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 www.frenglish.ru

STUDENT'S В О О К З
Herbert Puchtajeff Stranks & Peter Lewis-Jones

КЯ CAMBRIDGE
If UNIVERSITY PRESS
 www.frenglish.ru

CONTENTS
Welcome p 4 A let and allow; Music; Verbs of perception; The big screen; Present perfect tenses; T V programmes В O u r endangered planet;
Question tags; So do I / Neither do I; Accepting and refusing invitations; Party time; Indefinite pronouns; Arranging a party С Feeling under the weather;
Giving advice; Better or worse?; Comparisons D Reported speech; Sequencing words; Asking for and offering help; IT problems; IT vocabulary; Passive tenses

FUNCTIONS & SPEAKING GRAMMAR VOCABULARY

Unit 1 Complaining Present tenses (review) Making changes
Role play: Complaining to a family member Future tenses (review)
Life plans Life plans
Talking about the future
p 12 W o r d W i s e : Phrases with up

Unit 2 Talking about the past Narrative tenses (review) Descriptive verbs
would and used to T i m e periods
Hard times
p20

Review Units 1 & 2 pages 2 8 - 2 9

Unit3 Giving advice (don't) have to 1 ought to 1 should(n't) / must Making and selling
Expressing obligation had better (not) Expressions with name
What's in a name?
Giving recommendations, warnings can('t) 1 must(n't)
p30
and prohibitions

Unit 4 Apologising and accepting apologies First and second conditional (review) Being honest
Talking about hypothetical situations T i m e conjunctions Making a decision
Dilemmas
Expressing wishes wish and if only
p38 W o r d W i s e : now
Third conditional (review)

Review Units 3 & 4 pages 46-47

Telling a story Relative pronouns T y p e s of story
What a story! Defining and non-defining relative clauses Elements of a story
Relative clauses with which
p48

Unit 6 Talking about sequence Present and past passive (review) Extreme adjectives and
Explaining how things are d o n e have something done modifiers
How do they do it?
Future and present perfect passive (review) make and do
p56

Review Units 5 & 6 pages 64-65

Unit 7 Invitations make 1 let and be allowed to Phrasal verbs (1)
All the same? Talking about permission be 1 get used to Personality
Talking about habits
P 66 W o r d W i s e : Phrases with all

Unit8 Giving and reacting to news R e p o r t e d speech (review) Crime

Reporting what someone said, asked R e p o r t e d questions, requests and imperatives Reporting verbs
It's a crime
or requested
p74

Review Units 7 & 8 pages 8 2 - 8 3

_
J
Making deductions Modals of deduction (present) Mysteries
should(n't) have Expressions with go
What happened?
Modals of deduction (past)
p84

Unit 10 Sympathising Future continuous Money and value

Talking about future events Future perfect Jobs and work
Money
p92 W o r d W i s e : by

Review Units 9 & 10 pages 1 0 0 - 1 0 1

Unit 11 Expressing purpose Verbs followed by gerund or infinitive Danger and safety
Emphasising to 1 in order to 1 so as to Adjectives with negative
Help!
so and such prefixes
p 102

Unit 12 Expressing regret Phrasal verbs Phrasal v e r b s ( 2 )

Talking about fears / wish 1 If only + past perfect
A first time for Nervousness and fear
*U:

Review Units 11 & 12 pages 118-119

2 Pronunciation pages 120-121 Get it right! pages 122-126 Speaking activities pages 127-128

PRONUNCIATION
Linking words with up
Initial consonant clusters with Is/
! Strong and weak forms: /DV/
; and /av/
C o n s o n a n t - v o w e l w o r d linking
The schwa / э / in word endings
T h e /3/ phoneme
Intonation - inviting, accepting
and refusing invitations
Intonation - expressing surprise
Moving word stress
Short and long vowel sounds:
/i/-/i:/and/D/-/3U/
Strong and weak forms: /till/
and Д э /
Different pronunciations of ea
www.frenglish.ru
THINK SKILLS
! T r a i n to Think: Reading b e t w e e n the lines Reading Article: 1 miss my bad habits
i S e l f - e s t e e m : Life changes Article: For a better life . . .
Photostory: What's up with Mia?
Writing A n email about resolutions
1
L i s t e n i n g A conversation about famous p e o p l e w h o started their
careers late
i
I T r a i n to Think: Following an idea through Reading Article: Events that shook the world
i a paragraph Article: Family life in 17th-century Britain
[ V a l u e s : Animal rights Culture: W h e r e life is really hard
Writing A magazine article about a historical event
i L i s t e n i n g A class presentation about animals being put on trial
T r a i n to Think: Identifying the main topic Reading Article: Brand names
of a paragraph Article: C r a z y names
S e l f - e s t e e m : People and their names Fiction: Wild Country by Margaretjohnson
Writing A reply to a letter asking for advice
L i s t e n i n g A conversation about techniques for
remembering names
Train to Think: Thinking of consequences j Reading Quiz: W h a t would Y O U do?
V a l u e s : Doing the right thing Article: The day Billy Ray's life changed forever
Photostory: A n d the hole gets d e e p e r !
i Writing A diary entry about a dilemma
i L i s t e n i n g A guessing game: Famous Wishes
T r a i n to Think: Thinking about different Reading Article: E v e r y b o d y loves stories - but why?
writing styles Article: Hollywood fairytales
S e l f - e s t e e m : A better world Culture: Ireland - a nation of storytellers
Writing A fairy tale
L i s t e n i n g A conversation about a short story
T r a i n to Think: Understanding what's relevant Reading Article: The man who walks on air
S e l f - e s t e e m : Life changes Blog: H o w Do They D o That?
Fiction: The Mind Map by David Morrison
Writing Explaining how things are d o n e
L i s t e n i n g A conversation about a new tattoo
1
T r a i n to Think: Thinking outside the box Reading Film synopses: Billy Elliot and Bend It Like Beckham
V a l u e s : Stereotypes Article: My prisoner, my friend, my president and my father
Photostory: The nerd
Writing An article about stereotypes
L i s t e n i n g A talk about a trip to Japan
] T r a i n to Think: Thinking about empathy Reading News reports: Thief feels sorry, Father angry victim of
j V a l u e s : Respecting the law; Understanding online con
I that punishment will follow crime Article: Getting creative with crime
Culture: Famous criminals
Writing A report of a crime
L i s t e n i n g A n interview about restorative justice
T r a i n to Think: Fact or opinion? Reading Article: The truth is out there
V a l u e s : Thinking carefully before you act Article: Lost
Fiction: Howl Met Myselfby David A . Hill
Writing Explaining a mystery
L i s t e n i n g A short story
T r a i n to Think: Exaggeration Reading Article: Bitcoins: here to stay?
S e l f - e s t e e m : What's important for your future? W e b forum: A r e they worth it?
Photostory: Strapped for cash
Writing My life in the future
L i s t e n i n g A quiz show: Show Me The Money!
T r a i n to Think: Understanding cause and effect Reading News report: Local man's bravery rewarded
S e l f - e s t e e m : Offering and accepting help Article: Emergency? W h a t emergency?
Culture: The Great Escape
Writing A story about a rescue
L i s t e n i n g The story of the farmer, the donkey and the well
T r a i n to Think: Logical conclusions Reading Article: The first thing you remember
V a l u e s : Breaking new ground Readers' letters: My first (and last) time
Fiction: Bullring Kid and Country Cowboy by Louise Clover
Writing A story about a bad decision
L i s t e n i n g A presentation about the history of the Internet
 www.frenglish.ru

2 QBEEI Listen again. Answer the questions.

1 W h y is Kim angry?
2 H o w long is it until the exams finish?
3 W h a t d o e s Lisa think about the situation?
4 W h o d o y o u agree with: Kim or her dad? W h y ?

3 ЕЕЯЗШЭ What do your parents allow you to

do during exam time? What don't they let you
do? Make lists. Then compare with a partner.

Music
Sort the words into two groups. Label the groups.
Then think of four more items for each one.
drums i classical | jazz | violin
guitar | p o p j piano I rap

- Verbs of perception
Complete the sentences from the conversation
with the correct forms of (not) look. Then match
them with the rules.

let and allow 1 You v e r y happy.

2 Hey, Kim, what at?
1 Ьшкдгщ Complete the conversation with the
words. Then listen and check.
looking allowed | makes | talent show I cross W e use v e r b s of p e r c e p t i o n (look, smell,
songs look I feel j sound | guitar | get feel, taste) ...
et
in the present continuous to talk about actions. |
LISA Hey, Kim, what are y o u 0
looking at?
in the present simple to talk about states.
KIM M y Science book. Can't y o u see I'm busy?
LISA I'm just asking. Sorry.
KIM No, I'm sorry. I d o n ' t 1
great today. Complete the mini-dialogues with the correct
LISA You d o n ' t 2
. v e r y happy. W h a t ' s the forms of the verbs.
matter? 1 taste
KIM My dad 3 m
me
° so c n 4

A W h a t are y o u doing?
LISA That d o e s n ' t 5
so g o o d . W h y ? В I the soup ... It great.
KIM H e says I'm not _ 6
to b e in the b a n d . 2 smell
LISA W h a t ? ! So he won't allow y o u to play in the
A M y socks really b a d !
7
next w e e k ?
В Then why you them?
KIM No. H e says no music until after my exams.
3 feel
LISA But they don't finish for four w e e k s !
A Why you that j u m p e r ?
KIM I know. H e wants me to study and forget about
8 9
В Because it's so soft. I like the w a y it
writing . H e won't even
1 0
me practise the . 3 Work in pairs. Kim tries to persuade her dad
LISA But y o u n e e d some time to relax. to let her play in the talent show. Write a
KIM I know. 1 11
so angry w h e n I think a b o u t conversation of eight lines. Then read it out.
it. It just isn't fair.
 www.frenglish.ru

WELCOME

e big screen
ВВЕШ8И Work in pairs. For each type of film, think of an example that you have both seen.
action I animated | comedy ! drama | horror | romantic c o m e d y | science fiction I thriller

2 Read the article. What types of films

does it mention? wJiG*i. СЛ>^-И1Л ,

3 Read the article again and mark the

sentences T (true), F (false) or DS
Behind the camera
HHMHsHHHHHHMBHwBR
(doesn't say).
Chris
1 Chris Columbus's films are popular
with 1 3 - 1 8 - y e a r - o l d s .
Columbus
2 C o l u m b u s started making films w h e n
he w a s 30.
3 His films aren't popular with older
people. \ f-~:

4 Lots of p e o p l e in H o l l y w o o d want
C o l u m b u s to make films. ПП

5 He's never w o n an Oscar. j^/J

4 ЕШНЗШЗ Work in pairs. Think of your

favourite film director and discuss these
questions.

1 W h a t films has this director made?
2 W h a t d o y o u like a b o u t his/her films?
Present perfect tenses
Complete the sentences. Use the present
perfect simple or continuous form of the
verbs and (circle) the correct words,
m
1 They A ^ ^
87 minutes and neither side has.scored yet.
I yet htilj kOA^tff^
4 so please don't tell me which singer w o n .
A 12-year-old who gets left behind when his family go on holiday,
a teenage magician fighting to save his world and the troubled
son of a Greek god living in modern-day America: these are
just three of the characters brought to life on the big screen by
director Chris Columbus. With films such as Home Alone, Harry
Potter and the Chamber of Secrets and Percy Jackson and the
Sea of Monsters, Columbus has certainly shown that he knows
how tojet teenagers into the cinema.
4рцфт^е Columbus has been making films for more than 30 years and
has become one of the most successful film directors of all time.
fc^otwatch) the final, Since he directed his first film, Adventures in Babysitting, in 1987,
Columbus has been involved in some of the biggest films as both

НМА. you ^ 1 J
' {
(see) last night's show a director and a producer.
But Columbus doesn't only make action films for the teenage
still I yet? B r a d Pitt and L a d y G a g a w e r e guests.
4 T h e children pJA&l A-li^i ( jt)ln<front of the
s
market. He's also made a number of successful films for adults.
T V watching SpongeBob for I since they got up. Comedies such as Mrs Doubtfire, dramas such as The Help and
5 It's the funniest programme on T V . I
science fiction films such as Bicentennial Man have all helped
. (not miss) an e p i s o d e still J yet.
make Columbus one of Hollywood's most popular film-makers.

T h e Prime Minister KM ЫМ
the same thing fori since w e e k s now. No one
c
believes him. ~

T V programmes
1 Work in pairs. Look at the sentences in the previous exercise. Match them with the types of T V programme.
talent show [ sitcom ] cartoon I sports programme | the news I chat s h o w

2 Choose a type of T V programme from the list below. Write a sentence about it using the present perfect
simple and/or continuous. Don't include the type of programme in your sentence!
drama series | game s h o w | reality show | soap ( o p e r a )

/ ve been watching It for weeks, but no one has won the million-dollar prize yet.

3 ЕЯДИЕИ Read out your sentence. Can the rest of the class guess the type of T V programme?

5
 www.frenglish.ru

В TIME Т О A C T
Our endangered planet
1 ИЗНЗВЯ Work in pairs. Describe the photos. What problems do they show?
О м а " * - ? л^/

2 491.03 Listen to three conversations. Match them with the photos.

3 491.03 Listen again. In which conversation do you hear these words? Write the number.

a rubbish с litter W\ e fumes g flooding m

b global warming d pollution f smog

J

Question tags So do I f Neither do I

1 Complete these sentences from the 1 Look at the questions and complete the answers with

recording with the question tags. so or neither.

are t h e y ? | aren't t h e y ? | does it? A I don't really believe A I think w e should

d i d t h e y ? j is it? j isn't it? in all that. do something.
7
w e r e n ' t t h e y ? j doesn't it? В ^ ^'dol. В . . dol.

1 I guess they're just lazy, ?'

SPEAKING Complete the sentences so that they are true
2 But it only takes a few p e o p l e to spoil for you and read them out. Agree (or disagree!) with
/ | J
everything, .. ' ' '• ' -" ' n your partner's sentences.
3 Yes, it's all those fumes from the factory,
1 I really like 3 I believe
у/у/ { H -
2 I don't like 4 I don't believe
4 T h e y didn't ask us if w e w a n t e d it here,

5 Even if they do, i t d o e s n ' t make our lives

Accepting and refusing invitations
any better, 0WSf П - 1 Put the sentences in order to make a
6 H u n d r e d s of homes w e r e d a m a g e d conversation. Then listen and check.

• - j 7 J SUE M a r c o a n d I want to d o something to help the

7 A n d the politicians aren't really d o i n g flood victims.

anything to help, iCtf'f SUE Yes - 2 0 k m ! W a n t to join us?
8 It isn't the sort of thing you'd e x p e c t to see SUE That's a shame. But y o u will sponsor us, won't y o u
here, / f / / ?
. I
SUE W e ' r e going to d o a s p o n s o r e d walk next Sunday.
2 Complete the sentences with question DEREK O f course I will.
tags. | DEREK A r e y o u going to walk a long way?

1 Y o u haven't told R o n , № | DEREK W h a t are y o u going to d o ?

2 Y o u ' r e going to d o something about it, j DEREK I'd love to, but I can't. I'm busy.

Work in pairs. Write a conversation using the underlined

3 It sounds quite dangerous, . C J J , . ' , , ?
phrases from Exercise 1.
4 It didn't work, ^ ?,
You and y o u r friend are tired o f all the rubbish in the street
5 It won't b e easy, к ' / ' n ?
and have d e c i d e d to d o something about it. W h a t are you
6 She wrote to her local politician, going to d o ? Invite another friend to join y o u .

к
 www.frenglish.ru
WELCOME

Party time
1 Work in pairs. Imagine you're organising a party. Make a list of important things to do.

2 Read the article. Does it mention the things on your list?

3 Read the article again and complete it

with the missing words.
get j send out j organise | pay
e v e r y o n e | hire j decorate
s o m e w h e r e | draw up | e v e r y t h i n g

J L .ж • Indefinite pronouns
1 Complete the conversation with
suitable indefinite pronouns (everyone,
somewhere, nothing, etc.). Then listen
and check.
1
TOM Have y o u g o t ready for
the party?
2
JADE No, _ is ready. W e haven't
3
found to have it, for a start.
4
We've looked . _.

T he first question you need to ask is 'Why 5

TOM Have y o u invited _ . . yet?
am I having a party?' (It's my birthday; JADE Yes, w e ' v e invited 50 p e o p l e and
the exams are over; our football team won a 6
is coming!
match; I just want a party.) TOM So you've got 50 p e o p l e coming, but
7

All the best parties have a theme. What are you for them to come to?

going to choose for yours? Beach party? 1970s disco? JADE That's right.
1 8
Something else? You also need to find to TOM W e l l , we've got to d o .
hold your party. Wherever you decide to have it, it's H o w about using my house?
2
probably a good idea to permission from JADE W h a t a b o u t your parents?
your parents first. TOM T h e y won't mind. T h e y ' r e going
9

Next, who are you going to invite: 3

you for the w e e k e n d . I'll make
1 0
sure is clean and tidy
know or just some of your friends? It's time to
4 w h e n they get home.
the guest list. Remember: think carefully
m about how many people you can afford to invite. 2 Read the next part of the story and
When your list is ready, you can 5
the continue the conversation. Write four
<
invitations. Two weeks before the party is the ideal more lines. Use at least one indefinite
time. Any sooner, and people might forget about the pronoun.
party; any later, and some of your guests might It's the day after the party. Tom's mum and
already have other plans. dad arrive home and open the door...

OK, so now you've got a fortnight to get it all ready. MUM W h a t ' s h a p p e n e d ? Look at our house!

Don't panic - it's plenty of time, but don't leave DAD Tom! T O M !
6
- until the last minute. If you want to TOM O h , hi, M u m . Hi, D a d . You're home
a DJ, start looking now. Remember that early. Did y o u have a g o o d time?
8
he or she might want you to _ _ a deposit,
so make sure you have the money for that. Then you Arranging a party
9 1 0
need to the food and the room,
ЕЗНЗИИ Work in pairs to organise a party.
although these things can be left until the day before. Be creative! Think about:
Finally, get a good night's sleep the night before, • w h a t it's for w h e r e it will b e
give yourself a few hours to get the last few things • the t h e m e f o o d and drink
ready and then, most importantly of all, have fun! music
• w h o to invite

7
 www.frenglish.ru

С IN M Y O P I N I O N , . . .
Feeling under the weather
1 Listen to the conversation.
What's the matter with Gemma?

2 Complete the conversation with

the words.

appointment | should | operation

energy i better | get | physically | took

MUM Y o u don't look well, G e m m a .

W h a t ' s up?
GEMMA I'm just tired all the time, M u m .
You know, I haven't got any
1

MUM A r e y o u sleeping O K ?
GEMMA Not great, no. I often wake up
in the night.
MUM W e l l , y o u know, G e m m a , y o u
2
„ take more exercise.
That w o u l d help.
GEMMA Really?
3
MUM Yes. I mean, if y o u
more exercise, you'd b e more tired

Giving advice
4
and then you'd sleep better.
GEMMA You're joking, right? I run, I go swimming,
I go for long walks. M y p r o b l e m isn't 1 Complete the sentences with better, should
exercise. or ought.

MUM Yes, you're right, of course. W e l l , perhaps 1 It's late - you'd

5
g°-
you'd see a doctor. I can ring and
If y o u aren't well, y o u to see a doctor.
6
make an for y o u if y o u like.
Jane's in hospital. W e go and visit her.
GEMMA A doctor? I don't think so. I don't feel sick -
7 The d o c t o r is v e r y busy, so y o u make
just tired. I'm sure I'll better soon
an appointment. Don't just turn up.
MUM O K , well, w e can talk about it later. I'm going
5 Y o u r k n e e hurts? W e l l , you'd not play
out to see a friend of mine w h o had an
8
football today, t h e n .
last w e e k .
6 If y o u want to get better, y o u to rest
GEMMA O K , M u m . H o p e y o u r friend's all right.
as much as possible.
And don't w o r r y about me. I'll b e fine.

Match the problems 1-3 with the pieces of

3 Match the verbs 1-6 with a - f to make phrases.
advice a - c . Then write one more piece of advice
Sometimes there's more than one possible
for each problem. Use hac/ better, should and
combination.
ought to.
feel a an appointment
1 M y hand really hurts.
get b an operation
2 I think I'm going to b e late for school. [ |
have с exercise
3 I can't d o this homework.
make d a doctor
e better a You'd better hurry.
see
f sick b Perhaps y o u should p h o n e a friend.
take
с Y o u ought to see a doctor.
Write down as many words related to health as
you can think of. Then compare with a partner. Е 2 Я З П Н Work in pairs. Write mini-dialogues
including the problems and advice in Exercise 2.
sick
A d d two or three lines to each. Then act
nurse
them out.
hospital
 www.frenglish.ru
WELCOME

у all t h e s e a

I'm really tired of awards ceremonies Here's an example: the Oscars in 2014.
and prizes. Why do we have to I saw the film Gravity and it was the
compare things? Everywhere you look, most exciting film I'd ever seen. But
there's something going on about did it win the Oscar for Best Film? No!
who or what is 'the best' or 'the most They gave the award to Twelve Years
comfortable' or 'the biggest', and so A Slavel Can you believe it? It wasn't
on. And sometimes the prize winners as good as Gravity at all.
aren't the best anyway!
OK, Gravityw&s the most successful
film at the Oscars -
it got seven awards -
but I don't think that's
enough. Sandra
Bullock was fantastic
as Dr Ryan. I think
л she's much better
than Cate Blanchett, who won Best
Actress. But the good thing is that
Gravity won Best Visual Effects -
I've never seen anything as fantastic.
And was the music good? It was
great! No other film had music as
brilliant as that.
I said all these things to my friend
Dave the day after the Oscars. I told
him I thought the judges were the
craziest people in the world. Dave
asked me how many films I'd seen
in 2013.1 said, 'One - Gravity:
Dave says he doesn't know anyone
as stupid as me.

\ 4k
\
Compariso ns
1 Complete the sentences with the correct form
of the adjectives and adverbs. Add any other
t'4 necessary words.

1 T h e weather t o m o r r o w won't be _ (cold)

A as today.
2 This is the (good) pizza I've ever eaten.
3 D o y o u think this is (difficult) than the
other test?
4 This book's O K , but it isn't the
(interesting) one I've ever read.
5 She learns things (easy) than I do.
6 I'm not v e r y g o o d at tennis, but I'm _
(bad) asjanice!
7 H u r r y u p ! Can't y o u walk (quick)
Better or worse? than that?

1 Read the blog entry. Mark the sentences T (true) 8 Do y o u speak as (loud) your sister?
or F (false).
2 и а д я 1 и Д Work in pairs or small groups. Discuss
1 T h e writer likes awards ceremonies. these statements. Do you agree or disagree with
2 Gravity w o n Best Film at the 2014 Oscars. them? Why?
3 T h e writer thinks the visual effects in 1 T h e best things in life are free.
Gravity are the best he's ever seen.
2 If something is more expensive, it's always better.
4 Dave thinks the writer is v e r y intelligent.
3 It's more important to w o r k hard than to play hard.
4 Exercise isn't as important as g o o d sleep.
ВЗВШИ Work in pairs. Discuss these
questions.
3 Choose two things or people from one of these
1 W h a t other awards ceremonies d o you know of? categories. Write a paragraph comparing them.
2 Do y o u like awards ceremonies? W h y (not)? sports that y o u like actors that y o u like
3 Do y o u think it's fair to c o m p a r e different movies, towns or cities that y o u know school subjects
actors, music, etc. a n d choose one as the best? books that y o u have read

9
 www.frenglish.ru

OBJECTIVES

FUNCTIONS: talking about the

future; complaining

PLANS
GRAMMAR: present tenses (reviev
future tenses (review)
VOCABULARY: making changes;
life plans; phrases with up

READING 4 Read the article quickly. What two things is the

1 What are the people doing in the photos? Do writer trying to change about her life?
you think these are good or bad habits? Why?
Read the article again and listen. Mart
2 Tick ( / ) the bad habits that you have. Then add the sentences T (true) or F (false).
two more of your own. 1 T h e writer has to finish the article by
the following day.
[~~] not doing enough exercise
2 T h e writer is finding it easy to lead a
{ ] leaving your homework until the last minute
healthier life.
J ] forgetting important dates 3 W e use different parts of our brain
П texting w h e n y o u shouldn't d e p e n d i n g on w h o we're thinking about.

playing computer games w h e n y o u should 4 O u r brains don't always let us make g o o d

be studying choices for our future selves.
5 It takes just under t w o months for our brains
getting up late for school
to feel h a p p y with changes to our lifestyles.
3 ИЗИЯШЭ Work in pairs. What can you do to 6 T h e writer has d e c i d e d that she'll never b e
change some of these habits? able to change her habits.

I don't believe it! It's 11 pm and
I'm still sitting h e r e writing this
article for the school magazine! I've
had two w e e k s to write it and my
teacher wants it tomorrow, She's
always complaining that I leave
things to the last minute. Maybe
she's right. A month ago, I m a d e a
resolution to b e more efficient this
y e a r and to never leave things to
the last minute. Well, I've failed.
At the moment, I g u e s s kids all over
the country a r e thinking back to
the resolutions they m a d e at the
b e g i n n i n g of the school year. Some
of them have already given up for
this year. Others a r e still doing
well. Many, I suspect, like me, are
struggling with them. I've also b e e n
trying to get fitter for four w e e k s
now. I've started going to the gym,
I've taken up karate lessons and
I've c h a n g e d my diet. I've even
b e e n going to b e d earlier. But I'm
not feeling any fitter, just a little
unhappier. I miss my b a d habits.
Why is leading a better life so hard?
I've just r e a d an article on a
website and I've discovered that it
isn't my fault! In fact, it isn't
anyone's fault. It's our brains.
They're p r o g r a m m e d to m a k e it
difficult to b r e a k b a d habits. There's
nothing we can do. For example,
you're sitting up late playing
Reading between the lines
Sometimes a writer doesn't tell us everything
to draw conclusions from the information
We call this 'reading between the lines'.
6 Answer the questions and give reasons for
your answers.
0 W h o is the writer? (paragraph 1)
She's a schoolgirl — she's writing
magazine and mentions her
1 Does the writer feel guilty that she hasn't finished
the article? (paragraph 1)
2 Does she enjoy exercise? (paragraph 1)
www.frenglish.ru
! LIFE PLANS
h a b i t s
Minecraft. You know
you've got an important
test tomorrow, so why
don't you just turn off
the computer and go
to b e d ? As I said,
it's your brain's
fault. Scientists have
done experiments
that show we use
one part of our
brain when we think
about ourselves
and another when
we think about other
people. However, when
we think about ourselves in
the future, we u s e the s a m e part
of the brain that we usually use to
think about other p e o p l e . In other
words, the brain s e e s the 'future
c h a n g e and accept new behavioural
you' as a different p e r s o n to your
patterns as part of e v e r y d a y life.
'present you'. And that's why we
The g o o d news is that once you
don't always find it easy to m a k e
m a k e it to ten weeks, everything
sensible decisions for ourselves in
b e c o m e s a lot easier. The b a d news
the future.
is that ten w e e k s is a really long
time, so it's easy to give up on your
But that's not all. Scientists have
also discovered that it takes around good intentions sooner.
ten w e e k s to form a g o o d habit. For So there you are. Maybe we
example, it's going to take another want to change our ways and
six w e e k s before going to the b e c o m e better people but our
g y m stops b e i n g so difficult and brains won't let us. Or is this
b e c o m e s an automatic part of my just an excuse? Look - I've
life. That's b e c a u s e ten w e e k s is the finished my article on time!
amount of time the brain n e e d s to Anything is possible!
directly: we need
the writer gives.
SPEAKING
Work in pairs. Discuss these questions.
1 W h a t resolutions are y o u going to make for this
school year?
for the school
2 W h a t d o y o u think is the secret of changing your life
teacher.
for the better?
Careful planning. bo work first, play later.
Listen to your parents.
13
 www.frenglish.ru

GRAMMAR LOOK! W e can use the p r e s e n t continuous

Present tenses (review) w i t h always to complain a b o u t b e h a v i o u r that
w e don't like a n d find annoying.
1 Match sentences 1-5 with the tenses a - d and then
complete the rule with the names of the tenses. My dad's always telling me what to do.

1 I'm still sitting here writing this article.

2 I've also been trying to get fitter for four weeks now. Complete the text with the correct present tei
3 I've started going to the gym. forms of the verbs. Sometimes more than one
tense is possible.
4 I'm not feeling any fitter, just a little unhappier.
5 T h e brain sees the 'future y o u ' as a different
person to your 'present you'. 1 2
It's 2 am and 1 (lie) in bed. 1
3
a present perfect continuous (try) to get to sleep, but I can't. 1 (have)
4

b present simple trouble sleeping for about a month now. 1

(try) different things to help me sleep, but nothing
с present continuous (x2)
5 6
(work). My mind (not want)
d present perfect 7
to stop. A lot (happen) in my life right now.
8
It's exam time, so 1 (study) a lot. There's
9

RULE: also the question of next year. 1 (think)

10
about it for ages. Mum and D a d (want)
1 W e use the to talk a b o u t facts a n d
give opinions. me to go to university, but I'm just not sure what to do.

2 W e use the to talk a b o u t what's

h a p p e n i n g at or a r o u n d the time o f speaking.
3 W e use the to talk about past actions SPEAKING Work in pairs. Think about a problc
without saying w h e n t h e y h a p p e n e d . you've been having and tell your partner.

4 W e use the to talk a b o u t actions

I've been fighting a lot with my little brother
that started in the past a n d a r e still h a p p e n i n g .
recently. I've tried to ignore him, but it's impossibl

Workbook page 1

VOCABULARY
Making changes 2 Complete the text with the missing verbs.

1 Match the phrases with the definitions.

0 make a resolution
1 give something up Last year I loads of resolutions and decided to
3

2 d o well _ my ways. I tried t o the habit of getting

up late at weekends. For two months I got up at 8 am.
3 struggle with something
4
But by 2 pm I felt sleepy, so 1. up sleeping in the
4 take something up
• afternoon. I a l s o 5
up wasting time online, but my
5 break a b a d habit
• parents bought me a laptop and that was the end of that. Then
6 form a g o o d habit
•
6
I stopped eating meat. I w a s well until Mum made
7
7 change your ways roast beef. I just had to eat it. I tried t o good
habits as well: for example, I started piano lessons. But I
a stop doing something 8
with finding time to practise, so I stopped. This
b find something difficult
year I've only made one resolution: not to make any resolutions.
с start a new h o b b y or interest
В Н В Ш И ш Н Н Ш Я Н
d stop doing something that isn't g o o d
for y o u
SPEAKING Work in pairs. Discuss these questions.
e start doing something that is g o o d
1 W h a t subjects are y o u doing well in at school?
for y o u
2 W h a t subjects d o y o u struggle with?
f d e c i d e to make a positive change
3 W h a t w a s the last thing y o u gave up doing? W h y ?
g d o things differently (usually for the better)
»3
h b e successful

14
 www.frenglish.ru
1 LIFE PLANS

ISTENING

SPEAKING Work in pairs. Discuss these n tawiKi Read the questions carefully.
questions. Listen again and make notes.

1 W h a t d o y o u know a b o u t these p e o p l e ? 1 W h a t ' s Annie's problem?

2 C a n y o u match the information with each
person?
A _ was a famous Irish writer.
В w r o t e Rocky.
w r o t e the H a r r y Potter
series.
2 W h a t d o e s Ben want to d o with his life?
3 H o w w a s j a m e s j o y c e earning a living w h e n
he was 30?
4 H o w a r e the examples of Joyce, Stallone a n d
Rowling different to Annie's situation?
5 W h y d o e s Ben tell A n n i e not to w o r r y ?

Listen and check. ЕЕШЗЗПВИ Work in pairs. Compare your

answers to Exercise 3.

GRAMMAR
Future tenses (review) (Circle) the best tense.

1 Look at the sentences from the listening. 1 We'll go I We're going to the beach this Friday.
Complete them with the correct future forms D o y o u want to come?
of the verbs. Then complete the rule with 2 I don't think I'll finish I I'm finishing this homework.
present continuous, going to and w/7/. 3 / won't go I I'm not going to university this year.
I w a n t to take a year off.
1 I (meet) the careers advisor
this afternoon. 4 I've got an appointment with the dentist
2 tomorrow. I'm seeing I I'll see her at 10 am.
I (study) medicine at university.
5 Daisy's learning to fly. She'll be I She's going to be
3 I'm sure y o u (do) well whatever
you d o . a pilot.
6 I'm not eating I going to eat chocolate. That's my
resolution for next year.
RULE:
7 A r g e n t i n a will win I are winning the next W o r l d
To talk about future arrangements, w e often use C u p . That's what I think.
1 ё
the
8 We're flying I We will fly on Friday. I'm so excited.
2
• T o make predictions, w e often use .
3
• T o talk about intentions, w e often use _ Write down:

1 t w o arrangements you've got for this w e e k .

2 t w o intentions you've got for this year.
3 t w o predictions for your life.

READING
1 ЕЗДИЛИ Tick ( / ) the statements you agree
with. Then discuss them in pairs.
A g o o d friend . . .
always tells y o u what they're thinking.
[ | never criticises y o u .
agrees with everything y o u say.
j always listens w h e n you have a p r o b l e m .
Read the article and match the titles with the
paragraphs.
j J N o one is h a p p y all the time
Stop expecting e v e r y b o d y to like y o u
Don't e x p e c t p e o p l e always to agree with y o u
Stop expecting p e o p l e to know what you're
thinking
Don't e x p e c t p e o p l e to change
ООО
Life can be hard, a n d w h e n our plans don't w o r k
out, it's often easy to blame others. Sometimes
w e expect too much from friends a n d family, a n d
w h e n they don't act as w e think they should, w e
feel disappointed. Maybe it w o u l d be easier if w e
stopped expecting so much from other people.
>ne is perfect, a n d that includes y o u
So you want to travel the world before you do a degree,
but your parents don't think it's a good idea. Of course, it's
great if other people can support you in your decisions, but
you can't keep everyone happy all of the time. It's your life
and you need to make the decisions to make you happy.
Don't worry if there are people who aren't very nice to you,
because there are plenty of people who are. They're called
your friends. Spend time with them and avoid the others.
And when it comes to finding that special person and
settling down, remember: there's somebody for everyone.
You've been practising football all summer. You think you're
good enough to be in the school team, but the teacher
doesn't seem to be thinking the same thing. Maybe he just
hasn't thought about it at all. He isn't a mind reader, so tell
•him. Then at least he knows what you're thinking. He might
even choose you.
16
www.frenglish.ru
Read the article again. Which paragraphs she
these people read and think about? There mi
be more than one possible answer.
1 'Billy's so unfriendly to me. I don't k n o w what Г
d o n e wrong.'
2 'Can't they see I don't really feel like talking? I j
want them to leave me alone.'
3 'Katie's always got a smile on her face. I wish m)
was as perfect as hers.'
4 'I t h i n k j e n n y would be a brilliant d r u m m e r for
b a n d . I don't know what your p r o b l e m is.'
5 'I wish Dylan wasn't so untidy. H e always makes
such a mess.'
ЕЮПЗШЗ Work in pairs. Discuss these
questions.
1 W h i c h piece of advice d o you think is the best]
Why?
2 W h a t other advice would y o u a d d ?
People can change, but they don't usually
do it because someone else wants them to.
You can try and tell them what you're not so
happy about, so at least they know, but don'
be too disappointed if they carry on doing
exactly the same things. You have a choice:
accept them or walk away.
From their Facebook updates, you'd believe
that all your friends are happy all the time
and leading exciting lives. Of course, they
aren't, just like you know that your life isn't
always perfect. We all go through hard times
and w e often try to hide it. Be kind to people
They might be having a bad day and your
smile could make a big difference.
 www.frenglish.ru
1 LIFE PLANS

VOCABULARY
Life plans
1 Match the phrases with the pictures.
Write 1-8 in the boxes.

1 retire 5 start a family

2 travel the w o r l d 6 settle d o w n

3 start a c a r e e r 7 get p r o m o t e d

4 get a d e g r e e 8 leave school

2 Complete the text with phrases from Exercise 1.

Use the correct forms of the verbs.

My uncle has always done things differently. He

1
when he was 16 because he wanted to see
other places. He spent the next twenty years
2
, working in restaurants and hotels in many
different countries. When he was in his early forties, he
decided to return to the UK. He went to university and
3
. He did really well, and when he finished, he
4
as a translator. Because he was good at his
5
job, h e _ quite quickly and he was soon Head
Translator. When he was 48, he met the love of his life
6 7
and they decided t o and .
Now he's 55, with three young children. He says he wants
8
soon. He wants to stop working and take
the whole family around the world with him. I wouldn't be CO
surprised if he does.

• THINK SELF-ESTEEM H i
Life changes
1 Complete the table with your own ideas.

One positive change One negative change

You leave home Freedom You have to look after yourself.

You do a degree

You start a career

You start a family

You get promoted

You retire

2 ЕШЭШЗ Work in small groups. Compare your ideas.

WRITING
An email about resolutions
Write an email to an English-speaking friend in another country. Describe your resolutions for the
coming school year. Write about:

• bad habits you're changing • new classes you're taking • activities y o u plan to take up • w h y you're doing all of this

17
 www.frenglish.ru
P H O T O S T O R Y : episode 1
Look at the photos and answer the questions.

W h a t d o you think the problem is?

W h a t d o e s Mia want to give up?

m> 1.10 Now read and listen to the photostory,

Check your answers.

FLORA Hi, Leo. Hi, Jeff.

LEO Hi, Flora.
FLORA Hey, h a s e i t h e r of y o u s e e n M i a lately?
JEFF N o . I h a v e n ' t s e e n h e r for a g e s , a c t u a l l y .
LEO N o w y o u m e n t i o n it, n e i t h e r h a v e I.
FLORA It's s t r a n g e , isn't it? She h a s n ' t b e e n to t h e
cafe for a l o n g t i m e . I w o n d e r w h a t she's u p t o .
LEO Hey, look w h o it is. Hi, Mia! W e w e r e j u s t MIA D o n ' t e v e n joke a b o u t it. I n e v e r h a v e
talking about you. W h e r e have you b e e n hiding? t i m e to do a n y t h i n g a n y more.
FLORA C o m e a n d sit d o w n . I'll get y o u
s o m e t h i n g to drink.
MIA You're a star. That's j u s t w h a t I n e e d .
JEFF So w h a t ' s u p , Mia? W h y a r e y o u so
busy?
MIA W h e r e s h a l l I s t a r t ? M o n d a y s , I h a v e
e x t r a F r e n c h l e s s o n s . T u e s d a y s , it's t e n n i s
lessons. Wednesdays, violin lessons.
T h u r s d a y s , it's o r c h e s t r a . T h e n e v e r y
n i g h t I'm u p l a t e d o i n g m y h o m e w o r k .
LEO It's T h u r s d a y today.
MIA I k n o w . I'm o n l y h e r e b e c a u s e o r c h e s t r a
was cancelled this week. Thank
goodness.
LEO D o n ' t y o u like p l a y i n g t h e violin?
MIA N o t really. I m e a n , I like p l a y i n g a n
i n s t r u m e n t . I just don't t h i n k I w a n t
t o c o n t i n u e w i t h t h e violin. D o y o u
k n o w I s p e n d u p to a n h o u r every day
CHLOE Hi, M i a . practising?
MIA Hi, C h l o e . FLORA So w h y d o y o u d o it?
CHLOE W h a t ' s u p w i t h y o u ? You d o n ' t s o u n d v e r y h a p p y . MIA To k e e p m y m u m h a p p y , I s u p p o s e .
MIA It's n o t h i n g . JEFF You s h o u l d t a l k t o her, tell h e r y o u w a n t
CHLOE Really? t o give it u p .
MIA Well, t o b e h o n e s t , I d o n ' t r e a l l y feel like o r c h e s t r a today. MIA Yeah, m a y b e . But it's n o t a l w a y s so e a s y
CHLOE W h y n o t ? to talk to her.
MIA I h a v e n ' t h a d a n y t i m e t o p r a c t i s e . A n d I ' m t i r e d . I d o n ' t FLORA Well, y o u n e e d t o d o s o m e t h i n g . You
k n o w if I'm u p to it. d o n ' t h a v e a n y t i m e for yourself. I m e a n ,
CHLOE D o n ' t b e silly. I'm s u r e it'll b e fine. Look, M r W a l e s w e n e v e r get t o s e e y o u a n y m o r e .
w a n t s t o s t a r t . C o m e on, M i a . MIA Yeah, I g u e s s y o u ' r e right. It's u p t o m e
MIA H e r e w e go. I a m not l o o k i n g f o r w a r d t o t h i s . t o d o s o m e t h i n g a b o u t it.

18
 www.frenglish.ru
1 LIFE PLANS

DEVELOPING SPEAKING

Work in pairs. Discuss what you think Mia

decides to do. Write down your ideas.
WordWise
We think that Mia decides to carry on with the
Phrases with u p
violin and continues playing in the orchestra.
1 Match the phrases in bold with the definitions.
I сил Watch and find out how the story
1 So what's up, Mia?
continues.
2 D o y o u know I s p e n d up to an hour e v e r y
Answer the questions. day practising?
3 I w o n d e r what she's up to.
1 W h a t happens at orchestra practice?
4 T h e n e v e r y night I'm up late d o i n g my
2 W h a t reasons d o e s M i a give to her mum for
homework.
giving up the violin?
5 It's up to me to d o something about it.
3 W h y d o e s M i a think her mum changed her mind?
6 I don't know if I'm up to it.
4 H o w is M i a learning the guitar?
5 W h y d o e s M i a enjoy playing the guitar? a not in b e d

b doing
what's the matter?
PHRASES FOR FLUENCY с

d capable of
1 Find these expressions in the photostory. as long as / to a maximum of
e
Who says them? How do you say them in
f my responsibility
your language?

