Sorry I baven't written for so long. / I apologise for tb / Dear Alina lay > Tage hd ee cha aoe sa ouch / Drop me a line /T look forward 5. Write soon / Keep in to bearing from you. 6 Take care / With thanks in advance / All for now / Cheers Linking ideas: time expressions 1 In each of the sentences below, say whether the event in italics happens before, about the same time as, or after the other event. 1 As I xas making my way towards the car, Theard footsteps, Twas on the point of phoning the police when I saw that the man was getting nearer: 3 As soon as [sar the man coming towards me, I started 4 Tad no sooner arrived at the pub than the man stepped in. 2_Rephrase the sentences in exercise I using the words or phrases below, as in the example. What grammatical changes (if any) would you need to maki / bile When / While | was making my way towards the car | heard footsteps, Iwas making my way towards the car when | heard footsteps. 2 just about to 1 when 3 immediately / the moment + just / hardlyUnit 2 Future predictions Wills used in a definite prediction, when we know or believe that The cst of ol will comtinwe trie ‘We can make the prediction les or more certain by using adverbs such as definitely (nat), certainly (net) and probably (nt) and modifiers such as almost quite “Te cs of oil wil (almost) certainly continue tris. + iss certain, (unlikely, (imposible, probable, ete + that clause 1: is (bighly) likely that the cast ofl will continue tris. ‘© Thore s+ () (trang, etc) chance /ikelbood /pusbility, no way / sm doubt + tha clause ‘There isa slim chance that more ail suplis wil be discaered. Be bound / certain (not) 10 do describes something that will definitely happen, or not happen, in the furure. Be (highly likely / unlikely to do describes a probable or improbable future event. ‘There is bound to be alo of interest in ris exbibition, and tickets are Likely to sellout fast. May, might or coud are used for uncertain predictions, when we are not sure what will happen. We do not use cam in this way. “There is no difference between may and might in this context, but swell adds a greater degree of probability We may / might (wel) rum out of ol before the end ofthe century. ‘Should is used to say that you think something positive will probably happen, based on what you already know: He should pas the exam ~ be' been working bard. We should have ough coal to last the winter Would is used to make a prediction based on a condition. This ‘means that something would have happened if something else happened. The ifpart of the meaning is often left out, or stated in nother way, but understood, More belp from the goverment would encourage peopl install solar panel. (This means the same as: If rhe goverment gave mare belp..) We can also use il with be ding or bave done to make predictions. + we use will hace dane to describe looking forward to a future point, and then looking back to say what has happened (we ‘often use a time point with by = not later than) We are starting to istll he solr panels tomorrow. We'H install ir panels eoery day, and 0 by the end ofthe wek we wil ave ited pancls 0 al he bonses inthe erect «we use ill be doing to deseribe continuing events in the farare This time next yor 2 be generating our on electricity with ar new solar panes Narrative tenses ‘We use the past simple for the main events, or the finished ‘She got up and walked out ofthe room. Language note: We often use present tenses such as jokes. spoken narratives We use the past continuous for temporary situations and repeated or unfinished actions or states, These can contrast with finished actions and are often background description in a story. She was leaving the bouse when ske se bin ‘The past simple is used with staive verbs She did not knox that be zanted to speak. We use the past perfect simple only if we need to show clearly that one event in the past happened before another event in the past, In a narrative, it may not be necessary to use the past perfect if the context explains the order of events. It may be possible to express the same idea using befre or after. Sometimes the choice of tense depends on the sense especially with zen. When she arvived,it oa 0 late, He bad already lef the boase.