1 N o w y o u mention i t , . . . Use words and phrases from Exercise 1 to

complete the sentences.
2 W h e r e have y o u b e e n hiding?
3 You're a star. 1 W h a t have y o u b e e n recently?

4 W h e r e shall I start? 2 I was late watching T V last night.

5 Don't b e silly. 3 O h , no! Y o u look really unhappy. ?

6 H e r e w e go. 4 It isn't my decision. It's y o u to

decide.
2 Use the expressions in Exercise 1 to complete
5 He's 75 now, so he isn't long walks.
the conversations.
6 This car can carry six p e o p l e .
1 A Y o u look tired. Has it b e e n a busy day?
В Busy? _ First, I had a Maths test.
Then I had Drama club at lunchtime. T h e n it
was a five-kilometre run in PE ..
A W e l l , y o u just sit d o w n and I'll get y o u Pronunciation
something to eat. Linking words with u p
В Thanks, M u m . Go to page 120. Ш
. , A n n i e ? I haven't seen you for days.
I haven't b e e n a n y w h e r e . You're the one
who disappeared.
FUNCTIONS
, I have b e e n quite busy.
It's ten o'clock. T i m e for the test.
Complaining
_ I'm really not r e a d y for this. 1 Match the parts of the sentences.

M e neither. I've got a feeling I'm not going 1 I'm not h a p p y with a it takes up so
to pass.
2 T h e p r o b l e m is that much time.
— Y o u always pass. 3 He's always b picking on me.
4 If I'm honest, I don't really like the violin.
d the w a y he talks
to me.

ROLE play Work in pairs. Student A: turn to

page 127. Student B: turn to page 128.
 www.frenglish.ru

OBJECTIVES

FUNCTIONS: talking about the |

GRAMMAR: narrative tenses (re
would and used to
VOCABULARY: descriptive verb
time periods

READING
1 Look at the pictures and answer the questions

1 W h a t d o the pictures illustrate?

2 H o w was life in the past harder than it is today? I I D A I lv
ri N
2 Read the article quickly. Make notes on these F o l l o w i n g an i d e a t h r o u g h a paragr
questions about the Great Fire of London.
It can be difficult to follow what a writer is trying to say
a longer paragraph. We need to read carefully to

/ understand fully what the writer is saying.

In what year did it happen?
2 How did it start? 4 Answer the questions.

3 How long did it last? T h e e n d of Paragraph 2 says: 'The situation provi

4 How did people get away?
5 How was the fire stopped?
6 What damage did it do?
the p e r f e c t conditions for flames to spread q u i d
1 Look back at the paragraph. H o w many thing
n e e d e d to start a big fire? List them.
2 W h a t w e r e those things in London in 1666?

T h e beginning of Paragraph 3 says: 'The fire spre

quickly but it was also extremely difficult to fight
3 t . shim Read the article again and listen. 3 L o o k back at the paragraph. W h y was the fin
Add details to your notes from Exercise 2 . difficult to fight?

20
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2 iHARD TIMES

The Great Fire of London

The event that changed the face of 17th-century London forever
I t w a s 1 am on Sunday 2 The fire spread quickly, but it The fire had been raging for
I September, 1666. London w a s w a s also extremely difficult to almost four days when the Duke
sleeping. In a small bakery in fight. It started in a poor area of of York put a plan into action.
Pudding Lane, Thomas Farriner the city, where houses were built His soldiers demolished a large
and his workers were busily very close to one another. Tens of warehouse full of paper. This
making bread for the coming day thousands of people were living robbed the fire of more fuel and
when, suddenly, a fire broke out. in very small spaces. A simple created a 'fire break' that the
Just four days later, thousands of house w a s often home to many flames could not jump over. At
houses had been destroyed and families as well a s lodgers. A s about this time, the wind also
countless people were homeless. the catastrophe struck, people changed direction, driving the
How did this happen, and why panicked. Some had to smash fire back into itself. At last, the
was the damage so extensive? their doors to get out of their flames died down enough to be
homes. The streets were blocked controlled. The fire w a s finished.
For a fire to start, three things are
with people and with material that
needed: a spark, fuel and oxygen. Although surprisingly few people
had fallen from houses. Many
In the bakery in Pudding Lane, lost their lives, at least 13,000
people had grabbed their most
a maid didn't tend to the ovens houses - 80 per cent of the city's
important possessions and were
properly. They got too hot and buildings - had been destroyed.
trying to flee from the flames with
sparks began to fly. The weather Thousands of people had become
them. They screamed in terror and
that year had been extremely hot. homeless and had lost everything
suffered from the heat and the
It hadn't rained for months. But they owned. Gradually, houses
smoke. Some escaped from the
people knew winter w a s coming, were rebuilt in the ruins, but
city on boats. Others simply dived
so they'd stocked their cupboards this took several years. Many
into the river to save themselves.
with food and oil. Warehouses Londoners moved away from
were full of wood, coal and other their city and never returned.
winter supplies. A strong wind
was blowing from the east. The
situation provided the perfect
conditions for flames to spread
quickly. What followed w a s one
of the biggest disasters of the
17th-century world.

I. l i f e 1ч I L

SPEAKING
Work in pairs. Discuss these questions.
1 W h a t o t h e r
events would y o u suggest for the Events that shook the world series? W h y ?
2
If you had to leave your home in a hurry a n d had the time to save t h r e e things, what w o u l d y o u choose?

21
 www.frenglish.ru

GRAMMAR VOCABULARY
Narrative tenses (review) Descriptive verbs
1 Match the sentences from the article on page 21 1 Certain verbs make narratives sound mo
with the tenses. Then complete the rule. dramatic. Find these words in a dictionar
and write down:
1 London was sleeping.
2 T h o m a s Farriner and his w o r k e r s were busily making 1 what they mean.
b r e a d [...] w h e n , suddenly, a fire broke out. 2 their past simple and past participle form:
3 It hadn't rained for months. smash dive ! flee I strike
rage
4 T h e fire had been raging for almost four days. demolish j grab j scream
5 His soldiers demolished a large warehouse.
2 Replace the underlined words with word
a past perfect from Exercise 1. Change the form if neces
b past simple
с past continuous (two sentences)
d past perfect continuous

RULE:
We use...
1 to talk about finished actions in the past.
to talk about longer actions in the past
interrupted by shorter actions.
to set the scene.
to talk about actions before a certain time
in the past.
_ to talk about uninterrupted actions before
a certain time in the past.

Complete the sentences with the past simple

or past continuous form of the verbs.

0 W h i l e p e o p l e were т и и ш towards the river, H e picked up a stone and broke

a warehouse exploded . (run / e x p l o d e ) the w i n d s c r e e n of the car. smasl

1 W h e n they how serious the situation T h e thief stole a motorbike

was, they their possessions and and e s c a p e d .
to get away, (notice / take / try)
T h e fires had b e e n burning for
2 A man for his family w h e n he days, a n d no one knew how to
a baby in the street, (look / find) stop them.
3 W h i l e they how to stop the fire, W h e n I got there, I heard
it clear that little could b e d o n e . s o m e b o d y shouting with fear.
(think / become)
T h e y knocked d o w n the houses
4 W h i l e the p e o p l e in the bakery bread, to make space for new shops.
a small fire (make / start)
T h e man took my wallet from me
quickly a n d ran away.
Complete the conversation with the correct form of
T h e car lost control and hit
the verbs. Use the tenses from Exercise 1.
another vehicle.
burn ! d o j see I run I sit I walk go J o p e n H e t o o k off his clothes and
IAN I had a real scare yesterday. As 1 1
up to our j u m p e d into the water.
2
house, 1 smoke coming from the window.
3 Workbook page
OLI something ?
4
IAN Fortunately not. 1 into the house,

nciati
5
the kitchen door and there was my
6
brother. He on the floor in shock. He
7
science experiments! O n e of them
Initial consonant clusters with / s /
8
_ wrong and exploded. Goto page 120.

22
 www.frenglish.ru
2 HARD TIMES

NG : 3 j - рдига Listen again. For questions 1-5, choose

А , В or C .
Look at the picture. Why do you think the cow was
1 W h a t w e r e the French rats accused of?
in court? Choose the best option.
A entering restaurants
A It w a s accused of killing a human.
В taking people's f o o d
В It w a s interrupting a court meeting.
• С hunting cats
С A man was accused of hurting the cow.
2 A c c o r d i n g to the man, w h y didn't the rats accept
their o r d e r to a p p e a r in court?
A T h e y hadn't received it.
В T h e y couldn't read it.
; С T h e y ' d never accept an invitation from
humans.
: 3 W h y did he say the rats would never go to court?
i A N o one w o u l d understand them.
В T h e y might not b e safe.
С T h e y couldn't be friends with humans.
4 H o w did the other p e o p l e react to the man?
A T h e y thought he was crazy.
В T h e y laughed at him.
I С T h e y couldn't argue against him.
ШВ, Listen to Ryan's talk. Then answer the j 5 W h a t h a p p e n e d to the rats?
questions. : A T h e y w e r e hunted and killed.

1 W h e n w e r e animals taken to court? ; В T h e y w e r e f o u n d 'not guilty'.

2 In which parts of the w o r l d did this happen? С T h e y w e r e o r d e r e d to leave the village.

• THiNK VALUES

Animal rights
1 Read the scenarios. Match them with statements 1-6. There are two statements for each scenario.

A bird in a cage can b e a great

Scenario A: /
companion for a person w h o lives
W o r k on a huge multi-million-pound shopping centre has b e e n s t o p p e d alone, so it's the right present.
because nests of an extremely rare frog have b e e n f o u n d in the area. It is Creating places w h e r e p e o p l e
one of only five places w h e r e this frog b r e e d s . T h e p r o p e r t y d e v e l o p e r s can relax is more important than
are putting pressure on the local government, saying it will be a disaster w o r r y i n g about a f e w animals.
for the economy if they aren't allowed to finish the j o b .
W e can't afford to lose any species
of animal.
Scenario B: /;
Places w h e r e e n d a n g e r e d animals
A n elderly lady lives on her o w n . S h e has family, but they all live far away.
have their natural habitat belong
A relative has suggested buying her a parrot for her 8 0 t h birthday. O t h e r
to the animals, and not to people.
family members are against the idea of keeping an animal in a cage.
Spiders are ugly and disgusting,
and many p e o p l e are scared
Scenario C: /
of them. O f course they should
There is a hotel that's v e r y popular with tourists because it's close to a
b e killed.
beautiful forest. T h e forest is home to a species of large spider. Although
Birds n e e d to fly, and they n e e d
it s harmless, p e o p l e w o r k i n g in the hotel have b e e n given strict o r d e r s to
kill any spiders that get into the guest rooms. space to be able to d o that. Cages
should be f o r b i d d e n .

2 ВЗДЗДд Which of the statements 1-6 do you agree and disagree with? Why? Make notes of your
answers. Then compare your ideas in pairs or small groups.

23
 www.frenglish.ru

READING
1 Work in pairs. Look at the pictures, the main title and the paragraph titles.
What information do you think each paragraph might contain?

2 Read the article and check your answers.

Family life
in 17th-century Britain
By the 17th century, life in Europe had started to become more comfortable
for those who had money. Trade had become more important, and the
number of people who could read and write was starting to grow. But while
the rich were enjoying good food, poetry and the theatre, life for the poor
hadn't changed much at all. Here are a few examples of what ordinary
family life was like in the olden days.
A typical household to leave h o m e w h e n they were as
W o m e n used t o have seven or eight y o u n g as seven years old t o w o r k as
children, b u t o n e i n every three shepherds or helpers o n farms. There
children died before reaching o n e weren't m a n y elderly people in t h e
year o f age. M a n y children h a d families because people died m u c h
younger t h a n they usually d o today.
F e w people expected t o live b e y o n d
4 0 . I n fact, children frequently g r e w
u p w i t h o u t parents at all.
A crowded life
O r d i n a r y people used t o live in o n e -
r o o m houses, t o g e t h e r w i t h chickens,
goats or even cows. O n l y richer
families h a d mattresses. O n cold
nights, everyone in t h e family w o u l d
crowd together t o sleep, t o w a r m
each o t h e r u p . Unfortunately, this
h a d a b a d effect o n people's health.
Lice infestations were very c o m m o n ,
and if o n e person suffered from a n
illness, everybody else w o u l d g e t it
too. T a k i n g a b a t h w a s such
event that everybody smelled t
Childcare
Life didn't allow people to
a lot of time w i t h their c h
Parents used to leave even very
children o n their o w n for m o s t
day. Records from that t i m e
m a n y stories of children w h
too close to t h e fire a n d burr
death. B u t even w h e n parents
w i t h their children, they d i d n
for t h e m in t h e ways we're u
parents d o i n g today. Children
often simply considered wc
Parents didn't use to sing soi
their children or play w i t h th<
used to b e n o r m a l t o call a ch
rather t h a n ' h e ' or 'she'.
It's often easy t o fantasise
t h e past and t h i n k h o w w o n d (
simple life was compared t o a
pressure we face in our day-t
lives. B u t w a s it really so greal
m o s t people, it probably wasn't.

Read the article again. Mark the sentences T (true) or F (false). SPEAKING Work in pairs.
Correct the false sentences. Discuss these questions.
1 Life in the 17th century was difficult for e v e r y b o d y , no matter C o m p a r e family life in t h e
how much money they had. 17th century with family lifi
2 G r a n d p a r e n t s often used to live with the families a n d look now. W h a t are the most stt
after the y o u n g children. differences?

3 T h e r e wasn't a lot of space in most people's homes a n d W h a t d o y o u think life will

they often shared it with their animals. like 100 years from now? V

4 Children sometimes d i e d because their parents weren't be easier? If so, how?

v e r y c o n c e r n e d about their safety.

5 Parents these days s p e n d more time with their children
than they d i d in the olden days.

24
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HARD TIMES

GRAMMAR V O C A B U L A R Y
w o u l d and u s e d t o Time periods
Look at phrases 1-9 and match them with categories
Complete these sentences from the article on
a - c . Compare your answers with the class.
page 24. Then complete the rule with used to I
didn't use to and would(n't). a the present

1 Women have seven or eight children. b the recent past

2 O n cold nights, e v e r y o n e in the family с a long, long time ago in history

crowd together to sleep, to warm each other up.
l__J 1 from 1995 until 2 0 0 4
3 Parents sing songs to their children or
| J 2 in the M i d d l e A g e s
play with them.
[_ 3 in this day and age
4 It be normal to call a child 'it' rather than
'he' or 'she'. I4 these days
j I
5 in the olden days
6 in the last century
RULE: T o talk a b o u t habits a n d r e p e a t e d
[ 7 not so long ago
actions in the past, w e can use used to I didn't
use to or would(n't). [~J 8 a d e c a d e ago

* We use 1
_ with both action and stative verbs. 9 nowadays
2
• W e only use with action verbs.

FUNCTIONS

2 (^ircjg) the correct words. Sometimes both

Talking a b o u t the past
options are possible. Work in pairs. Choose a topic for your partner and a

1 W h e n I w a s a child, I would I used to play a lot period in the past. Your partner makes a comparison

with my sister. between the present and that time period. Take turns.

2 W e would I used to have a cat, T u b b y . school | f o o d | technology

3 W e would I used to like her a lot and play with games j home I travel
her all the time.
4 It's funny, but I would I used to think I'd never штез in the YTiOs
learn to read.
5 W e would I used to share a b e d r o o m . Well, children would play
6 M y sister and I would I used to b e such g o o d with teddy bears or dolls.
friends! These days, many children
have electronic games.
3 Complete the sentences and conversations
with the correct form of used to.

1 A _ you have a pet w h e n

you w e r e a child?
В Yes, I have a cat.
2 We have a car. W e used to walk
everywhere.
3 A you _ watch a lot of T V
w h e n y o u w e r e younger?
B
Yes, I _ _ watch it e v e r y day w h e n I
got home from school.
4
I_ like vegetables, but I love them now.
5
A your d a d read y o u
stories before y o u went to b e d ?
В No, he didn't, but my mum _ _
6
' — — like having birthday parties. I was
a really shy child.

Hi
Culture
Look at the photos and answer the questions.
1 In what part of the w o r l d w e r e these photos taken?
2 W h y might life be difficult there? H o w many reasons
can you think of?
мим Read and listen to the article.
Check your predictions.
Where life is really hard
It's the end of the winter. Most people have been
inside for weeks. They haven't seen the sun for a long
time. But some men are outside. It's bitterly cold, with
temperatures of around -45° Celsius, and the freezing
wind makes the situation difficult for them to bear.
These men are hunters, and the survival of the people
they've left behind in the villages depends on how
successful their hunt is.
Akycha is one of these men. He's been out hunting for
more than a week now. While he's away from home,
he stays overnight in a little igloo that he's made
himself from ice and snow.The igloo protects him
from the freezing wind. Inside, there's a little stove for
cooking, and a small stone lamp which provides light.
Together, they help to create a temperature of around
12° Celsius.
Right now, Akycha is several kilometres away from his
igloo. He's riding his snowmobile along the coast, far
out on the frozen sea. Suddenly, he can see something
in the distance. He stops his snowmobile and checks
through his binoculars. It's a seal. Holding a screen
of white canvas in front of him in one hand, and his
gun in the other, he moves forward, cautiously hiding
behind the screen all the time so that the seal won't
notice him. If he's lucky and his hunt goes well, the
meat he brings home should last his family for
several weeks.
www.frenglish.ru
Akycha and his people are part of the Inuit community
Most of them still live a very traditional life, a life that
makes them dependent on hunting seals and whales.
Some of them also live off the reindeer they keep.
The Inuit are indigenous people of the Arctic Circle, wh
means they've lived here for so long that they feel the
land is theirs.The Arctic Circle is a huge land area that
belongs to a number of northern countries: Russia, the
USA, Canada, Greenland, Norway, Sweden, Finland and
Iceland.The northern environment is an exceptional
habitat.Temperatures are low during most of the year
and summers are short, which means that plants can
only grow for a few weeks every year. If the reindeer ea
the moss that grows in a certain area, it can take up to
30 years for the plants to grow back.This is why Inuits
who make a living from keeping and breeding reindeer
have to be constantly on the move with their herds.
For most of us, life is less hard than it is for the Inuit pe
But maybe we can learn something from them.Their
traditional way of life is a model of living in partnership
with nature, rather than exploiting and destroying it.
3 Read the article again. Answer the questi
1 W h a t are winters like inside the A r c t i c <Zir<
2 H o w d o e s A k y c h a survive w h e n he's out h
3 W h a t d o e s he hunt a n d how d o e s he d o tl
4 W h y can't the Inuit w h o keep reindeer sta
one place for a long time?
SPEAKING Work in pairs. Discuss these
questions
1 In w h a t other areas of the w o r l d d o p e o p l
u n d e r e x t r e m e conditions?
W h a t is the coldest or hottest place you've
b e e n in? W h a t was the experience like for
W o u l d y o u find it easier to live in an area v
it's v e r y cold or v e r y hot?
 www.frenglish.ru
IHARD TIMES

ЩшЧМЛПШАМ There are eight

highlighted words or phrases in
the article. Match them with these
definitions.
1 continue to b e enough
2 not taken with them
3 from o n e evening, through to the
next morning
4 not staying in one place for v e r y long
5 tolerate, put up with
6 large groups of animals
7 a t y p e of plant
8 raising (animals)
The fall of the Berlin Wal
F or 28 years, Berlin w a s a divided city. Ever since its
construction in 1 9 6 1 , a huge wall had stopped citizens
from East Germany visiting their neighbours in the west.
Many people had tried. Some were successful, but many
more died, shot a s they attempted to get to the other side.
In 1989, there were a number of radical political
demonstrations across Eastern Europe, a s the people of
countries such a s Poland and Hungary protested against
their governments and managed to change them. On 9
November, the East German government announced that
their people were free to visit the western side of the city.

That evening, thousands of East Berliners rushed to the

wall and demanded that the gates were opened. The
border guards didn't know what to do. While the crowds
WRITING
were singing, the guards phoned their bosses for orders.
A magazine article about It soon became clear that they had no choice but to let the
a historical event people pass. On the other side, the crowds were greeted
by West Berliners with flowers and champagne. People
1 Read the article. What happened in climbed up onto the top of the wall and began dancing on
Berlin in these years? it to celebrate their new freedom. People started arriving
1 1961 2 1989 3 1990 with sledgehammers to try and s m a s h down the wall. Many
grabbed bricks a s souvenirs. A little later, the government
2 Find examples in the article of: sent in bulldozers to demolish the wall. The wall that had
1 a sentence containing the past simple
been dividing a city for nearly three decades w a s soon
and the past continuous.
gone and, 339 days later, the two nations of East and West
Germany also became one.
2 the past perfect.
3 the past perfect continuous.
4 descriptive v e r b s .
5 expressions referring back to the past.

3 The article has three paragraphs.

Which of them:

1 sets the scene for the main events?

2 describes the main action?
3 describes the historical background?

4 Think of an event that shook the world.

• Do some Internet research to find out

more about it.
• C h o o s e the most important and
interesting details.
• Organise the information into
paragraphs.

• Think about the language you'll n e e d

to describe the event.

5 Write an article for a school magazine

about an event that shook the world
(200 words).

r
- . . . •
 www.frenglish.ru

CAMBRIDGE ENGLISH: T O W A R D S First

• THiNK EXAMS

R E A D I N G A N D USE O F E N G L I S H
Part 1: Multiple-choice cloze Workbook

1 For questions 1-8, read the text below and decide which answer (А, В, С or D) best fits each gap.
There is an example at the beginning (0).

0 A CstoppecT) В finished С ended D not

Do you ever stop and think about how easy the Internet has made our lives?
I know there are times when it's slow or has (0) working altogether, times
when maybe you feel like (1) your computer screen into tiny pieces. But
just think of all those things you use it for. You want to buy the new One
Direction CD - you can (2) online and buy it. You need to (3) some
research for your homework - you can find it all there on the web. You feel
like a (4) with your best friend, so you Skype them. You just want a
(5) _ from your homework, so you start up Minecraft or whatever game
it is you prefer and start playing. These (6) everything we need is just
a click of a button away.
Of course, it wasn't always like this. Only a few decades (7) , people had to do things like go to the she
if they wanted to buy something and often those shops were closed! They had to look in very large, heavy
books called encyclopedias to find information. They had to (8) . _ up the telephone if they wanted to talk
and if their best friend wasn't at home, they simply couldn't talk to them. That's how tough life was. And th
poor people who had to suffer such hardships were ... our parents! Makes you feel sorry for them, doesn'i

1 A demolishing В striking С smashing D grabbin

2 A come В enter С click D g°
3 A do В make С find D ask
4 A talking В chat С question D speak
5 A break В stop С end D fix
6 A times В ages С years D days
7 A after В since С ago D past
8 A take в pick С grab D hold

SPEAKING
Part 1: Interview Workbook

2 In pairs, ask and answer the questions.

1 W h o d o y o u s p e n d the most time with at the w e e k e n d s , a n d w h a t d o y o u d o with them?

2 W h a t kind o f films d o y o u like best? W h a t d o y o u like a b o u t them?
3 W h e r e d i d you go for your last holiday? W h a t was it like?
4 W h a t ' s y o u r favourite s p o r t to play? W h a t d o y o u like a b o u t it?
5 W h a t things d o y o u enjoy doing the most with y o u r parents?
6 W h a t is your favourite room in your home a n d w h y d o y o u like it?
7 If y o u could b e a n y w h e r e now, w h e r e w o u l d it b e a n d why?
8 W h a t things d o y o u like to d o at home on a rainy day?
9 W h o is your best friend a n d what d o y o u like the most a b o u t him/her?

28
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TEST YOURSELF
VOCABULARY
1 Complete the sentences with the words in the list. There are four extra words.
break | change | d o | form | give up I grab | make
scream j retire | settle | smash | strike I struggle | travel

1 It would b e w o n d e r f u l to around the w o r l d one day.

2 It's a really bad habit - I n e e d to it soon.
3 H e w o u l d always arrive late, and no one could make him his ways.
4 G o o d luck with the test - I'm sure you'll really well.
5 Every 31st December, I _ _ a resolution to d o something, but I usually break it!
6 I saw a man that woman's purse and run away.
7 O n her 65th birthday, she d e c i d e d to - a n d travel the w o r l d .
8 I n e e d more time to study for my exams, so I'm going to my j u d o classes for a while.
9 I think he's going to break the record - in fact, he's going to it!
10 T h e y w e r e so excited by the concert that they started to really loudly.

GRAMMAR
2 Complete the sentences with the phrases in the list. There are two extra phrases.
was looking | w o u l d look I 'm seeing | are going to j g o t o j u s e d to love | see | 'II love

1 I my aunt and uncle once a month.

2 Four or five of us ...... eat pizza tonight.
3 Have fun at the concert - I'm sure y o u it!
4 W h e n I w a s a kid, I going to the river to swim.
5 I'm not v e r y well, so I the doctor tomorrow.
6 W h e n I saw her, she in a shop window.

3 Find and correct the mistake in each sentence.

1 W h e n he was y o u n g , my d a d used to reading books about nature.

2 W h e n I got to the house, there was no one there. T h e p a r t y finished!
3 I am running in the park e v e r y morning before school.
4 W e ' r e really excited because w e will go on holiday next w e e k .
5 He was tired because he had b e e n running t w o kilometres.
6 W h i l e I was cycling in the park, I was falling off my bicycle.

FUNCTIONAL LANGUAGE
4 (^ircj^) the correct words.

1 A I'm angry with Jack. He's always / often picking on me.

В I know. He's horrible. / don't like I I'm not liking him at all.
2 A Y o u know, in the past I olden days, p e o p l e didn't have the Internet.
В I know! But these days I not so long ago w e can get information so quickly!
3
A Gina and I have I are having lunch tomorrow. W h y don't y o u c o m e too?
В G r e a t - t h a n k y o u ! I see I I'll see y o u at the restaurant!
4
A No one uses I is using t y p e w r i t e r s any more.
В Not in nowadays I this day and age, no!
MY scout
22-30
10-21
0-9
 www.frenglish.ru

I OBJECTIVES

W H A T ' S IN A FUNCTIONS: giving advice;

expressing obligation; giv
recommendations, warnir
prohibitions

NAME? GRAMMAR: (don't) have to I

to I shouldn't) I must; had
(not); can('t) I must(n't)
VOCABULARY: making and s
expressions with name

WhatsApp

READING
1 Look at the names and logos and answer
the questions.

1 These are the names and logos of various

companies. W h a t kind of products d o they offer?

Jaguar sells cars.

2 A d d t w o more names of companies or products

that are famous around the w o r l d .

2 ЕЕПЕШШЗ Work in pairs. Some people think the

name of a brand is very important. What do you • TRAIN TO THiNK
think is the reason for this?
Identifying the main topic of
3 Read the blog entry quickly. Which of the brands a paragraph
shown above does it mention?
Writers use a new paragraph when they want to
change the topic. The opening line of a paragra^
4 i~ 9м*гл Read the blog entry again and listen.
usually gives you a clue about its topic.
Answer the questions.

1 W h y d o companies think a lot about a b r a n d name? 5 Look at paragraphs 3 and 4. What is the

2 W h a t makes a g o o d b r a n d name? of each paragraph? Tick ( / ) two optioi

3 W h y w e r e each of these names chosen? A what teenagers wear to school

Jaguar | Pret A Manger j W h a t s A p p В b r a n d names are important in the
4 W h y was N o v a a b a d name for a car in Spain? teenage market
5 W h y d o some teenagers choose to b u y more expensive С some really b a d brand names
products (like clothes)? D ways to pick a brand name

30

Brand names
ф O K , s o imagine y o u ' v e t h o u g h t of a g r e a t idea f o r a p r o d u c t t o m a k e a n d sell - a g a m e , o r a n app
o r s o m e c l o t h e s , f o r e x a m p l e . Y o u k n o w y o u c a n sell m i l l i o n s of t h e m , but f i r s t of all, y o u m u s t
give t h e p r o d u c t a n a m e - a b r a n d n a m e . A n d t h a t m a y n o t be as e a s y as y o u t h i n k .
T h e brand name is the thing that distinguishes your
product f r o m all the others, and it's really important
that it makes an impact. Businesses spend a lot of
time thinking about brand names; w h e n the name
has been picked, it's v e r y difficult to change, so
companies have to get it right first time.
So how do you choose a name? A brand name ought
to be unique, memorable and easy to understand.
It should create some kind of emotional connection
w i t h people w h o buy the product - the target
market. Some companies use the family name. W h e n
H e n r y Ford started making cars, he just called the
company F o r d . But you don't have to use a family
name - you can go for an image. Staying w i t h cars,
think about the brand name Jaguar, a beautiful but
dangerous wild cat. W h a t does that say about
the manufacturer's product? Some companies use
wordplay. It's a common technique for naming apps,
for example W h a t s A p p (from the English expression
W h a t ' s up?). O t h e r s like t o use foreign w o r d s
because they sound special o r different. F o r example,
in Britain and the U S A there's a chain of sandwich
shops w i t h the French name Pret A Manger, which
means 'ready to eat'. A n d w h a t do you have to be
careful about? W e l l , you shouldn't choose a name
that might not w o r k in certain countries o r cultures.
glad that we don't have to wear school uniforms
www.frenglish.ru
! W H A T ' S IN A N A M E ?
Many years ago, a car company launched a new car
that they called N o v a . T h e y thought it suggested
something nice and new, but in Spanish it can be read
as no va ('it doesn't go'). N o t a good name for a car
in Spain, then!
T h e s e days, the choice of brand name is particularly
important if your product is targeted at the teenage
market. Teenage consumers are perhaps m o r e
concerned w i t h brand names and company logos
than any o t h e r group. W h e n a brand, especially a
clothing brand, becomes popular w i t h teenagers,
then there's a lot of pressure to w e a r those clothes
and have the name and/or logo visible. A teacher in
an A m e r i c a n high school said: 'I certainly see that
kids are obsessed w i t h brand names. T h e y w o n ' t buy
something that's almost identical - and cheaper -
simply because they feel they must w e a r something
w i t h the right logo.' So if you w a n t to get into the
teenage m a r k e t , you have t o find a product and a
brand name that w o r k s w i t h that age group, and
create some great advertisements too.
Companies k n o w that the name isn't everything -
the product itself has to be good, of course - but it's
an essential part of the package.
SPEAKING
Work in pairs. Discuss these questions.
1 C a n y o u think of any more b r a n d
names which:
a use a family name?
b try to create an image?
с are in another language?
2 Have y o u ever bought or w a n t e d something
just because of the brand? G i v e examples.
any more!'
31
 www.frenglish.ru

GRAMMAR Complete the conversation with suitab

modal verbs. There is often more than <
(don't) have to I ought to I should(n't) I must possible answer.

Complete the sentences from the article on page 31. GILL The new cafe is great - y o u 1

Then complete the rule with have to, don't have to, I've heard it's a bit expensive.
JACK
ought to, should, shouldn't and must. Yes, that's true. You 2
go th<
GILL
3
1 First of all, you give the p r o d u c t a name. every day. But you try the

2 Companies get it right first time. they're delicious!

3 A brand name be unique, memorable JACK O K . What's the place called, anyway?
GILL Can you believe it's called The Coffee
and easy to understand.
4
JACK What a boring name! You
4 But you use a family name.
genius to think of that!
5 A n d what you b e careful about?
GILL They 5
have a foreign name
6 W e l l , you choose a name that might
Le Cafe.
not work in certain countries or cultures.
JACK Well, O K . But i t 6
be easy tc
pronounce. There's a shop in town call
RULE W e u s e ' or . to say 'this Arighi Bianchi and no one knows how
2
is important or necessary'. W e use to say
3
GILL But the owner is Italian. It's his name!
'this isn't important or necessary'. W e use or 7
JACK I guess 1 _ _ know that. Anywa
to tell someone that something is a good idea.
8

W e use 4
to tell someone that something isn't I go home and do my horr
a good idea. (Ought to isn't as frequent as should. It is used for tomorrow.
mostly in writing, and the negative form is rare.) GILL You 9
worry about that. It's e
JACK Really? O K , so let's go to the cinema. 1
1 0
a new film that we see!
2 Complete the conversation with the correct form of
Workbook pa
have to.

VOCABULARY
Making and selling
1 Complete the sentences with the words.
1
advertisement | brand I chain consumei
image | logo | manufacturer | products

1 T h e y make cleaning , like wash

powder.
2 T h e prices have gone up a lot, so now
have to pay more.
3 I always buy the same of shoes
they're so comfortable.
It's a that has shops in e v e r y to
That shop has a really funny or

MANDY Mum, there's a new mobile phone out. T h e Nike is a large tick.
It's brilliant. _ get one! W h e n the company's director went to pri
MUM No way! Your mobile phone is fine. You d a m a g e d the company's .
2
buy another one. 8 If it doesn't work, send it back to the
MANDY But you know what it's like at school. Everyone
3
have the latest product!
SPEAKING Answer the questions. Then v
4 in pairs and compare your answers.
MUM Yes, and it's terrible. W h y you all
wear the same clothes, for example? C a n y o u name . . .
MANDY Because it's what teenagers do. You were young 1 t h r e e places w h e r e y o u find advertisemer
once. Don't you remember? 2 a manufacturer of mobile phones?
5
MUM I see. A n d 1 _ go to work to pay for all 3 a chain of shops and a chain of restaurants
these things, right?
4 one thing y o u always buy the same b r a n d
6
MANDY O h , Mum! You be difficult!
Workbook pa

32
 www.frenglish.ru

1 WHAT'S IN A NAME?

I f

Listen to Paul talking to his teacher, Mrs Jenkins.

1
go there.
A
;re В
cakes - С w h y some p e o p l e can't r e m e m b e r names

Listen again. Mark the sentences T (true) or F (false)

1 M r s j e n k i n s has taught Paul's class three times. 4 M r s j e n k i n s thinks it's useful to say the

2 Paul isn't g o o d at r e m e m b e r i n g people's person's name as soon as y o u hear it.

names. 5 She r e m e m b e r e d Paul's name because she

3 M r s j e n k i n s says y o u have to concentrate if knows another person called Paul.

you w a n t to r e m e m b e r names. 6 S h e always r e m e m b e r s people's names.

G R A M M A R FUNCTIONS
had better (not) Giving advice
Complete these sentences from the listening. Put the sentences in the correct order to
Then (cjrcje) the correct words to complete make two conversations. Then listen and check.
the rule.
1 [ J LIAM W h y ? What's her name?
I go now. | j LIAM What's the matter, Jo?
You b e late for your next class.
L LIAM Well, you'd better get some help - quickly!

| JO It's something like Sharita Wass Ikonor.

W e use had (d) better to warn someone that | JO I've got to phone someone and I've no
bad things will happen if they Mo / don't do something.
idea how to pronounce her name.
We use had (d) better not to warn someone that bad
2
things will happen if they do I don't do something. BOB Well, I wrote the wrong name in my
birthday card to her son. I called him

Complete the sentences with had better (not). Jason, not Jacob.
BOB I know. She's really cross.
1 T h e bus goes in t w o minutes. Y o u run.
I BOB My sister's really angry with me.
2 I'll lend y o u my p e n - but y o u break it!
| MIA Why?
3 It's going to rain. W e go inside.
MIA You'd better not do that again!
4 Y o u have to get up v e r y early tomorrow, so y o u
go to b e d . It's 1 am. 2 Work in pairs. Imagine you forgot your best
5 You eat any more sweets. You'll b e sick. friend's birthday. Write a conversation using
had better (not).

• TriiNK SELF-ESTEEM H H B H B i
People a n d t h e i r n a m e s
1 Complete the questionnaire (1 = I strongly agree; 5 = I strongly disagree). 2 Б2ЯЗШЭ Compare your
answers in small groups.
Which question(s) do you
agree on?
1 I find it easy to remember people's names. •
2 I only remember the names of peop le I like. •
3 1 hate it when people forget my name.
4 Your name is an important part of wh о you clTC •

5 I feel sorry for people who have unusual names. •

33
 www.frenglish.ru

I
READING
1 Look at the names and answer the questions.

A p p l e Martin | Brooklyn Beckham | M o o n Unit Z a p p a

1 Do y o u know anything about these p e o p l e ?

2 Think of one thing that t h e y have in c o m m o n .

2 These are eight names that parents tried to

call their children. Which do you think were
allowed ( / ) or not allowed (X) by the
government?

[~~~| 1 Talula d o e s the Hula 5

from Hawaii 6

Fish and Chips : 7

• » N u m b e r 16 Bus Shelter
Google

3 Read the article and check your answers to Exercise 2.

Read the article again. Answer the SPEAKING Mark each statement with a number from
questions. (1 = I strongly agree; 5 = I strongly disagree).

1 W h i c h people's unusual names d o w e
often hear about?
2 W h a t reason d i d a N e w Zealand j u d g e
give for not allowing some names?
3 W h a t d i d Marileia dos Santos d e c i d e
to do?
4 W h a t d i d she b e c o m e well known for?
5 W h y d i d David C a r r a d i n e give his son
an unusual name?
a Parents should be able to give their children any name th
b C h i l d r e n with silly names should b e allowed to change
w h e n they're 12 years old.
с It doesn't matter what name a child has because they a
change it as an adult,
d E v e r y country should have a list of names that p a r e n t s ;
a l l o w e d to give their children.
6 ЕШЭЗШЭ Compare your answers with other people
the class.
 www.frenglish.ru
W H A T ' S IN A N A M E ?

GRAMMAR VOCABULARY
can('t) I must(n't) Expressions with name
1 Complete these sentences from the listening on 1 Match the underlined expressions with the
page 33 and the article on page 34. Then complete definitions.
the rule with can, can't and mustn't.
1 T o n y H a w k is a big name in skateboarding.
1 I ask y o u something? 2 He's upset because some of the other kids
2 You call your twins Fish and C h i p s . call him names.
3 You call a child N u m b e r 16 Bus Shelter. 3 J a y - Z isn't his real name - it's his stage name.
4 A name' make a fool of the child'. 4 Fish, meat, vegetables, fruit - y o u name it, I eat it.
5 L o o k ! It's what's-his-name / what's-her-name.
r
RULE: To talk or ask about permission, we often use the 6 W e w a n t to get married, but w e haven't named
modal verb 1
. To say what isn't allowed, we often the day yet.

use or 7 I know y o u don't want to d o the exams, but it's

the name of the game for university entry.
8 H e m a d e a name for himself as a great actor.
Complete the sentences with mustn't and the verbs.
Then match them with the pictures. a d e c i d e the date of an event, often a w e d d i n g

talk I b e j miss b s o m e o n e w h o s e name I can't r e m e m b e r

run
с the most important part of something
1 You, so loudly!
d a p e r s o n w h o is important or famous in
2 I be late,
their profession
3 I the goal!
e a name that a person (usually an actor or
4 You,
a singer) uses in their profession
f use r u d e names about, or to, a person
g b e c o m e known or r e s p e c t e d by many p e o p l e
h anything y o u say (or choose)

2 Complete the missing word(s).

1 She's b e e n to E u r o p e , A s i a and Australia - y o u

, she's b e e n t h e r e !
2 H a r d w o r k is the of
if y o u want to d o well in your exams.
3 M y uncle's a doctor. He's a
in the field of cancer research.
4 Some of her classmates her .
It's horrible for her.
5 You're engaged? That's w o n d e r f u l ! W h e n are
y o u going to day?
6 O h look! There's -his- - you
know, that boy w h o lives in your street.
Rewrite the sentences using modal verbs from this 7 She m a d e for on
unit and the pronouns in brackets. There is often a reality T V show and b e c a m e a famous singer.
more than one possible answer. 8 Bruno Mars is the name of Pete G e n e
Hernandez.
0 Diving isn't allowed, (you) You can't dive here.
1 It isn't necessary for us to w e a r uniforms, (we)
2 It's a g o o d idea to b u y a new phone, (you)
3 It's O K for y o u to use my laptop, (you)
4 It's necessary for them to w o r k harder, (they)
Pronunciation
5 A r e w e allowed to play here? (we)
Strong and weak forms: /dv/ and /av/
Go to page 120.

35

Fiction
ОНИ Read and listen to the introduction and the first part
of the extract. Answer the questions.
1 W h a t is Tess's full name?
2 In the company, her name is used to mean something. W h a t , and w h y ?
Wild Country by Margaret Johnson
Tess and Grant are tour leaders for a group
But they don't get on well - at least at the
T didn't ask to work with y o u / Grant said, 'and I k n o w
you didn't ask to work with me. But here we are, so shall
w e at least try to get on with each other?' I looked back
at h i m crossly. 'I'll try if you try,' I said, but I didn't like
the smile he gave me.
I'd been a tour leader for Wild Country, my father's
walking holiday company, for a year. In that time I'd b e e n
late meeting a group at the airport several times. I'd also
lost my wallet, with all the m o n e y to buy food for the
Read and listen to the second part of the extract.
Mark the sentences T (true) or F (false).
1 Tess thinks her father's idea was a b a d one.
2 She's happy w h e n she arrives at the airport.
3 She tries hard to smile w h e n she goes into the airport.
4 She likes Grant because he laughs a lot.
5 She helps G r a n t to find the g r o u p of tourists.
A n d n o w m y father had a r r a n g e d for m e to work
w i t h Grant Cooper on this tour. H e thought I would
learn s o m e t h i n g from Grant — s o m e t h i n g to m a k e m e
a better tour leader. I thought my father w a s wrong.
I w a s just too different to Grant; a n d I didn't want to be
like h i m anyway.
After thirty minutes in a hot b u s with these thoughts
going r o u n d a n d round my h e a d I felt very fed up. W h i c h
w a s the opposite of h o w I should be w h e n I m e e t a group
at t h e start of a holiday.
'A tour leader should smile as often as possible.'
That's w h a t it said in t h e book I w a s given w h e n I started
t h e job. A t the b e g i n n i n g of a tour, holidaymakers are
often tired from their journeys. They may also b e worried
about w h a t the other people on t h e holiday will b e like.
A smile from you m a k e s everybody feel better.'
So as I entered the airport building I tried to put a
smile o n m y face. But it was difficult to keep it there as
I tried, without luck, to find m y group.
www.frenglish.ru
walking holiday in France.
start...
tour group for a week in it. And, of course,
everybody w h o worked for Wild Country k n e w
about the time I'd taken a group to the w r o n g towi
o n the w r o n g day. They'd all missed their plane ho
Now, that w a s a very famous mistake.
My mistakes were so famous in the company th
doing s o m e t h i n g w r o n g was called 'doing a Tess M
I t h i n k it w a s Grant Cooper w h o started saying the
actually - horrible m a n .
I I
'Wild Country, Walking in Provence?' I asked ar
group of more t h a n four people, but they all looked
as if I w a s mad. I w a s b e g i n n i n g to t h i n k I'd got the
w r o n g or come to the w r o n g airport w h e n I saw h i t
Grant Cooper. My heart immediately gave a j u m p , ,
not just because I w a s nervous about being late. I d:
like Grant, but he w a s very good-looking. I'd liked i
look of h i m w h e n I first met him. But then I'd spoke
him, a n d all that changed.
I just didn't find h i m easy to get on with. Every t i m
spoke to m e I felt h e w a s laughing at me. It m a d e m
m a d I w a n t e d to scream.
A s I got closer, I could see that Grant had ahead]
found t h e group. There was n o t h i n g else to do but д
u p to t h e m w i t h a big Wild Country smile on m y fai
'Hello, everybody,' I said. 'I'm Tess Marriot, one <
your tour leaders. I hope you had a good journey?'
'Hello, Tess,' G r a n t said. 'Did you get lost on you
to t h e airport?'

дЗДДДИ Work in pairs. Discuss these
questions.
1 Imagine you're Tess. W h a t ' s your answer to
Grant's question at the e n d of the extract?
2 In the extract w e learn that 'doing a Tess
Marriot' means making a mistake.
a Think of a famous person w h o is well
known for certain actions or qualities.
H o w could that person's name b e used?
/ think 'doing a Beyond' could mean
singing rea
really well and dancing at the
same time.
b H o w w o u l d y o u like y o u r name to
b e used?
WRITING
A reply to a letter asking for advice
1 Read the letter and the reply. Answer the
questions.
1 W h a t is Alan's p r o b l e m ?
2 W h a t question d o e s Susannah suggest that
Alan asks himself?
Wffl
2 Complete the missing words from
Susannah's reply. m
ни
H make lots of friends when you start school.
1 This is the first question y o u
ask yourself.
2 If the answer is no, then maybe •nHB
e n d the friendship now.
3 ...you talk to him ПИ
about the name-calling . . . :
4 . . . and explain that he 1
stop saying those things.
5 Finally,
.._ to talk to your parents.
3 Read Susannah's reply again. In which
paragraph does s h e . . .
1 offer advice to make t h e friendship work?
2 outl ine Alan's p r o b l e m ?
3 tell him to speak to others about his problem?
4 ask A l a n to think more carefully about t h e
situation?
4 Read another letter to Susannah. Write
three pieces of advice for Lara.
5
Write a reply to Lara (150-200 words).
Say what you think she should do.
www.frenglish.ru
3: W H A T ' S IN A N A M E ?
Susannah's a d v i c e p a g e
Write with your problem and Susannah will give you
advice. This week's letter is from Alan in Salisbury, UK.
Last month, we moved to a new town. My parents quickly
made friends with the people who live next door. They've got a
son of about my age. He's friendly and invites me to do things
with him. But the thing is, when we see other kids, he calls
them names and makes horrible comments. He wants me to
join in, but I don't want to.
What can I do? If I tell my parents, it'll be hard because they
really like his parents. And to be honest, I haven't got many
other friends yet. If I stop hanging out with him, maybe he'll
start calling me names too.
What should I do?
Alan, Salisbury
Dear Alan,
It's often difficult to make new friends when you move town,
so it was almost perfect that your new neighbours had a son
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n i Ur rI f IrIiI U
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L c h o m o
thait you're finding it difficult to spend time with him.
You don't say in your letter if yc>u think you could be riends
t if
his behaviour was better. This s the first question you ought
to ask yourself. If the answer i:; no, then maybe you'd better
end the friendship now. Don't vvorry- I'm sure you'll soon
и However, if you think you could be friends, then you should
ими
НИИ definitely talk to him about the name-calling and explain that
he had better stop saying those things. If he's going to be
a good friend, he'll listen to you. If he ignores you, then this
friendship probably isn't going to work.
Finally, it's a good idea to talk to your parents. They're the
people who know you best and are often the best people to
give you advice.
Good luck!
Susannah
I have very bad eyesight and need to wear glasses. Because
of this, some people at school call me names. I tried not to
let it bother me too much, but the problem is that it happens
quite often. I've always enjoyed school and had lots of friends,
but I'm starting to hate going there. My grades are also
getting worse and some of the teachers have said they're
disappointed with me. I know I should talk to the teachers, but
I'm sure this is only going to make things worse. Can you help?
Lara, Ipswich
 www.frenglish.ru

I OBJECTIVES

FUNCTIONS: talking about

hypothetical situations;
expressing wishes; apologisi
and accepting apologies
GRAMMAR: first and second
conditional (review); time

DILEMMAS
conjunctions; wish and ifonl
third conditional (review)
VOCABULARY: being honest;
making a decision; now

READING
1 Read the definition. Then look at the pictures. 4 Match these responses with the quiz quest
What dilemmas do you think they show?
I d try and fix it before she noticed.

I'd k e e p quiet but make sure I w o r k e d r

hard for my next test.
dilemma: a s i t u a t i o n i n w h i c h a difficult I'd ask if I could change it for another or
choice h a s t o be m a d e b e t w e e n t w o or
more alternatives I'd write my own answer but then l o o k ;
p a p e r to check it.

I'd ask him or her what it was about.

2 Read the quiz quickly. Match each picture with
a question.
rif I'd admit I didn't have enough money ai
ask to b o r r o w some from a friend.
3 ЕЖИ Read the quiz again and listen. Then jg I'd have an argument with them about il
complete it with your answers. Compare with
a partner. \ h I'd s p e n d some of it and give some to cl

38
 www.frenglish.ru
DILEMMAS

ять»* л л г о

do
What would you do if.
you heard a text message arrive on your there was a party you really wanted to go to, but
girlfriend's or boyfriend's phone when he or she you thought your parents might not let you go?
was out of the room? A I'd be open, tell them why I wanted to go and
A I wouldn't open it. accept their decision.

В I'd read it and pretend I hadn't. В I'd say I was staying at a friend's house, go to
the party and hide the truth from them.
you found €100 in a cash machine outside a bank?
you were stuck in a difficult Maths test and
A I'd go into the bank and give it to someone who
noticed that you could easily copy from your
worked there.
friend's paper?
В I'd keep it and buy myself something nice.
A I wouldn't look. I'd just try harder
you noticed your teacher had made a mistake to answer the question myself.
marking your test and given you a better mark?
В I'd look at her paper.
A I'd tell my teacher about the mistake immediately.
you didn't have enough money
В I wouldn't say anything.
for a full-price cinema ticket?
you broke your mum's vase while playing football A I'd leave and go home.
in the house?
В I'd lie about my age and
A I'd own up and say it was me. try and get in for
В I'd say that the cat did it. a cheaper price.

you bought a shirt, wore it to a party once and

decided you didn't really like it?
A I'd give it to a friend.
В I'd take it back to the shop, say I'd never worn it
and get my money back.

10RE 'A'S THAN ' B ' S : re basically an honest person. You understand that if you always tell
MORE 'B'S THAN 'A'S: ometimes you take the easy way out.
want people to think of you as dishones
se it may cau
Щ
• TRAIN TO THiNK
"Thinking of consequences SPEAKING
In order to make a good decision, it's important to think of all possible Work in pairs. Discuss these
consequences for others and for yourself questions.
5 C n o
° s e four of the questions in the quiz. Think of possible 1 W h i c h of the situations in the

consequences for each option. quiz is the most / least serious?

ion
2 D o y o u agree with what the
_S^ Action Consequence results say about you?
7
I read the text \ My girlfriend / boyfriend gets
message. angry and doesn't trust me any
_______ more. We stop being friends.

I don't read the \ I don't find out what the message

text message. j is about.

39
 www.frenglish.ru

GRAMMAR Time conjunctions

First and second conditional (review) Complete the sentences with the words.

Complete these sentences from the quiz on unless I if I until I w h e n | as soon as

page 39 with the correct forms of the verbs.
1 I don't know w h e r e he is, but I'll tell him
Then match them with the parts of the rule.
I see him.
1 What _ you (do) if y o u 2 I'm meeting him later, so I'll tell him
(break) y o u r mum's vase while I see him.
playing football? 3 It's really important. I'm going to tell him
2 If y o u always _ (tell) the truth, p e o p l e I see him.
(trust) y o u . 4 I won't tell him anything he ask:
5 I'll w o r k he arrives and then I'll:

RULE:
Complete the sentences so that they are •
W e use the first conditional to talk about real
you. Tell your partner.
situations and their consequences. W e form it with
if+ present simple / future (will) clause. 1 A s soon as I get home tonight, I . . .
W e use the second conditional to talk about 2 If t h e weather is g o o d this w e e k e n d , I . . .
hypothetical or very unlikely situations and their 3 W h e n I'm 1 8 , 1 . . .
outcomes. W e form it with if + past simple / would
4 Unless I get lots of h o m e w o r k this weekem
clause.
5 I'm going to save all my money until . . .

Workboo
Complete the conditional sentences with the
correct forms of the verbs. Think carefully about
whether each one is a first or second conditional. VOCABULARY
Being honest
1 Write the words in the correct columns.

cheat | get away with something

What should I do ? hide the truth | d o the right thing
tell a lie I b e o p e n about something
Why is J a n so m e a n to ^ ^ И щ " ^ *• -
tell t h e truth | o w n u p to something
me? If J a n 1
f^f Д
( n o t be) so m e a n to ^•иЬ**' ^Bfc Positive behaviour Negative behavio
2
me, I _ (want)
cheat
to invite h e r to my H^ly^ Ji y "'r
party. T h e p r o b l e m is, Щ. 4 ' fx
2 Compete the conversation with the corre<
she's so popular. If she лИ .Jt A\f
of the verbs from Exercise 1.
(not have) so ^H^^l^ DAN I've got a dilemma. The other day I
m a n y friends, n o b o d y
a test. I copied from Ben.
(care) if she was at my party o r n o t .
ANA Why?
5
I have to invite her. If I ( n o t invite) J a n 2
DAN Well, I thought I could away with
6
to my party, n o b o d y (come) to it.
now the teacher wants to know who copi
3

Maybe I s h o u l d n ' t have a party. B u t if I ANA You should up to it and say it wa

4
7
( n o t have) a party, I 8
( n o t get) DAN I know, but it's too difficult to th<
5

any p r e s e n t s a n d I w a n t p r e s e n t s ! Why a r e ANA But you c a n ' t „ the truth now! W h

birthdays always so m u c h trouble? If it about poor Ben? What were you thinking
9 DAN It's Maths. I just find it so difficult.
( n o t be) my b i r t h d a y n e x t week, my
6
1 0
ANA Well, you need to b e about this.
life ( n o t be) so c o m p l i c a t e d . If I
1 1 1 2
First, say sorry for cheating and explain w
(know) w h a t to d o , 1 ( d o ) it.
7
_ a lie. Then tell your teacher what
But I d o n ' t !
problem is.
DAN You're right, of course. It's just so difficult
8
the right thing sometimes.

Workbook pa

40
 www.frenglish.ru
DILEMMAS

LISTENING
^ p j f f l j M N l Work in pairs. Look at the photos
What do you know about these people and
characters? What difficulties might they face?

2 OISS Listen to the conversation.

What are the teenagers doing?

Listen again. C^jrc7§)the

# correct answers.

1 W h e r e are the teenagers?

A on a long train j o u r n e y
В on the platform, waiting for a train
С at home
2 W h a t d o they d e c i d e to play?
A a card game invented by M a d d y
В a guessing game invented by Liam
С a traditional children's game
3 W h y isn't A n d y Murray a g o o d choice for
this game?
A M a d d y and Susie don't like tennis. W h y can't Liam guessjuliet?

В He isn't famous enough. A H e doesn't k n o w w h o Juliet is.

С H e isn't a fictional character. В H e doesn't know v e r y much about history.

4 W h y does Liam get angry w h e n M a d d y С H e gets angry with M a d d y .

guesses Superman? W h y doesn't M a d d y say ' H a r r y Potter' straight away?

A H e chose s o m e o n e too easy. A She's enjoying annoying Liam.

В She doesn't let him finish. В She doesn't know w h o it is.
С She got the w r o n g answer. С She's b o r e d with the game.

GRAMMAR Complete the sentences with the correct

forms of the verbs.
wish and if only
see I stop 1 not get
1 Read the sentences. Which fictional characters might say not b e I not fight j have
them? Complete the rule. Use the sentences to help you.
1 wish this train j o u r n e y so long.
1 'I wish I could kill L o r d Voldemort.' I wish Liam talking for a while.
2 'If only our families wouldn't fight all the time.' If only I an interesting book
3 'I wish Lois Lane knew w h o I really was.' with me.
I wish M a d d y with me all
RULE: the time.

We use wish I if only + the 1

tense to express how If only M a d d y „ so angry with me.
we would like our current situation to be different. I wish M a d d y that I'm in love
We with her!
use wish I if only - _ to say that we'd like the
ability or permission to do something.
3 SPEAKING Play 'famous wishes' in groups
We use wish I if only + to complain about a
situation that we don't like. of four.

C h o o s e a famous fictional person and

write t h r e e wishes. ( R e m e m b e r : they
W e can use was or were after a singular should b e about the present situation,
u e
J c t (/, be, she or it) w h e n w e e x p r e s s wishes. not the past.)

' W l s h 1 w
*s older. /1 wish I were older. Read out your sentences. T h e other
students have to guess w h o y o u are.

41

READING
1 ЕЭВЯШЯ Work in pairs. You find a
valuable ring in the street. Think of four
things you could do with it.
2 Read the story. What did Billy do with
the ring?
3 Read the story again. Who do you think
said these things?
1 'If only a little g o o d luck came my way.'
2 'What's that in my c u p ? '
3 T d like to buy it.'
1
4 'It's a lot of money, but I can't.
5 'I was here a f e w days ago.'
6 'I can't believe he didn't sell my ring!'
7 'I think that's a great idea.'
8 ' W e never thought we'd see y o u again.'
4 Е Е О Е Ш Ш Э Work in pairs. Imagine
this story is going to be made into a
Hollywood film. Discuss these questions.
1 W h i c h actors are y o u going to choose to
play the main characters?
2 H o w are you going to give the film a big
' H o l l y w o o d ending'?
3 W h a t ' s the title of y o u r film?
5 Share your ideas with the class.
The day Billy Ray's life c h a n g e d forever
Billy Ray Harris was homeless. H e
s p e n t e a c h d a y o n t h e s t r e e t s of
K a n s a s City, b e g g i n g for m o n e y
for f o o d a n d m a y b e a b e d for t h e
night. Every d a y , a s h e s a t thinking
a b o u t his life, h e o c c a s i o n a l l y
h e a r d t h e s o u n d of a c o i n or t w o
d r o p p i n g into his c u p . O n e d a y ,
the noise w a s louder t h a n usual.
If Billy h a d l o o k e d u p , h e d h a v e
s e e n a y o u n g lady on her w a y
to w o r k . B u t h e d i d n ' t . A little later,
lion w h e n h e l o o k e d into t h e c u p ,
h e c o u l d hardly believe w h a t h e
Ж saw. At the bottom w a s a shining
d i a m o n d ring.
Billy's first t h o u g h t w a s to
g o s t r a i g h t to a j e w e l l e r ' s a n d
t h a t ' s e x a c t l y w h a t h e d i d . T o his
/42
complete amazement, he was
www.frenglish.ru
GRAMMAR
Third conditional (review)
Complete these sentences from the story with th
forms of the verbs. Then complete the rule.
1 If Billy (look) up, he _ (see) a yc
on her w a y to work.
2 If he (not do) the right thing, he _
(not see) his sisters again.
W e use the third conditional to talk a b o u t
situations a n d their outcomes in the past. W e f o r m it
would(n't) have
Complete the third conditional sentences.
0 If Billy had been on a different street, Sarah
wouldn't have seen him.
1 Sarah (see) the ring if she (loc
in the cup.
2 Billy _ . (keep) the ring if Sarah (r
3 Sarah (not raise) so much money if she
(not put) her story on the Internet.
Complete the sentences so that they are true for
1 If I hadn't gone to school t o d a y , . . .
2 I'd have b e e n really happy i f . . .
3 If I'd b e e n b o r n 100 years a g o , . . .
Workbook
o f f e r e d $ 4 , 0 0 0 . Billy t h o u g h t l o n g decision. She explainec
a n d h a r d . W a s this a m i s t a k e ? It w h e n she dropped the
w a s more m o n e y t h a n he'd s e e n his c u p , s h e ' d f o r g o t t e n
in a l o n g t i m e . B u t t h e n h e t h o u g h t h e r ring in h e r p u r s e .
a b o u t his g r a n d f a t h e r , w h o h a d
b r o u g h t h i m u p a l w a y s to d o t h e
right t h i n g , a n d k n e w h e h a d to
r e c o n s i d e r . His m i n d w a s m a d e u p .
He'd k e e p t h e ring a n d m a y b e o n e
d a y its o w n e r w o u l d r e t u r n .
In f a c t , h e d i d n ' t h a v e to w a i t
l o n g . T w o d a y s later, a y o u n g
w o m a n a p p r o a c h e d him while
he w a s begging. She introduced
herself a s S a r a h Darling a n d a s k e d
if h e ' d f o u n d a n y t h i n g u n u s u a l
in his c u p . Billy r e a c h e d into his
p o c k e t a n d p u l l e d out t h e ring.
W h e n h e s a w the smile on Sarah's
f a c e h e k n e w h e ' d m a d e t h e right
 www.frenglish.ru
DILEMMAS

VOCABULARY SPEAKING Work in pairs. Discuss these

questions.
Making a decision
1 W h a t ' s the biggest decision you've ever
w t n
Match 1-8 ' the underlined words and phrases in made?
the text below. 2 Have y o u ever made the w r o n g decision?
( for a long time LJ 5 make | W h a t was it?

2 a good LJ 6
thought again about L 3 H o w g o o d are y o u at making your mind up

3 the wrong M 7 original idea [__ about small things?

decide |__J 8 m
$de a n e w decision [ J 4 W h a t sort of things d o y o u usually n e e d to
think long and hard about?
5 D o y o u ever reconsider decisions you have
made?
6 W h o d o y o u ask to help you come to
important decisions?

• TriiNK VALUES ШШВШШШ

Doing the right thing
a
My first thought was to go with the blue. But then I thought 1 Think about a time when you had to make
b c
lnng and hard and changed my mind. M a y b e the red a difficult decision. Make notes.
d
was better. But had I made t h e right decision? Had I? I
Reconsidered my choice. Red or blue? Red or blue? W h y was 1 W h a t decision d i d y o u make?
f
it so difficult to make up my mind? Well, I didn't want to make 2 W h a t w e r e the consequences?
ga bad decision, did I? So I called my sister. M a y b e she could
help me come to a decision. h 2 Write a short paragraph. Include a third

'Yes, what is it?' she asked. conditional sentence.

'Red or blue?' I asked. Last year, there was a new student in my
'I don't know why you're asking me,' she said. 'You only class. Nobody wanted to sit next to him, so
ever wear blue.' I did. I'm really happy I did. If I hadn't sat
next to him, he wouldn't have become my
best friend- What a good decision I made!

3 Read your paragraph out to the class.

Then vote on the best story.

But the story doesn't e n d there. S a r a h told

her husband the story a n d how she w a n t e d WRITING
to post it on the Internet. He thought it w a s a
A diary entry about a dilemma
good idea.They also set up a n online a p p e a l
to raise money for Billy.They soon h a d more Choose one of these situations or use your
toan $185,000. own idea. Write a diary entry about it (150-
Billy Ray Harris no 200 words). Try to use language from this unit.
l o n
9 e r spends his 1 Explain the p r o b l e m .
d Q
V s begging. He has
2 Think about t w o possible solutions and their
a h
o m e and a j o b
consequences.
'he story also m a d e
3 D e c i d e what you're going to d o a n d why.
'he local news a n d
h e
was reunited with • Y o u ' v e got a detention. If y o u tell your parents,
* J * > s i s t e r s , w h o he y o u won't b e allowed to go to a party.
J * * t seen for over • It's y o u r mum's birthday this w e e k e n d , but y o u
"6 Years. If e hadn't h spent all y o u r m o n e y on clothes a n d haven't
J ? 6
b r i g h t thing,
U l d n t h a v e
4}£ L_F' •
got any left to buy her a present.
Y o u saw your best friend's b o y f r i e n d /
i n °' s '

X
S 6 e n h h
sist ers Q g a i a girlfriend at the cinema with another boy / girl.

43
 www.frenglish.ru
P H O T O S T O R Y : episode
Look at the photos and answer the questions.

W h a t is Jeff holding?
W h o seems v e r y interested in Mia's friend?

J2JUBH Now read and listen to the photostory.

Check your answers.

FLORA W h a t ' s w i t h t h e h e l m e t , Jeff?

JEFF It's m y d a d ' s . H e d o e s g o - k a r t i n g .
MIA O h y e a h , I r e m e m b e r n o w . You t o l d u s a b o u t t h a t
He's p r e t t y g o o d , isn't he?
JEFF O h y e a h , h e ' s r e a l l y i n t o it. H e g o e s all t h e t i m e
n o w t h a t he's got h i s o w n g o - k a r t . A n y w a y , t h e r e ' s
CHLOE Hi, M i a . W h a t a n i c e s u r p r i s e ! H o \
a p r o b l e m w i t h his helmet, so h e asked m e to take
a r e you?
it to t h e s h o p .
MIA G o o d , t h a n k s , Chloe. T h e s e a r e m y
MIA Oh, look! There's C h l o e .
friends, Leo, Jeff a n d Flora.
LEO W h o ' s t h a t ?
CHLOE Hi, n i c e t o m e e t y o u all. Hey, is the
MIA She's a friend of m i n e , from w h e n I u s e d to b e i n
motorbike helmet?
the orchestra.
JEFF Well, actually, it's a g o - k a r t h e l m e t .
JEFF Wow, s h e ' s p r e t t y ! If I'd k n o w n s h e w a s i n t h e
It's...
o r c h e s t r a , I w o u l d h a v e c o m e to m o r e c o n c e r t s !
CHLOE So, y o u ' r e a g o - k a r t e r ? Cool! I've
a l w a y s w a n t e d to t r y g o - k a r t i n g !
JEFF Well, u m , y e s . It's j u s t a h o b b y . But
I race too, you know, n o w a n d again.
Believe it or not, I've e v e n w o n a few
times.
CHLOE W o w ! You a c t u a l l y r a c e . That's s o
c o o l . I'd r e a l l y like t o t r y g o - k a r t i n g , b i
I've n e v e r h a d t h e c h a n c e .
JEFF Oh, t h a t ' s a s h a m e . It's g o o d fun.
CHLOE I'm s u r e it is. D o y o u t h i n k I c o u l d
JEFF W h a t ?
CHLOE Well, I w a s w o n d e r i n g if I c o u l d
come along with you sometime, m a y b
CHLOE Talk t o y o u s o o n , I h o p e , Jeff. Bye, e v e r y o n e ! w a t c h you race. Any chance?
JEFF Yeah, s e e you, C h l o e . JEFF Oh, u m , well, m a y b e . I m e a n , yes, of
FLORA A r e y o u o u t of y o u r m i n d ? You a r e n ' t a g o - course. That w o u l d b e great.
karter, a n d just n o w you said you were. W h y did CHLOE Cool! So, w h e n ' s y o u r n e x t r a c e ?
you do that? JEFF U m . . . Let m e t h i n k . I'm n o t s u r e , t o t
MIA D o y o u n e e d to ask? honest.
JEFF Well, s h e s e e m e d r e a l l y n i c e , y o u k n o w , a n d s h e CHLOE Well, look, w h e n y o u k n o w , call m
likes go-karting. OK? Mia's got m y n u m b e r .
LEO B e t w e e n y o u a n d m e , I t h i n k Jeff h a s j u s t d u g
h i m s e l f i n t o a big h o l e .
MIA Yes, I t h i n k y o u m i g h t b e r i g h t . W h a t a r e y o u
g o i n g t o d o now, Jeff?

44
 www.frenglish.ru

DEVELOPING SPEAKING
^^^^^^^^^^^^^^^^

Work in pairs. Discuss what happens next in the

story. Write down your ideas.
WordWise
We think Jeff asks his dad to help him.
n o w

Г Р Г Г Я Watch and find out how the story

Look at the words and phrases in bold in
continues.
these sentences from the photostory. Match
them with the definitions.
Mark the sentences T (true) or F (false).
O h yeah, I r e m e m b e r now.
1 Jeff phones C h l o e .
H e goes all the time now that he's got his
2 Chloe asks Jeff if he's really a go-karter.
own go-kart.
3 Jeff goes to the go-kart track with his father.
But I race too, you know, now and again.
4 Jeff makes a film of himself driving a go-kart.
Y o u aren't a go-karter, and just now y o u said
5 Jeff and C h l o e arrange to meet on Sunday. you were.
6 Jeff pretends that he's hurt his knee. W h a t are y o u going to d o now,Jeff?
7 His trick is discovered w h e n he uses his phone. |
in the near future
8 Chloe never wants to see Jeff again.
at this moment
a moment or t w o ago
PHRASES FOR FLUENCY because finally
sometimes
1 Find these expressions in the photostory.
Who says them? How do you say them in your
Use words and phrases from Exercise 1 to
language?
complete the sentences.
1 What's with (the helmet)?
1 I've finished my work, so I'm going
2 Believe it or n o t , . . . to hang out with my friends.
3 I was w o n d e r i n g if... 2 I don't listen to this music all the time, but
4 A n y chance? I like to play it.
5 A r e you out of your mind? 3 Sally was here , but she's gone out.
6 Between you and m e , . . . 4 I'll eat later. I'm not hungry
5 I don't walk to school I've got a bike
2 Use the expressions in Exercise 1 to complete the
conversations.

1 A Andy, y o u could take Billy for a walk.

В Sorry, I can't. _ , I'm really scared of
dogs.
FUNCTIONS
2 A Hi, Steve. W o w ! those really old
football boots?
Apologising and accepting apologies
В They're ancient, aren't they? , my d a d 1 Write the expressions in the correct columns.
used to w e a r them w h e n he was at school.
N o p r o b l e m . | I'm so sorry. I I feel awful about this.
I n e e d new ones.
3
That's / It's O K . | I don't know what to say.
A Hi, Jane. M y phone's broken. I n e e d to use
Don't w o r r y about it. | No worries i I'm so ashamed.
yours. ?
B
_ ? It's b r a n d new! I wouldn't lend it Apologising Accepting apologies
to anyone!

Pronunciation Work in pairs. Imagine you're in these situations

and act out conversations. Use expressions from
Consonant-vowel word linking Exercise 1.
Goto page 120.
• A has spilled a drink on B's trousers.
• A has arrived v e r y late for a meeting with B.
• A has b u m p e d into В and В has fallen over.
• A has completely forgotten B's name.

45
 www.frenglish.ru

CAMBRIDGE ENGLISH: T O W A R D S First

' " ^ " • i - ^ - ^ - — ^ - -~ ....... • .._ . . . . . . . - . - r • =-

1 THINK EXAMS

LISTENING
Workbook
Part 1 : Multiple choice
Ф)1.30 You will hear people talking in eight different situations. For questions 1-8, choose the be:
answer (А, В or C ) .

1 Y o u hear a boy talking about how he got his name. W h y was it hard for his parents to name him?
A T h e y each w a n t e d different names.
В T h e r e weren't many possibilities for a name that w o r k e d in t w o languages.
С H e was born t w o w e e k s early.
2 Y o u hear a girl talking on her phone. W h a t is her p r o b l e m ?
A She doesn't want to invite Lucy to her birthday celebration.
В H e r mum said that Lucy can't come for a sleepover.
С She really wants to have a big party.
3 Y o u hear part of an interview with a footballer. W h a t d o e s he find most difficult about his j o b ?
A not being free at w e e k e n d s
В having to w o r k out e v e r y day
С the comments some of the fans make
4 Y o u hear t w o friends talking about a camping trip. W h a t a d v i c e d o e s A l a n give Steve?
A to take a comfortable sleeping bag
В to get a lift to the campsite
С not to take things that weigh too much
5 Y o u hear a local news report. W h a t d i d Clive Roberts think w h e n he f o u n d the money?
A I'm £ 1 0 , 0 0 0 richer.
В H o w can I return this to the o w n e r ?
С C o u l d I keep this? W o u l d a n y b o d y ever know?
6 T w o friends are talking about a party. W h y d i d C h l o e miss the p a r t y ?
A H e r d a d said she had to go cycling with him.
В She fell asleep in the middle of the day.
С She was watching T V and forgot the time.
7 Y o u hear a girl talking about a difficult decision. W h y d i d she find it hard to choose which exams to take?
A She had no idea about what career she w a n t e d to d o .
В She didn't want to disappoint her d a d .
С She w a n t e d to make sure her exams w o u l d help her get a w e l l - p a i d j o b .
8 Y o u hear a book review on the radio. W h a t d i d C a r l a like best about the book?
A that she was able to understand the story
В that it was a love story
С the w a y the characters d e v e l o p e d during the story

WRITING
Workbook
Part 2; Story
2 Your English teacher has asked you to write a short story for the school's new website. The story mu
or end with the following words:

That name! W h y did my parents give me that stupid name?!

Write your story in 140-190 words.

 www.frenglish.ru

TEST YOURSELF UNITS 3&4

VOCABULARY
1 Complete the sentences with the words / phrases in the list. There are four extra words / phrases.
brand I call | chain j cheat j consumers | get away with j image
logo I manufacturer j make | name j o w n up to j products 1 tell

1 She w o r k e d v e r y hard for years before she started to _ a name for herself in the theatre.
2 T h e c o m p a n y was in trouble until they started making some n e w „ .
3 If you _ during the exam, we'll take y o u out of the exam room a n d destroy your paper.
4 I like so many different kinds of music. Basically, y o u _ „ it, I like it!
5 H e tried to look at another boy's test, but the teacher saw him so he didn't it.
6 I think it's so childish w h e n you other p e o p l e names.
7 W e didn't like our old _ so w e got a new one d e s i g n e d . It's on our website now.
8 Did you eat the last piece of a p p l e pie? C o m e on - __ me the truth!
9 W e started with just one shop, but now w e have a _ __ of twenty.
10 I know y o u took my things without asking. W h y don't y o u just __ it?

GRAMMAR
2 Complete the sentences with the words in the list. There are two extra words.
better | if | go | ought j unless j until | w e n t | w h e n

1 It's pretty late - I think I have to now, O K ?

2 I really wish w e _ out to eat more often.
3 I'll call y o u . the film finishes, O K ?
4 I'm not going to b e d I finish this book - it's brilliant!
5 You'll never b e his friend _ y o u go and talk to him!
6 It's a secret, so you'd not tell anyone else!

3 Find and correct the mistake in each sentence.

1 You shouldn't to talk to me like that. It isn't nice.

2 If they wouldn't b e so expensive, I'd b u y some of those chocolates.
3 I wish y o u don't live so far away.
4 Your eye looks bad - I think y o u better go to the doctor.
5 If it hadn't rained, w e had gone to the beach yesterday.
6 If only w e can see y o u more often.
1 1

FUNCTIONAL LANGUAGE
4 Circle) the correct words.

1 A I think w e should I ought to go now.

В That's a shame. If only y o u could stay I stayed a little longer.
2
A Listen, we mustn't/we don't have to miss the train t o m o r r o w morning.
В You're right. I'd better not 11 don't have to forget to set the alarm on my p h o n e .
3
A H e y ! S t o p ! Y o u don't I can't come in here. You're too y o u n g !
В Sorry! But I really w a n t to see the film. I wish I would be I were eighteen a l r e a d y !
4
A Patrick wouldn't have I won't have come to the p a r t y if he'd known
Sue was going to b e there.
B
^ е а п
< it's a shame - if only we'd told I we've told him earlier. MY SCORE Q ТЙЙ

47
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WHAT A OBJECTIVES

FUNCTIONS: telling a story

GRAMMAR: relative prono

STORY i
defining and non-defini
relative clauses; relative
with which
VOCABULARY: types of StC
elements of a story

READING
1 Think of an example of each of these things.

a story or a favourite fairy tale from your childhood

a favourite film
a thriller (either a b o o k or a film) that really
g r a b b e d you
an anecdote or a j o k e you've heard recently

SPEAKING Work in pairs. Share one or two of • TRAIN TO THiNK

your ideas from Exercise 1.
Thinking about different writing
SPEAKING Why do you think people like
Writers use different techniques to bring their texts >
stories so much? With a partner, discuss as
many reasons as you can think of. Then 6 Answer the questions.
compare your ideas with the rest of the class.
1 W h a t technique d o e s the writer use in the
Read and listen to the article. Were of the article?
your ideas the same as the writer's? 2 H o w many times d o e s he use this t e c h n i q i
the article?
Read the article again. Answer the questions
3 W h y d o y o u think he d o e s this?
using evidence from the text.

1 W h a t examples d o e s the writer give to show that 7 Choose the correct option.

storytelling is popular in the m o d e r n w o r l d ? 1 W h e n p e o p l e ask a rhetorical question, th

2 W h a t point is the writer making in paragraph 2?
3 W h a t did the Neanderthal man nor want to d o
w h e n telling the story?
4 H o w have storytellers contributed to society in
different cultures?
5 H o w d i d storytellers manage to keep p e o p l e
interested in their stories over the years?
6 W h y can stories be v e r y important for a country
and its culture?
A e x p e c t an answer.
В don't really e x p e c t an answer.
2 T h e y ask a rhetorical question to . . .
A introduce a subject they want to talk al
В find out what you're thinking.
8 Paragraphs 4 and 5 don't contain any rhel
questions. Think of a rhetorical question 1
could add to each paragraph.

48
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5 i WHAT A STORY!

r y b o d y l o v e s s t o r i e s - b u t w h y ?

hat's t h e first image t h a t His friend decides to j o i n h i m . Off which certainly wasn't i n t e n d e d to
W comes to m i n d w h e n you
hear the word 'storytelling? A
they go, out of t h e cave, d o w n to
t h e place where t h e best b e r r i e s
e n t e r t a i n his friends!
We a d m i r e p e o p l e whose
parent who's r e a d i n g a fairy tale to grow. Well, they d o n ' t c o m e b a c k magical storytelling skills c a p t u r e
their little child - that's what most for a long while, a n d finally, t h e o u r attention a n d o u r imagination.
of us think of immediately. But only o n e of t h e m to r e t u r n is t h e Everybody has always respected
there's m o r e to stories, of course. friend, who's covered in b l o o d a n d storytellers, who have b e e n
What about o u r favourite movies, has a sad story to s h a r e . H e tells i m p o r t a n t m e m b e r s of m a n y
the thriller we're r e a d i n g right now, t h e others that as s o o n as they went societies. In t h e past, storytellers
and that friend who's so brilliant r o u n d t h e b e n d , n o t far from t h e often travelled a lot. W h e n they
at telling jokes a n d a n e c d o t e s t h a t cave, a sabre-toothed tiger attacked went to places far away, their stories
everyone loves listening to? T h e t h e m a n d killed his friend. T h e travelled with t h e m . W h e n they
movies, t h e thrillers, t h e a n e c d o t e s others are shocked, of course, b u t r e t u r n e d h o m e , they h a d new
and the jokes: they all have they're also w a r n e d . stories to share. People were eager
something in c o m m o n with fairy Are you getting t h e idea? Stories to listen, which was fun b u t also
tales. They're all based o n t h e same aren't j u s t a b o u t e n t e r t a i n m e n t . gave t h e m a c h a n c e to learn a b o u t
activity, which is o n e of t h e most G o o d stories e n g a g e us emotionally, those r e m o t e places.
exciting things h u m a n s can do: a n d they d o that by giving us In cultures all over t h e world,
telling stories! s o m e t h i n g to t h i n k about. T h e y i m p o r t a n t stories have b e e n
But why d o we tell stories? Just contain messages which m i g h t passed d o w n from g e n e r a t i o n
for fun? Well, here's a story for you. b e useful for us in t h e future, to generation. T h e s e stories
Imagine t h e world h u n d r e d s of like t h e N e a n d e r t h a l m a n ' s story, c o m e from previous generations,
thousands of years ago. A g r o u p whose wisdom a n d knowledge
of Neanderthals are they contain. They're
sitting a r o u n d t h e often a b o u t disasters,
fire in a cave, where d r a m a t i c events such as
they've just finished fires, storms, t h u n d e r ,
eating a big meal lightning a n d floods.
together. O n e of Every c o u n t r y a n d
them has a n idea. culture has its own
He wants to get stories. O u r stories have
s o m e berries, b e c o m e p a r t of o u r
which he wants tradition. O u r stories
to share with reflect who we are.
everybody.

SPEAKING
W r k i n a i
° P " - Discuss these questions.
h a t k i n d o f s t o r
г ^ i e s d o y o u enjoy most? Give an example.
ave you ever told someone a story that your parents or grandparents told y o u ?
h e r e d i d
they hear the story?

49
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GRAMMAR Defining and non-defining relativ

Relative pronouns clauses
Complete these sentences from the article on Complete these sentences from the articU
page 49. Then complete the rule. page 49. Then read the rule.

1 A group of Neanderthals are sitting a r o u n d the fire 1 W h a t ' s the first image. comes to
in a cave, they've just finished eating a w h e n y o u hear the w o r d 'storytelling'?
big meal together. 2 A parent 's reading a fairy tale to
2 H e wants to get some berries, he wants child - that's what most of us think of imme
to share with e v e r y b o d y . 3 O f f they go, out of the cave, d o w n to the p
3 E v e r y b o d y has always r e s p e c t e d storytellers, the best berries grow.
have b e e n important m e m b e r s of 4 T h e only one of them to return is the friem
many societies. 's c o v e r e d in b l o o d .
4 These stories come from previous generations, 5 W e admire p e o p l e magical stor
wisdom a n d knowledge t h e y contain. skills capture our attention and our imagin

RULE: W e use relative clauses to give e x t r a R

information. W e use . . .
1 . to refer to people,
2 .to refer to things.
3 . to refer to possessions.
4 . to refer to places.
ULE
; W e use a defining relative clause to id
an object, a person, a place or a possession. With
this information, it's hard to know who or what we
talking about.
The man was angry. ( W h i c h man?)
The man whose bag had been stolen was ang
W e use a non-defining relative clause to add
extra information. W e don't need this informatior
understand the sentence. W e put commas aroun

Combine the sentences by replacing the Stephen King is a famous writer.

Stephen King, who is American, is a famous
underlined words with relative pronouns from
(Extra information: he's American.)
Exercise 1.

Complete these defining relative clause:

who, where, whose or that.

1 T h e house I grew up is next to

2 A book has lots of short chapt
p e r f e c t for the bus ride to school.
3 A person _ knows a lot of jokes
a g o o d public speaker.
4 W e w e n t to hear a lecture by a writer —
b o o k s are always on the best-seller list.
5 T h e author wrote the famous
The Outsiders was only sixteen.

Tick ( / ) the sentences which contain

non-defining relative clauses and add с

1 M y brother is someone w h o just doesn'l

O n e of the world's greatest storytellers is S t e p h e n
King. H e has sold more than 4 0 0 million books.
M a n y p e o p l e love his horror stories. T h e horror
stories are often quite shocking.
T h e best storyteller I know is my uncle. H e lived in
India for several years.
like listening to jokes.
2 Fairy tales which w e r e written for childr*
are n o w being a d a p t e d for the cinema.
3 T h e Brothers G r i m m w h o s e stories have
fascinated millions of children lived in tf
19th century.

W e love listening to our English teacher. H e r stories 4 It's difficult to read in places w h e r e p e o
are fascinating. are talking on mobile phones.

A t our school w e have a great library. W e like to

relax a n d read there.
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WHAT A STORY!

VOCABULARY
Types of story
! Match the types of
story with the book covers.
Write numbers 1-9 in the boxes
Then listen and check.

1 crime novel
2 science fiction
novel
3 historical novel
4 horror story
5 (auto)biography
6 short stories
7 romantic novel
8 travel literature
9 poetry

2 Which are non-fiction?

SPEAKING Which types of story do you like reading most? ИЯЯЯВШТЯИу

SPEAKING О Щ Listen to two teenagers talking

about a short story by Stephen King called
1 Work in pairs. If you had to choose one of the books in Word Processor of the Cods. What's the last
the previous exercise, which would it be and why? word displayed on the computer screen?

I'd choose... because the cover looks / the title с мисм Listen again and make notes to
sounds (exciting / funny / interesting /... ) . answer the questions.

1 W h a t has the man always w a n t e d to have?

2 Prepare a one-minute talk about reading. Think about
the following points and take notes.
• if you prefer articles, short stories, novels, etc.
• where and when y o u like reading
Why?
2 W h a t kind of relationship d o e s he have
with his son a n d his nephew?
3 W h a t event makes the man v e r y unhappy?