(n0 connection between the actions) When she sat down, she heard a crac, (one action led to another) “He lft the house before she got there. © v1 crammar focus ‘The past perfect continuous is used in the same way asthe past perfect simple, but to describe an ongoing situation or repeated action. She loked at bis desk, There xeresbets of paper baif-overed in ‘oritng. He bad been trying to rite ber a letter Different forms are used to describe a furure event viewed from a poinein the past. Wild do /be doing, as / sere going to do, was /~ere ding, te describe a future event or plan, event to bed early because we were catching a train at 6.00 the next. day and U knew I ould feel tired bere Was / were about todo, be on the point / verge of doing describe an {imminent action or event, often interrupted. ‘She was just about to leave when the phone nang vas on the verge of diving, but suddenly felt afraidUnit 2 Exercises Future predictions 1 Complestaetemmences with one suitable word. More than coer reryone in the end. that nuclear power 1 The hero is woswe 2 Unforrunately, it seems very — will ever be completely safe 3 Temay not be possible ro arrange, but I'm sure an exhibition of her paintings —___ attract alot of people. 4 TP'mnot sure, but I think this well be whae we are looking for. 5 Readers definitely enjoy this story for many 6 Tmafraid there isa strong that he will lose his sight completely: 2 Rewrite the sentence soit contains the word in brackets. More than one answer may be possible 1 This book has a good chance of winning the prize. (probably) 2 This painting certainly won't sell fora million. (way) 3. Its certain that solar power will replace other forms af domestic poser. (bound) Narrative tenses 4 Choose the correct option 1 Txunted / as zanting to buy the painting, but I did't bring / badn’t brought enough money with me. asked ifhe sould acep 1 cas about to accept a cheque 2 When the lights ven out /bad gone out, people were starting / started screaming. 3. She had visited / ar visitng the town once before, several years earlier, bu she bad’ forgoten /dida’s forget how to reach the 4 He zum’ arriving / didn't arrive at work one Friday morning, and nobody knew he hid had / bad an accident 5 She opened /:ear opening the window. A cold wind was blowing bai blown, and she was glad that she bad packed / as packing some warm clothes. 6 He was glancing / glanced into the room. eat war sleeping / ‘aa sepeon the sofa and a stall giel war siting /bad sar on the floor, reading a comic: 7 Leas going ro acept/ could accept the job, but Uhad second thoughts 8 They zere building / bur planning permission was refused. eon the verge of building an extension, 4 She will almost cert ikelibod aly win the Nobel Prize for Literature 5 Tes possible scientists will discover new way of producing energy (el) 6 There’ litte chance that people will lean to use less electricity. (bighh) 3 Complete the sentences with zilfand the correct form of the verb in brackets No, three o'clock on Mondlay isn't a very good time. 1____ ze) a talk in a meeting then 2 Fmboping that we ini) by the time it gots dark, He 4 See you at 5.30.1 5 Weld better hurry up, or else the play start), Compete) his frst novel by the end of the year (ait) outside the cin (already 5 Complete the sentences with suitable past tenses of the verb in brackets. 1 He (tand) by the window when he —— (begin) to realise that someone else (ome) in through the door, and (sare) at him The sun (gro) stronger all the time, and sweat (now drip) down her face, ut when she (carn) (realise) that (open) her backpack and to look for the water bottle, she she —___ (ave) it in the ear. 3 He (eute up) suddenly in a dark room. Some noise (come) from outside. People (chow), and ears — (bw) Hi (e9) t0 get up, bute couldn't move Wha (be do) here? How long (be seep)? How (he end up) in this place? 4 She frst (oie) the small silver box as she (zal) to the bus stop. There it was, on the top of alow garden wall by the side of the pavement. Perhaps someone ——___ (carr) it and (drop it in the street, and then a passerby (voice itand (pn) it om the wall, so that the owner could find it again. She —_ (pick) ic up and — ook) ac it more closely. Fe (Geem) quite valuable The street was deserted, and she (think) of putting tin her pocket when suddenly she (realise) something odd, Her name, Helen, was written on the top of the box. Grammar focusglbal ADVANCED coursebook » LEARN ENGLISH, LEARN THROUGH ENGLISH, LEARN ABOUT ENGLISH global is a ground-breaking 6-level adult OUT e ero Elia course for today’s learners of English. It meer enables you to learn English as it is used in our Pee cra globalised world, to learn through English Ue CO ay information-rich topics and texts, and to learn SES aa about English as an international language. Sd GA ilar Act highly sophisticated and beautifully crafted global offers a comprehensive range of Pee ee ee eae interactive digital components for use in foe understanding of the world around them, lee U re RUE Mine) -M LT sic9 ee ee include extra listening, video material and sees per Ape tte Cod ole Cok SUM Ke oo] xo et 0lofo] at] (0 available in a fully interactive digital version with embedded multimedia assets. IT (ed Coursebook rls Workbook with Audio CD feo key i aml = iO ee es ec Lancia) eed Cre ent} eed Peau MCC ur eae ee |) MACMILLAN | —_— ae Mh INN J cl