3
4 W h a t h a p p e n s w h e n he goes to his garden
Take turns giving your talks in small groups.
shed the next day?
5 W h y d o e s he get angry? W h a t does he
LISTENING d o next?
6 W h a t h a p p e n s at the e n d ?
Find out how much your class knows about Stephen
King. Then read the biographical data.
SPEAKING Compare your answers
in pairs.

^tephen King: fact file 1 THINK SELF-ESTEEM

King w a s born in 1 9 4 7 in Portland, M a i n e .
He wanted to be a teacher, but couldn't get a job.
He worked in a laundry a n d did various other jobs
w
h i l e continuing to write stories.
He published his first book, Carrie, in 1 9 7 4 .
became a huge success.
He's written about 5 0 novels a n d over 2 0 0 horror,
antasy and science fiction short stories. M a n y of them
h Q
v e become successful films.
A better world
SPEAKING Think about these questions. Make
notes. Then compare your ideas in class.
Imagine y o u had a machine like the one in the
story. If y o u could eliminate one p r o b l e m in the
w o r l d , w h a t w o u l d it be? W h y ?
If y o u could use the machine to create
something to make the w o r l d a better place,
w h a t sentence w o u l d you t y p e in?

51
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READING
1 Look at the photos. Do you recognise these fairy
tales? Do you know their names in English?

2 Read the article quickly. Who

are the Brothers Grimm?

Little Red Riding Hood used to be just
a story that parents would read to their
children at bedtime, but not any more.
Now Red Riding Hood is a Hollywood
blockbuster directed by Catherine
Hardwicke. Hardwicke directed Twilight,
which made her the obvious choice
for another film so clearly aimed at the
teenage market.
Red Riding Hood isn't the only film to returning to the cinema. Fairy tales
go back to the classic fairy tales and might just be the answer. Many
update them for today's teenagers. are already quite dark, which make:
Hansel and Gretel: Witch Hunters, Jack them ideal for adolescents, who are
the Giant Slayer and Snow White and often fascinated by that side of life.
the Huntsman are also hoping they can Of course, you might not recognise
persuade young people to revisit the much of the original story, as extra
stories of their childhood. And then there's horror, and romance for the heroes:
Brothers Grimm, starring Matt Damon heroines, have been added to the pi
and Heath Ledger, which sees the original But with modern-day special effects
authors of many of these fairy tales come bring it all to life, does it really matti
face to face with some of their characters.
Hollywood, it seems, has realised that
fairy tales have the potential to make
money, and lots of it.
Teenagers are one of Hollywood's most
important markets and after the success
of series like Harry Potter, Twilight and
more recently The Hunger Games, film
studios are looking for more inspiration
for stories to keep young people

3 Read the article again and connect the sentences.

1 Catherine H a r d w i c k e has made
2 Several films have b e e n p r o d u c e d
3 Brothers Grimm shows how the
4 Films b a s e d on fairy tales have
5 T e e n a g e r s are often interested
6 W h e n y o u c o m p a r e the films to
famous writers m e e t the heroes
t u r n e d out to b e e x t r e m e l y
the stories t h e y are b a s e d on,
in characters that are evil,
a name for herself as a director
that remind y o u n g p e o p l e of the
stories they enjoyed as chl
y o u will notice big differet
of films for a teen audienc
successful commercially,
and villains of their stories
angry or unhappy.

SPEAKING Work in pairs. WRITING

Discuss these questions.
A fairy tale
W h a t fairy tales are popular
Think of a fairy tale and write the story (200 words). Think abc
in your country?
• the o r d e r i n g of the story.
Do you agree that many
teenagers are interested in • h o w to use a g o o d selection of past tenses.
the 'dark' side of life? • h o w to bring the story alive w i t h adjectives and adverbs.
W h y ? / W h y not?
Don't forget: fairy tales start w i t h O n c e upon a time,....

52
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WHAT A STORY!

GRAMMAR м а у д я ш Д Work in pairs. Share your sentences.

How long can you keep each conversation going?
Relative clauses with which
My favourite singer is givina a concert in
1 Complete these sentences from the article on
page 52. Add commas where necessary. What oar town next month, which is fantastic.

does which refer to in each of the sentences?

Complete the rule. Really? Who's that?

1 Hardwicke d i r e c t e d Twilight made Lorde.

her the obvious choice for another film so
clearly aimed at the teenage market.
Wow! I like her songs too. bo you know when ...?
2 Many [fairy tales] are already quite dark
makes them ideal for adolescents.

RULE The pronoun 1

normally VOCABULARY
refers to a noun, but it can sometimes refer to
the w h o l e of the previous clause. W e cannot
Elements of a story
or that in t h e same way. 1 Match the words with their definitions.
use •
She was late, w h i c h made her nervous.
NOT:
ncrvovis.
, •

Join the pairs of sentences using which.

0 I often play the drums on Sunday mornings.

This annoys the neighbours.
I often p l a y ^ / j e d r u M M j Q j ^
J^^Layyoys the neighbours.
1 She's lost all her money. This means she'll
be in trouble.
She's lost in trouble.
2 N o b o d y in class learned the new w o r d s . It was
frustrating for our teacher.
N o b o d y in class for our teacher.
plot j setting j herb | character
3 Fairy tales have b e e n t u r n e d into successful teen
o p e n i n g | ending | villain j dialogue
films. This has surprised many p e o p l e .
Fairy tales many p e o p l e . 1 the story of a film, play, etc.

4 It's quite amazing that Stephen King manages 2 a p e r s o n in a story

to write several books per year. 3 the last part of a story

Stephen King quite amazing. 4 the main (usually g o o d ) character in a story

5
It's fascinating that almost all of his books have 5 a character w h o harms other p e o p l e
been made into films. 6 the w o r d s that the characters say to each other
Almost all of his books fascinating. 7 the beginning of a story
8 the time a n d place in which the action happens
Complete the sentences so that they are true
for you.
2 Think about these things for two minutes.
0
My favourite singer is giving a concert in our Make notes.
^ Ш ^ е х ^ ш п ^ , which is fantastic. • a film or b o o k with a great plot
!
— last year, which made me feel • the setting of the last film y o u saw
really proud.
• a film with a great o p e n i n g
2
I heard on the news , which I was
• a g o o d film with a disappointing ending
really upset about.
• an actor who's best at playing villains
, which really isn't easy.
3 м з я я к Л Work in pairs or small groups. Share

y o u r i d e a s
' ш ш ш ш ш ш ш к
V
шш BL-: www.frenglish.ru

Culture 5 ;
> U>.V8»- ';•""*• V » i -

Look at the photos and answer the questions.

1 W h a t can y o u see in the photos?

2 W h a t d o y o u think the person is doing?
3 W o u l d y o u like to visit this place? W h y (not)?

i: 9шша Read and listen to the article.

Check your answers.

веянии

A nation of storytellers

H ardly any c o u n t r y can claim t o have a richer

storytelling tradition than Ireland. This is the result
of a m i x t u r e of m a n y people - the Celts, the Vikings,
T h e elegant way talented storytellers use languag
called 'the gift of the gab'. If you w a n t to get the
of the gab, you have to go to Blarney Castle in С
the N o r m a n s and the English — w h o came to the island in the south of the island. You have to climb to t
at various times and all left a bit of their culture behind. of the castle, lie d o w n and b e n d over backwards I
the Stone of Eloquence. And, of course, there's a
In the Celtic tradition of spoken storytelling, singers
to explain this. It tells of an Irish K i n g w h o rescu
and poets called bards were extremely i m p o r t a n t
w o m a n w h e n she fell into a river. T h e w o m a n w
people. T h e r e was n o w r i t t e n language tradition
grateful that she cast a spell over h i m . She gave h
in those days, so bards had to memorise the stories,
ability to speak so well that he could persuade pe<
p o e m s and songs to be able to perform t h e m live.
do whatever he wanted. But, for the spell to worl
G o o d storytellers k n e w hundreds of stories by heart.
had to kiss a particular stone o n top of Blarney С
T h e stories were the only record of i m p o r t a n t events,
This is w h a t he did, and it worked. So w h o e v e r к
and people appreciated them: they were the best
the Blarney Stone will get the same gift.
entertainment available.

T h i s tradition has been influential for m o r e than 2,000

years and, in m a n y ways, it's still alive today. Stories
have been handed d o w n from generation to generation,
w i t h very little change. Storytellers used to move from
village to village. W h e r e v e r they appeared, they were
w a r m l y welcomed, and people gave t h e m food and
shelter for the night.

T h e Irish love of stories can be felt all over the country.

In m a n y places, older people still r e m e m b e r the ciili
Ш (pronounced 'kaylee' and m e a n i n g 'get-together'),
in w h i c h people w o u l d meet in a house, sit near the
fire, tell stories, sing songs, dance and play music.
Interestingly, in recent years, there have been successful
attempts to revive this tradition, and some of the most
popular contemporary storytellers are very young.

Read the article again. Mark the sentences T (true) or F (false). SPEAKING Work in pairs.
1 Irish culture has several different influences. Discuss these questions.

2 Bards used to write d o w n their stories a n d poems. 1 H o w does the Irish storyte

3 Irish storytellers w e r e often given hospitality in return for tradition compare with

telling stories. storytelling in your c o u n t r

4 It's no longer possible to go to a ce/7/'. 2 W h a t stories are there abc

places near w h e r e y o u live
5 If p e o p l e have 'the gift of the gab', they're g o o d at telling stories.

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WHAT A STORY!

5деВДЗШШ]There are eight highlighted words

or phrases in the text. Match them with these
definitions. The schwa / э / in word endings
1 passed (from older p e o p l e to younger p e o p l e ) Go to page 120. Ol
2 change the position of your b o d y so y o u r head is
nearer the floor
3 were able to say from m e m o r y FUNCTIONS
4 bring back to life Telling a story
5 document
1 i- *>M»tM Annie uses these expressions to bring
6 said words that had magical powers
her story to life. Match them with the correct
7 gave value o r importance to places in the conversation. Then listen again
8 a safe place to stay and check.

you'll never believe what

SPEAKING T h e strangest thing h a p p e n e d to me the

1 Look at the pictures. Put them in order and use other day.

them to tell a story. W e l l , let me finish . . .

That w a s the annoying thing.
W h a t a r e the chances?

1
ANNIE

MAC What?
ANNIE I woke up with this song in my head and I
couldn't stop singing it all day long. It was
really annoying.
MAC W h a t was it?
2
ANNIE It was a song I knew, but I couldn't
remember what it was. I even sang it to a few of
my friends, but they didn't know what it
was either.
MAC So what was so strange about that?
3
ANNIE I got home from school (with the
song still in my head) and I went upstairs to do
my homework. I decided to put on the radio to
4
try and forget the song, and they
were playing!
MAC G o on.
ANNIE They were playing the song that I'd been
singing all day!
MAC So you'd just been singing a pop song that
you'd forgotten the name of.
ANNIE Yes, but the strange thing is that it wasn't a pop
song from now. It was some obscure song from
the 1980s that you never hear any more. It was
a song that my dad used to play when I was
really small. I hadn't heard it for years. A n d they
5
were playing it on the r a d i o !
MAC Yes, that is pretty weird.

2 Think of a strange story that happened to you or

to someone else.

• W r i t e d o w n the main events in note form.

• Think h o w y o u can use some of the expressions.
• In groups, tell y o u r stories.
Listen and compare your story to the
o n e
you hear.
 www.frenglish.ru

GRAMMAR VOCABULARY
Present and past passive (review) Extreme adjectives and modifier
Complete these sentences from the article 1 Look at these phrases from the article on
on page 57. Use the correct form of be. Then page 57. What do the adjectives in bold r
complete the rule with by, be and past participle.
1 one of the world's most thrilling illusionist
1 T h e man pulled into the b o a t . . . 2 a huge c r o w d of amazed spectators
2 O f course, hundreds of photos taken 3 s t e p p e d onto the freezing water
by o n l o o k e r s . . .
4 n e w s p a p e r s w e r e full of the fascinating st
3 This arm attached to the bus a n d
used to support Dynamo's body. 2 Match the gradable adjectives 1-5 with tl
4 Some p e o p l e think he walks on glass boards that extreme adjectives a - e .
put in the water before. 1 good a hilarious
2 funny b delighted
R U L E : W e form the passive with a form of the verb 3 happy с huge / enormous
1 2
and the 4 big d tiny/minute
3
W e use the preposition to say who or what
5 small e great / fantastic / w
does the action, but only if this is important.
) / brilliant / amazing

/
Complete the instructions with the correct active LOOK! W e use:
or passive forms of the verbs. • very w i t h g r a d a b l e a d j e c t i v e s .
• absolutely with extreme adjectives.
• really with gradable and e x t r e m e adjecti

3 Look at these examples of adjectives with

modifiers very, really and absolutely. Whk
combinations are correct and which are
incorrect? Mark them / or X.

1 really g o o d
2 really amazing
3 v e r y funny
4 v e r y hilarious
5 absolutely small
6 absolutely tiny

4 Complete the text with adjectives from Ex<

Sometimes more than one answer is possil
but don't use each adjective more than on

Last night w e w e n t to a magic show. It w a s >

use | cut | put over | hold j pull I get push | hide
1
g o o d - in fact, it was absolutely
0 A long box is used for this trick. T h e magician was really 2
- w e cc
O n e woman at o n e e n d of the box. stop laughing. In one trick, he had t w o hats
3

A second woman into the box. a really small one and an one. В
from the big hat he pulled out an absolutel
She puts her head out of one e n d a n d
4
_ rabbit and from the small hat hi
her legs to her chest with her arms. A t the same
p u l l e d out a huge one. It was great fun a n d
time, the first woman her legs out of
5

the other e n d . I left feeling r e a l l y

T h e box in half by the magician.

T h e ends of the box apart to show
that it has b e e n cut in two.
Workbook pa

58
 www.frenglish.ru

H O W DO T H E Y DO I T ?

Listen to two people talking about a tattoo.

1
Which animal does Dave's tattoo show?

nean?
Listen again. Tick ( / ) the reasons why Kim
:s is so upset about Dave's tattoo.

1 She knows his parents will b e angry. QJ,

2 She thinks it looks terrible.
ory
3 She thinks it w a s too expensive.
!
4 She thinks his brother will want to get o n e too.
he
Complete the sentences. Use have + object
5 She thinks he's too y o u n g to have a tattoo.
+ past participle.
Who says these lines: Kim or Dave? What is the L o r d U p p i t y doesn't d o anything himself.
context? Complete the table.
1 H e never cooks. H e his meals
Who? | W h a t ? _ jWhy?^ by chefs.

Kim W h a t ? ! You've ... • She's so shocked at bave's 2 H e and his wife never d o any housework.
onderful You've ... \tattoo that she can't sgeak^ They it by cleaners.

|So~_yo^__<e 3 H e never goes into shops. H e

everything by his assistant.
] Whatever. I like it.
4 Neither he nor his wife drives. T h e y
I I'm going to kill y o u !
their car by an ex-racing driver.
5 T h e y never organise parties. T h e y
ves. them _ by p a r t y organisers.
GRAMMAR
6 T h e y don't look after their children. T h e y
the
have something done them by a nanny.
1 Underline the subject in each sentence. Do we know Life is boring. There's simply nothing to d o !
who is performing the action? Then complete the
rule with us and someone. Use the words to write questions.

haif | w e d d i n g cake | car j tattoo

1 I've had a tattoo d o n e .
teeth ; d o | repair | make I etrt [ clean
2 I can have it r e m o v e d .
0 Where can you have your hair cut?
3 I'm going to have my hair d y e d .
A t the T o Dye For salon.
1 ? A t Derek's Bakery.
R
ULE
: We often use the structure have + object + 2 ? A t Bridge Street Mechanic's.
1
past participle when we arrange for , to do
3 ? At Body Art.
2
something f o r In less formal contexts, get often
ircise 2 4 ? A t the Northgate Dental Surgery.
replaces have.
ale,
ce.

• THINK SELF-ESTEEM
Life changes
/ery
1 Match the photos with 1 - 4 .
'My parents won't let me have my hair dyed.'
>uldn't
'What a b a d idea it w a s to get a tattoo!'
ut I'm not allowed to get my ears pierced.'
У It'd be cool to have my head shaved, but
Dad wouldn't like it.'

BdfallBM Work in pairs. Think of three

reasons why the parents of these teenagers
a r e
right.

msm EJlaiUHa What are your feelings about

these issues? Tell your partner.

59
 www.frenglish.ru

READING
1 Read the article and number the photos in the order that they are mentioned.

- • X

How Do They Do That?

I've just discovered a fantastic
new show called How Do They Do
That? It's one of the best series
on T V at the moment! The idea is
simple: take a topic - like travel,
for example - and then think of
lots of little mysteries that could be
explained. How do planes take off
and land? How do driverless cars
work? How do they build model
boats in a bottle? That sort of thing.
Then get two young, enthusiastic
presenters, dress them in white
coats and put them in a laboratory
to do lots of exciting experiments.
Add some cool graphics to explain
the rest and there's your show.
Get the idea?
E a c h programme looks at a
different subject. A s well a s Travel,
11 topics that have already been
covered include Education,
The body, Around the house and putting on weight yet, but Г
Magic - my favourite s o far. Still hoping they might include t
to come are Personal finances,
In future programmes, seer
The natural world, Sport and Life
as how Usain Bolt can run s
and how to live it.
and how spiders make w e t
What I like best about the show be revealed. The one I'm pe
is that it's fun and you learn looking forward to the most
something at the same time, so to meet the perfect partner.
you don't feel s o guilty about
S o if you aren't already wat<
spending sixty minutes in front of
How Do They Do That?, I s1
the T V each week. We've been
recommend that you make
shown how to boil the perfect egg
to. It gives you facts that yo
(wash it, put it in boiling water for
use to pretend that you're a
three minutes and then leave it in
quite intelligent for a while -
the water for a further 60 seconds);
long a s you can remember 1
how birds make their way back
of course. It's on every Tues
to exactly the same place each
at 9 pm, but this week's she
summer (they use the stars); and
won't be shown until half an
how a touch screen works (that
hour later because of the live
one didn't really make much sense
international football. Get
to me). We haven't been shown
watching and start learning!
how to eat chocolate without

2 Read the article again. Answer the questions.
1 W h a t d o the presenters w e a r on How Do They Do
That? W h y d o you think they d o this?
2 H o w many different programmes are mentioned?
3 W h a t ' s the best w a y to cook an egg?
4 W h y couldn't the writer tell y o u how a touch
screen works?
5 W h a t evidence is there that the writer doesn't have
a partner?
6 W h a t time will this week's programme start?
In which programme are these questions
probably answered?
1 H o w d o y o u buy a house?
2 H o w d o y o u d o well in an exam?
3 H o w d o y o u d o the housework in half an ho
4 H o w d o whales communicate?
5 H o w d o e s a GPS work?
4 ЕЗЖИШЗ Work in pairs. Choose four of tl
programmes and think of a question you w
like to see answered in each one.

60
 www.frenglish.ru
H O W DO T H E Y DO I T ?

4 Look at the list and write sentences. Use positive

GRAMMAR
and negative present perfect passive forms and
Future and present perfect passive a/reac/y oryef.
(review)
Complete the sentences from the article on page
60 with the words in the list. Then complete
Mum and Dad's anniversary party
the rule with posf participle (x2), be and
present perfect.
things to do

been shown | b e e n c o v e r e d
be shown I be revealed arrange a date for the party %/

1 ... topics that have already include buy decorations X

Education ... find a place for the party У

2 W e haven't h o w to eat chocolate
send invitations
without putting on weight y e t . . .
3 In future programmes, secrets such as how Usain
buy drinks X
Bolt can run so fast [...] will _ prepare food X

4 ... but this week's show won't until half hire a DJ S

an hour l a t e r . . .
choose music X
RULE:
• To make the future passive, we use will +
1 2
+ the
A date has already been arranged for the party.
To make the present perfect passive, we use the
4
The decorations haven't been bought yet.
. form of to b e and the

Rewrite the sentences using the passive voice.

VOCABULARY
1 T h e y will show the match live on T V .
m a k e and d o
2 T h e y will choose the next O l y m p i c city in A p r i l .
3 People all over the w o r l d will watch the match. 1 Write the words in the correct columns.
Use page 60 to help you.
4 They have already sold all the tickets for the show.
5 They have already m a d e the decision. an e x p e r i m e n t your w a y | sense
6 S o m e o n e has already spent that money. time | m o n e y well I housework

make do
3 Complete the text with the future passive form
of the verbs.

Complete the sentences with the correct form of

G o o d news for fans of How Do They Do That?
1
make or do.
A new s e r i e s (film) over the next three
months and the new shows ... 2
(air) in the 0 I really n e e d to __jdo well in this test. I'm going
3
new year. T h e s h o w s (present) by to study hard tonight.
4
Helen, but she (not join) by Liam this 1 I've b e e n _ _ housework all day. I'm
5
time. A new p r e s e n t e r (choose) in the exhausted.
next w e e k - watch this space! T h e presenters 2 It's a really g o o d exhibition. Y o u should
6
also (join) by Spike the robot time to see it.
dog, but w e aren't sure exactly what he'll do. Topics
7
3 S o r r y I can't meet y o u at the station, but I'm sure
that (cover) include Buildings, Space
y o u can _ your own w a y to my house.
and Food. There'll also b e a n e w time for the show.
8 4 Don't go in there. T h e y ' r e a dangerous
It (not show) at the old time of
9 experiment.
9 pm on Tuesdays. I t (move) to Sunday
afternoons at 3 pm and the p r o d u c e r s are hoping 5 T h e film is v e r y long, so it _ sense to have
't 1 0
(watch) by a bigger audience. I know something to eat first.
one person w h o will be watching for sure - m e ! 6 He _ a lot of money in banking and
retired w h e n he was 50.

61
 www.frenglish.ru

What is a 'mind map'? What do people use them for?

Read and listen to the extract. Answer the questions.

1 What is the connection between the mind map and t h e pendant?

2 What kind of book d o you think The Mind Mop is?

The Mind Map by David M o r r i s o n

Lucbo has always found homework boring. But when he draws
a mind map to plan an essay on stolen gold, something very strange
happens. The mind map is trying to tell him something. But what is Ш

Eva w a s sitting o n t h e g r a s s w i t h her b a c k t o t h e l i b r a r y , r e a d i n g h e r h i s t o r y

t e x t b o o k . L u c h o tried t o w a l k slowly a n d c a l m l y t o w a r d s her, b u t his legs c a r r i e d h i m quickly.
O u t of t h e c o r n e r of his eye, h e c o u l d see t h e little y e l l o w b i r d flying f r o m o n e t r e e t o a n o t h e r .
'Eva,' h e said softly.
Eva t u r n e d a n d l o o k e d a t h i m . She w a s a n g r y .
' W h a t ? ' a n s w e r e d Eva. H e r voice w a s cold.
' Y o u h a v e t o believe m e , E v a . S o m e t h i n g s t r a n g e is h a p p e n i n g . W h e n I w a s at t h e c o m p u t e r just n o
t h e w o r d s " T a k e it b a c k " a p p e a r e d . '
' T a k e w h a t b a c k ? ' a s k e d Eva. ' W h a t a r e y o u t a l k i n g a b o u t ? '
'It's t i m e t o s h o w h e r t h e p e n d a n t , ' t h o u g h t L u c h o . H i s g r a n d m o t h e r h a d told h i m t h a t o n e d a y
t h e p e n d a n t w o u l d a s k h i m t o t a k e it b a c k h o m e . Eva c o u l d h e l p h i m . H e p u t his h a n d in his p o c k e t
a n d b r o u g h t o u t t h e blue b a g .
' L o o k , ' h e said. T h a v e never s h o w n t h i s t o a n y b o d y . '
' W h a t is it?' a s k e d Eva.
'It's a p e n d a n t . I t h i n k it m i g h t be guaca,' he a n s w e r e d .
L u c h o gave t h e blue b a g t o Eva. She o p e n e d it carefully a n d t o o k o u t t h e p e n d a n t .
'Isn't it b e a u t i f u l ? ' a s k e d L u c h o .
'It's very beautiful,' Eva said quietly.
' M y g r a n d m o t h e r gave it t o m e , ' h e e x p l a i n e d . ' S h e said I h a d t o l o o k after it, b u t t h a t o n e d a y it
w o u l d ask m e t o t a k e it h o m e . I u s e d it t o d r a w t h e m i n d m a p yesterday. I c o u l d n ' t t h i n k w h a t t o w r i t
t h e circles, so I s t o p p e d . W h e n I o p e n e d m y n o t e b o o k in t h e l i b r a r y , I s a w t h o s e w o r d s for t h e first t i n
I ' m telling t h e t r u t h . I p r o m i s e , Eva.'
Eva p u t t h e p e n d a n t b a c k i n t o t h e blue b a g a n d gave it b a c k t o L u c h o .
' M y g r a n d m o t h e r ' s n a m e w a s E s m e r a l d a , ' c o n t i n u e d L u c h o . ' W h e n she w a s w o r k i n g at t h e h o t e l ,
a n A m e r i c a n m a n gave h e r t h e p e n d a n t t o t a k e c a r e of w h i l e h e w e n t t o B o g o t a . T h e m a n never r e t u n
I d o n ' t k n o w t h e n a m e of t h e hotel b u t m a y b e it w a s t h e H o t e l C o n t i n e n t a l . I tried t o find s o m e
i n f o r m a t i o n a b o u t it o n t h e I n t e r n e t , b u t I c o u l d n ' t . '
Eva's p h o n e b e e p e d l o u d l y a n d t h e y b o t h j u m p e d . She h a d received a m e s s a g e .
' W h a t ' s w r o n g ? ' asked Lucho.
' T h e m e s s a g e , ' she said slowly. 'It says " T a k e it b a c k " . '
' T h e s a m e m e s s a g e as t h e o n e o n t h e c o m p u t e r s c r e e n ! ' said L u c h o slowly. 'Eva, I ' m n o t s u r e ,
b u t I t h i n k t h e p e n d a n t is a s k i n g u s t o help it. I t h i n k it's a s k i n g u s t o t a k e it h o m e . '
' B u t t h a t ' s i m p o s s i b l e , ' said Eva. ' T h a t w o u l d b e m a g i c '
L u c h o d i d n ' t k n o w w h a t t o say. So m a n y s t r a n g e t h i n g s h a d h a p p e n e d since h e
h a d seen t h e little yellow b i r d o u t s i d e t h e h i s t o r y class w i n d o w . A n d n o w t h e s a m e
m e s s a g e h a d a p p e a r e d o n t h e c o m p u t e r screen a n d o n Eva's p h o n e . Eva w a s r i g h t .
It was like m a g i c .
' E v a , ' h e said, ' w i l l y o u help m e ? '
 www.frenglish.ru

6 m O W DO T H E Y DO I T ?

Read the extract again. Mark the sentences WRITING

T (true) or F (false).
Explaining how things are done
1 This is the first time that Lucho has seen
1 Read the explanation and check your answers to
the yellow bird.
the last exercise.
2 Eva is upset with Lucho.
3 Lucho's grandmother bought the pendant.
4 Lucho tried to research the Hotel
Continental on the Internet.
Наш do planes take off?
5 Lucho thinks the p e n d a n t is trying to
send them a message. To get an aeroplane into the air, you need the correct
time 6 The children can't explain how the airspeed. Airspeed is not the speed of the plane, but how
message got onto Eva's phone. fast the air is moving over it. I f the plane is facing a strong
wind, the airspeed is already quite high. That's why
planes are usually lined up to take off facing into the wind.
SPEAKING
The engines are turned up to a certain power. Then the
Answer the questions in pairs.
brakes are taken off and the plane speeds down the
1 What do y o u think is the story behind the pendant? runway. As it does this, air passes over the wings. The
2 What do y o u think happens next in the story? wings are curved on the top, so the air has further to travel
3 What other stories can y o u think of that involve over the wings than under the wings, and has to travel
magical or mysterious objects? faster. This creates a force that pushes upwards. When
that force is big enough, the nose of the plane is pushed
into the air and when the correct airspeed is reached, the
FUNCTIONS whole plane takes off.
Talking about sequence
Work in pairs. In what order do these things
шшшшишшшшшшшзш
Fast-moving air = less pressure
happen when an aeroplane takes off? Discuss 4^
i w

your ideas.
WING
First, I think... After that,... - Slow-moving air = more pressure
->
Next,... Finally,...

/ * >
When the plane is high enough in the air, the wheels are
pulled up and the plane is turned around, leaving space
for the next one to take off.

T h e e n g i n e i s p o w e r e d u p . T h e w h e e l s a r e p u l l e d u p .
Read the explanation again. Use two different-
d.
coloured pens to underline . . .

• the procedure (what happens and in what order).

• the theories (explanations of w h y things happen).

Choose an activity from the list or your own idea.

T h e n o s e i s l i f t e di n t o T h e b r a k e s a r e t a k e n o f f . Write an explanation of how to do it (150 words).
t h e a i r .
A • H o w to play the guitar
• H o w to play y o u r favourite computer game
МЕНЯЙ
• H o w to d o a headstand

Think about:
• the p r o c e d u r e and the sequence.
• w h e t h e r y o u n e e d to explain any theories.
T h e > p l a n e i s t u r n e d a r o u n d T h e p l a n e i s l i n e d u p e n
l n
• h o w to explain any difficult vocabulary.
t h e a i r .
t h e r u n w a y .
 www.frenglish.ru

CAMBRIDGE ENGLISH: T O W A R D S First

• THiNK EXAMS

R E A D I N G A N D USE O F E N G L I S H
Part 5 : Multiple choice Workbook

You are going to read a text about urban legends. For questions 1-4, choose the answer (А, В, С or D) -
you think fits best according to the text.

People have been telling stories for a s long a s they have been walking the Earth. Ai
from cave paintings tc) S h a k e s p e a r e ' s Globe Theatre to Hollywood blockbusters, th
methods of telling them have got more and more sophisticated

In the 1960s, a new storytelling art form emerged -- the urban legend. Even if you'v
never heard the term, you've certainly heard an urban legend. What about the ston
unwanted pet alligators that were flushed down the toilet and are now living in the s
of New York City? Or the man w h o woke up in a bathtub full of ice and s a w a note
informing him that one of his kidneys had been taken out?

One of the key features of the urban legend is its lack of an author. T h e stories appi
mysteriously and are then p a s s e d on by word of mouth. And, although w e know tb
mini-tales of horror, humour and embarrassment are almost certainly not true, part
us wants to believe them.

Then the Internet, which is packed with fiction (everything from jokes to the
releases from top-selling authors), helped create and spread urban legends
Before the Internet, urban legends went around quite slowly. They took time
a larger audience. T h e Internet changed all that almost overnight.

T h e Internet is the perfect vehicle for the urban legend, for it not only allows the stor
spread much faster but it allows for greater anonymity, too - a lot of what we read onl
doesn't have an author's name attached to it. This anonymity adds to the overall mysl

Of course, the Internet also allows you to c h e c k the truth of a story more easily. Ove
a number of sites have appeared which collect stories, investigate their origins and i
the results. Often there isn't any truth to the story at all. But sometimes the urban le
grew from something that did actually happen. T h a n k s to the Internet, learning aboi
origins of an urban legend c a n be a s interesting and entertaining a s the story itself.

W h a t d o w e learn about stories from the first
paragraph?
A T h e y ' v e never b e e n as popular as they are now.
В T h e y have their origins in the days of
Shakespeare.
С T h e y w e r e much longer in the past.
D W a y s of telling them have changed over time.
W h a t d o e s the author suggest about urban
legends?
A E v e r y o n e knows the term 'urban legend'.
В E v e r y o n e knows an example of one.
С T h e y a p p e a r e d at the same time as the Internet.
D T h e y ' r e always about horrific events.
W h a t d o e s the author mean w h e n he says
is p a c k e d with fiction'?
A Y o u can find e v e r y story written online.
В Y o u can get most fiction for free online
С T h e r e are lots of stories on the Internet
D T h e r e are too many stories on the Inter
W h a t d o e s the author suggest about urbai
legends in the last paragraph?
A T h e y ' r e generally mystery stories.
В T h e y ' r e usually short.
С It's easier to discover if they're true or n
D S o m e include the author's name.

64
 www.frenglish.ru

TEST YOURSELF
VOCABULARY
1 Complete the sentences with the words in the list. There are four extra words.
plot | setting I hero | character | opening [ ending | villain | hilarious
miserable | terrified ] fascinating | delighted j terrible | freezing

1 The of the film is an amazing doctor w h o can travel through time and save p e o p l e .
2 T h e show that w e saw in the theatre last night was I couldn't stop laughing.
3 I've just read the last page of the book, and I don't like the
4 My brother can't swim. He's frightened of water and he's of drowning.
5 He d i v e d into the water.
6 T h e r e is one _ in the film w h o is really funny. H e makes e v e r y b o d y laugh.
7 I haven't d o n e my homework. I had a headache last night.
8 T h e story was so sad that I felt w h e n I had finished reading it.
9 I'm that y o u can come and see the show. T h e other actors will b e happy too.
10 The of the story is an evil vampire.

GRAMMAR
Complete the sentences with the words / phrases in the list. There are two extra words / phrases.
are used I have it r e m o v e d | have b e e n taken | w h o s e | w h e r e \ w h o | that I are pulled

1 It's a story has b e e n passed d o w n from generation to generation.

2 H u n d r e d s of photos of the magician .
3 She's an actress _ has a great talent for storytelling.
4 Jack had a tattoo d o n e a f e w years ago, and now he wants to _.
5 T w o rabbits out of a hat in this trick.
6 He still lives in the city he was born.

3 Find and correct the mistake in each sentence.

1 The decision will b e d o n e by the j u d g e s tonight.

2 I didn't make v e r y well in the test.
3 The marathon will have shown live on T V .
4 I won a medal for swimming last term, what made me feel p r o u d .
5 I'm not allowed have my hair d y e d .
6 Mrs Jones, w h o son I w e n t to school with, is my piano teacher.

FUNCTIONAL LANGUAGE
the correct words.

You'll never know I believe what h a p p e n e d just now.

What I Really!
I guessed all the answers in the T V quiz show correctly. W h a t are the chances I fates of that?
W h a t ' s that song y o u k e e p singing?
В That's the annoying I angry thing! I can't r e m e m b e r what it's called or w h o sings it.
A H o w d o e s this machine work, then?
В First, the engine is I was turned on. After it I that, the handbrake is r e l e a s e d .
A I had I made my nose pierced yesterday. Do y o u like it?
В No, I don't. A n d your dad's going to kill I hurt you w h e n he sees it. MY SCORE

10-21
0-9 65
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OBJECTIVES

FUNCTIONS: talking about

permission; talking about \
invitations

7 GRAMMAR: make I let and be

allowed to; be I get used to
VOCABULARY: phrasal verbs
personality; phrases with с

— •" '-, l U !

READING
1 Look at the photos. What can you see? Use these
words to help you. • TRAIN TO THiNK
skydiving | rugby j ironing
Thinking outside the box
2 Answer the questions.
In problem-solving, it can be useful to think really
1 D o any of the photos make y o u laugh? W h y ? imaginatively, trying to avoid obvious or standard /

2 D o y o u think any of the photos are strange? W h y ? W e call this 'thinking outside the box'. Sometimes th
of very different possible answers to a problem help
3 Do y o u think the photos have anything in common?
the best solution.

3 Read the film summary that your teacher tells you It isn't a question of intelligence, just of thinking free
to read (A or B). Answer the questions. creatively. The more you try it, the easier it is.

1 W h o is the main character in the film? 6 Complete the table with as many ideas as
2 W h a t d o e s the main character really like doing? think of.
3 W h o makes things difficult for the main character?
Questions about My 'outside the be
4 W h o (if anyone) helps the main character? the films ideas
5 W h a t happens at the e n d ?
1 W h y does Billy's He hates the colour
d a d dislike Billy He was once attach
4 БЗЗЗЗШЭ Work in pairs. Using your answers to
doing ballet? a ballet dancer.
Exercise 3, tell your partner about your film.
2 H o w could Billy's
iL ШИМ Now read and listen to both summaries. dad get money for
Answer the questions. Billy to go to ballet
school?
1 W h y doesn't Billy's d a d want him to d o ballet?
2 W h e n d o e s Billy's d a d change his mind?
7 How many 'outside the box' answers can)
3 W h e r e does the money come from for Billy to go
to London? think of for these questions?

4 W h y don't Jess's parents let her play football? 1 W h a t weighs more than it did half a year age
5 W h e n does Jess's d a d change his mind? 2 W h a t are things money can't buy?
6 W h a t d o e s j e s s d o to score the winning goal? 3 W h a t can y o u d o at school but not at horn

66
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A L L T H E SAME?
« • ft
HBHB

Q Billy Elliot
Billy Elliot is an 11-year-old boy w h o lives in the north of
England. Billy's mother is d e a d , and he lives with his father
and his brother, w h o are both coal miners.

Billy's father m a k e s him t a k e up b o x i n g , but he hates it.

One day, at the sports centre, Billy s e e s a group of girls
doing ballet lessons and joins the class. But he d o e s n ' t tell
his father, w h o believes that dancing is s o m e t h i n g that girls
do not boys. W h e n Billy's father finds out about the ballet,
he gets angry a n d he d o e s n ' t let his son t a k e any more
lessons. But Billy carries on in secret b e c a u s e he loves it.

Billy's ballet teacher, G e o r g i a , e n c o u r a g e s him to t a k e a

test to go to the Royal Ballet School in L o n d o n . W h e n she
tells Billy's father, he says that Billy isn't allowed to d a n c e
any more. But t h e n , one day, he s e e s Billy d a n c i n g . He
realises that his son is t a l e n t e d , that it's his d r e a m to g o
to the school in London and that he isn't going to give up
dancing. After that, Billy's father d o e s everything he can to
help his son. He hasn't got any money, but other people in
the town get the m o n e y t o g e t h e r and then he t a k e s Billy to L o n d o n for the e n t r a n c e test. Finally, Billy
is accepted at the school and after years of study, he e n d s up as a t o p professional ballet dancer.

Bend It Like Beckham

J e s s B h a m r a is t h e 18-year-old d a u g h t e r of an Indian family in L o n d o n . J u l e s
Paxton is the s a m e a g e a n d the d a u g h t e r of an English family. J e s s is crazy
about football, but b e c a u s e she's a girl, she isn't allowed to play. S o m e t i m e s
she plays in the park with s o m e b o y s a n d one day, J u l e s , w h o also plays
football, s e e s J e s s playing. T h e y g e t on really well and J u l e s invites J e s s to
try out for the local w o m e n ' s football t e a m , c o a c h e d by J o e . W h e n he s e e s
how g o o d J e s s is, J o e puts her in the t e a m . W h e n J e s s ' s parents find out
that she's b e e n playing football w i t h o u t their k n o w i n g , they m a k e her stop.

T h e t e a m gets to an important final. Unfortunately, the final is on the s a m e

day as J e s s ' s sister's w e d d i n g . J o e asks Mr B h a m r a to let J e s s play, but he
refuses. Halfway through the w e d d i n g , Mr B h a m r a lets J e s s g o . S h e rushes
to the g a m e .

W h e n she s h o w s up. t h e r e are only thirty minutes left and her t e a m are
losing 1-0. S o o n , the s c o r e is 1 - 1 , a n d w h e n there's a free kick, J e s s has to
b e n d the ball around the other t e a m ' s players to score. S h e m a k e s it, and
the t e a m wins.

A university in California offers s o c c e r scholarships to J e s s a n d J u l e s . J e s s

finally convinces her parents to let her g o . J e s s a n d J u l e s set off for A m e r i c a
and, later, they s e n d a t e a m p h o t o to their families back h o m e .

LEAKING
Work
, n
Pairs. Discuss these questions.
l If
2 1 1 S 6 e n e s e ms
воуои!^ * ^ fi' ' which w o u l d y o u like to see? If y o u have seen t h e m , which w o u l d y o u r e c o m m e n d ?
now any other films, books or true stories about s o m e o n e w h o breaks a s t e r e o t y p e ? Tell your partner.

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GRAMMAR VOCABULARY
make/let and be allowed to Phrasal verbs (1)
1 Complete these sentences from the film 1 Look at the underlined phrasal verbs in t
summaries on page 67. Then complete the rule summaries on page 67. Match them with
with make, let and be allowed to. definitions.

1 Billy's father him take up boxing. 1 begin a j o u r n e y or trip

2 He _ his son take any more lessons. 2 finally b e in a situation or place (after som<
3 Billy d a n c e any more. or effort)

4 Because she's a girl, she play. 3 continue, not stop

5 They her stop. 4 start doing (an activity)

6 J o e asks M r Bhamra to Jess play. 5 get information or learn about (something

6 arrive or a p p e a r at a place (usually late or
unexpectedly)
1
R U L E : W e can use (someone do 7 stop (doing something)
2
something) and to talk about permission.
3
8 have a good relationship, be friendly (with s«
W e can use (someone do something) to talk
about forcing someone to do something that they don't
really want to do. LOOK! T h e v e r b s in Exercise 1 a r e e x a m p l e
o f phrasal verbs. T h e s e a r e usually f o r m e d w
an o r d i n a r y v e r b (for e x a m p l e , take) a n d a pai
Rewrite the sentences. Use each of the three
(for e x a m p l e , up): take up. T o g e t h e r , t h e y have
structures at least once.
particular meaning which is often quite differe
0 I have to study e v e r y night. D a d says so. f r o m the meaning of the v e r b alone.
ч

2 Underline the phrasal verbs in the sentem

1 I can't come tonight - I have to look after m

brother at home.
2 D o y o u know what time the plane takes off
tomorrow?
3 I had fun last night - my friends came rouni
and w e w a t c h e d a film.
4 She likes to hang out with her friends at the
shopping centre.

1 W e can't eat f o o d in the classroom. 3 Complete the sentences with phrasal verb
from Exercises 1 and 2. Use the correct for
of the verbs.
2 I can sleep late on Sundays. M y parents say so.
1 W h e n w e go on holiday, my friend
pet rabbit.
3 W e have to read a b o o k e v e r y w e e k . T h e teacher
says so. 2 I didn't likejack w h e n I met him, but now w<
friends a n d w e _ really well.
3 She said she'd meet me at six o'clock, but sh
4 I can listen to music in my b e d r o o m .
until seven.
4 W o u l d y o u like to to my house tc
5 W e can w e a r our o w n clothes. T h e school says so.
5 I started learning Russian, but it was v e r y di
so I after six months.
6 W e can't play football in the garden. M u m says so.
6 I don't know what her name is, but I'm g o i n j
!
7 I don't have to go to b e d early on Saturday. M y 7 She hurt her foot, but she _ playinj
parents say so. the e n d of the game.
8 I n e e d to d o more exercise, so I'm going to
_ running and cycling.

Workbook pa

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A L L T H E SAME?

ИНЗЗПИ What other things do you associate with this country? Compare your ideas.

Listen to a speaker describing her trip to Japan to some students. Which of the
things in the photos does she mention?

Listen again. Mark the sentences T (true) or F (false).

According to the speaker, ...

1 many European p e o p l e think t h e j a p a n e s e 4 she usually eats with a knife and fork at home.
are unfriendly. [_J 5 s h e still doesn't know how to use chopsticks.
2 Japanese p e o p l e are too polite. LJ 6 y o u n e e d an o p e n mind w h e n y o u go a b r o a d .
3 buses in England usually arrive on time. | | 7 e v e r y o n e in a country is the same.

5 Think of two more questions about Japan. What do you think the speaker might say?

GRAMMAR
L O O K ! Be used to refers to a state - something
be I get used to that is normal or familiar.

1 Complete these sentences from the Cef used to refers to a process - something
listening. Use the phrases in the list. Then unusual becomes normal or familiar.
complete the rule with infinitive or gerund. V ,. _

aren't used to | 'm used to

Joao is Brazilian, but he's living in London. Complete
got used to i get used to
the sentences with the words.
1 I it v e r y easily. traffic I coats and j u m p e r s | British money
2 It was hard to that. sunshine I going j looking j weather
3 We buses arriving on time here. speaking | wearing | different accents
4 I eating with a knife a n d fork 0 I'm from Rio, so I'm used to traffic , but I'm not
at home. used to right b e f o r e I cross the r o a d !
1 I haven't got used to the yet. It rains a lot
here. In Brazil, I was used to
be/get used to is followed by a noun or
noun phrase, or by a verb in the form. 2 It's hard to get used to all the ! I'm not used
We use be I get used to (doing) something to talk to so many clothes.
about experience and habits. For example: 3 I'm used to now. But most shops close at
' **• Аии^гу. I'm not used to eating so late. 5.30. I'm not used to home so early.
It was strange at first, hut I got used to it. 4 I was used to English b e f o r e I arrived.
But I'll never get used to all the here.
 www.frenglish.ru

READING
1 Look at the photos and the title. What do you think the
article is about?

A t w o men w h o built a prison

В a man w h o s e father w e n t to prison a n d b e c a m e president
С a friendship b e t w e e n a prisoner a n d a prison w a r d e n
D a friendship b e t w e e n t w o prisoners

2 Read the article quickly. Check your answer to Exercise 1.

My prisoner, my friend, my president and my father

m a n w h o started to talk to
Brand and ask h i m questions
- questions about his family,
his education, his plans for t h e
future. Prisoner 4 6 6 6 4 was
Nelson Mandela, w h o would
was in t h e room and was put
documents on t h e table. W b
Mandela came in, he saw Bra
went to h i m and hugged him
Mandela looked at all t h e pe<
in t h e room and said, ' 5

one day become t h e first black This person was my friend.'

president of South Africa.
' T h e r e was no colour
barrier b e t w e e n us,' said
Brand, w h o later worked as
2
a guide 'Like me,
Mandela came from a farm.
Brand says that he felt very p
at t h a t m o m e n t .
Nelson Mandela died in
December 2013, aged 9 5 . Lil
many people around t h e worl
Brand was very sad 6

I n 1978, Christo Brand joined t h e

prison service. H e was an
18-year-old white South African
W e understood t h a t we shared
t h e same sky and t h e same air.' T h e
H e said at t h e time, 'Mandel;
was my prisoner, my friend, r
1 t w o m e n got on well and became president and my father.'
boy . N o w he was being 3
quite close, . T h e y had
sent to work as a warden in t h e
to keep their friendship secret and
famous prison on Robben Island.
their conversations had t o be short.
There, he was told, he was going
Brand found t h a t Mandela was a
t o work with t h e biggest criminals
w a r m and thoughtful person,
in South African history, including
4
political prisoners. Brand didn't
Mandela was also a generous
k n o w very m u c h about politics -
man, and he never forgot his friend.
h e just knew t h a t he was going to
W h e n he b e c a m e president, h e got
work with some dangerous people.
Brand a job. O n e day, at a meeting
A n d t h e n he m e t prisoner
of i m p o r t a n t politicians, Brand
4 6 6 6 4 , a quiet 60-year-old black

шШШШШШШШШШШшь**. Я шШШШШШШк

Read the article again and match phrases a-g with spaces 1-6. 4 Answer the questions.
There's one extra phrase which doesn't belong in the article.
1 W h e r e did Brand s p e n d his chil
a even a little shy sometimes 2 W h a t kind of prisoners was Brai
Ь w h e n he heard the news he was going to w o r k with?
с w h o had grown up on a farm 3 W h a t did Brand and M a n d e l a h
d showing tourists around R o b b e n Island common?

e hoping to b e c o m e his friend 4 W h y did M a n d e l a and Brand hj

f This person was my w a r d e n k e e p their friendship secret?

5 W h a t did M a n d e l a d o for Branc
g although this wasn't allowed by the prison authorities
he b e c a m e president?

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7 A L L T H E SAME?

VOCABULARY • THINK VALUES

Personality Stereotypes
1 Read the sentences about the listening on page 69 1 и а и ш и Д Work in small groups. Discuss
and the article on page 70. ^Trcle)
the correct words. these questions.
1 Some p e o p l e in E u r o p e think that t h e j a p a n e s e
are cold and unfriendly I lively and polite.
mmmm
ITмш ч Т И
2 The w o m a n w h o went t o j a p a n thought t h e j a p a n e s e
s t e r e o t y p e : a fixed idea about what
were selfish and rude I warm and kind.
groups of people are like
3 The writer describes M a n d e l a as a lively and selfish I
generous and thoughtful man.
1 Think about your own country, or a region
2 Use a dictionary to check the meaning of any of your country. D o p e o p l e from other
of the words in Exercise 1 that you are unsure of. places have fixed ideas about the p e o p l e
w h o live there?
3 Which adjectives are positive, negative and neutral?
Mark them +, - or 0. Some people think the British aren't very
friendly but that they're very polite.
4 Which adjectives describe each person? You can
choose more than one for each person.
2 W h y d o y o u think p e o p l e have these ideas?

1 No, it's mine. Y o u can't use it. 3 Do y o u think there is any truth in the
stereotypes of your country or region?
I don't want to go to the party, thanks.
2 Some stereotypes are about nationalities.
I'm not comfortable with strangers.
What other groups of people are there
stereotypes about? Write a list. Then
Jack's had some b a d news. Let's go and
compare your ideas.
talk to him. Perhaps he needs a friend.
people who live in small towns
Don't worry. There's a problem, but
everything's going to b e all right, O K ?
3 In your groups, discuss stereotypes that
you think people have about teenagers.
G o away! I'm working. I don't
want to talk to y o u now.

WRITING
Complete each response with an adjective.
There may be more than one possible answer.
An article about stereotypes
Write an article (80-120 words) for a school
1 A Hey, y o u ! G e t out of my way!
magazine about a national stereotype.
В What a boy!
Think about:
2 A T h e children aren't t i r e d at all.
В Yes, they're v e r y tonight. • a culture that some p e o p l e in your country
see as a stereotype.
3 A Let's all go and have a hamburger. I'll pay.
В W o w ! That's v e r y of y o u . In Britain, a lot of people think that
4
A He always says 'please' and 'thank you . 1 Americans talk very loudly, only eat fast
В Yes, he's v e r y food and wear colourful clothes.
5 A She never laughs or cries or anything. • w h y y o u think the s t e r e o t y p e exists.
В I know. She's a bit sometimes. / think it's because some American
6
A M a n d y always thinks about other people. tourists in Britain are a bit like that
В Yes, she's a really person. sometimes, and in some films too.
• w h y this s t e r e o t y p e is wrong.
Write four sentences about people you know. (You
don't need to use their names!) Use adjectives from My friend went to the USA last year.
Exercise 1 and give reasons. Sne said she ate excellent food and the
Americans she met were auiet and
• bnow someone who I think, is rude because
stylishly dressed!
he/she never says hello at the bus stop.

HWJllIgM Compare your sentences with the class.

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P H O T O S T O R Y : episode 3

Look at the photos and answer the questions.

W h o are they all talking about?

W h a t d o you think Flora's problem is?

Now read and listen to the photostory.

Check your answers.

JEFF D o n ' t look n o w , b u t R i c h i e F o r d ' s s i t t i n g b e h i n d y o u .

LEO Let m e g u e s s : h e ' s d o i n g s o m e t h i n g o n h i s c o m p u t e r .
JEFF Got it i n o n e .
LEO H e s p e n d s all d a y o n t h a t t h i n g .
JEFF I k n o w . H a s n ' t h e got a life?
FLORA P a c k it in, y o u t w o . You're b e i n g m e a n .
MIA Yeah, a n d h e c a n p r o b a b l y h e a r w h a t y o u ' r e s a y i n g .
JEFF No, it's all r i g h t . He's got h i s e a r p h o n e s i n . H e ' s s u c h
a nerd.
FLORA Oh, c o m e on, leff. That isn't n i c e .
JEFF I d i d n ' t s a y t h e r e ' s a n y t h i n g w r o n g w i t h b e i n g a n e r d .
MIA No, b u t t h a t ' s w h a t y o u m e a n t .
JEFF No, it isn't.
FLORA T h e n w h y u s e t h a t w o r d ?
MIA Just b e c a u s e h e ' s i n t o c o m p u t e r s a n d h e w e a r s g l a s s e s ,
it d o e s n ' t m e a n h e ' s a n e r d .
LEO I'm w i t h y o u o n t h i s o n e , Jeff.
MIA W h a t d o e s t h a t m e a n exactly?
LEO D o n ' t get m e w r o n g . I've got n o t h i n g a g a i n s t n e r d s .
After all, m y b r o t h e r ' s o n e ! But R i c h i e F o r d is m o s t
definitely a n e r d .
JEFF Yeah, all w e ' r e s a y i n g is t h a t h e s h o u l d get off t h e
computer now and then and actually meet some people
FLORA A n d h o w d o y o u k n o w h e h a s n ' t got lots of friends?
JEFF Well, yes, OK - for all I k n o w h e ' s got l o a d s of f r i e n d s
s o m e w h e r e . But h e ' s a l w a y s o n h i s o w n at s c h o o l .
LEO That isn't t r u e at all. H e ' s got h i s b e s t friend: h i s
computer.
FLORA S o m e t i m e s I j u s t d o n ' t k n o w w h y I'm f r i e n d s w i t h
you two.
MIA Boys. They're all t h e s a m e .

LEO Sorry, Flora, I c a n ' t h e l p y o u w i t h t h i s o n e . Error

324, y o u say? I've n e v e r e v e n h e a r d of t h a t o n e b e
FLORA Oh, n o , Leo. You w e r e m y o n l y h o p e . U g h , t h i
computer!
LEO Now, if y o u w e r e f r i e n d s w i t h R i c h i e Ford, of c o i
FLORA S t o p t h a t . It isn't funny. A n d a n y w a y , if y o u ki
a s m u c h a s h i m , t h e n m a y b e y o u would b e a b l e t(
LEO Y e a h , g o o d p o i n t . I'll s h u t u p .
FLORA So w h a t a m I g o i n g to d o a b o u t m y c o m p u t e r '
LEO T a k e it i n a n d h a v e it fixed, I s u p p o s e . There's th;
n e w c o m p u t e r s h o p d o w n B r o o k Street. I h e a r the
really good.
FLORA Yeah, I'll h a v e to t a k e it i n t o m o r r o w . I'm so ti
of all t h e p r o b l e m s I k e e p h a v i n g w i t h t h i s c o m p c
I w a n t to get it fixed o n c e a n d for all. T h a n k s for ti
anyway.
LEO D o n ' t m e n t i o n it. H o p e t h e y c a n fix it.

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A L L T H E SAME?

DEVELOPING SPEAKING

3 Work in pairs. Discuss what happens next in

the story. Write down your ideas.
fJUY
We think Flora asks Richie to fix her computer.
Phrases with oil
4 [ Watch and find out how the story Complete these sentences from the
continues. photostory with the expressions.

Answer the questions. after all I all day | once and for all
for all I know I all we're saying | all the same
W h o ...
1 He spends on that thing.
1 fixes Flora's computer?
2 I've got nothing against nerds ,
2 invites Flora to go climbing?
my brother's o n e !
3 decides not to go climbing?
3 Yeah, is that he should get off the
4 is late for the first lesson?
computer now and then.
5 is climbing the wall w h e n they arrive at the
4 Well, yes, O K - he's got loads of
sports centre?
friends s o m e w h e r e .
5 Boys. T h e y ' r e _
PHRASES F O R F L U E N C Y 6 I want to get it fixed

1 Find these expressions in the photostory.

2 Replace the underlined phrases with
Who says them? How do you say them in
expressions from Exercise 1.
your language?
1 He's here from the morning to the evening.
1 G o t it in one.
2 I s u p p o s e it's possible that he's really nice.
2 Pack it in.
3 O f course I like Italian f o o d - as an example
3 I'm with y o u on this one.
to prove my point, I eat pizza, don't I?
4 Don't get me wrong.
4 T h e point we're making is that he's a bit lazy.
5 G o o d point.
5 Girls are always like this.
6 Don't mention it.
6 I've solved the p r o b l e m so it never
h a p p e n s again.
2 Use the expressions in Exercise 1 to complete
the conversation.

TOM Did y o u use my laptop without asking me?

MIKE No, I didn't.
FUNCTIONS
TOM W e l l , I think y o u d i d . D a d , can y o u please
tell Mike to ask first? Invitations
1
DAD I want e v e r y o n e in the car in 1 Complete the sentences with the words in the list.
five minutes.
about | w o u l d | count | don't | fancy j love j course
TOM W h e r e are w e going? Shopping?
2
W h y ^ _ y o u come along?
DAD !
How bringing some friends along with you?
TOM A g a i n ? ! Do w e have to?
3
Do y o u coming along?
MIKE , T o m . Can't w e stay at home?
W e ' l l only moan and make life difficult for That b e fantastic. I'd to.

y o u a n d M u m if w e come. Y e s , of _ It's a great idea.

DAD Actually, that's a 4 You'll have to me out.

5
MIKE I mean, It isn't that w e don't
2 ц§ш Work in pairs. Student A: turn to
like being with y o u and M u m ...
page 127. Student B: turn to page 128.
DAD No, y o u t w o can stay behind and tidy up
the house.
TOM O h , great. Thanks, D a d !
DAD 6
A n d no fighting! Intonation - inviting, a c c e p t i n g a n d
r e f u s i n g invitations
G o t o page 121.

73
 www.frenglish.ru

OBJECTIVES

FUNCTIONS: reporting wha

someone said, asked or
requested; giving and re,
to news
GRAMMAR: reported spee<
(review); reported quest
requests and imperative:
VOCABULARY: crime; repor
verbs
'-' »;..-.!..«S=J-- ".".I ..;-..:.;.„.-,.,.-.:S...- .l.,l,,,-№*-j:n:<..
a ;
:—I
'^'11'"

READING
3 Think of examples of these crimin;
1 Look at the words for different types of criminals. the news, books, T V or films.
How do you say them in your language?
4 Look at the photos on page 75 an<
1 burglar 4 pickpocket
headlines. Guess what the news stl
2 con man 5 robber
are about. Then read and check.
3 mugger 6 shoplifter
5 HJawnpi Read the news stories age
2 Match the pictures with the words from Exercise 1. and listen. Answer the questions. 1

Mrs Atkins or Mr Caron.

W h o ...
0 discovered something
was missing? Mrs
didn't get what he'd/she'd
requested?
was the victim of a con man?
d e c i d e d to get in touch
with the criminal?
4 has forgiven the criminal?
5 had b e e n a bit careless?
6 was the victim of a theft?

• TRAIN TO TH NK ШШ
Thinking about empathy
To understand another person's feelings, yo
to put yourself in their shoes' - try to imagin
you'd feel in their situation.

6 Read the first story again. Who do

think felt these emotions? Match 1
with a - c .

1 M r s Atkins
2 the thief
V I •nsEnasa^K EMAIL 3 the r e p o r t e r [

INBOX a sympathetic w h e n he/she heard the

You've won $1,000,000!
SENT b guilty w h e n he/she read the note
JUNK Send us your bank
TRASH '< details. с sad w h e n he/she thought a b o u t all
he'd/she'd had on the bike

7 Read the second story again. How <

think these people felt and why?
the children j his w i f e

HZ the r e p o r t e r j the con man

74
 www.frenglish.ru
IT'S A CRIME

Thief f e e l s s o r r y
W h e n t e a c h e r Margaret Atkins, 4 9 , w e n t to ride her
bike to s c h o o l last Friday, s h e w a s s h o c k e d to d i s c o v e r
it w a s n ' t there. W h e n our reporter s p o k e to her, s h e
told him that s h e ' d b e e n really a n g r y w h e n s h e realised
t h e bike w a s g o n e . S h e s a i d a friend h a d given it to her
y e a r s a g o a n d that it w a s quite a n old bike, but that
s h e ' d a l w a y s liked it.

S o w h a t did s h e d o ? S h e d e c i d e d to write a note to the

thief a n d put it o n the tree next to the bike s t a n d that it
h a d b e e n stolen from. T o her s u r p r i s e , w h e n s h e c a m e
b a c k f r o m s c h o o l the s a m e day, s h e found the thief
h a d returned the bike, together with a written apology.
T m s o r r y I stole your bike. W h a t I did w a s w r o n g . I've
r e p l a c e d the lock a s I'd broken it. H o p e y o u c a n a c c e p t
m y apology!'

The next morning, M r s A t k i n s told reporters that s h e w a s still feeling s u r p r i s e d at w h a t h a d h a p p e n e d . S h e s a i d

that although m o s t people w o u l d be a n g r y in her situation, s h e w a s just grateful that s h e c o u l d go to s c h o o l
on her bike a g a i n . M r s A t k i n s a d d e d that s h e ' d probably write another m e s s a g e to the thief. 'I w a n t to t h a n k
him for returning the bike a n d tell him I've forgiven him,' s h e e x p l a i n e d . S h e s a i d that s h e w a s n ' t going to report
the incident to the police b e c a u s e s h e believed e v e r y o n e c o u l d d o b a d things s o m e t i m e s . ' W h a t c o u n t s is that
people o w n up to their m i s t a k e s , ' s h e s a i d .
/• mmrm • в Jm COMMENTS

Father a n g r y victim of online c o n

Frank C a r o n , 2 9 , will think t w i c e before using his credit c a r d online a g a i n .
Caron s p e n t £ 4 5 0 on w h a t he thought w a s the popular X b o x O n e c o n s o l e , a
birthday p r e s e n t for his t w i n s Mia a n d Michael, s e v e n . W h e n h e f o u n d out that
he'd b e e n tricked, he w a s the ' m a d d e s t m a n in town', a s he told our reporter.

Mr C a r o n s a i d that the family's financial situation w a s difficult, a s m o s t of their

money w e n t to pay the m o r t g a g e o n their h o u s e . B u t he a d d e d that the t w i n s
had d e s p e r a t e l y w a n t e d the g a m e s c o n s o l e a n d he a n d his wife h a d b e e n
proud to get t h e m the toy they w a n t e d . H e s a i d they'd s e e n the c o n s o l e on
a well-known s h o p p i n g auction w e b s i t e m o n t h s a g o a n d h a d thought it w a s
a bargain. H e s t a r t e d s a v i n g up for it immediately, a n d h o p e d n o b o d y e l s e
would buy it before h e h a d the money. H e s a i d he'd b e e n absolutely furious
when he o p e n e d the b o x a n d all he f o u n d inside w a s a low-resolution photo
of the g a m e s c o n s o l e he'd w a n t e d to buy.

When Mr C a r o n w e n t online to u n d e r s t a n d h o w he'd b e e n t r i c k e d , h e r e a l i s e d

he'd b e e n the victim of a n online s c a m , a m o d e r n - d a y c o n . H e s a i d that he'd
felt furious w h e n h e r e - r e a d the seller's advertisement: ' X b o x O n e c o n s o l e ,
top model photo, b r a n d new'.

SPEAKING
W o r k > pairs. Discuss these questions.
lr

1
What do y o u think of M r s Atkins's reaction w h e n ...
a s
h e noticed her bike was stolen? b she found the thief's note?
How would y o u have r e a c t e d in those situations?
What things (if any) d o y o u b u y online? Have you or has anyone y o u k n o w ever b e e n scammed?
 www.frenglish.ru

GRAMMAR
Reported speech (review)
Complete the sentences with suitable verbs. Then check your answers in the news stories on page 7i

She told him that she _ _ really angry. She said she was grateful that she
She said a friend it to her years ago. to school on her bike again.

She said that [...] she it. She a d d e d that she probably _
another message.
She said that she still surprised.
She said that she the incident tc
She said that [...] most p e o p l e angryi
the police.
her situation.

Match what Mrs Atkins said (direct speech) with the RULE:
reported sentences in Exercise 1. Underline the verb
Direct speech Reported s|
forms which are different. Then complete the rule.
p r e s e n t simple sim
a 'I've always liked it.'
p r e s e n t continuous
b 'I'm still feeling surprised.'
present perfect
с 'I was really angry!'
past simple
d 'I'm grateful that I can go to school on my bike again.'
past p e r f e c t
e 'Most p e o p l e would b e angry in my situation.'
would
f 'I'm not going to report the incident to the police.'
can
g 'A friend gave it to me years ago.'
will
h T i l p r o b a b l y write another message.'
am I is I are going to

Rewrite these sentences in reported speech.

1 T d b e happy to put cameras all over the shop,' the manager said.
2 ' T h e police can't find the con man,' D a d said.
3 ' W e saw the r o b b e r from across the street,' the w o m a n told the police.
4 ' W e ' r e thinking of having a new alarm installed,' the s h o p o w n e r said.
5 ' W e haven't heard or seen anything,' our neighbours said.
6 T i l buy the games console for you,' the man told his kids. Workbook

VOCABULARY
Crime
1 Match the words with the definitions.

to murder | to break in j to arrest | a fine

to commit a crime | to go to prison | a murderer
to get into trouble | to get caught | a prisoner

1 to d o something illegal
2 to b e made to live in a special building for
criminals
3 to take (a s u s p e c t e d criminal) to the police SPEAKING Work in pairs. Use these question
station help you invent a crime story. Make notes an<
4 to kill (a person) intentionally tell your partner your story.
5 money that you have to pay if you break a law • W h e r e a n d w h e n did it happen?
6 to enter by force (usually to steal something) • W h o w a s involved?
7 s o m e o n e w h o intentionally kills another person
• What happened?
8 to be found while committing a crime
• W h a t crime was committed?
9 to have a problem b e c a u s e of something that
• H o w d i d the police react?
y o u did w r o n g
• W h a t h a p p e n e d to the criminal?
10 a person w h o is in prison
Workbook p

76
 www.frenglish.ru

IT'S A CRIME

IVJ These are things people have said to Ken, the

social worker. Rewrite them in reported speech.
ВЗЯВШИ Imagine a young person mugged
0 Reporter: 'Have y o u had much success with the
somebody. Discuss these questions.
p r o g r a m m e so far?'

The reporter asked if he'd had much success

with the programme so far.

1 Presenter: A r e victims scared of meeting their

muggers?'
2 Ken's wife: 'Did y o u see the article a b o u t
Restoringjustice in the n e w s p a p e r this morning?'
3 Presenter: ' C o u l d y o u tell us more about the
ideas behind the programme, please?'
4 Ken's manager: 'Don't include other criminals in
the programme.'
1 W h y might s o m e o n e mug a person?
2 W h o might suffer as a result? Write 4 - 6 more questions that Mrs Schwartz
3 W h a t w o u l d be the best punishment? might askjason. Use direct speech. Then put
your partner's questions into reported speech.
2 ЕйД Listen to a radio interview. What is
'How do you see your future?'
Restoringjustice and who is it for?
She asked him how he saw his future.
3 E W'fl Listen again and make notes on these topics.

1 Jason's initial reaction to Restoringjustice

2 The main idea behind Restoringjustice
3 H o w j a s o n felt a b o u t meeting his victim Ш THiNK V A L U E S
4 H o w M r s Schwartz felt about meeting her mugger
Respecting the law; understanding
5 The r e a s o n j a s o n gave for mugging M r s Schwartz
that punishment will follow crime
6 The p e o p l e Mrs Schwartz feels suffered most
1 Match the punishments 1-6 with a-f.

1 H e got a fine.
GRAMMAR
2 H e got community service.
Reported questions, requests
3 H e got a life sentence.
a n d imperatives 4 H e got a caution.
1 Match 1-4 with a - d . Then complete the rule with 5 H e got the death penalty [_
asked, if, told and whether. 6 H e got a prison sentence.

She asked me if I knew who'd suffered a H e has to s p e n d 8 0 hours cleaning the streets.
[The j u d g e ] asked me w h e t h e r I w a n t e d b But he'll b e in serious trouble if he d o e s it again.
[She] asked me to look at the other side с It means at least 2 0 years in prison.
He told me to I d But it will b e years before they carry it out.

think carefully a b o u t my choices, e H e had to pay £ 1 0 0 .

to go to prison. f He'll b e inside for t w o years.

of the table, w h e r e my mum and d a d w e r e sitting,

2 Number the punishments in Exercise 1 from
most from what I'd d o n e .
1 (least serious) to 6 (most serious).

RUI. 3 БЮОЗШЗ Work in pairs. Read these

newspaper headlines. What crimes have been
In reported yes I no questions, we use asked +
committed? What punishment (if any) would
-— or and the same word
be fair?
order as in a statement.
I n
reported requests, we use 2
object H u n g r y student steals chocolate bar from shop
+
infinitive. M a n steals T V from old couple's home

'ri reported imperatives, we use „ 3 S p e e d i n g driver kills family of four

o b
j e c t + infinitive. • Bank r o b b e r escapes with thousands

77
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READING
1 Read the article quickly. Which two ideas to help prevent crime does it mention?

GETTING
CREATIVE
with crime
A n experiment carried out at
Newcastle University aimed
at reducing the number of bike thefts
has produced some remarkable
results. The most efficient way of
stopping people from stealing bikes
seems almost too simple to be true.
If you want to persuade thieves not
to act, make them feel they're being Newcastle University Estate
Security Service in partnership
watched! with Northumbria Police OPERATION С

P o s t e r s s h o w i n g a large pair of e y e s T h e 'giant e y e s ' poster isn't the w a t c h e d 24 h o u r s a day. W e

w e r e put up near three bike r a c k s at
the university, while other bike r a c k s
h a d no p o s t e r s . T h e r e s e a r c h e r s
e x p l a i n e d that the number of thefts
d e c r e a s e d by 6 2 per c e n t c o m p a r e d
to the previous y e a r at r a c k s with
p o s t e r s . However, at the other
r a c k s , thefts actually i n c r e a s e d
by 6 3 per cent. E x p e r t s claim that
c l e a r l y visible i m a g e s of e y e s m a k e
p e o p l e feel they're being w a t c h e d .
T h e y s a y that w e all c a r e w h a t other
p e o p l e think about u s a n d t h a t ' s
w h y w e b e h a v e better w h e n w e think
s o m e o n e is looking. Now officials
h a v e a g r e e d to c a r r y out similar
p r o j e c t s at train s t a t i o n s all over
t h e country.
only u n u s u a l m e t h o d being u s e d to
try a n d fight c r i m e o n U K s t r e e t s . In
the E a s t M i d l a n d s city of L e i c e s t e r ,
police a r e inviting p e o p l e to m a k e
large woolly balls a n d h a n g t h e m
up in t r e e s a r o u n d the a r e a . T h e y
h o p e that t h e s e colourful additions
to n e i g h b o u r h o o d s will help c r e a t e
a s a f e r p l a c e to live. T h e thinking
behind the i d e a is that if y o u c r e a t e
a p l e a s a n t environment, p e o p l e a r e
more likely to b e h a v e better. ' W e live
in a w o r l d w h e r e our e v e r y m o v e i s
being w a t c h e d by C C T V c a m e r a s , '
o n e of the o r g a n i s e r s told u s . ' T h e
c a m e r a s a r e there to deter p o s s i b l e
c r i m i n a l s , but they c o m e at a price,
a n d m a n y people don't like being
there's another w a y . W e wan1
e n c o u r a g e people to t a k e mc
in w h e r e t h e y live.'
However, not all r e s i d e n t s
happy - m a n y refuse to belie'
will m a k e any difference. T h e
d e m a n d i n g that the police d c
to r e d u c e trouble in the a r e a ,
local resident told u s , 'I r e c o r
that the police stop w a s t i n g tl
time o n m a d s c h e m e s like thi
do s o m e real policing. W e nei
s e e more p o l i c e m e n w a l k i n g
our s t r e e t s , e s p e c i a l l y at nigh

2 Read the article again and mark the sentences T (true) or F (false).

1 T h e crime prevention scheme at Newcastle University used the latest technology.

2 After the posters were put up, there w e r e fewer bike thefts from all the university bike racks.
3 T h e r e are plans to use the posters in other parts of the U K .
4 It's h o p e d that the woolly balls will make p e o p l e care m o r e about w h e r e they live.
5 C C T V cameras will b e used to catch criminals interfering with the w o o l l y balls.
6 T h e woolly ball scheme is popular with all residents.

3 ЕИИШИ Work in pairs. Discuss these questions.

1 W h a t d o y o u think about each of the ideas in the text?

2 W h a t other crime prevention schemes have you heard of?

78
 www.frenglish.ru
а IT'S A C R I M E

VOCABULARY Complete the sentences with the correct forms

of the verbs and any other necessary words.
Reporting verbs
1 Liam agreed (meet) me at nine o'clock.
1 Complete the sentences with the correct forms
2 Lucy apologised _ (forget) my birthday.
of the verbs. Then check your answers in the
3 Jack refused (help) us.
article on page 78.
4 Bobby persuaded (me / go) to the party
explain | encourage | d e m a n d j persuade
with him.
invite | recommend j claim j refuse | agree
5 Dad suggested (have) dinner at a
1 If you want to _ thieves not to act, restaurant.
make them feel they're being watched! 6 My mum encouraged (me / enter) the
2 The researchers that the number of singing competition.
thefts decreased by 62 per c e n t . . . 7 Mrjones recommended (we / read) the
3 Experts that clearly visible images of book before we saw the film.
eyes make p e o p l e feel they're being watched. 8 Liz offered (drive) me home after
4 Now officials have to carry out similar t h e match.
projects at train stations.
5 Police are p e o p l e to make large 5 Rewrite the sentences in reported speech.
woolly balls. Use suitable reporting verbs. Sometimes more
than one verb is possible.
6 We want t o p e o p l e to take more
pride in where they live. 1 'We forgot to inform you. We're really sorry,'
Not all residents are happy - many. they said.
to believe it will make any difference. 2 'We're going to introduce a new system to reduce
8 They're that the police d o more to crime,' the mayor said.
reduce trouble in the area. 3 'Can you give us more information about the plan?'
9 I that the police stop wasting their the reporter said to the official.
time on mad schemes like this. 4 'If you work for us, you'll b e very rich soon,' the
man said.
2 Match the verbs with the definitions.
5
•
'I don't want to buy the watch because it's t o o
1 agree 4 demand expensive,' t h e woman said.
2 claim 5 persuade 6 'Study this text carefully!' the teacher said to the class.
3 explain 6 refuse 7 'I can help you with your work,' the man said.
8 'Come to my office tomorrow morning, please,'
a make something clear
t h e headmaster said to my parents.
Ь try to get someone to d o or believe something
9 'Oh, all right. I'll go to the cinema with you, but only
с accept an idea or a suggestion
if you pay,'Jack said to Olivia.
d say no
e insist something is d o n e
f say that something is true

Complete the rule with reporting verbs from WRITING

Exercises 1 and 2. A report of a crime

RULE: W e use different structures with different

reporting verbs.
1 verb + infinitive with (not) to
agree, offer,
2 verb + object + infinitive with (not) to
ask, tell, , ,
3
verb + m a r + clause
say, claim, , , Write a newspaper report about a crime
4 verb + gerund (100-150 words).
apologise for, suggest • Give a description of t h e crime (what h a p p e n e d ) .
• Include what one witness said.
• Say what t h e investigators think.

79
 CONFIDENTIAL www.frenglish.ru
INTENITTD ONLY FOR POLL,,

ult
, M I
ЛЛОО! AOFTORITJ,
BIGGS
Konoid, Arthur,

1 Scan the article and answer the questions.

1 W h a t c r i m e d i d e a c h of t h e s e m e n c o m m i t ?
2 W h a t p u n i s h m e n t d i d e a c h of t h e m g e t ?
Л1
2 Read and listen to the article.
Check your answers.

Famous criminals N«ERPRINTED AND PHOTOGRAPHED j .

What do these three m e n have in c o m m o n ? This i crimlm

minis •
• w v i e t e i five t i e e » Го;
All a r e , o r w e r e , i n c r e d i b l y r i c h at s o m e p o i n t й г taking ai
ti>aut the consent ,->f ri
i n t h e i r l i v e s . H o w e v e r , t h e r e ' s little t o a d m i r e i n [Iе b r e a u
"8 entering bar*
a n d

t h e i r a p p a r e n t s u c c e s s - t h e y all g o t t h e i r m o n e y
OCIER PRISONERS.
in deeply dishonest ways.
5 ™ ,
Se.boume; Franc™ yb-TORV" * " * ' **"" « » • И п и ц & i c Flo.

O n e of t h e m o s t c o m m o n w a y s of s t e a l i n g m o n e y 1 « « щ « „ „,„, „ ' *** " ,

» г
» « M are THE «„ , H

t h e s e d a y s is t o s t e a l it f r o m y o u r c o m p a n y . Tt's c a l l e d ' *»'"*" '•«<• « m J».. S F. »„.

r t

e m b e z z l e m e n t and Dennis Kozlowski was very good

They hit t h e train driver over t h e h e a d a n d
a t it! K o z l o w s k i w a s a t o p m a n a g e r a t a n A m e r i c a n
drove the train towards a bridge. A lorry was waitir
c o m p a n y n a m e d Tyco a few y e a r s ago. (Ironically, o n e
u n d e r n e a t h , a n d t h e y d r o p p e d 120 m a i l b a g s of m c
of t h e c o m p a n y ' s m o s t r e c o g n i s e d b r a n d s is A D T H o m e
f r o m t h e t r a i n i n t o it. T h e y t h e n d r o v e t o a f a r m ne<
Security.) Kozlowski a n d a n o t h e r senior m a n a g e r d e c i d e d

I
a n d s h a r e d o u t t h e m o n e y . Biggs g o t £ 1 4 7 , 0 0 0 , w h i
t o h e l p t h e m s e l v e s t o t h e c o m p a n y ' s m o n e y . It w a s a l o t
w a s a f o r t u n e a t t h e time. W h e n t h e p o l i c e l a t e r foi
of m o n e y , a n d K o z l o w s k i w a s n ' t a f r a i d t o s p e n d it! H e
t h e f a r m , Biggs's f i n g e r p r i n t s w e r e all o v e r t h e p l a c
b o u g h t a h o u s e c o s t i n g $19 m i l l i o n a n d a n a p a r t m e n t i n
w a s c a u g h t a n d s e n t t o p r i s o n , b u t e s c a p e d after fii
N e w York for $ 1 8 m i l l i o n . H e e v e n s p e n t $2 m i l l i o n o n a
m o n t h s . Biggs a v o i d e d B r i t i s h j u s t i c e for a l m o s t 4 0
p r i v a t e c o n c e r t f r o m t h e s i n g e r J i m m y Buffet. A l t o g e t h e r ,
mm l i v i n g i n A u s t r a l i a a n d t h e n i n Brazil. H e r e t u r n e d t
h e m a n a g e d to steal $600 million before s o m e o n e
i l l B r i t a i n i n 2 0 0 1 b e c a u s e of b a d h e a l t h a n d d i e d i n 2
n o t i c e d . H e ' s n o w i n p r i s o n a n d h a s a l o t of t i m e t o
think about his A m e r i c a n Albert Gonzalez, also called 'The Hacke
'success! w o r k e d for t h e U S S e c r e t S e r v i c e i n t h e e a r l y 2 0 0 0 s
to catch cybercriminals. But h e d i d n ' t stay o n that
Ronald Biggs
of t h e l a w for l o n g , a n d s o o n f o r m e d h i s o w n g a n g
was involved
h a c k e r s . They p l a n n e d to m a k e millions, a n d t h e y I
in the Great
T h e g a n g h a c k e d i n t o t h e c o m p u t e r n e t w o r k s of h i
Train Robbery
r e t a i l s t o r e s . T h e y m a n a g e d t o s t e a l t h e d e t a i l s of
of 1 9 6 3 . E a r l y
140 m i l l i o n c r e d i t c a r d s , a n d s o l d t h e m t o c r i m i n a l
one morning,
organisations in other countries. They were succes
a g a n g of m e n
s o m e t i m e , b u t a n i n t e r n a t i o n a l p o l i c e o p e r a t i o n fi
stopped a train
t r a c k e d t h e m d o w n . G o n z a l e z w a s s e n t e n c e d t o 20
in t h e British
i n p r i s o n , b u t h i s v i c t i m s h a d l o s t m i l l i o n s of dollai
countryside.

Answer the questions. 4 ИЕЯЗШЯ Work in pairs. Discuss these

questions.
1 H o w did Dennis Kozlowski get his money?
2 H o w did he s p e n d it? 1 W h a t other famous crimes d o you know o f

3 H o w did Ronnie Biggs get his money? 2 W h a t d o y o u think should b e d o n e to stop

cybercrime?
4 H o w did he get caught?
5 H o w did A l b e r t Gonzalez get his money?
6 W h a t prison sentence did he get?

80
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В ! IT'S A CRIME

5 i f f i f f l J H M ^ H There are eight highlighted words Listen again and complete the notes.
or phrases in the article. Match them with these
definitions.

1 a group of criminals w h o work together Conversation 1

2 found out w h e r e they w e r e
Crime: What w a s taken:
3 close, not far away
4 people w h o suffer because of a criminal act
5 stealing from the business or organisation y o u
Conversation 2
work for
6 take (without asking) Crime: What was taken:
7 everywhere
8 shops
Conversation 3

LISTENING Crime: What w a s taken:

1 ЕИВШ. Listen to the conversations and match
them with the photos.
Conversation 4

Crime: What w a s taken:

FUNCTIONS
Giving and reacting to news
1 Put the words in order to form expressions for
giving news from the conversations.

1 never / You'll / what / guess

2 believe / won't / to / w e e k / what / Y o u / h a p p e n e d
/ last / me
3 a b o u t / a / really / an / sad / lady / story / heard /
l/old
4 p a p e r / a / scary / story / T h e r e / the / was / other /
in / d a y / t h e

2 Complete the reactions to news.

1 T II m
2 Wh t?
3 R lly?
4 Th t's wf J !
5 N w y!

3 Work in pairs. Make conversations using the

expressions from Exercises 1 and 2.

• Think of (or make up) a piece of news.

• T a k e turns to give your news.
• React and ask for more details.

Intonation - e x p r e s s i n g surprise
G o t o page 121.
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CAMBRIDGE ENGLISH: TOWARDS First

THINK EXAMS

R E A D I N G A N D USE O F E N G L I S H
Part 3: Word formation
1 For questions 1-7, read the text below. Use the word given in capitals at the end of some of the lines
a word that fits in the gap in the same line. There is an example at the beginning (0).

A thief w h o kissed his victim after a (0) robbery in a ROB

French j e w e l l e r y shop has b e e n caught after a forensic
(1) matched his D N A with that left on the SCIENCE
hand of his victim.
T h e thief (2) the Parisian s h o p late in the ENTRY
afternoon, as the o w n e r was p r e p a r i n g to close for t h e
evening. After tying the w o m a n to a chair, he
smashed o p e n (3) display cabinets a n d VARY
l o a d e d (4) w o r t h more than 2 0 , 0 0 0 euros VALUE
into a bag. Before leaving the shop, he kissed the owner's
hand and made an (5) _ for his crime. APOLOGISE
However, the (6) thief could never have LUCK
imagined that the kiss w o u l d lead to his arrest. Police
used the D N A and ran it through a d a t a b a s e o f all k n o w n
(7) . CRIME

WRITING
Part 2: An informal email Workbook
2 You have received an email from an English-speaking penfriend.

(g> (%)(§)

To: | jackl2066@maHVcorn
Subject: [Any suggestions?

Hey J a c k

How are things? Listen, I'm writing because a friend of mine is coming to spend a few days in
your town. S h e asked me to write to you to s e e if you could suggest some of the things she
should do while she's there. S h e also wanted to know what the weather's like and what clothes
she should bring with her. S h e leaves on Friday. Sorry for the short notice, but can you help?

Hope to hear from you soon.

Best,

Angie

Write your email in 140-190 words.

82
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TEST YOURSELF
VOCABULARY
1 Complete the sentences with the words / phrases in the list. There are four extra words / phrases.
give up | got into trouble | unfriendly j generous j find out ] after all
commit a crime | calm j selfish I set off j burglar j shy | arrested | e n d u p

1 Don't now. You're a great player. I'm sure you'll get on the team next time.
2 That was v e r y of y o u to eat all those cakes a n d not leave any for us.
3 We v e r y early in the morning because w e w a n t e d to arrive b e f o r e it got dark.
4 Tim for not doing his English homework again.
5 The broke into the house w h e n e v e r y b o d y w a s asleep.
6 I hope they w h o stole Amanda's purse.
7 It was v e r y of James to pay for all your concert tickets.
8 It rained a lot that day, so w e didn't go on the school trip .
9 The police finally the con man and he w e n t to prison.
10 Emma doesn't find it easy to meet new p e o p l e . She's v e r y .

GRAMMAR
2 Complete the sentences with the words / phrases in the list. There are two extra words / phrases.
get used to j w o u l d j 'm not used to j going to | encouraged j is | had b e e n | got used to

1 My mum me to d o well at school.

2 The policeman told me that the thief get a prison sentence.
3 I taking my shoes off b e f o r e I go into a house, but here in J a p a n , it's what e v e r y o n e d o e s .
4 She says she is r e p o r t the crime to the police.
5 A t home, I always have dinner at six o'clock, so I haven't eating at nine o'clock here in Spain.
6 She said the con man sentenced to t w o years in prison.

3 Find and correct the mistake in each sentence.

1 She asked me if I knew w h o has taken the bike.

2 My mum let me d o all the washing-up for a w e e k because I w a s late home o n e night.
3 He p e r s u a d e d me r e p o r t the theft to the police.
4 I really want to go on the school trip, but my d a d won't make me.
5 The reporter explained me that the mugger would get community service.
6 My parents make me to tidy my b e d r o o m .

FUNCTIONAL LANGUAGE
4 Cjrcjg) the correct words.

1 A W e ' r e going camping this w e e k e n d . W h y don't y o u c o m e along/ on?

В I'd love to. H o w for I about asking Mike to come too?
2
A W e ' r e going swimming. Does anyone feel I fancy coming along?
В You can call I count me out. I hate swimming.
3
A T h e other day I hear I heard a really sad story about an old man w h o s e house w a s burgled. _
В That's I It's a w f u l ! j j
4
A You'll never believe I understand what h a p p e n e d to me last w e e k !
В G o on then. Say I Tell m e !

MY SCORE [ ~ " H

10-21
0-9 83
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OBJECTIVES

FUNCTIONS:making deduct
GRAMMAR: modals of ded
(present); should(n't) havt
modals of deduction (p
VOCABULARY: mysteries;
expressions with go

A fact is something that can be proven to be true.

An opinion is a personal belief. It's important to be
to see the difference.
Work in pairs. Compare your answers.
What do you know about these mysteries? Read about the Nampa Doll again. Accorc
to what is written in the text, mark the sen
Read the article quickly. Why isn't the author
F (fact) or О (opinion).
writing about any of the mysteries in Exercise 1?
1 T h e doll was f o u n d in N a m p a .
i Read the article again and listen.
2 It was 100m below the earth.
it Answer the questions.
3 It's f r o m an ancient civilisation.
W h i c h mystery...
4 It's from another planet.
1 involves the possible ancient use of m o d e r n
technology? Complete the table with two facts and tw
2 involves an object f o u n d in Asia? opinions for each mystery according to the

3 involves the oldest object?

Fact Opi
4 hasn't b e e n c o n n e c t e d with alien activity?
Teotihuacan
5 was discovered in a really old city?
6 started half a century ago? T h e Suicide Dog Bridge

7 came from under the earth? The Lolladoff Plate

8 involves a round object with strange patterns on it?

84

The truth is out there
There are many unexplained mysteries in the world. How w a s the Great Pyramid at Giza built? How are crop circles
made? Are there yetis in the Himalayas? Have we been visited by extraterrestrials? And is there a sea monster in
the depths of Loch Ness? But other, less well known phenomena are equally mysterious. Here are our favourites.
fl The N a m p a Doll
In July 1889, in Nampa, Idaho, USA, a man named M.A.
Kurtz was drilling a well in the ground when he noticed the
drill had brought up a strange small brown object from under
the earth. When he looked more closely, he found it was a
figure made from clay. Amazingly, it had come from almost
100 metres below the surface, suggesting that it was more
than 300,000 years old. In other words, it appeared to be from
a time before humans walked on the Earth. So how did it get
there? Some people say it could be evidence of an ancient
lost civilisation. Others are sure it must be extraterrestrial.
Whatever the truth, it makes you wonder how much we really
know about our past.
Q Teotihuacan
Over 2,000 years ago, Teotihuacan in central Mexico was one
of the largest cities in the world. It is especially famous for its
incredible Mesoamerican pyramids, although these days not
much of it remains. However, scientists exploring the ruins
were amazed to find large amounts of the mineral mica in the
city walls. The nearest place where mica is found is thousands
Л of kilometres away, in Brazil. Nowadays, mica is important in
the production of energy. Did the inhabitants of Teotihuacan
know this secret? And is that why they went to so much
trouble to bring it all the way from South America?
SPEAKING
Work in pairs. Discuss these questions.
1
Which of these mysteries d o y o u think is the most
"Cresting? Why?
2
What other mysteries d o y o u know of?
www.frenglish.ru
! 91 W H A T HAPPENED?
T h e S u i c i d e Dog Bridge
The Overtoun Bridge near Milton in Scotland is famous for
a sad reason. Over the last 50 years, 50 dogs have died, all
jumping from a similar point on the bridge. But what is the
reason for this puzzling phenomenon? Most animal experts
agree that the dogs can't be committing suicide because they
don't have such complex feelings, although some people think
the dogs might sense their owners' unhappiness and jump
for them. Others think the bridge is haunted. Perhaps the
best explanation is that the dogs can smell the nests of minks
below and, in trying to catch these small animals, are jumping
without thinking.
T h e Lolladoff Plate
The 12,000-year-old Lolladoff plate was found in Nepal.
The story goes that just after the Second World War, a Polish
professor was travelling through Northern India and bought
the plate at a local market. He was told it was from a secret
race of people called the Dzopa, who used it for religious
ceremonies. The plate is marked with spiral lines, odd symbols
and a grey figure - according to UFO fans, an alien being.
In fact, the plate looks just like a flying saucer. Some
people claim that it is proof that aliens have already
walked on the Earth. Others say the plate can't be
genuine and is a fake.
G o t o page 121. Ш II
m J
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GRAMMAR Complete the sentences with suitable

verbs. Sometimes there's more than с
Modals of deduction (present) possible answer.
1 Complete the sentences from the article on page 85.
1 They're speaking Spanish, so t h e y
Use must, can't, could and might. Then complete
be from Argentina, I suppose.
the rule.
2 She love cats - she's got 20
1 Some p e o p l e say it b e e v i d e n c e of an 3 You want m o r e - y o u ' v e air
ancient lost civilisation. eaten t w o whole pizzas!
2 O t h e r s are sure it be extraterrestrial. 4 I'm not sure, but I think that man
3 Some p e o p l e think the dogs sense their n e e d our help. I don't think he can swi
owners' unhappiness a n d j u m p for them. 5 Y o u ' v e been working all day. Y o u
4 O t h e r s say the plate b e genuine. feel really tired.
6 He's a bit older than J o h n , but he

RULE:
1
1 know him. I think they went to the sam
school.
When we're sure something is true, we use 7 Tim b e happy. H e studied i
2
• When we're sure something isn't true, we use _ hard, but he still failed the test.
When we aren't so sure, we use 3
or. It's the world's oldest mystery. Y o u
to express doubt. know the answer.

VOCABULARY
Mysteries
1 Add the missing vowels I left for s c h o o l a t t h e u s u a l
time, but s o m e t h i n g s e e m e d
to make adjectives w r o n g . T h e streets w e r e e m p t y
related to mysteries. a n d there w a s a m ]

1 _n_xpl n d f e e l i n g in t h e air. I p a s s e d a f e w
p e o p l e , but t h e y all s e e m e d
2 myst_r s
2
rather o . I didn't s e e
3 xtr_t__rr str I
a n y o n e from s c h o o l o n t h e
4 ^_dd
w a y . W h e n I g o t to s c h o o l , t h e
5 p_„zzl_ng
gates were closed. Why were
6 _ J n
they c l o s e d ? I looked a t my
7 S__Cr__t
watch - 9 am.The gates
8 str___ng_
should b e open.This w a s
3

2 Answer the questions most p

about the words from I p u s h e d t h e g a t e s o p e n a n d w a l k e d inside. W h e r e w a s e v e r y o n e ? I

Exercise 1. 4
t h e y b e e n t r a n s p o r t e d a w a y by s o m e e b e i n g s a n d taker
5
1 W h i c h t w o w o r d s mean an a p l a n e t ? H a d t h e y all b e e n t a k e n a w a y a s p a r t of soi
'from another world'? 6
s government experiment? What should I d o ? Run a w a y ?
2 W h i c h w o r d means 'known No, this w a s o n e mystery t h a t c o u l d n ' t b e left u 7
. I h a d to f
by v e r y few p e o p l e ' ? out where everyone w a s .

3 Complete the text with I o p e n e d t h e s c h o o l d o o r a n d w a l k e d inside. I s a w a m a n - it w a s IV

adjectives from Exercises 1 w h o l o o k e d after t h e s c h o o l . I r a n u p to him.
and 2. T h a n k g o o d n e s s ! ' I c r i e d / W h e r e is e v e r y o n e ? '
8
He g a v e m e a s look.

'At h o m e , probably,' h e replied.'It's S a t u r d a y morning.'

86
I' T
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г
'modal LISTENING
Match the pictures with the words.
GRAMMAR
should(n't) have
f ! W H A T HAPPENED?

1 Look at these sentences from the listening.

Answer the questions. Then complete the rule.

1 M a y b e [Mrs C r a b t r e e ] should have asked why.

a Did Mrs C r a b t r e e ask why?
b W o u l d it have b e e n a g o o d idea to?
2 H e shouldn't have sent Mrs C r a b t r e e home.
a Did M r Huntingdon send Mrs C r a b t r e e home?
b W a s it a g o o d idea to?

R U L E : T o criticise actions in the past, w e use

should I shouldn't + the
f o r m o f the v e r b .

Write replies to the statements. Use should

have or shouldn't have and suitable verbs.
Then practise reading them out in pairs.

0 'I had five slices of pizza! N o w I feel sick.'

1 fortune-teller 3 housekeeper
2 rope 4 chandelier
2 Listen to a story called The Case of the
Mysterious Fall. Why is the fall mysterious?
Listen again. Mark the sentences
T (true), F (false) or DS (doesn't say).
1 Mr Huntingdon was friendly and sociable.
2 H e only spoke to o n e person each w e e k .
3 H e thought of a plan to try and cheat death.
'You shouldn't have eaten so much pizza!'
1 ' W e ' v e broken the T V . Q u i c k ! Put the ball away!'
2 'I bought these jeans yesterday, but now I haven't
got enough money to buy Dad a birthday present.'
3 'I failed the test!'
4 'Joey didn't invite me to his p a r t y '
5 ' Y o u only paid 100 for those tickets? I paid 2 5 0 ! '
иаждашД Work in pairs. Write three sentences
about famous people using should have or

4 Mr Huntingdon tried to call Mrs C r a b t r e e shouldn't have. Then read them out without

back to the house after she'd left. saying the names. Your partner tries to guess
who the people are.
5 Mrs C r a b t r e e always started w o r k at 8 am.
6 T h e fortune-teller's prediction came true.

• THINK VALUES ШШШШШШШШ

Thinking carefully before you act
1 ВЗШЕИ Work in pairs. Which do you think
was Mr Huntingdon's biggest mistake?

A H e should have thought a b o u t his plan more

carefully.
В H e should have told Mrs C r a b t r e e a b o u t the
fortune-teller's prediction.
С He shouldn't have g o n e to see the fortune-teller.

2 ЕЗДЯШЗ Look at the pictures. What mistake did

each person make? What should they have done?
 www.frenglish.ru

READING Read the article again. Put the events in the order they hap
Write the numbers in the boxes.
1 Look at the woman in the photo.
Do you know who she is? Why do T h e Electra takes off from Miami.
you think she's famous? Earhart plans to fly around the world.
Bones that might be Earhart's are found on a small island
2 Read the article and check your
T h e Electra disappears.
answers.
Possible evidence of the plane is found.
T h e Electra lands in N e w Guinea.
Earhart flies alone across the Atlantic.
T h e Electra sets off across the Pacific.
Earhart tries to find H o w l a n d Island.

Back in 1937, A m e l i a E a r h a r t w a s o n e o f t h e most

famous w o m e n in the world. She was a n author,
fashion designer a n d a m a g a z i n e editor, b u t m o s t of all,
s h e w a s a p i o n e e r i n g p i l o t . Five y e a r s e a r l i e r , a t t h e a g e
o f 3 4 , s h e ' d b e c o m e t h e first w o m a n t o fly s o l o a c r o s s t h e
A t l a n t i c O c e a n . She a l s o b r o k e m a n y a v i a t i o n records for
g o i n g faster a n d f u r t h e r t h a n a n y o t h e r w o m a n . Every
time she landed her plane, she was m e t by huge crowds
w a n t i n g t o see h e r a n d c o n g r a t u l a t e her. T h e b o o k s t h a t
s h e w r o t e a b o u t h e r flights w e r e a l l b e s t s e l l e r s .
T h a t year, A m e l i a d e c i d e d s h e w a n t e d t o g o o n e s t e p
f u r t h e r . S h e w a n t e d t o g o for t h e u l t i m a t e a v i a t i o n p r i z e
a n d b e t h e first w o m a n t o fly a r o u n d t h e w o r l d .
1 June, along with her navigator Fred N o o n a n , Amelia
set off f r o m M i a m i in her plane, a L o c k h e e d Electra, o n
w h a t w o u l d b e h e r b i g g e s t - a n d final - a d v e n t u r e .
T h e j o u r n e y was g o i n g well w h e n , o n 29 J u n e , t h e
p a i r l a n d e d in N e w Guinea. They'd flown 35,000 k m ,
a n d t h e y h a d 11,000 k m over t h e Pacific t o g o . B u t o n
2 July, while h e a d i n g t o w a r d s H o w l a n d I s l a n d , A m e l i a
a n d Fred went missing. T h e next day the world awoke
to the news that Amelia Earhart h a d disappeared into
t h i n air.
Despite a h u g e search, n o sign of the aircraft was
ever f o u n d . M o s t p e o p l e t h o u g h t t h a t A m e l i a a n d F r e d
Howland Island ! J a p a n e s e for t h e A m e r i c a n g o v e r n m e n t . It goes w i t
a
On m u s t have r u n o u t o f fuel a n d t h a t t h e Electra hac
d o w n i n t h e Pacific O c e a n . T h e y c o u l d n ' t h a v e sui
t h e c r a s h , a n d t h e y m u s t have died. It s e e m e d t h e
o b v i o u s e x p l a n a t i o n . But, over the years, o t h e r
have developed a b o u t just what m i g h t have happei
the plane.
O n e theory was t h a t Amelia m i g h t have lande
p l a n e o n t h e t i n y i s l a n d of N i k u m a r o r o , n o t far
H o w l a n d Island. In the hope of proving this theo:
e x p e d i t i o n w e n t t o t h e i s l a n d i n 2 0 0 7 t o l o o k for
of the tragic flight. Bones were f o u n d t h a t c o u l d
been h u m a n fingers, b u t scientists were u n a b l e t
for sure if they were. I n 2012, a n o t h e r expedition
u n d e r w a t e r photography. Images were t a k e n o f
could have b e e n a n aircraft, b u t again, investig
couldn't be certain.
P e r h a p s t h e m o s t i n t e r e s t i n g t h e o r y is t h a t E a i
d i s a p p e a r e d o n p u r p o s e so t h a t she c o u l d spy or
 www.frenglish.ru

W H A T HAPPENED?

GRAMMAR FUNCTIONS
Modals of deduction (past) Making deductions
Match 1-3 with a - c . Check your answers in the 1 Read the text and complete the sentences with
article on page 88. Then match sentences 1-3 your opinions. Use can't, must or might.
with the rules.

1 Most p e o p l e thought that A m e l i a must have

In 1998, Russian
2 She couldn't have
scientists f o u n d
3 Amelia might have
a meteorite with a metal
a survived the crash. screw in it. T h e rock
b landed her plane on the island of Nikumaroro. is at least 3 0 0 million
years o l d . A t that time,
с run out of fuel.
t h e r e weren't even any
dinosaurs on the planet.

f RULE:

• j To say something was possibly the case in the past,

we use might I could I may + present perfect. 1 It be fake.
To say something was definitely not the case in the 2 There have b e e n intelligent life on Earth
past, w e use couldn't I can't + present perfect.
3 0 0 million years ago.
To say something was definitely the case in the
3 I think s o m e o n e _ have made it as a j o k e .
past, we use must + present perfect.
4 It be from another planet.
5 T h e scientists have lied about it.
Complete the conversation. Use suitable modals
2 Work in pairs. Discuss your ideas.
and the correct forms of the verbs in brackets.

'The Case of the Missing Cake'

VOCABULARY
OLIVER W h a t ? ! M y cake! It's g o n e !
MATT Really?
Expressions with go
OLIVER Yes, it was here an hour ago and now it isn't. 1 Find expressions 1-8 in the text on page 88.
W h o ' s taken it? Match them with the definitions.

MATT W h a t about D a d ? I heard him saying how 1 go for a d o something extra

hungry he was. In fact, I'm sure it
1
2 go o n e step further b left/remaining
(be) D a d .
2
3 go well с disappear
OLIVER No, he (eat) it. It w a s chocolate.
4 . . . to go d fall from the sky
D a d doesn't like chocolate.
3
5 go missing e try to achieve
MATT That's true. I suppose M u m (take)
it. M a y b e ? 6 go d o w n f e v e r y o n e knows that

OLIVER No, i t л
_ (be) M u m . She's b e e n out 7 it goes without g happen as y o u want

all morning. saying that h increase s p e e d

MATT The dog! He 5

(jump) onto the 8 go faster

table and eaten it. That dog's always doing

Complete the sentences with the correct forms of
things like that.
the expressions in Exercise 1.
OLIVER A r e y o u mad? T h e cake was in the fridge.
The dog 6
(got) to it. 1 T h e party's Everyone's having fun.

MATT A r e y o u sure it wasn't you? I mean, you 2 Four days and then we're on holiday!
7
(eat) it a n d forgotten. 3 Police f o u n d the child w h o last w e e k .
OLIVER I'm quite sure it wasn't me. So if it wasn't 4 I want your essay in on M o n d a y and
me, M u m , D a d or the dog, that leaves one I don't want any excuses.
8
person. I t (be) y o u , Matt!
5 , D a d ! T h e show starts in five minutes.
MATT What?! Me?
6 T h e helicopter over the N o r t h Sea.
OLIVER Yes, and that explains w h y you've got 7 Last w e e k I w e n t swimming twice. This w e e k I want
chocolate all r o u n d your mouth! to a n d go t h r e e times.
8 He's training hard. He's the record.
 www.frenglish.ru

O n e i c y winter's e v e n i n g in B u d a p e s t , a m a n r u n s s t r a i g h t i n t o John Taylor a s h e w a l k s h o m e

t h r o u g h t h e n a r r o w s t r e e t s . J o h n falls o v e r into t h e s n o w a n d looks u p a t t h e m a n ' s f a c e .
T felt v e r y a f r a i d . B e c a u s e w h a t I s a w w a s m e . My f a c e l o o k i n g d o w n a t m e . My m o u t h
s a y i n g sorry.'
W h o is t h e m a n , a n d h o w will John's life c h a n g e ?

I w a s w a l k i n g h o m e from m y office o n e J a n u a r y e v e n i n g . It w a s a M o n d a y . T h e w e a t h e r
w a s v e r y c o l d , a n d t h e r e w e r e s o m e l o w c l o u d s a r o u n d t h e t o p s of b u i l d i n g s . O n c e I'd
left t h e m a i n r o a d , t h e r e w e r e n ' t m a n y p e o p l e in t h e d a r k , n a r r o w s t r e e t s of B u d a p e s t ' s
T h i r t e e n t h District. E v e r y t h i n g w a s v e r y q u i e t . It felt a s if t h e c i t y w a s w a i t i n g for
something.

A s I w a l k e d I t h o u g h t a b o u t w h a t h a d h a p p e n e d a t w o r k . I h a d a r g u e d w i t h o n e of t h e
H u n g a r i a n s I w o r k e d w i t h . It w a s t h e first s e r i o u s p r o b l e m I h a d h a d s i n c e I'd a r r i v e d .
I w a s t r y i n g to think w h a t to d o a b o u t it, a n d I w a s a l s o h o p i n g t h a t m y wife, A n d r e a ,
h a d m a d e o n e of h e r n i c e , h o t s o u p s for d i n n e r .

After a b o u t five m i n u t e s it s t a r t e d to s n o w h e a v i l y , s o t h a t t h e s t r e e t s w e r e s o o n c o m p l e t e l y
w h i t e . A s I w a s w a l k i n g a l o n g a v e r y d a r k p a r t of o n e s t r e e t t h e r e w a s t h e n o i s e of a d o o r
s h u t t i n g l o u d l y i n s i d e a b u i l d i n g . T h e n I h e a r d t h e s o u n d of s o m e o n e r u n n i n g .

S u d d e n l y , t h e s t r e e t d o o r o p e n e d a n d a m a n c a m e out of it a n d r a n s t r a i g h t i n t o m e . I fell
o v e r in t h e snow, s h o u t i n g s o m e t h i n g like: 'Hey, w a t c h w h e r e y o u ' r e going!' - m y w o r d s
w e r e l o u d in t h e e m p t y s t r e e t . T h e m a n t u r n e d to look a t m e for a m o m e n t . 'Sorry,' h e s a i d
v e r y quietly, in H u n g a r i a n , b e f o r e w a l k i n g a w a y quickly.

W h a t I s a w a t t h a t m o m e n t , in t h a t d a r k w i n t e r s t r e e t w a s v e r y s t r a n g e , a n d I felt v e r y
a f r a i d . B e c a u s e w h a t I s a w w a s me. My f a c e l o o k i n g d o w n a t m e . My m o u t h s a y i n g sorry.

[...]
I l a y t h e r e in t h e s n o w for a few m o m e n t s , t r y i n g to u n d e r s t a n d w h a t h a d just h a p p e n e d .
M y first t h o u g h t w a s , ' W h e r e h a s t h e m a n g o n e ? ' I l o o k e d a l o n g t h e s t r e e t a n d
w a s just in t i m e to s e e h i m t u r n i n g r i g h t a t t h e n e x t c o r n e r .

I g o t u p i m m e d i a t e l y , b r u s h e d t h e s n o w off m y c l o t h e s a n d r a n a f t e r h i m . H e
c r o s s e d the r o a d a n d went into a n o t h e r street. W h e n I got to t h e c o r n e r I s a w
h i m g o i n g into a d o o r w a y . I w a l k e d q u i c k l y a l o n g t h e e m p t y s t r e e t , a n d found
it w a s t h e e n t r a n c e to a w i n e c e l l a r . It w a s u n d e r a b l o c k of flats, a n d y o u h a d
t o g o d o w n s o m e s t e p s to g e t in.

[...]

I s t o o d in t h e s n o w for a m o m e n t , d e c i d i n g w h a t to d o a n d l o o k i n g a r o u n d
m e . I h a d a s t r a n g e feeling a b o u t g o i n g d o w n into the w i n e cellar. I wasn't
s u r e w h o I'd find t h e r e . I l o o k e d a t m y f o o t p r i n t s - t h e d a r k m a r k s m y feet
h a d m a d e in t h e n e w snow. My f o o t p r i n t s ... But o n l y m y f o o t p r i n t s ! W h e r e
w e r e his? I looked b a c k a l o n g the street. T h e r e w e r e only m y footprints.
 www.frenglish.ru
W H A T HAPPENED?

Read the extract again. Answer the questions.

1 W h a t w a s the weather like?

2 W h a t w a s j o h n thinking about on his w a y home?
3 H o w did J o h n react to the man in the street?
4 H o w d i d the man react?
5 W h e r e did the man go?
6 W h a t w a s strange about the footprints in
the snow?

ВЗДЯШЯ Work in pairs. Discuss these questions.

1 W h a t d o y o u t h i n k j o h n finds in the cellar?

2 W h o d o y o u think the man is?

WRITING
Explaining a mystery
1 Read the article opposite. Who does the writer
think is responsible for the crop circles?

2 Write the underlined expressions in the correct

columns.

I'm sure I'm reasonably I'm not sure

I sure

Mysterious patterns
a p p e a r in l o c a l field o v e r n i g h t
3 The article has three paragraphs. What does
the writer talk about in each one? ф This isn't the first time s u c h a thing h a s
h a p p e n e d a n d it probably won't b e the last
4 Read about a mystery. Then write three time either. For d e c a d e s , crop circles h a v e
sentences about it. Use a different expression b e e n fooling experts, who are still asking,
from Exercise 2 in each sentence. "What exactly c a u s e s these patterns?'

S o m e p e o p l e say aliens might c r e a t e this

MISSING HELICOPTER
A n army helicopter w i t h a pilot, co-pilot and
twelve soldiers on board has disappeared off
the north coast of Scotland. T h e last contact
with the helicopter w a s more than twelve
hours ago, w h e n the pilot radioed that
everything w a s O K .
No distress signal w a s received and, despite
a huge search over sea and land, no sign of
the helicopter has been found. W h a t has
happened to army helicopter 487?
5 Write a blog entry (200 words) explaining what
you think happened to the missing helicopter.
p h e n o m e n o n . They suggest that aliens
c o m e to Earth at night a n d l e a v e these
patterns in our fields. These p e o p l e are
definitely wrong. Even if aliens from other
planets existed, how c o u l d they land
a h u g e s p a c e s h i p without a n y o n e
noticing? It would b e impossible, of course.
(jcfr H u m a n s must h a v e m a d e these crop circles,
just a s they must h a v e m a d e all the others,
but I'm not certain how they did it. Obviously,
it c a n ' t h a v e b e e n d o n e by just o n e person;
it must h a v e b e e n a group a n d , more than
likely, quite a large one. Also, it's c l e a r that
the person, or people, behind the design
must b e extremely intelligent b e c a u s e these
patterns a r e extraordinarily complex. It w a s
most probably organised by a group of
Maths students from a university. It's the
kind of thing that students like to d o a s
a joke. But whoever did it, they've
certainly got p e o p l e talking.
 www.frenglish.ru

I! OBJECTIVES

FUNCTIONS: talking about futi

events; sympathising

MONEY
GRAMMAR: future continuous
future perfect
VOCABULARY: money and vak
jobs and work; by

1 Look at the photos and answer the questions.
1 W h i c h of the currencies d o y o u recognise?
W h e r e are they used?
2 W h i c h one is a digital currency? W h a t d o y o u
know about it?
3 Do y o u think there will still b e coins and
banknotes in 100 years? W h y ? / W h y not?
2 Off Read and listen to the article. Mark
the sentences T (true) or F (false).
1 Some p e o p l e believe the Bitcoin is the
future of money.
2 Governments don't take the Bitcoin
v e r y seriously.
3 James Howells bought his Bitcoins on
the Internet.
4 T h e value of the Bitcoin greatly increased
in its first four years.
5 Howells kept his Bitcoins in an online
bank account.
6 T h e r e is no chance Howells will ever find
his Bitcoin fortune.
• TRAIN TO TriiNK
Exaggeration
Sometimes writers exaggerate to create dramatic effect. Oft
this doesn't mean that what they're saying is completely tn
3 Look at these sentences from the article. Whicr
words show that they're exaggerations?
1 Undeniably, the future of money has never b e e n
so uncertain.
2 T h e Internet is by far the most important inventic
of our lifetime.
4 Read the sentences. Which isn't an exaggeratioi
Underline the words that help you decide.
1 There's no w a y that Bitcoins will exist in ten years
2 I f o u n d this subject really quite interesting.
3 It's the best article that has ever been written.
5 Rewrite these sentences so they contain an
exaggeration.
1 It w a s a really boring film.
2 Justin T i m b e r l a k e is a great singer.
3 Brian's g o o d at Maths.

92
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MONEY

T he Internet is by far and away the

most important invention of our
Lifetime and, over the last 20 years,
it's made great changes to our lives.
It's changed the way we shop and the
w a y we bank, and now it's making us
start to question the way we think
about money altogether. Undeniably,
the future of money has never been so
uncertain. Twenty years from now, will
we still be using notes and coins or
will we be using something completely
different? Many experts predict that
soon, different countries won't be
paying their bills in their own money
any longer. They say that in a few
decades' time, everyone all over the
world will be using a single currency,
the Bitcoin - digital money that has
already been called 'the gold of the
Internet age' by some.
Up to now, digital money has
mostly been the stuff of science fiction
films. Recently, however, a number
of stories about the Bitcoin have
made their way into our newspapers,
and governments around the world
have started to think about the
consequences of such a monetary
system. The Bitcoin first made an
appearance in 2009, when computer
whizz-kids invented 'mining', a way
of earning them by solving very
complicated mathematical problems.
One such person was James
Howells, an I T expert from Newport
, n
Wales. A few years ago, he'd mined
Bitcoins worth about £ 7 , 5 0 0 . Like
many of the Bitcoin pioneers, he
Probably didn't think too much about
his earnings. That was until, one day
in 2013, he discovered that the value
of his Bitcoins had gone up and they
were now worth about £4 million!
So where had Howells stored his
treasure? After looking for a long time
- on the hard disk of his computer,
on every single USB stick he could
find in his home, and on various CDs
^ treasure. Theoretically, if the hard disk
he had lying around in his study - the
terrible truth slowly dawned on him.
He'd stored the Bitcoins on an old
hard disk, and he'd thrown i t away
while clearing out old computer stuff
the previous summer. Howells rushed
to the recycling centre he'd taken it
to. He was told he'd have to search
though waste more than a metre deep
in an area the size of a football field.
Howells has told the Internet ^_
community the location of the ( J
recycling centre and has promised
a reward to anyone who finds the
hasn't been smashed, someone might
find it one day, and it might still
contain the data. Computer hard disks
are pretty tough and can keep data
even when they're underwater for quite
some time. But the chances are still
small. The recycling centre uses big
magnets to sort out the waste,
and magnets can erase data. Even
i f someone did come across the hard
disk, there might not be a trace of
Howells' Bitcoins on it any more!

LEAKING
Work m pairs. Discuss these questions.

1
How would y o u feel if y o u w e r e James Howells?
Have you ever lost important data? W h a t happened?
D o
you think the Bitcoin is h e r e to stay?

93
 www.frenglish.ru

GRAMMAR VOCABULARY
Future continuous Money and value
Complete the sentences from the article on 1 Match the words with the definitions.
page 93. Then (circle) the correct words to a tip | £ ( X ) off | a reward j a bargain j to o\
complete the rule. a refund | b e w o r t h | not g o o d value for mor
1 T w e n t y years from now, will still valuable ) on offer
notes and coins? 1 money that you get for doing something hel
2 In a few d e c a d e s ' time, e v e r y o n e all over the (for example, finding something that w a s los
world a single currency. 2 money that's paid back to you (for example,
y o u return something to a shop)

W e use the future continuous to talk
about things that will b e in progress at a specified
an unspecified time in t h e future.
Complete the sentences with the correct forms
of the verbs.
1 T o m o r r o w at 10 o'clock, I
2 Lucky y o u ! This time next w e e k , y o u
(enjoy) your holidays.
3 Susan is still at university, but a year from now, she
(work) in her dad's company.
3 extra money to thank someone (for e x a m p k
I a waiter) for a service
4 to n e e d to pay someone
5 available at a g o o d price (usually for a short
6 m o n e y taken away from the original price
7 something y o u get at a really g o o d price
8 not w o r t h its price
_ (sit) on a train. 9 having a v e r y high value
10 have a value of
2 Complete the sentences with the words fro
Exercise 1.

4 What I (do) three years from 0 I'm not buying the shoes in this shop. There':
now? I have no idea. another one nearby w h e r e they're on offer
5 Talk t o j a m e s now. Tonight he (play) 1 I Kylie £20.1 mustn't forget to rep
tennis, so y o u won't b e able to reach him. 2 M r B r o w n offered a big for any
6 T o m o r r o w afternoon, w e _ (have) a drink information that w o u l d help him to find his с
in a cafe next to the river. 3 T h e taxi driver was v e r y helpful, so w e gave I
a good
Complete the text. Use the future simple or
4 Have a look at this old coin. Do you think it's
future continuous form of the verbs.
much?
not travel I drink | wake up | put on
5 I bought this expensive laptop last w e e k . To<
not w o r k | pay I lie j have
I saw it in the shop for £ 1 0 0
1
I know w h e r e I'll be ten years from now. 1 6 T h e tablet didn't work, so I took it back to th
2
5 0 hours a w e e k in a small office. 1 two shop a n d they gave me a
hours e v e r y day to get to a n d from work. No, I
7 I paid £ 5 0 for this toy and it broke after a we
3
_ on a beautiful C a r i b b e a n b e a c h ! I
It really was
4
coconut water a n d reading a g o o d book.
5
8 I w a i t e d until after Christmas and got the bik
Every day will b e the same. I late and I
6 7
half price. It was a real
a long, lazy breakfast. I my
9 This vase is 3,000 years old and v e r y —
shorts and walk d o w n to the beach to meet my
8
friends. A n d how I for all of this?
3 ВЗИЗВИ Work in pairs. Discuss the quest
I'm going to find James Howells' computer!
1 W h a t ' s the most valuable thing that teenage
ЕЗНЯЗШ9 Work in pairs. Discuss what you will usually own?
be doing at these times. 2 W h a t are some g o o d ways to get a bargain?
1 an hour from now 3 this time next w e e k 3 In w h a t situations might y o u give someone a
2 at 8 o'clock tonight 4 on 1 J a n u a r y r e w a r d or a tip? Have y o u ever received one
4 H a v e y o u ever had to ask for a refund? W h a i
An hour from now, I'll be having lunch. Workbook pa

94
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по MONEY

MONEY - would you believe i t ? !

An American named Mueller
All the banknotes ever
The oldest type of money once paid $10,000 for a ...
produced for the board game
(and also the shape of the A piece of chewed gum.
Monopoly would create a
first bronze coins) w a s . . . В pair of jeans.
tower that i s . . .
A bananas. С bowl of chicken soup.
A 10 km high.
В shells. D used toothbrush.
В 100 km high.
С cows.
С 200 km high.
D trees.
D 2,000 km high.

Some special cash machines

Imagine you had 10 billion
in Japan give out money
banknotes (of any currency).
that i s . . .
If you spent one banknote
A calorie-free.
every second, your money
В bacteria-free.
would last for...
С sugar-free.
A 3 years.
D paper-free.
В 31 years.
С 317 years.
D 3,178 years.

LISTENING
Look at the questionnaire and try to guess the 2 SPEAKING Work in pairs. Compare your answers.
answers. Then compare with a partner.
3 Match the types of goal with the statements in
Listen to an extract from the quiz show Exercise 1.
Show Me The Money! Check your answers.
a financial goals
b educational goals

I THINK SELF-ESTEEM НИИНН с professional goals

What's important for your future? 4 Write sentences about your goals. Write about
at least one goal in each of the areas in Exercise 3.
1 Choose the statement that you agree with most.
1
When I'm 60, I'll be learning to play the guitar.
Twenty years from now, I h o p e I'll have enough
money to buy . . . In 20years, I'll be working as a translator and

A everything I want. I'll be able to speak pur languages.

В everything I n e e d . When I'm 50, I won't need to work any more.

2
It's important to have a j o b t h a t . . .
A
you enjoy.
B
Pronunciation
Pays a lot of money.
3
W h e n I look into the future, I can see . . .
Short and long vowel sounds: Д / - / i : /
A
a time w h e n I won't n e e d to learn anything
and / о / - / э и /
any more. Goto page 121.
B
that I'll always b e learning new things.
 www.frenglish.ru

READING
1 Look at the people in the photos.
If Nigel Wood, a nurse, earns £30,000
a year, how much do you think the
other two get?

2 Read the web forum page and

check your answers.

3 Read the forum entries again.

Answer the questions.

W h o thinks that footballers' high

salaries...
1 cause problems for other teams?
2 might cause p e o p l e problems in
the future?
3 n e e d to be looked at seriously by
the authorities?
4 are a g o o d thing?
5 are bad for young people's education?
6 are a question of economics?

E THEY WORTH IT?

In a word, no. The problem with the current system is that it sets such a bad exam|
W a y n e Rooney's contract with
for the younger generation. So many teenage boys want to be footballers or pop st
Manchester United s e e s him earning
because they see it as a quick way to make a lot of money. They don't think about t
a reported £15.6 million a year. This
fact that for every boy who makes it, there are thousands who don't. Of course, the
makes him the highest-paid player in
won't have thought about that before they leave school and then it'll be too late.
the English Premier League ... for now.
It means that by the end of his five-year
UKmum
contract, he'll have earned more than
£70 million for playing football. And that The Football Assocation (FA) keeps saying they want to control the amount of mon
footballer can earn, which will be a good thing. However, the FA is never the quicks
isn't counting the money he'll get from
organisation at getting things done. Who knows, hopefully by the year 2050, they'l
sponsorship deals.
have sorted this mess out. Something needs to be done.
Of c o u r s e , Rooney isn'tthe only one.
Lucy88
In f a c t . Premiership footballers earn
on average £1.1 million a year. T h a t ' s
The top footballers make far more money for their clubs than they get paid in salari
14 times more than the average
These clubs make a fortune from the sales of tickets, TV rights and football shirts
person working in management and because of these stars. It's a question of business and these players are good for
an incredible 36 times more than business. Of course they deserve their salaries.
someone working in public s e r v i c e ,
Simonsays
such as a nurse or a teacher. A s the
footballers turn up to matches in their
The problem with the current situation is that only the really big clubs can afford to
F e r r a r i s and Aston Martins, their fans
pay these kinds of salaries, so they get all the best players and win everything. Thi
take the bus or walk. The question
means they get more money from sponsorship and TV and they can increase their
w e ' r e asking is: are these players
players' salaries even more. It makes life really difficult for the smaller clubs.
really w o r t h the money?
Jimmy

96
 www.frenglish.ru
MONEY

GRAMMAR VOCABULARY
Future perfect Jobs and work
Complete the sentences from the forum entries on 1 Match the words with the definitions.
page 96. Then read the rule and complete it with public service | education | healthcare j law
the words. management | finance | salary | qualifications
1 By the e n d of his five-year contract, he employer j employee
more than £ 7 0 million for playing football. 1 abilities or e x p e r i e n c e n e e d e d for a particular j o b
2 O f course, they about that b e f o r e they 2 j o b s paid for by the government
leave school and then it'll b e too late.
3 p e o p l e w h o make the big decisions in a c o m p a n y
3 W h o knows, hopefully b y the year 2 0 5 0 ,
4 teaching a n d learning
this mess out.
5 a p e r s o n or organisation that p e o p l e w o r k for
have | past participle | will 6 an area of w o r k related to managing money
7 the m o n e y a person is paid for doing a j o b
8 an area of w o r k related to the legal system
W e use t h e future perfect to talk a b o u t
actions that will finish at s o m e time b e t w e e n n o w 9 an area of w o r k related to medicine
a n d a s p e c i f i e d time in t h e future. 10 s o m e o n e who's paid to w o r k for s o m e o n e else

now the end of the year

2 Complete the sentences with words from
J L Exercise 1.

£1 million £ 2 million £3 million 1 H e r d a d w o r k s in He's a nurse.

2 Margaret Bourne is the director of for
By the end of the year, he'll have earned more
a big company. She d e c i d e s on all the investments.
than £3 million.
3 J o a n n a was a police officer and now she's a teacher.
1 2 3
W e form it with + + She's b e e n in all her professional life.
W e often use it with by + a point in time or 4 L a r r y is a teacher. H e w o r k s in
by the time + a time clause.
5 T h e c o m p a n y suffered years of b a d
By 2050, ...
6 Microsoft is the biggest _ in the Seattle area.
By the time I'm 50,...
7 A d e g r e e a n d some e x p e r i e n c e in I T are necessary
for this j o b .

Complete the sentences with the future perfect 8 James w o r k s in He's a j u d g e .

form of the verbs. 9 Allan got a n e w j o b with a higher

T h e government (build) lots of new 10 She's b e e n an of this c o m p a n y for 25 years.

houses here b y 2 0 3 0 .
3 ВЗНЯЕИ Work in pairs. Discuss these
By the time I'm 35,1 _ (work) in I T for
questions.
over ten years.
1 W h i c h of t h e areas of w o r k in Exercise 1 w o u l d
If 1 w o r k really h a r d , I (do) my
y o u b e most / least interested in? W h y ?
h o m e w o r k by the time the match starts on T V .
T h e test is from 9 to 12 t o m o r r o w morning. 2 W o u l d y o u rather b e an e m p l o y e r or an
employee? W h y ?
So at 10 o'clock, I (not finish) it.
By that time, I ( b u y ) my first house.
I hope that three years from now, I (visit)
one or t w o other countries.
WRITING
SPEAKING Work in pairs. Look at the questions
and make notes. Then compare your ideas.
My life in the future
W h i c h tasks will / won't y o u have finished by Write about your life 30 years from now (150-200
6 pm t o m o r r o w ? words). Think about the things that you:

W h a t will / won't y o u have d o n e b y the e n d of • will b e doing. • won't have done.

the year?
• will have d o n e . • will still want to do.
W h i c h goals will / won't y o u have achieved six
years from now?

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Look at the photos and answer the questions.

W h a t has Jeff found?

W h y d o you think they're looking at the woman?

s n
Now read and listen to the photostory.
f o r * * Check your answers.

JEFF L o o k w h a t I f o u n d ! O u t s i d e h e r e , o n t h e
s t r e e t , b y t h e s h o e s h o p . M y l u c k y day, eh? A n d
y o u r l u c k y day, too! Let's go c r a z y - d e s s e r t s a r e
on me!
MIA But, Jeff, t h e m o n e y isn't o u r s . W e c a n ' t j u s t

LEO I'd r e a l l y like o n e of t h e s e f a n c y г s p e n d it o n o u r s e l v e s like t h a t .

JEFF W h y n o t ? There's n o w a y to find t h e p e r s o n
d e s s e r t s . Like t h i s o n e , w i t h n u t s a n d
w h o lost it, is t h e r e ?
e v e r y t h i n g , a n d t h e b a n a n a ...
MIA I ' m j u s t s a y i n g it d o e s n ' t feel right, t h a t ' s all.
FLORA A b a n a n a split! M m m , t h e y ' r e
JEFF D o n ' t b e silly. C o m e on, o r d e r w h a t e v e r
a m a z i n g . Let's s e e . Oh, t h e y ' r e £6.99.
you want.
I d o n ' t h a v e t h a t k i n d of m o n e y .
MIA Tell m e a b o u t it. I'd r e a l l y like o n e of LEO OK. If y o u s a y so, Jeff!
t h o s e h o t c h o c o l a t e d r i n k s w i t h all t h e
e x t r a s . But I j u s t c a n ' t afford it.
LEO Well, d o n ' t look at m e . I'm b r o k e t o o .
N o b a n a n a splits for m e either,
I ' m afraid.
(Jeff arrives)
JEFF Hi, y o u lot. Wow, y o u d o n ' t l o o k v e r y
happy.
MIA Just feeling s o r r y for o u r s e l v e s . W e ' r e
all s t r a p p e d for c a s h , s a m e as u s u a l .
JEFF A h , well, i n t h a t c a s e , y o u s h o u l d b e
really h a p p y t o s e e m e !
LEO A n d w h y ' s t h a t , Jeff?

WAITRESS The u s u a l , M r s B r a d y ? A l a r g e coffee?

MRS BRADY I'd b e t t e r h a v e a s m a l l coffee t o d a y . You k n o w , t h i s m o r n i n g I lost £20.
WAITRESS O h n o ! That's a s h a m e . I ' m r e a l l y s o r r y t o h e a r t h a t .
MRS BRADY Yes. I m u s t h a v e lost it a r o u n d h e r e s o m e w h e r e . T h a t ' s a lot of m o n e y for m e .
WAITRESS O h d e a r ! W h a t a pity! N e v e r m i n d - m a y b e y o u j u s t m i s p l a c e d it a n d y o u ' l l find it a g a i n .
MIA D i d y o u h e a r t h a t ? W e a t e t h e old l a d y ' s m o n e y !
FLORA I k n o w . H o w awful!
LEO L o o k w h a t y o u did, Jeff!
JEFF D o n ' t l o o k at m e ! It's n o t m y fault. I d i d n ' t e a t all of t h i s b y myself, y o u k n o w !
 www.frenglish.ru
MONEY

DEVELOPING SPEAKING

W o r k in p a i r s . D i s c u s s w h a t h a p p e n s n e x t in t h e
story. W r i t e d o w n your ideas. WordWise
We think they go and speak to the old lady and
live hey some
5 l money
ey. by
W h a t d o t h e p h r a s e s in b o l d r e f e r t o ?
Ш* EP4 W a t c h and find out how the story
M a t c h 1-4 w i t h a - d .
continues.
1 It's called 'the gold of the Internet age' b y
some people.
M a t c h 1-7 w i t h a - g .
2 H e got the Bitcoins b y s o l v i n g complicated
1 T h e four friends d e c i d e Pj Maths problems.
2 Jeff 3 I f o u n d it in the street, b y t h e s h o e s h o p .
3 F l o r a
L J 4 Dad, I need £20 by tomorrow.
4 Leo a a location
5 Mia b a time in the future
6 In the cafe, Flora с a w a y to d o something
7 T h e old lady d the person / p e o p l e w h o d o something
a gets some money in a d v a n c e for a j o b .
b gets m o n e y from a j a r at home. Complete the sentences with the phrases.

с gives some money to the old lady. by the entrance | by the e n d of class

d to get m o n e y to give to the old lady. b y the football club j by selling

e finds some more m o n e y in her pocket. 1 Please finish Exercise 2

f sells some old books. 2 He's paid a lot that he plays for.
g finds m o n e y in all kinds of different places. 3 M e e t me t o m o r r o w to the cinema.
4 Jeff got money old books.

PHRASES F O R F L U E N C Y
1 F i n d t h e s e e x p r e s s i o n s in t h e p h o t o s t o r y .
W h o s a y s t h e m ? H o w d o y o u s a y t h e m in
your language? FUNCTIONS
1 same as usual Sympathising
2 Don't look at m e !
1 L o o k b a c k at t h e photostory. C o m p l e t e the
3 Hi, y o u lot.
e x t r a c t s w i t h t h e p h r a s e s in t h e l i s t .
4 ... i s / a r e on me.
That's a shame j N e v e r mind | H o w awful
5 ... . t h a t ' s a l l .
W h a t a pity | I'm really sorry
6 It's not my fault!
MRS BRADY This morning I lost £20.
2 U s e t h e e x p r e s s i o n s in E x e r c i s e 1 t o c o m p l e t e WAITRESS Oh no! 1
! 2
to hear that.
the conversations.
MRS BRADY [...] That's a lot of money for me.
1 A I haven't got enough money for lunch. WAITRESS Oh dear! 3
! 4
- m a y b e you
В Well, ! I can't pay. just misplaced it and you'll find it again.
С It's O K . I'll pay for the f o o d . Lunch !
2 MIA W e ate the old lady's money!
A H o w are y o u all?
5

FLORA I know. !
В Oh, , really. Nothing changes a lot,
d o e s it? W o r k in p a i r s . W r i t e f o u r - l i n e c o n v e r s a t i o n s
3
A W o w , this room is really untidy! l i k e t h e o n e in E x e r c i s e 1 a b o u t e a c h o f t h e s e
В Hey! ! Julie made the mess, not me. situations. T h e n act t h e m out.
С O K , calm d o w n . I didn't say it w a s y o u . I just Y o u tell your friend t h a t . . .
said it w a s untidy,
• y o u r exam results are v e r y b a d .
• y o u lost some money.
• y o u broke y o u r mobile phone.

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CAMBRIDGE ENGLISH: TOWARDS First

И N С EXAMS
LISTENING
Part 2: Sentence completion
с а й в е ! You will hear Conner talking about the Royal Mint, where money is made. For questions 1-10,
complete the sentences with 1-3 words.

Someone who collects 1 is known a s a numismatist,

The Royal Mint is the Щ mint in the world.
The Mint doesn't make 3 ; that's the responsibility of the Bank of England,
When the Mint started, Ц§ ruled England.
Work at the Royal Mint never 5
In one 6 , the Mint can produce 90 million coins.
The Mint produces coins for 7 different nations a s well as the UK.
A metal disc with nothing printed on it is called a 8
In 2012, the Mint made coins to commemorate the 9 and the Queen's Diamond Jubilee.
Because of security concerns, you can't 10 the Royal Mint.

WRITING
Part 1: Essay
In your English class, you have been talking about money. Now your English teacher has asked you to write
an essay for homework.

Write your essay using all the notes and giving reasons for your point of view. Give your opinion (for or
against) in the last paragraph.

Is it more important to enjoy your j o b or earn a lot of money?

Notes - W r i t e about:
1 material possessions.
2 happiness and j o b satisfaction.
3 (your own idea)

Write your essay in 140-190 words.

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ST YOURSELF
VOCABULARY
1 Complete the sentences with the words / phrases in the list. There are four extra words / phrases.
unexplained | w e n t missing bargain I mysterious | w o r t h | e m p l o y e r | on offer
e m p l o y e e j alien j refund go v e r y well | salary j o w e | going for

1 He's w o r k e d for that c o m p a n y for 25 years now. He's their oldest

2 N o b o d y knows what h a p p e n e d to him. T h e mystery of his d i s a p p e a r a n c e is still _
3 His plane over the Atlantic O c e a n .
4 Michael lent me some money last month. I still - him 75p.
5 I bought this camera for half price. It was a real !
6 You've paid too much for it. It isn't that much money.
7 I'm afraid the exam didn't I'm sure I've failed it.
8 He's b e e n training all year. He's a gold medal.
9 Y o u k n o w those trainers y o u like? T h e y ' r e at the moment! Y o u should buy them.

10 It's broken. I think y o u should take it back and ask for a

GRAMMAR
Complete the sentences with the verbs in the list. There are two extra verbs.
might ; must have | should have | won't be working | might have
will b e living j will have written | couldn't have

1 She hurt her head w h e n she fell off her scooter. She w o r n a helmet.
2 She's a really g o o d player. If she'd e n t e r e d the race, she _ _ w o n it.
3 By the time I'm 25,1 on a G r e e k island!
4 In ten years' time, I for anybody. I'll have my own company.
5 He_ s t o p p e d the accident. H e was too late.
6 By the time I'm thirty, I my first novel.

3 Find and correct the mistake in each sentence.

1 H e shouldn't has left the w i n d o w o p e n . That's how the burglar got in.
2 She might like the film if she had come.
3 In ten years' time, I h o p e I will have working in L o n d o n .
4 W h e r e will y o u living in 2 0 years' time?
5 H e must b e finished his homework by now.
6 In five years' time, I will have climb M o u n t Everest.

FUNCTIONAL LANGUAGE
4 ^jrcle) the correct words.

1 A N o w a y ! This piece of rock can't I mustn't be from another planet.

В I don't agree with y o u . I think it can / might be.
2 A I'm many I really sorry I can't c o m e to the football match with y o u .
В N e v e r mind I know. Y o u can come with me next w e e k .
3 A Hi, y o u lots I lot. I'm sorry I'm late. W h a t would you like to eat?
В Same as normal I usual, please!
4 A It goes without seeing I saying that Peter can't come on Saturday.
H e crashed his scooter.
В H o w shameful I awful\
MY SCORE
2 2 - 3 0I Щ
10-21
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11 H E L P !
READING
1 Look at the photos. What is the same about
all of them? What is different in each one?

2 Read the sentences. Which photo(s) might

each one refer to?

1 It took the rescuers a long time to bring the

victim d o w n .
2 T h e victim was given first aid b e f o r e going
to hospital.
3 T h e helicopter emergency services
managed to pull the victim out of the sea.
4 After the rescue operation, the victim was
taken to hospital for treatment.

3 Make a list of people and things that can

help in an emergency. Compare your ideas
with others in the class.

Things ^IjPeople
ambulance j police officer

Look at the photos on page 103 and the

title of the news report. What do you think
it's about? Read the report quickly and
check your ideas.

Read the report again and listen.

Mark the sentences T (true) or F (false).

1 T h e accident h a p p e n e d on a w i n d y day. j
2 A mother and her b a b y w e r e
swimming in the sea.
3 M r R e e d e r thought for a long time
b e f o r e he w e n t into the water.
4 T h e b a b y was in the water for about
five minutes.
5 T h e person w h o h e l p e d the b a b y

6
breathe again was a nurse.
M r R e e d e r k n e w the b a b y w a s O K
•
7
w h e n he saw the nurse.
M r R e e d e r was happy w h e n the boy's
•
grandfather told him the news.
8 M r R e e d e r agrees that he was brave
that day.

LOCAL MAN'S BRAVERY REWARDED
G eorge Reeder, 6 3 , of Watchet in
Somerset has been given a bravery
certificate for saving the life of a six-
month-old baby.
It was a cold and windy morning
in Watchet in January 2013. T h e local
harbour master, George Reeder, was
c a r r y i n g out his regular duties when he
heard a noise that caught his attention.
O n the other side of the harbour, some
people were pointing and shouting, so he
cycled over as fast as he could.
Mr Reeder expected to see a dog
in the sea, but instead he saw a baby's
buggy in about four metres of freezing
cold water. A woman was screaming
desperately - her six-month-old baby
boy was strapped into the buggy and
TRAIN TOTHiNK I
Understanding cause and effect
There is only a cause-and-effect relationship
two ideas if we can prove that one thing
to another.
6 Match causes 1-5 with effects a - e .
Then check your answers in the article.
1 T h e b a b y was in great danger.
H e saved the baby's life.
H e h e a r d a noise.
H e learned that the b a b y w a s O K . |
T h e b a b y wasn't breathing.
H e got a b r a v e r y certificate.
H e c y c l e d quickly to s e e what was happening.
A nurse gave first aid.
H e j u m p e d in the water without thinking.
H e felt v e r y relieved.
www.frenglish.ru
11 HELP!
was i n the water. T h e strong w i n d had
blown the buggy into the sea. M r Reeder
quickly decided to do something.
T went over and saw that the buggy
was upside-down ... and I jumped in,'
said M r Reeder. H e pulled the buggy
over to the sea w a l l . Some other people
helped to tie a rope to the buggy, and
they managed to p u l l it out of the water
and to safety, but not before the baby had an air ambulance helicopter arrived
spent around five minutes in the sea. and the baby was taken to hospital. M r
Tanya Allen, a passer-by (who, Reeder said it was incredible that the
fortunately, was a nurse), gave the baby baby survived. 'It's such a miracle,' M r
C P R and was able to get h i m to breathe Reeder added.
again. M r Reeder remembered seeing After he'd finished helping the
a little bit of breath coming out of the baby and the helicopter had gone, M r
baby's mouth. ' I thought, he's a l l right. Reeder went home to recover from the
He's alive. B r i l l i a n t ! ' he said. Then experience. The child's grandfather
knew M r Reeder and, a little later, went
to his house to tell h i m that the boy
was out of danger. M r Reeder was very
relieved and happy to hear that.
M r Reeder said that he hadn't really
been brave. 'It was everyone - from
Tanya doing the C P R to the helicopter
pilot,' he said. ' I ' m just glad I could help.'
B u t when M r Reeder got the certificate,
a council spokesperson said that what
he'd done was very courageous. ' T h i s
was an extremely brave act, as he put his
own life at risk.' T h e council has advised
local people to avoid w a l k i n g along the
seafront i n very windy weather.
between
leads
7 Complete 1-3 with a cause or an effect.
1 T h e w i n d b e c a m e v e r y strong, so the h e l i c o p t e r . . .
2 . . . , so w e d e c i d e d to call the e m e r g e n c y services.
3 . . . T h e r e f o r e , the victim w a s taken to hospital.
SPEAKING
Work in pairs. Discuss these questions.
1 M r R e e d e r said he hadn't b e e n brave. D o y o u agree with
him? W h y (not)?
2 Do y o u think that y o u could d o the same thing in M r
Reeder's situation?
3 D o y o u k n o w any other stories of ordinary p e o p l e being
heroes?
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GRAMMAR VOCABULARY
Verbs followed by gerund or infinitive Danger and safety
1 Replace the underlined phrases with the words
Complete the sentences from the news report on
and phrases in the list.
page 103. What do the verbs have in common?
rescued | dangerous j in danger j to safety
1 Mr Reeder remembered a little bit of
s u r v i v e d | recover | save his life | out of danger
breath coming out of the baby's mouth.
2 After he'd finished _ the b a b y and the 1 H e was in a terrible accident, but he didn't die.
helicopter had gone, Mr R e e d e r w e n t home. 2 Don't go into that r o o m ! T h e r e might be something
3 T h e council has advised local p e o p l e to that could hurt y o u in there.
avoid along the seafront in v e r y 3 She w e n t to hospital to get better.
w i n d y weather. 4 Mr R e e d e r took the baby away from a bad situation.
5 H e managed to stop him being killed.
Now complete these sentences from the report.
6 People w h o lived near the volcano m o v e d away
What do these verbs have in common? Then
so they w e r e not going to be harmed.
complete the rule. Label the columns with
to + infinitive or gerund. 7 People w h o d r i v e really fast sometimes put their
lives in a situation of potential harm.
1 He expected a d o g in the sea.
8 T h e helicopter t o o k him to a place w h e r e he wasn't
2 M r R e e d e r quickly d e c i d e d something. going to b e h a r m e d .
3 S o m e other p e o p l e h e l p e d a r o p e to
the buggy. 2 (^jrcU») the correct words.
4 T h e y managed it out of the water. 1 T h a n k y o u so much - y o u rescued I saved my life!
2 W e can go in here. It isn't safe I dangerous at all.

RULE: 3 W e w e r e lucky to survive I save the accident.

1
Followed b y
enjoy, (don't) mind,
(can't) stand, finish,
imagine, feel like,
suggest, practise,
miss, avoid
4 T h e boat sank, but all the passengers w e r e
Followed by _ _ _ 2
recovered I rescued by another boat.
hope, promise, learn, 5 Fortunately, he recovered I saved from his injuries.
expect, decide, afford, 6 N o o n e d i e d . A l l the passengers rescued I survived.
offer, choose, want
7 S h e was b a d l y hurt in the accident, but fortunately
she's in I out of danger now.
8 T h e helicopter flew the survivors in danger I to safety.

Complete the sentences. Use a verb from A 3 ВЗНЗШЗ Work in pairs or small groups.
followed by a verb from В in each sentence. Discuss these questions.

A choose j hope I avoid I feel like I decide j finish

В stay | watch | see | buy j speak | go

0 I can't believe y o u chose to stay at home last

night rather than come to the cinema with us.
1 After a lot of thought, 1 a new bike.
2 Bye! I y o u again soon.
3 I'm so tired. I just to b e d .
4 I really don't like him, so I to him.
5 I'll help y o u . I'll just this v i d e o first.

In which sports a n d activities are p e o p l e in danger?

Pronunciation
D o y o u d o them? W o u l d y o u like to? W h y (not)?
S t r o n g a n d w e a k forms: /tu:/ a n d Д э / D o y o u know of s o m e o n e w h o has b e e n in a b a d
Goto page 121. accident a n d s u r v i v e d ? H o w d i d he/she survive?
D o y o u know anyone who's saved another person's
life? W h o was it? W h a t h a p p e n e d ?

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HELP!
11

In which picture(s) can you see these things? You're going to hear a story about

a well j a farmer | a d o n k e y j a w h e e l b a r r o w j earth a farmer, a donkey and a well. Put the pictures
in the order you think tells the story. Then
listen and check.

OSE Listen again. Answer the questions.

1 W h y didn't the farmer throw a r o p e to

the donkey?
2 W h y didn't the farmer go into the well?
3 W h y d i d the farmer throw earth in the well?
4 W h y d i d the d o n k e y stop making a noise?
5 W h a t d o e s the presenter think the moral is?

ЕЛЗЯШЭ Work in pairs or small groups.

What do you think the moral of the story is?
Do you know any other stories with morals?

GRAMMAR FUNCTIONS
to I in order to I so as to Expressing purpose
Look at the sentences from the listening. Then 1 Match 1-5 with a - e .
complete the rule.

1 T h e farmer ran over to see what had h a p p e n e d .

1
2
W h y d i d she send y o u a card?
W h y d i d y o u get up early yesterday?
•
2 H e couldn't throw a r o p e d o w n in order to pull the 3 W h y d i d y o u go into town?
d o n k e y out. 4 W h y d i d he save his money for so long?
3 I'm d o i n g this so as to help the d o n k e y die quickly. 5 W h y d i d they move house?

a T o watch the sun come up.

R U L E : W e can use to + infinitive to talk a b o u t b In o r d e r to get a new guitar,
p u r p o s e . In m o r e formal language or in writing,
с So as to have more room,
w e can also use or + infinitive.
d T o get a present for my mum.
e T o say thank you.

Think about the stories in the unit so far. Match 1-4

2 Work in pairs. Think of three Why do I did
with a - d . Then rewrite each pair as one sentence
you... ?questions to ask your partner. Ask
using the words in brackets.
and answer each other's questions.
[—

0 W h y d i d the farmer get some earth? I t

The farmer got some earth to bury the donkey.
• THINK SELF-ESTEEM ШШШ
1 W h y d i d M r R e e d e r j u m p into the water?
2 W h y d i d the farmer look into the well? Offering and accepting help
3 W h y d i d the nurse stop on the seafront?
1 Mark each statement from 1 to 5
4 W h y d o the authorities say not to walk on the
(1 = I strongly agree; 5 = I strongly disagree).
seafront in w i n d y w e a t h e r ?

a rescue a small boy. (to) 1 H e l p i n g s o m e o n e else makes me feel g o o d .

b prevent future accidents, (in o r d e r to) 2 I only help s o m e o n e w h e n they ask me to.

с see w h y the d o n k e y w a s quiet, (so as to) 3 Y o u can always help another person.

d help the b a b y boy. (in o r d e r to) 4 I only help p e o p l e w h e n I think they can also
help me.
e b u r y the donkey, (to)
5 I try to d o something myself before I ask for help.

2 ЕШЗЗШЭ Discuss your answers in

small groups.

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READING
1 In the UK, you dial 999 for the emergency services. 2 Read the article. Which of the 'emergency' calls
What number do you call in your country? Does it do pictures A - C show?
depend on the type of emergency?

EMERGENCY? WHAT EMERGENCY?

An emergency service should be exactly that: a service that you phone in an emergency. You might need to call
an ambulance if you're in a car accident or the police if you see a crime happening. But some people phone the
emergency services for such unimportant reasons that it's hard to believe these calls are real. Then again, there
are some crazy people out there, so perhaps it isn't really so surprising that the emergency services get some
unusual calls.

Here a r e s o m e e x a m p l e s t h a t w e ' v e h e a r d a b o u t f r o m e m e r g e n c y c e n t r e s all o v e r t h e w o r l d .

1 'I ordered food from a Chinese takeaway and
it hasn't come yet. I'm so hungry! Can you tell
them to hurry up, please?'
2 'My children are making such a loud noise
upstairs that I can't think properly. Can you come
and calm them down, please?'
3 'My car's parked outside my house. There's a lot
of snow on the road. I'm too scared to go out to
my car.'
4 'My brother-in-law has been staying with us for
two weeks. He's so boring that I can't stand it any
more. Please come and tell him to go home.'
5 'There's a black cat in my garden. Black cats are
such unlucky animals. Can someone please come
and take it away?'
6 'There's a big bright thing in the sky. I'm really
worried. I want someone to come and look,
please.' (A police car went. It was the moon.)
7 'I'm trying to find a shop in the town centre and I
can't. I'm so tired that I'm almost in tears.'
8 'I think the Prime Minister is such a good-looking
man, and I want to phone him and tell him. Can
you give me his telephone number, please?'

These calls are amusing to read about, but they can have very serious consequences. 'Every call takes about a minute,' said
one man who works in emergency services. 'Perhaps that doesn't sound a very long time, but in that one minute, other
people are calling who really have an emergency. And for them, a minute might be really important.'

So let's get really serious: please THINK before you call the emergency services. And, of course, remember that you should
never phone them with information that's untrue - it's irresponsible and it's also illegal.

3 Read the first and last paragraphs again. Answer the questions.

1 W h a t examples are given of real emergencies?

2 W h y should y o u never phone e m e r g e n c y services with untrue information?

4 В Ш Ш Work in small groups. Which of the calls do you think was the craziest?
 www.frenglish.ru

HELP!

GRAMMAR VOCABULARY
so and such Adjectives with negative prefixes
Complete the sentences from the article 1 Replace the underlined words with one word.
on page 106. Then complete the rule.
0 M r R e e d e r was not concerned about his own safety.
1 I'm hungry. C a n y o u tell them unconcerned
to hurry up, please? 1 It w a s not possible to get the d o n k e y out of the well.
2 I think the Prime Minister is 2 T h e farmer thought that the d o n k e y was d e a d and he
a good-looking man. was not happy.
3 Black cats are unlucky animals. 3 It's not surprising that they get so many crazy calls.
4 S o m e p e o p l e call 9 9 9 for not important reasons.

R U L E : W e can use so or such to emphasise 5 T h e s e not necessary calIs take up a lot of time.

adjectives, a d v e r b s , nouns a n d noun 6 Y o u should never p h o n e with information that's not true -
phrases: it's not responsible and it's also not legal.
1
+ adjective / adverb
2
2 Which negative prefixes do these adjectives take? Write
(+ о / on) (+ adjective) + noun
them in the correct columns.

surprising 1 comfortable j formal j patient

Now complete these sentences from the responsible | logical | possible j helpful
article and complete the rule. polite 1 regular | legal | expensive | healthy
c o n c e r n e d ! afraid
1 He's that I can't stand it any
more. un- im- in- ir- il-
2 I'm that I'm almost in tears.
unsurprising
3 M y children are making that I
can't think properly.
3 Complete the questions. Use adjectives from Exercise 2
4 S o m e p e o p l e call 9 9 9 for that
with negative prefixes.
it's hard to believe these calls are real.

R U L E : W e also use so or such to show how

o n e thing is a result of another. W e form the
sentence in the same w a y a n d so or such is
f o l l o w e d by

3 Join the pairs of sentences. Use sol such

... that.

0 W e w e r e v e r y late. W e had to take a taxi.

We were so late that we had to take
a taxi.
1 It w a s a v e r y b a d accident. T w o p e o p l e
had to go to hospital.
2 It was v e r y windy. It w a s dangerous to
walk there. 0 D o y o u think it's v e r y impolite to talk with food in your

3 T h e well was d e e p . T h e d o n k e y couldn't mouth?

get out. 1 D o y o u think it's to eat fried f o o d ?

4 T h e r o a d was v e r y icy. It w a s dangerous to 2 D o y o u w o r r y a b o u t exams, or are y o u ?

drive on it. 3 D o y o u sometimes get a little
5 T h e y w e r e careless p e o p l e . T h e y always wait for things?
forgot to lock the d o o r to their house. 4 D o your parents think you're too
alone all w e e k e n d ?
5 Do y o u think that
w h e n y o u have to
to b e at home
clothes are always b a d quality?

ЕЕПЗШЗ Work in pairs. Discuss the questions in

Exercise 3.

W o r k b o o k p a s e 102
 www.frenglish.ru

Culture
1 Look at the photos. What do you think these men escaped from? How do you think they did it?

2 I S Read and listen to the article. Check your answers.

THE GREAT ESCAPE

After many tragedies, there are always stories of people who have shown an amazing
ability to survive. Here are two stories which remind us that miracles can happen.
On 5 August, 2010, the San Jose copper and gold mine in the
Atacama Desert in Chile collapsed and 3 3 miners were trapped
underground. The mine had a poor safety record, and there were
fears that the missing men wouldn't come out alive. A rescue
team immediately began drilling into the ground where it was
thought the men might be. On Day 17, when the drill was brought
out of the ground, there was a note taped to it. In bright red
letters it read: 'We are alive and well in the shelter, all 33 of us.'
It was the news the whole country had been waiting for and the
Chilean government promised to bring them out alive. For the
next seven weeks, rescue teams from all over the world worked
together to drill a hole big enough to bring out the men, who were
waiting 700 metres below the ground. It was a long, difficult and
dangerous job, but on 13 October, more than a billion people
around the world watched live on TV as the first of the miners In June 2013, a rescue diver was swimming through the wreck of
was finally brought above ground. Twenty-four hours later, the last the tugboat Jascon-4 when he got an enormous shock: a hand
miner, number 3 3 , was reunited with his family and friends. reached out and grabbed his leg. The ship had sunk two and a
half days earlier and was now lying 30 metres below the surface
of the water. The diver, who was part of a team looking for the
bodies of the 13 crew members, hadn't expected to find anyone
alive. But one man had managed to survive. Twenty-nine-year-old
Harrison Okene from Nigeria was the ship's cook. When the ship
got into trouble in rough seas and started turning over, Okene
found an air pocket and put his head in it. As the ship sank
towards the sea floor, he expected the pocket to fill with water,
but it didn't. Despite the freezing water and having nothing to
eat or drink, Okene had enough air to breathe. There was nothing
he could do except wait. Sixty hours after the ship went down,
Okene heard knocking and knew that rescue teams had entered
the ship. He still wasn't safe, and a complicated plan was needed
to bring him slowly to the surface. Unfortunately, none of the
other crew members survived. But for one man, the tragedy had
ended with a miracle.

3 Read the article again. What do these numbers

refer to? 4 Work in pairs. Discuss these questions.
1 W h a t d o y o u think these p e o p l e did while they
0 7 The number of weeks the miners were w e r e waiting to b e rescued?
trapped underground. 2 T h e s e p e o p l e had accidents at work. Do y o u
1 13 3 29 5 33 think p e o p l e should b e rescued w h e n they are
2 17 4 30 6 60 doing dangerous things for pleasure, for example,
climbing mountains? W h y (not)?

108

VOCABULARY There are seven highlighted words or
phrases in the article. Match them with these definitions.
the history of accidents at a place
gone d o w n in the water
a terrible event that often kills many p e o p l e
an amazing event that almost seems impossible
an instrument that makes a hole in the ground
what's left of a car, ship, plane, etc. after a crash
WRITING
A story about a rescue
1 Read the story. Answer the questions.
1 W h y d i d the boy and his friends walk across o p e n land?
2 H o w long d i d the rescue take?
3 W h y d i d he n e e d to go to hospital?
4 H o w d i d his mother feel about the rescue?
2 Complete the story with the words.
later | a n d : after | but ! which i w h e r e because
The story has four paragraphs. Which of them:
a gives details about how the accident h a p p e n e d ?
b gives people's reactions to the accident?
с gives a summary of the w h o l e event?
d describes how the accident was dealt with?
Think of a rescue that you know about or invent one.
Write a story (200 words). Think about:
• w h o was involved in the accident and the rescue.
• any special w o r d s that y o u will n e e d to talk about the
accident. ( U s e a dictionary to help you.)
• how to organise the information into paragraphs.
• how to make the story dramatic.
www.frenglish.ru
In M a r c h 2 0 1 4 , 1 4 - y e a r - o l d Z a ' Q u a n
Clyburn from North Carolina, U S A ,
1
was rescued he got t r a p p e d
in m u d .
Z a ' Q u a n was walking home with some
friends. To save time, they w a l k e d across
2
s o m e o p e n land was being
p r e p a r e d for building. Z a ' Q u a n w a l k e d
d o w n a hill t o w a r d s a l a r g e p o o l of
water. He thought the ground w a s solid
3
t h a t he c o u l d w a l k a c r o s s
it, b u t it w a s m u d . H e s a n k into it a n d
c o u l d n ' t g e t out. T h e m u d w e n t up t o
his c h e s t a n d t h e n a l m o s t t o his c h i n .
O n e of his f r i e n d s c a l l e d 9 1 1 . F i r e
fighters arrived and started to work
t o g e t Z a ' Q u a n out. It t o o k 2 4 p e o p l e
a b o u t half a n h o u r t o f r e e h i m . Z a ' Q u a n
w a s e x t r e m e l y c o l d a n d in s h o c k , a n d his
4
l e g s w e r e v e r y painful of t h e
p r e s s u r e of t h e m u d . A n a m b u l a n c e t o o k
5
him to hospital, he w a s k e p t
for t w o days.
O n e of t h e fire f i g h t e r s s a i d , ' T h e
outcome could have been much worse,
6
fortunately he c a m e through
7
it O K . ' T h e b o y ' s m o t h e r s a i d
t h a t s h e w a s really g r a t e f u l t o t h e
people w h o had w o r k e d so hard and
r i s k e d t h e i r lives t o s a v e her s o n .
?
 www.frenglish.ru

OBJECTIVES

FUNCTIONS: expressing regret;

talking about fears

I A FIRST T I M E FOR GRAMMAR: phrasal verbs; / wish I

If only + past perfect
VOCABULARY: phrasal verbs (2);

I EVERYTHING nervousness and fear

READING
SPEAKING Look at the photos. Which of these
first experiences do you remember? Tell your
partner. What other things can you remember
doing for the first time?

/ remember my first day at school. I was six and I cried.

I think I can remember the first time I... • TRAIN TO THINK

Logical conclusions
2 Read the article quickly. <^jrcj^) the correct word.
Pay attention to conclusions in a text. Look at the ideas and
In this study, most of the children r e p o r t e d that their arguments carefully. Do they lead logically to the conclusion?
earliest memories w e r e happy I unhappy.
4 Here is a conclusion from the article. Which two
3 ОШ Read the article again and listen. Answer
ideas in the text lead to it? Is it a logical conclusion?
the questions.
This seems to suggest that our memories change
1 W h y did T o m cry? in the early years, but that at around the age o f t e n ,
2 W h y did Alice cry? they crystallise.
3 A c c o r d i n g to this research, is it true that children
don't form many memories b e f o r e their fourth or 5 Look at the underlined conclusions. Which

fifth birthdays? aren't logical? Why?

4 W h a t t w o things did the researchers ask the
children in the first interview?
5 H o w much time passed b e t w e e n the first and
s e c o n d interviews?
6 W h a t was different in the second interview with
the children a g e d four to seven?
7 H o w d i d the children a g e d ten to 1 3 reply to the
question in the second interview?
8 W h a t question about childhood memories are the
researchers trying to answer now?
1 S o m e B r a d l e y C o o p e r films are brilliant. He's in
Limitless. It must b e a g o o d film.
2 T h e chef of the restaurant around the corner
is famous for his steak. Jane often eats there.
T h e r e f o r e , J a n e often eats steak.
3 A p p l e s are v e r y healthy fruit. I often eat apples.
I have a healthy diet.
4 T i n a has fair skin and burns v e r y easily. She's
going to Brazil for a beach holiday. She needs to.
protect her skin from the sun.

110
 www.frenglish.ru
! A FIRST TIME FOR E V E R Y T H I N G
шшшшмттшм • II i ИWlllll I—Hill

The first thing you remember

M ost adults remember little about things that
happened in their very early childhood. As a
result, some people think that we aren't really able to
form memories before our fourth or fifth birthdays. But
4
scientists carrying out research into early memories
have suggested that this is untrue. They claim that we
do form memories at a very young age. However,
what we remember about our very early lives seems
to change as we get older.
Researchers in Newfoundland, Canada, worked
with 140 children aged between four and 1 3. First,
they asked their participants to describe their earliest
memory. Then they asked them roughly how old
they'd been when the event occurred. Next, they
asked the children's parents to confirm that the event
actually happened. All the answers were written
down. The researchers waited for two years before
they went back to the children and asked them again,
'What's your earliest memory?'
Nearly all the children who were aged between
four and seven in the first interview said something
very different in the second interview. And when the
remember l w a s researchers reminded them of what they'd said the
eating an ice cream first time, many of the children said: 'No, that never
when a dog came happened to me.' On the other hand, many of the
and took it out of children who were between ten and 13 at the first
my hand. I cried. interview described exactly the same memory in
I w a s two, I think.' the second interview. This seems to suggest that our
memories change in the early years, but that at around
Tom, 10
the age of ten, they crystallise - the things that we
remember get fixed.
5
The researchers are now looking into the question
'I w a s maybe four. of why children remember certain events and not others.
W e were driving to We sometimes think that most first or early memories
our grandma's and are about very stressful things that happened to us as
6
2
our car broke down. children, because bad things stand out in our minds.
W e couldn't get out But in this study, stressful events were only a small
of the car and I cried. percentage of what the children said they remembered.
A mechanic came to More often, children's early memories were happy ones.
7
3
sort it out.' The researchers are trying to work out why this is the
8

Alice, 12
case. We can surely look forward to more fascinating
discoveries about memories in the near future.

SPEAKING
Work in pairs. Discuss these questions.
1
What's your first m e m o r y ? Is it of a nice moment or a stressful event?
2
Is carrying out research on m e m o r y important and useful? W h y (not)? W h o might use this information a n d how?

111
 www.frenglish.ru

VOCABULARY
Phrasal verbs (2) Complete the sentences with the correct forms of the
phrasal verbs from Exercise 1.
1 Find the phrasal verbs in the article on page
0 The wind blew_ the candles out on my
111. Match them with the definitions.
birthday cake.
b l o w out | break d o w n | sort out
1 T h e concert is tomorrow. I'm really it!
carry out | look into | s t a n d o u t
w o r k out j look forward to 2 M u m was driving to work w h e n her car
3 T h e r e w a s a bank r o b b e r y last Saturday. T h e police are
1 b e easy to notice
. it.
2 b e happy or excited about (a future event)
4 She's our best player. She really in the team.
3 d o , complete
5 This question is really difficult. I can't
4 investigate, examine the facts about the answer.
(a situation)
6 T h e doctors are tests to find out what's wrong
5 fix (a problem) with him.
6 use air to stop (something) burning 7 M y best friend a n d I have a problem, but I'm sure w e
7 stop working can it !
Workbook page 110
8 understand, find the answer to

Put the words in order to make sentences.

GRAMMAR
W h e n there are two possible orders, write both.
Phrasal verbs
0 answer / the / can't / work / 1 / out
Look at these sentences from the article on
/ can't work out the answer.
page 111. In which ones does the object go
I can't work the answer out.
between the two parts of the phrasal verb?
1 into / T h e y / the / r o b b e r y / are / looking
Then complete the rule with the words.
2 look / W e / them / after / have to
1 I couldn't blow the candles out.
3 candles / b l e w / t h e / S h e / o u t
2 T h e researchers are now looking into the
4 sort / n e e d to / 1 / p r o b l e m / t h e / out
question o f . . .
3 A mechanic came to sort it out. ИЯИЗДИ Complete the questions with the correct
forms of the phrasal verbs. Then discuss them in
b e t w e e n (x2) | separated (x2) '< together
small groups.

look f o r w a r d to | look after | hang out

: W i t h s o m e phrasal v e r b s , the t w o give up I sort out | break d o w n
1
parts can't b e T h e y have to b e
*
They're looking into it.
N O T They're looking it into.
3
O t h e r phrasal v e r b s can b e —
W e can put an o b j e c t 4
the t w o
parts or after the s e c o n d part.

He sorted the problem out.

O R He sorted out the problem.
W h e n w e use a p r o n o u n (him, it, etc.) with
a phrasal v e r b that can b e s e p a r a t e d , it must
5
go the t w o parts o f the v e r b . ten kilometr
1 W h a t w o u l d y o u d o if your bus
He sorted it out. f r o m w h e r e y o u w e r e going?
N O T / Ic sorted out it.
2 W h a t are y o u next w e e k e n d ?
H o w d o y o u k n o w if a phrasal v e r b can b e 3 W h e r e d o y o u like to _ _ with your friends?
s e p a r a t e d ? U s e a dictionary to look it u p ! 4 W h a t p r o b l e m s d o y o u n e e d to ?
look sth up —• it can b e s e p a r a t e d 5 D o y o u enjoy _ animals or small children?
look into sth —• it can't b e s e p a r a t e d 6 D o y o u have any habits y o u should ?
 www.frenglish.ru
1 2 ! A FIRST TIME FOR E V E R Y T H I N G

ISTENING
SPEAKING Work in pairs. In what order do you think these Internet innovations happened?

T h e first s e n t e n c e
T h e first e m a i l w a s s e n t ) " f s s a i d on S k y p e

ДЛ - ^ 9 7 3 6 * 102Ч Kg

H ? 0
^JST '

r
T h e first w e b p a g e Ж
launcnea
и

T h e first F a c e b o o k
account w a s opened

J2ES Listen to Sally's class presentation about the history • T H I N K VALUES

of the Internet. Check your answers.
Breaking new ground
Listen again. Complete the notes.
1 Match the people 1-5 with their
achievements a - e .

ф The first website ф The first item bought on 1 Neil A r m s t r o n g

Amazon 2 Nelson M a n d e l a
When?
What? 3 Yuri Gagarin
About
When? . 4 Kathryn Bigelow
Q The first email
ф The first sentence spoken 5 Marie C u r i e
When?
on Skype a was the first female director to
Sent to?
What? win an Oscar,
Q The first Facebook account
Language b was the first man on the moon,
Number? _ с was the first woman to win a
Who? N o b e l Prize,

Q The first YouTube video d was the first man to travel in space,

What? e w a s the first black president of

South A f r i c a .
Number of hits?
2 В З О И З П И Work in small groups.
Discuss these questions.
4
ванапи work in pairs. Discuss these questions. 1 Is it important to b e the first person
to d o something? W h y (not)?
1 W h a t other things d o w e use the Internet to do?
2
2 W h a t ' s more important: coming
W h a t question w o u l d y o u ask Sally?
first (for example, in a competition)
3
A t the e n d of her presentation, Sally says, ' W h o knows
or just taking part?
w h e r e it's going next?' W h a t d o y o u think will be the next big
Internet innovations?
 www.frenglish.ru

READING
1 Match 1-4 with the photos.

1
2
a jalapeno pepper
bungeejumping
3
4
public speaking
awaterslide
MI FIRST (AND LAST) TIME
Is there anything you've only ever done once?
—— Щ
Write and tell us about it!
|m л
A b o u t four years ago, I was on holiday a n d o n e
day, o n e of m y f r i e n d s s a i d , 'Hey, t h e r e ' s a b u n g e e
j u m p i n g p l a c e n e a r h e r e ! Let's go!' Well, I'd n e v e r
d o n e a n y t h i n g l i k e t h a t before, b u t I w e n t a n y w a y .
I w i s h I h a d n ' t gone! I w a s terrified. I s t o o d t h e r e
w i t h t h e r o p e r o u n d m y a n k l e a n d I w a s really
sweating. In t h e e n d , I just p a n i c k e d a n d said,
'I c a n ' t d o t h i s ' , s o t h e y t o o k t h e r o p e off. M y f r i e n d
l a u g h e d a n d s a i d , 'If o n l y I'd t a k e n a p h o t o ! T h a t w a s
so f u n n y ! ' I felt r e a l l y s t u p i d . Paul USA

W h e n m y older b r o t h e r got married, h e asked

2 ВЗНЗЕЗ Have you ever done these things?
Would you like to? Discuss in small groups.
Read the stories and match the writers' names
with the photos.
Read the stories again. Mark the sentences
T (true) or F (false).
1 In the e n d , Paul j u m p e d .
2 His friend took a photograph of him.
3 Hanif was nervous just b e f o r e he
started speaking.
4 H e thinks he spoke well for t w o minutes.
5 Roseli stayed at the t o p of the waterslide.
6 S h e felt O K fifteen minutes later.
7 Ingrid's friend told her what to expect.
8 She didn't feel the full effects of the
p e p p e r immediately.
m e if I'd m a k e a s p e e c h a t t h e w e d d i n g . I'd n e v e r
d o n e t h a t b e f o r e , b u t I s a i d , ' S u r e , OK.' Before t h e
w e d d i n g , I t h o u g h t of a few n i c e t h i n g s t o s a y a n d
a c o u p l e of j o k e s . Easy! B u t o n t h e day, j u s t b e f o r e I
h a d t o speak, I s t a r t e d t o get nervous. I was biting
m y nails a n d everything. W h e n I stood up, my
m o u t h w e n t d r y a n d I started to tremble - 1 couldn't
b e l i e v e it! I s t u m b l e d t h r o u g h a b o u t t w o m i n u t e s of
s o m e t h i n g a n d s a t d o w n a g a i n . Two y e a r s l a t e r , I d i d
a c o u r s e o n p u b l i c s p e a k i n g . If o n l y I'd t h o u g h t of
doing t h a t before t h e wedding!
Hanif, Ut
L a s t y e a r , I w e n t t o a b e a c h p a r k . There w a s a
waterslide t h e r e which was a n incredible 4 1 m e t r e s
h i g h . It m i g h t s o u n d like f u n , b u t it w a s o n e of t h e
m o s t t e r r i f y i n g m o m e n t s of m y life. W h e n I s t a r t e d
t o fall, I t h o u g h t , 'I w i s h I'd s t a y e d u p t h e r e ! ' I w a s
p e t r i f i e d t h e w h o l e t i m e . I still d o n ' t k n o w h o w I die
I it, a n d I'm u s u a l l y O K o n r i d e s . I w a s s h a k i n g for
i
1 a b o u t fifteen m i n u t e s a f t e r w a r d s , b u t t h e n I w a s all
J r i g h t . I'll n e v e r d o t h a t a g a i n , b e l i e v e m e .
Roseli, Braz

5 Whose story do you think is different from the

A b o u t a year or so ago, we all w e n t t o a Mexican
other three? Why?
r e s t a u r a n t . It w a s m y first t i m e , so I d i d n ' t k n o w

6 H 3 w : < i ; r i Work in pairs or small groups. What a n y t h i n g a b o u t M e x i c a n f o o d a t all. O n e of m y

friends told m e about jalapeno peppers, a n d he
have you only done once? Why?
p e r s u a d e d m e t o t r y o n e . To b e fair, h e t o l d m e t h a t
t h e y were really powerful, a n d I was a bit anxious
w h e n I b i t it. A t first, it s e e m e d OK, b u t t h e n it
exploded in m y m o u t h ! Wow! I s t a r t e d to b r e a t h e
Different pronunciations of ea
h a r d a n d I h a d t o d r i n k a b o u t a h u n d r e d g l a s s e s of
G o to page 121. water! That's s o m e t h i n g I won't do again.
Ingrid, Swedi
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A F I R S T T I M E FOR E V E R Y T H I N G

GRAMMAR VOCABULARY
/ wish I If only + past perfect Nervousness and fear
Complete the sentences from the stories on page 1 Look at the words and phrases in bold in
114. Use the correct form of the verbs. Then sentences 1-4. Match them with the pictures.
complete the rule.

g°
1
stay | take j know

I wish. . up t h e r e !
A 7J
2 I wish _ (bungee j u m p i n g ) !
3 If only _ a photo!
4 If o n l y . _ of doing that before the w e d d i n g !

RULE: T o e x p r e s s regret a b o u t the past, w e can

1
use / wish or If _ + the . tense.

2 Write sentences with / wish . . . or If only

0 I didn't eat breakfast. N o w I'm hungry.

1 I w a s so terrified that I started biting my nails.
/ wish I'd eaten breakfast.
2 I was really sweating. In the e n d , I just panicked
1 I didn't go to b e d early. N o w I'm tired.
a n d ran out of the room.
2 I didn't ask her for her p h o n e number.
3 W h e n I saw the c r o w d in front of me, my mouth
3 O n l y 12 per cent?! I didn't study last w e e k e n d .
went dry and I started to breathe hard.
4 Mum's so angry - D a d forgot her birthday!
4 I started to tremble. In fact, I was shaking for
5 M y friends missed the e n d of the film. T h e y a b o u t fifteen minutes.
fell a s l e e p !
ЕЕЕИДИИ Work in pairs. What fears do the
3 Think of three things you've done recently that photos represent? What other things are some
you now regret. Write sentences with / wish ... people afraid of?
and If only

school | friends | money

family | holidays | shopping А и л ш , ц ,, ,Е^,
Ш Л Ш

FUNCTIONS
Expressing regret
1 Put the lines in order to make a conversation.

| | OLIVER I'm sorry to hear that.

[ | OLIVER W h a t ' s the matter, Amelia?
OLIVER M a y b e y o u should lie d o w n for a
f e w minutes.
AMELIA It was that third piece of cake. I wish
I hadn't eaten it.
AMELIA That isn't a b a d idea. I think I will.
AMELIA I've eaten too much. I'm feeling ill.

Work in small groups. Discuss your regrets

from Exercise 3 above. Make suggestions using
expressions from the conversation in Exercise 1. Write sentences about your fears or those of
people you know. Use words and phrases from
/ wish I'd bought a present for Exercise 1. Then compare with a partner.
my brother's birthday. My uncle is afraid of heights. He starts to sweat,
even if it's just in a film!
Well, bay one now - it isn't too late!
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fiction
J2MKtl Look at the book cover and the title. Read and
listen to the introduction. What kind of story is it?

Bullring Kid and Country Cowboy

b y L o u i s e Clover
'Isn't this exciting, Fizza?' said h e r m u m , c o m i n g o u t of t h e cottage door.
'You can just smell t h e peace, can't y o u ? ' Fizza p r e t e n d e d to y a w n . She
a l r e a d y k n e w that this h o l i d a y w a s going to b e t h e m o s t b o r i n g o n e ever.

Fizza Mclntyre, a city girl from the huge city of Birmingham, meets her cousin
Fletcher Mclntyre, a country boy from the tiny island ofSark. An unlikely
friendship begins ... which leads to an incredible adventure.

*)2.35 Read and listen to the rest of the extract. Check your answer.

Fizza w a s s t a n d i n g in the m i d d l e of a field. C l o u d y ' W h y d i d n ' t y o u follow m e ? ' h e said, laughing.

w a s o n one side of her a n d G o l d e n w a s o n the other.
'Right,' said Fletcher. 'First! You h a v e to get o n -
like this!'
A n d w i t h a simple little j u m p , h e climbed onto
Golden.
' N o w , y o u try.'
Nervously, Fizza held onto C l o u d y ' s leather
straps a n d kicked her leg high in the air -
unfortunately, at that m o m e n t , C l o u d y m o v e d
a n d Fizza fell to the g r o u n d . Fletcher l a u g h e d a n d
l a u g h e d . It looked like h e w a s going to fall off his
horse.
' N o , n o , no! You're n o t fighting w i t h her!' h e
l a u g h e d as, w i t h tears in his eyes, h e got off Golden.
' H e r e , let m e help you,' h e said, p u t t i n g out his
h a n d to h e l p her get u p .
Fizza w a s a bit cross at being l a u g h e d at a n d
refused to take it at first.
' O h c o m e on!' h e said. ' H o l d the saddle, give m e
y o u r left leg ... a n d n o w lift y o u r right leg u p a n d
over ... w h o a ! Look out!'
Fizza just missed Fletcher's h e a d as she p u t her
leg in the air, b u t the next thing she knew, she w a s
sitting o n t o p of Cloudy. Fletcher quickly j u m p e d
b a c k o n Golden.
'OK! N o w ! ' h e said. 'Let's go!'
H e g a v e G o l d e n a little kick a n d they took off
across t h e field v e r y quickly. Fizza's m o u t h d r o p p e d
o p e n as she w a t c h e d t h e m go.
'Is h e crazy? I can't d o that!' she thought.
H o w e v e r , as Fletcher reached the e d g e of the
field, h e t u r n e d G o l d e n r o u n d a n d c a m e back to her.
Fizza s h o o k her h e a d at him. This g u y w a s
crazy ... b u t h e w a s OK.
' I ' m n o t like you! I can't ride like a cowboy!'
she said.
1 can't believe y o u ' v e never r i d d e n before.
So w h a t d o y o u d o in B i r m i n g h a m ? '
T s p e n d m y time o n m y computer, I practise j u d o
a n d I go to the s h o p s at the Bullring sometimes.'
'The Bullring?'
'It's a s h o p p i n g centre.'
' D o y o u Hke s h o p p i n g ? '
N o t really, b u t m y friend Babs does.'
' O h , I see,' said Fletcher, w h o couldn't
u n d e r s t a n d w h y a n y o n e w o u l d w a n t to go
s h o p p i n g unless it w a s for horse food.
'Every c o w b o y n e e d s a n a m e , ' h e said, ' a n d so
I ' m going to call y o u ... t h e Bullring Kid!'
For the next t w o h o u r s Fletcher Mclntyre
patiently t a u g h t Fizza Mclntyre h o w to ride a horse.
They started b y w a l k i n g the horses slowly a n d ,
little b y little, h e got Fizza to go a little faster. Once,
w h e n C l o u d y w e n t a bit too fast, Fizza b e c a m e very
frightened.
T can't stop!' she cried out. T can't stop!'
Quickly, Fletcher chased after her, took C l o u d y ' s
straps a n d s t o p p e d her. H e could see that she w a s
crying.
'It's OK, it's OK, Fizza,' h e said kindly.
'You're d o i n g really well - 1 w o n ' t let y o u get hurt. I
promise.'
A n d Fletcher k e p t his p r o m i s e . Very gently
a n d v e r y patiently, h e t a u g h t Fizza h o w to ride.
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12 A F I R S T T I M E FOR E V E R Y T H I N G

Read the extract again. Answer the questions.
1 What are the names of the two horses? Who
rides each horse?
2 Why does Fletcher have 'tears in his eyes'?
3 Why doesn't Fizza want to take Fletcher's
hand?
4 What is Fizza's reason for going shopping in
Birmingham?
5 What nickname does Fletcher give her? Why?
6 How do we know that Fizza didn't get hurt?
SPEAKING Work in pairs. Discuss these
questions.
Do you think that Fletcher treats Fizza badly?
Why (not)?
Fletcher gives Fizza a nickname. Would you be
happy if someone did that to you? Why (not)?
What do you think will happen next?
WRITING
A story about a bad decision
1 Read the story. What was Pauline's bad
decision, according to the writer?
Find sentences in the story with these meanings.
How are the underlined phrases expressed in
the story?
1 Pauline regretted the fact that she'd gone to
university.
2 It's a pity that you didn't tell us.
3 I think it's a pity that she didn't tell her parents.
4 It isn't good that Pauline didn't make her own
decision.
The story has four paragraphs. Which of them:
a is about a decision that the person made?
b gives background information about the person?
с gives the writer's thoughts about the whole situation?
d explains the effects of the decision?
Think of a (true or invented) story about a bad
decision. Write your story (200 words).
Think about:
• who the person is / was.
• the situation the person was in which meant that
he/she had to make a decision.
• the decision that the person made.
• what happened after making the decision.
• what you or the person felt about it all afterwards.

We asked readers to tell us stories about bad decisions they or people they know have made.
Here's this week's story.

A friend of mine has a sister, Pauline, who's six years older than him. She was always good at school,
but all she really wanted to do was to help her parents in their small shop, and then perhaps take it
over when they weretooold to run it.
(9 Pauline's parents, however, really wanted her to go to university, so she spent three years at school
working incredibly hard, studying for an exam for a famous university in another city. She passed, and
a few months later she left home to start studying there.
From the first moment, Pauline wished she hadn't gone to university. She hated it. She'd been a clever
student at school, but the university work was much harder. She didn't make many friends either, so
she was lonely and homesick. After six months, she asked her parents to let her leave and come home.
They were very surprised when she said that she'd never wanted to go to university. 'If only you'd told us!'
they said. 'But I didn't want to disappoint you,' was her answer.
it. Now Pauline is working in the shop and she's very happy. I wish she'dtoldher parents that university
wasn't what she wanted - then she wouldn't have wasted six months of her life. Pauline should have
made her own decision.

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CAMBRIDGE ENGLISH: TOWARDS First

THINK EXAMS

R E A D I N G A N D USE O F E N G L I S H
Part 6: Gapped text |ЦА1Ц!Ш.ШШВ^

You are going to read about someone travelling abroad for the first time.
Six sentences have been removed from the text. Choose from the sentences ( A - G ) the
one that fits each gap (1-6). There is one extra sentence that you do not need to use.

M y first flight

I've never really enjoyed travelling very much. The
idea of leaving the comfort of my own bed to sleep
somewhere else has never appealed to me. And
when you add in things like the food and not being
understood, the thought of leaving my home town fills
me with terror. I did go away on a school trip once,
when I w a s eight, for two nights. My mother tells me
I quite enjoyed the experience. (1) There
must be a reason why I can't remember anything
positive about it.
S o for 28 years I'd managed to lead a life that kept
me happily at home. A few nights in hotels for work
had been the worst I'd had to go through. Then, one
day, my boss called me in. He shook my hand. He
w a s smiling from one ear to the other. (2)
'Paul!' he announced. 'You've been promoted.'
I should have been happy, I suppose, but something
in the back of my mind w a s telling me this wasn't
100 per cent good news. (3)
'Of course, you'll need extra training. I've booked
you on a course at head office in Linz. Your flight's
on Monday'
I started to feel dizzy. I had to hold on to the table
to stop myself from falling. My boss patted me on
the back.
'Great news, eh?' he smiled. Then he left the room.
So that w a s it. Just when my professional life had got
better, the rest of my life was over. No one had ever
survived an aeroplane flight, had they?
(4) I wasn't so sure. I spent the weekend
making my final farewells a s Monday morning
got closer.
(5) Before I knew it, my taxi had left me at
the airport. Somehow I made my way to the check-in
desk. I lifted my suitcase onto the conveyor belt and
walked through airport security to the lounge. I have
no idea how I knew what to do. I guess that because
I'd seen it so many times in films, it was programmed
into my mind.
The flight w a s only two hours. (6) I tried
to read a book, but I couldn't. I tried listening to
my MP3 player - I'd chosen some relaxing music
especially - but it sounded like it w a s being played by
an orchestra of three-year-olds. Every sound the plane
made sent my imagination spinning out of control.
Was that the sound of the wing falling off? Was that
a bird being sucked through an engine? Was that the
noise of wheels hitting the runway? Yes, it was. We
had landed.
Somehow we'd arrived. I wanted to grab my
fellow travellers and celebrate the fact that we
were still alive, but they were all busy getting their
luggage from the overhead lockers. So I celebrated
on my own. But then I remembered: unless I wanted
to spend the rest of my life in Austria, I still had to
fly back!

A What wasn't right about this?

В My family and friends tried to assure me that of course they had.
С I thought that it was never going to end.
D And then the day I had been dreading arrived.
E Would I ever see my wife again?
F It wasn't long before I found out why.
G That certainly isn't what my memory tells me.

118
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TEST Y O U R S E L F

VOCABULARY
1 Complete the sentences with the words / phrases in the list. There are four extra words / phrases.
broke d o w n | afraid j illogical | w o r k out j looking f o r w a r d to | panicked j informal
hang out | looking into | sort out | mouth w e n t d r y j irresponsible j impatient | look up

1 I don't know what 'resolution' means. I'm going to it in the dictionary.

2 I can't come climbing with you. N o w a y ! I'm of heights.
3 M y friends and I usually _ in the park w h e n the weather's g o o d .
4 T h e show didn't go v e r y well - 1 w h e n I w a l k e d on stage, a n d then I forgot what I w a n t e d to say.
5 It was snowing heavily w h e n the car !
6 Don't b e so It'll b e your turn soon.
7 I'm going on holiday next w e e k .
8 I can't the answer to this question. C a n y o u help me?
9 It was v e r y of y o u to go swimming in the sea during the storm.
10 T h e police are the mugging a n d they want to speak to this man. j

GRAMMAR
2 Complete the sentences with the words / phrases in the list. There are two extra words / phrases.
I wish | If | only | such j feel like | afford so in o r d e r to

1 It was a loud noise that e v e r y b o d y in the street h e a r d it.

2 H e j u m p e d into the lake rescue the boy.
3 I don't going swimming. It's too cold.
4 H e can't to b u y that computer game. H e owes T o m some money.
5 E v e r y o n e laughs at my hair. If I hadn't d y e d it g r e e n !
6 you'd waited for me. T h e n this wouldn't have h a p p e n e d .

3 Find and correct the mistake in each sentence.

1 It's a big p r o b l e m now. W e n e e d to sort out it.

2 M y friends and I really hated to bungee j u m p i n g last w e e k e n d .
3 I'm such hungry! I'll have to eat something now.
4 They're going to cover the hole so to prevent future accidents.
5 It was so a b a d car crash that n o b o d y survived.
6 After the accident, my d a d promised wearing a seat belt in future.

FUNCTIONAL LANGUAGE
4 ^IrcJ^) the correct words.
1 A T h e police want to increase the fine to £1,000 so as I so to stop p e o p l e driving so fast.
В I think that's so I such a g o o d idea.
2 A W h a t ' s the shame I matter, Erika?
В I'm feeling a bit ill. I wish I hadn't I haven't eaten all that cake.
3
A Let's have a b o o k sale in I on o r d e r to make some money for the school.
В That's not a b a d thought I idea.
4
A His headache was so I such b a d that he couldn't concentrate on
the exam and failed.
I'm s o r r y to hear this I that. MY SCORE
22-3 0
— 10-2 1
0-9
_ 119
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UNIT 1 UNIT 4
Linking words with up Consonant-vowel word linking
1 Ш Read and listen to the dialogue. 1 ОИ0Э Read and listen to the dialogue.
STEVE What's u p j e n n y ? LISA I was only joking, but I wish I hadn't said it.
JENNY I'm tired! I'm up late e v e r y night studying. I think she hates me.
STEVE Y o u n e e d your sleep! Can't y o u get u p later? HENRY W e l l , it was unkind of you to say you didn't
JENNY Not really. I've taken u p the flute this year. I like her new haircut.

practise in the mornings. LISA I know! I can't believe I said that she looked

STEVE W e l l , it's u p to y o u , but I'd give that up! like a boy! It just came out. W h a t should I do?

JENNY H m m m ... I wish I hadn't signed u p for the HENRY First, I'd apologise. Then I'd admit that I prefer
school orchestra now! it long. Actually, I think she looks amazing!

2 Underline examples of linking in the

2 What happens to the words in blue? (^jrcl^) the
correct word to complete the rule: dialogue. Then listen and check.

A w o r d ending in a consonant I vowel sound links •Ф) 1.29 Listen, repeat and practise.
with the following w o r d w h e n it begins with a
consonant I vowel sound.

Щд 1.12 Listen, repeat and practise. The schwa / э / in word endings

CJ II" 2
Initial consonant clusters with 1st
и ошшшш Read and listen to the tongue twisters.
S t r o n g w i n d s s p r e a d the sparks through the streets.
Stella's got straight hair and stripes on her skirt.
Stewart sprayed his phone with a special screen cleaner.
1 с &штял Read and listen to the tongue twisters.
Ireland's a nation with famous traditions.
M y neighbour's a brilliant classical musician.
The monster's a villain w h o frightens the children.
2 с ими Listen again and focus on the syllables
in blue. Are they stressed or unstressed? They al
have the same short vowel sound. What is it?

2 Say the words in blue. 3 с » » t n Listen, repeat and practise.

з wl и м и Listen, repeat and practise.

UNIT 6
UNIT 3 The / 3 / phoneme
Strong and weak forms: / d v / and /av/ 1 O H : Read and listen to the interview.

1 n » i i m i Read and listen to the dialogue.
J U L I A W h a t d o y o u always buy the same b r a n d o f ?
JACK I always buy the same b r a n d o f trainers.
T h e y ' r e called A c e . I bought a pair o f green
ones last w e e k .
J U L I A A c e ? W h a t are they made o f ?
JACK T h e y ' r e made o f fabric a n d rubber. T h e y put a
lot o f effort into the design and quality o f them.
J U L I A A n d into the marketing o f them, too!
HELEN W e l c o m e to Film Night Television. O u r guest
is T o m Potts, w h o stars in an unusual thriller
called Asian Treasure. W h y did you d e c i d e t
take on this role?
TOM It was a difficult decision, Helen. I play the
part of an amazing illusionist.
HELEN T h e r e are so many collisions and explosions
in the film that I thought y o u would never fir
that treasure.
TOM It's true! Occasionally I was frightened for m

2 Listen again and underline each of which o w n life!

is stressed and(circle)each of which is unstressed. How is each У in blue pronounced?
2 1.39

3 Ь Й Ш Щ Listen, repeat and practise.

3 43 1.40 Listen, repeat and practise.
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PRONUNCIATION

UNIT 7 UNIT 10
Intonation - inviting, accepting and Short and long vowel sounds: Д/ - /i:/
refusing invitations and /о/ - /эи/
1 E . Д и м а Read and listen to the dialogue. 1 Read and listen to the dialogues.
MAX Hi, G i n a ! I'm organising a hiking trip. W h y don't MRS GREEN W e all n e e d g o o d self e s t e e m . But what

y o u c o m e along? d o e s it mean? T i m ?

GINA T h a n k y o u , Max. I'd love to. W h e n are y o u going? TIM It's a lot of things, Mrs G r e e n . But it's really
MAX N e x t Saturday. W e ' r e going to climb M o u n t important to feel happy to be as w e are.

Sunrise. H o w a b o u t bringing some friends? MR ROSS So, d o y o u c o p y your favourite p o p stars?

GINA That's a great i d e a ! O h . . . I'm already going out Do you wear the same clothes, Rose?
on Saturday. W h a t a shame. I'm sorry, Max. ROSE M r Ross! I f o l l o w p o p stars - but I don't
w e a r the same clothes! I'm not a clone.
2 OEf Underline the two invitations and the
sentences where Gina accepts and refuses the 2 Say the words with the short 111 and the long I'vJ
invitation. What happens to Max and Gina's voice sounds. How does your mouth change shape? Say
in each case? Listen again and check. the words with the short /о/ and the long /эи/
sounds. How does your mouth change shape now?
3 •- »»Mirm Listen, repeat and practise.
3 Listen, repeat and practise.
UNIT 8
UNIT 11
Intonation - expressing surprise
1 Read and listen to the dialogue.
Strong and weak forms: /tu:/ and Дэ/
JACKSON You're not going to believe this. 1 Read and listen to the dialogue.
MARYANNE Tell me. STEVE H i , J a n e ! It's g o o d to see you. W h a t have you
JACKSON School's closed for the rest of the t e r m ! b e e n up to?

MARYANNE What? JANE I've b e e n travelling. I've b e e n t o so many

JACKSON T h e police said there was an urgent places, I couldn't name them all!

situation but didn't give any details. STEVE W o w , that's exciting. Did y o u go to G e r m a n y ?

MARYANNE That's a w f u l ! JANE W e l l . . . that's one place I didn't get to. I w e n t

JACKSON A n d the principal said she's extremely t o France and Spain, though.

sorry but there's nothing she can d o ! 2 Say the words in blue with the weak form of to.
MARYANNE Really? Now say the words in red in the strong form.
2 OEL Listen again and underline all of the 3 Listen, repeat and practise.
words which are stressed.

3 O B Listen, repeat and practise. UNIT 12

Different pronunciations of ea
UNIT 9
1 Read and listen to the dialogue.
К word stress
TEACHER Has e v e r y o n e r e a d the article a b o u t
1 L&mmtm Read and listen to the dialogues. h e a l t h y living?

1 A D o y o u know the m y s t e r y of A m e l i a Earhart? JEAN I have, sir. From the research I l e a r n e d that
w e have to look after ourselves from an
в Y e s - her d i s a p p e a r a n c e is v e r y m y s t e r i o u s !
e a r l y age.
2 A W o w ! That's a great p h o t o g r a p h .
TEACHER Y e s , it w o u l d a p p e a r that e v e r y y e a r counts.
В T h a n k s ! I'm really into p h o t o g r a p h y .
A r e t h e r e any more i d e a s ?
3 A If w e go to this summer camp, w e can d o the
HEATHER Eating and sleeping well is really important,
course on n a v i g a t i o n . M r Heath.
В But I already know h o w to n a v i g a t e . TEACHER G r e a t answer. N o w let's take a b r e a k !

2 Underline the stressed syllables in the words in 2 How many different pronunciations of the ea
blue. Say the two words in blue in each dialogue. spelling are there? Say the highlighted words.
* Listen, repeat and practise. 3 Listen, repeat and practise.

191
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Г 1 UNIT 2
Present simple vs. present continuous Present perfect vs. past simple
_______ _,
It's common to confuse the present simple and Students often confuse the present perfect and
present continuous. past simple tenses.

We use the present simple to describe facts, We use the past simple when we include a past
routine activities and opinions. time expression to say when in the past an
/ / usually go there on foot. event took place.
X I'm usually going there on foot. / Yesterday I ate rice.
X Yesterday I have eaten rice.
We use the present continuous to describe
events that are happening now or around now. We use the present perfect to talk about past
/ I'm sending you a photo of my new bike. events when we don't say exactly when they
X / send you a photo of my new bike. took place and with expressions such as yet,
before, ever and never.

Find the error in each of these sentences. Rewrite / I've never been to London before.
X / didn't go to London before.
the sentences correctly.
0 I k n o w how hard you try to get on the team.
Make sentences using the prompts below.
/ know how hard you are trying to get on
the team. 0 w e / see / the advertisement at the bus stop /
yesterday
1 I think I am the person you look for.

yesterday.

1 I / not see / the new H o b b i t film / yet

2 I'm playing tennis on Tuesdays.

2 y o u / ever / go / to Spain?
3 A t the moment I write a letter to a friend.

3 J o h n / take / his exam / last w e e k

4 I like what you w e a r today.

4 N i n a / g e t / h e r e / a few minutes ago

5 I k n o w what you mean and are appreciating
y o u r help.

5 they / not eat / at this restaurant / b e f o r e

6 W e are playing football during most school breaks.

6 I / not eat / breakfast / so I'm really hungry and it's

t w o hours till lunchtime!

122
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G E T IT R I G H T !

2 M y d a d w a s going to w o r k for another company so

Past continuous vs. past simple
w e have to move house.

Learners sometimes confuse the past

continuous with the past simple.
/ / was happy when I come first in the
X / was happy when I was coming first in the
Which of these sentences are correct and which
are incorrect? Rewrite the incorrect ones.
0 Last time I w a s visiting t h e library, I couldn't find
the b o o k I was looking for.
3 If y o u want a drink after swimming, y o u have to go
s o m e w h e r e else.
race.
race.
4 If I have to choose b e t w e e n going to a small school
or a large one, I w o u l d choose a large one.
5 D o w e have to bring any money for the trip next
week?

iMsttLmeJjdAitjeAtk^^ 6 Y e s t e r d a y w e had to w r i t e an essay about Barack

thejmc^hmsjjo^jdngj^ Obama.

1 W h e n she arrived, I c o o k e d dinner so I w a s a

bit distracted.
don't have to vs. mustn't
2 A f t e r that, I w a t c h e d T V for a b o u t an hour.
Learners sometimes make errors with don't

3 A s usual, w e w e r e arriving at about 6 p m , then w e have to and mustn't.

had dinner. Although have to and must both mean

something is necessary, don't have to means
4 M y teacher came to see how our project went. that something is not necessary,, whereas
mustn't means that something is prohibited.

5 I'll never forget the time I was spending in N e p a l . / / don't have to work tonight, as I've already
finished everything.
X ' mustn't work tonight, as I've already finished
6 T h e police saw the men a n d asked them what they
everything.
d i d there.
/ / mustn't fail my exam, or I'll have to retake it.

Write the sentences with mustn't or don't have to.

UNIT 3
0 Y o u / stay out late or you'll b e really t i r e d
have to vs. had to
tomorrow.
yjmjmusIji!L$ttyJiu±l&t&j^
Learners sometimes confuse have to and had to.
tired tomorrow.
We use have to to talk about an obligation in
1 Y o u / finish y o u r essay now. M r Jenkins said that w e
the present, and had to to talk about an
can hand it in next Friday.
obligation in the past.

/ Shopping is stressful, especially if you have to find

2 Y o u / bring anything to the party - just bring
a particular item of clothing.
yourself!
X Shopping is stressful, especially if you hadio find
a particular item of clothing.
3 Y o u / eat f o o d in class - it's against the rules.

Which of these sentences are correct and which

4 Y o u / t a l k d u r i n g exams.
are incorrect? Rewrite the incorrect ones.

0 T h e trains w e r e fully b o o k e d so w e have to forget

5 Y o u / revise e v e r y unit. T h e exam only includes
a b o u t that trip.
Units 1 to 3.
The trains were fully booked so we had to
forget about that trip.
6 Y o u / use y o u r p h o n e in class. It'll b e confiscated.
1 I'm s o r r y I can't attend class t o m o r r o w because I
had to go to the doctor.
 www.frenglish.ru

4 It's a great film but it's really sad. It's about a soldier
UNIT 4
goes to war.
if vs. when 5 She w a s the only one talked to me.
6 He's currently working for a charity helps
Learners often confuse //with when. elderly p e o p l e .

We use if to indicate possible actions or events.

/ It'll be best for us if everyone goes by bicycle.
UNIT 6
Car parking facilities are limited. absolutely vs. very
X It'll be best for us when everyone goes by bicycle.
Car parking facilities are limited.
A common mistake is using intensifiers like
We use when to indicate events which have absolutely and very with the wrong types
happened in the past or are going to happen of adjectives.
in the future.
We use absolutely to modify non-gradable
/ / can pass on your message. I'll tell him when I adjectives or adjectives with a strong or
see him tomorrow. extreme meaning.
XI can pass on your message. I'll tell him if I see
/ It's absolutely delicious.
him tomorrow.
X It's very delicious.

We use very to modify gradable adjectives.

Complete these sentences with if or when.
/ / was very disappointed with it.
0 I was v e r y pleased when I read your letter. X / was absolutely disappointed with it.
1 I had a great time I went to N e w York.
2 W o u l d it b e O K I invited my friend? Complete the sentences with absolutely or very.
3 I'll call y o u I get home tonight.
0 In my opinion, the countryside is very relaxing.
4 D o y o u mind _ _ . w e meet at 5.00 instead
1 This museum is fascinating.
of 4 . 0 0 ?
2 T h e view from the top was amazing.
5 you're free on Saturday, come to the
cinema with us! 3 I thought the documentary was _ interesting

6 H e w e n t to Africa he w a s 21 because of 4 I was _ thrilled to get an 'A' on that

his j o b . assignment.

7 H o w much w o u l d it cost we were a group 5 This f o o d is tasty.

of ten? 6 She's a g o o d singer.

U Nl I T 5
Relative pronouns make vs. let
—
Learners sometimes confuse who and which. Learners sometimes confuse make and let in
phrases such as let me know.
We use who to refer to people and which to
/ You were on TV and you didn't let us know!
refer to things.
X You were on TV and you didn't make us know!
/ Next week I'm going to visit my Uncle Joe, who lives
in Manchester.
X Next week I'm going to visit my Uncle Joe, which Complete the sentences with the correct form о
lives in Manchester. make or let.

0 T h e r e are great views which will make y o u feel

Complete the sentences with who or which. v e r y comfortable.
1 me help y o u with that bag. It looks
0 T h e r e are several problems which can't wait
really heavy.
any longer.
2 T h e b a n d came on stage late. T h e y _ us w ;
1 M y friend Paul, I've known since primary
over an hour.
school, is coming.
3 That T V d o c u m e n t a r y about diet and health real
2 Animals _ _ can protect themselves shouldn't
me think about doing more exercise.
b e kept in a zoo.
4 M u m , can y o u write a note to my teacher
3 M y d a d works for a company sells dental
to _ her know w h y I won't be in class
products.
tomorrow?

124
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G E T IT R I G H T !

5 It's so important to p e o p l e aware of Which of these sentences are correct and which
the disease so that w e can raise money to help are incorrect? Rewrite the incorrect ones.
prevent it.
0 W h e r e ' s j o h n ? H e can b e at home.
6 It was v e r y kind of you to us stay over, Mrs
Where's John ? He could be at home.
Johnson. Thanks v e r y much for having us!
1 A D o y o u have a better idea for how to get there?

UNIT 8 В W e l l , I think another route can b e better.

say v s . tell
2 A Does he n e e d help?
В H e can do. It looks like he might b e waving for
Learners sometimes confuse say and tell.
us to stop.
The meaning of say and fe//is exactly the same
but we use them differently.
3 A H o w d o e s that car go so fast?
We tell someone (something) and we say В It can b e because it's so light.Just a guess!
something (to someone).
/ / didn't say anything to my brother about it. 4 A W h a t d o y o u think is going to h a p p e n in
Л / didn't tell anything to my brother about it. the game?

We can also use a that clause immediately after В T h e y could still win or maybe it'll b e a draw.
tell, but not after say.
/ Tell her that I'll phone her. 5 A Is D a d still at w o r k ?
Л Say her that I'll phone her. В T h e car's outside. H e can't be.

There are some collocations we can use with

tell that don't follow the above rules: we can A W h o m a d e the complaint?
tell a lie I the truth I a story. В It could be Nick - he didn't think there was
a problem.

Complete each of these sentences with the

correct form of say or tell.

0 Everybody said something about himself, and

UNIT 1 0
so d i d I. Future continuous vs. future simple
1 I have to that this is a great piece of
writing. W e l l d o n e ! Learners often confuse the future continuous
2 You're going to have to him that y o u can't with the future simple.
play in Saturday's match. You're injured.
We use the future continuous to talk about
us the story of how you met. events which will be in the process of
Did he _ w h y he lied? happening at some time in the future.
M y mum that w e w e r e going to move / This time next week I'll be sitting on the beach
house. in Cadiz.
I'd like to a big thank y o u for all your help X This time next week I'll sit on the beach in Cadiz.
this year.
I knew that he the truth. Decide if the sentences can be written in the
future continuous. If so, rewrite them using this
tense. What's the difference in meaning between

Modals of deduction in the present the future simple and future continuous form in
these cases?

It is a common error to use can as a present 0 W h e n y o u get to the station, I'll wait for y o u at the
modal of deduction, where could is required. In main entrance.
the negative, however, it is possible to use can't When you get to the station, I'll be waiting
as well as couldn't. ф^уш^^Мштатм^ащ^
/ I'm not sure why they decided not to buy tickets to 1 This time next year we'll b e at university and we'll
see the band, but it could be due to lack of money. live away f r o m home.
X I'm not sure why they decided not to buy tickets to
see the band, but it can be due to lack of money.
/ The reason can't be a lack of interest.
 www.frenglish.ru

2 I'll have a look in my diary and see if I'm f r e e on

UNIT 12
the 5th.
Phrasal verbs
3 This time next w e e k I'll d o my final exams. S c a r y !
Learners sometimes avoid using phrasal verbs,
using single, often Latinate, verbs instead. Usin
4 Some p e o p l e think that tablets will soon replace
phrasal verbs can make you sound more natur;
laptops.
and increase the variety of your English.

// Students were put up in hotels.

5 I'll play hockey w h e n you arrive at the station / Students were accommodated in hotels.
t o m o r r o w but C h l o e can meet y o u .

Replace the verbs in bold with phrasal verbs

6 I think you'll have a g o o d time w h e n y o u go
from the list.
to Spain.
put up with j put on i put up ( х З ) | put off

0 Before I w e n t to the beach, I applied sun cream,

U N I T 11 Before I went to the beach, I put on sun crcay

1 O u r family has agreed to host a foreign student
Verbs patterns
a month during the summer.

Learners sometimes make errors with verb

patterns, using to + infinitive when it should be 2 O n e advantage of taking the train is that y o u d c

a gerund and vice versa. have to tolerate traffic jams.

/ / don't mind going home first.

X / don't mind to go home first. 3 I don't get to exercise so much anymore a n d I'm
w o r r i e d about gaining weight.

Which of these sentences are correct and which

are incorrect? Rewrite the incorrect ones. 4 G o o d n e w s ! W e ' r e going to have to postpone
today's test until next Friday.
0 He's always had problems to focus on one task.
He's always had problems focussing on
5 C i n e m a tickets w e r e already expensive and nov
one task. they've just increased the prices again.
1 D o y o u n e e d more time finishing your w o r k ?

6 W e displayed posters to advertise the event.

2 Lately I've b e e n spending a lot of time to watch T V .

3 I n e e d to start working on my essay as soon

as possible.

4 It was a v e r y heavy film, but w e e n j o y e d to learn

about history.

5 It's best studying new v o c a b u l a r y regularly.

6 I had real difficulties downloading this a p p but I

got there eventually.

126
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U N I T 1 , P A G E 19

I Student A I
i j
\ Y o u aren't v e r y h a p p y with y o u r brother or sister.
[ Н е / S h e plays loud music that y o u don't like w h e n
j you're trying to work. Н е / S h e doesn't even k e e p the j
s d o o r closed. W h a t else upsets y o u about this? Y o u
have d e c i d e d to talk to him/her a b o u t it. T r y and use j
j t h e expressions in Exercise 1.

j Excuse me, [name], I need a word... j

U 1^41T 7 P^VGi E 7 3

I Student A j

j 1 Invite your partner to do these things with

you. Then add one more idea of your own.
W a t c h a football match at the local sports
ground.
M e e t some of y o u r friends a n d go to the
s h o p p i n g centre.

\ 2 Accept or refuse your partner's invitations.

11
 www.frenglish.ru

U N I T 1 , P A G E 19

Student В
Y o u aren't v e r y happy with your brother or sister.
Н е / S h e keeps taking your clothes without asking y o u .
Н е / S h e makes a real mess w h e n he/she takes them
from your w a r d r o b e . W h a t else upsets y o u a b o u t this?
Y o u have d e c i d e d to talk to him/her a b o u t it. T r y a n d
use the expressions in Exercise 1.
: Excuse me, [name], I need a word...

U N I T 7, P A G E 73

Student В

1 Accept or refuse your partner's invitations.

2 Invite your partner to do these things with

you. Then add one more idea of your own.

W a t c h a horror D V D at y o u r place.
G o for a long walk in the mountains.

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(TL): ©Aurora Photos/Alamy; p. 102 (TR): ©CandyBox Images/Shutterstock; p. 102 (B):
©sturti/E+/Getty Images; p. 103 (TR): ©Ryan Hooper/PA Archive/Press Association
Images; p. 103 (BL): ©Homer Sykes/Alamy; p. 104: ©Ivan Chudakov/Shutterstock;
p. 107: ©Dimitn Otis/Stone/Getty Images; p. 108 (TR): ©Lekan Oyekanmi/AP/Press
Association Images; p. 108 (BL): ©WENN UK/Alamy; p. 108 (B/G): ©Krivosheev Vitaly/
Shutterstock; p. 109: ©City of Kannapolis, North Carolina, USA (www.kannapolisnc.
gov); p. 110 (L): ©Peter Dazeley/Photographer's Choice RF/Getty Images; p. 110 (TR):
©DoublePHOTO studio/Shutterstock; p. 110 (C): ©Gilbert Laurie/Photographer's
Choice RF/Getty Images; p. 110 (BR): ©Chubykin Arkady/Shutterstock; p. 112:
©Ashok Sinha/Photodisc/Getty Images; p. 113: ©Angela Waye/Shutterstock; p. 114
(TL): ©CTR Photos/Shutterstock; p. 114 (TR): ©Binh Thanh Bui/Shutterstock; p. 114
(BL): Dave Nagel/Photographer's Choice/Getty Images; p. 114 (BR): ©Paula Solloway/
Alamy; p. 115 (TL): ©Ververidis Vasilis/Shutterstock; p. 115 (R): ©Miguel Sotomayor/
Moment/Getty Images; p. 115 (BL): ©Survivalphotos/Alamy; p. 116 (TR): Complete
front cover: Bullring Kid and Country Cowboy Level 4 Intermediate (2009) by Louise
Clover 978-8-483-23495-2. Reproduced with permission of Cambridge University
Press; p. 116 (B/G): ©Creative Travel Projects/Shutterstock.
Commissioned photography by: Jon Barlow p. 18,44, 72, 98
Cover photographs by: (L): ©Andrea Haase/iStock/Getty Images Plus/Getty Images;
(TR): ©Stephen Moore/Digital Vision Vectors/Getty Images; (BR): ©Pete Starman/
Stone/Getty Images.
The publishers are grateful to the following illustrators: Bryan Beach
(Advocate Art) 10, 31, 43, 74, 95, 11 1; David Semple 17, 35, 55, 87, 105,115;
e n a n c l 0 t f l e r S t o r i e s E d i t e c i Ь
Graham Kennedy 23, 63, 82, 87; Julian Mosedale 38, 59,106; Arpad Olbey (Beehive
Illustration) 86;Mark Duffin 88
The publishers are grateful to the following contributors: Blooberry text
design and layouts; Claire Parson: cover design; Hilary Fletcher: picture research; Leon
Chambers: audio recordings; Silversun Media Group: video production; Karen Elliott:
Pronunciation sections; Matt Norton: Get it right! sections
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