OXFORD support ‘Edition tions Advanced Student’s Book a ada sero)Third Edition Solutions Student’s Book Tim Falla Paul A Davies OXFORD jane Hudson UNIVERSITY PRESSI Past simple and presen erect 5 Pasttenses pS artices Talking about the Past simple and present perfect contat Past forms ocabulany Colas ceivactions ‘ture introduction Voeabulans Language ets Speaking: Dicitsng Speaking Oacininglnpage ine ture for Spenking Problem esrng Engh languagelennrg Speaking: Decising ‘ture pans ip Memories ‘10 Guestionforms pM Designer babies ‘pm Habitual actions Remembering forgetting Strategy Ustering for facts opinions nd achat idioms Memory Speculation eevee ene: stv and colcations Speaking: DscussingDNAandgeneedtirg Use of Eel Sasissenercnh ey phates:intoducirg and specuting (@arado debate on genetic engnesng p18 Exam Skis Taner» Readlng: option mutpe choice + Ustering: Sentence completion + Use oF Engh: Open claze + Speaking: Iterview p20 Taking about stores 922 Conditionals 23 lnestigatve journalism 928 iverson of subject specs of sores Conjunction: noucng Strategy Pediting answers indver Literary forme endtonal causes oeabulry: Compounds cumalim Tze ‘ajectves to describe books Use of engin Underenereportars Idoms and set pass: books 2 me ueney Using ava of acecties GD Acescrpton of two boots 70 Fendeps (pH Reporingstrurues 933 Sucesstulbusines partnerships 134 Comparative and Stages ot rendship Use of gin Strategy Untering fr paraphrasing ‘upelatve statutes Feelings Vocabulary: Gules orsucesflbusiess _Advanedcomparsars dems relationships partnerships eect ings Fuene:oms Speaking: Discussing business relationships QUonendng (BAratonerviw about busines paresis ‘p40 Exam kil Taner + Reading: Multiple matching » Ustening: Matching ve speakers» Use of English: Mutiple-hoe dane #2 changing world p84 Compound futore AS Online campaigns 6 auanity ean fl vets) tenses Strategy Useringfripled information Articles and quantifers Clobat issues ey phases: Poltcsadehonge (Change (ebsand nous) Fivemenclogues Fuency: Using synonyms inthe appropriate context Diisegina stferent county ps2 Warand confit (58 Fassvestrctues 93S Arguments 156 Usesotit War ad confiet, iar pase Strategy Understanding reporting vats ences Cllocatins comic and war Vocab porting vets Dictionary work Thee conversions about confit Fueney Vers nouneslcatins a UseofEngsh Othe viewamwar Chatenge ‘62 Exam Skil Traner3 + Reading Cross-text multiple matching + Ustening:-opton multiple choke © Use Engl: Key-word transformation 4 Ue’ too short 6S Relative clusesand pT Agalest aod p68 Moda verbs: Pchewements verb + noun clsations Teduced relativeclaies Strategy Tuna tasks specition dome wth time Prepstionsinestve | Vocabulary, Synonyms and antoyms adjectives Past modi vesof Fen: rasa synonyms clases Grammar Recogrsngprteplecuses specution antic doumentary Reduced reatnedauses Ga presentationatcuttersleewplarers Use of English 7 Rend tavl ie Wodavebs ft Grosing bores 7 Tanga by fed ve Sete: sing unknown ects eae Partsofsbeyce Speating:niston Feng Coenon pias (ste stout migaton ‘Qsxmoretogues sboutrvngtss (p84 Exam Stil Taner + Reading: Capped text « Ustening:.opton utp cole « Use of English Vio formation + Speaking: Colbboratve tak 86 Coverpand consplacy pe Kmphaticorns p89 Spilingthe beans 190 whatever whoever Palit cand Emphases Strategy Recognising sentence res whence whichever soured ticks oeabulagy uamsscrets and sip werever an however Vers hat xpress preerent/aproval ‘Gitarieaers ed pat, ueney: thems: Drhewatergate ator P96 endothe wore (98 Clips ana 799 Lost cuisine "O00 Ravanced ses ot lol tveats| Substitution Strategy fed theruicand questonscarefullythelniitive Endings Vetbsond pasts forcramatc events Ellpss-omitingverbs Vocabulary ver noun calocatons FctrSiN yg of Engsh ueney Common sayings andvepheaues thecallape of isto Substitution so and nat (© Teens discuss sal bunker The Mayan sation 106 Exam Sis Taner + Reding option multiplechoice « Ustening: Matching Fue speatrs« Use of ngs Open one » Speaking OsusionLL |e {Thelagendof king ath, The Sword ntheStneTH White 2 Ezabethan theatie As You ke Willan shakespeare 3 The stoy/of the sont, ourcarl ann Duffy 4 Theda in ind, The Segecf RrkMnapur JGFarl 5 The American Cv Wa, Lite Vimen Loss May Acot 6 The ndustal Revluter Great Expectations Chals Ockens. 7 Lew andar. 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Introduction 1. Read what the people say about learning English. ‘Which experiences and opinions do you share? ‘Which do you not share? Find all the examples of the past simple, present perfect simple and present perfect continuous in the speech bubbles. When do we use the three tenses? Check your ideas in the Grammar Builder. ‘Be GrammarBuilderI1 page 131 Complete the sentences with the verbs below. Use the past simple, present perfect simple or present perfect continuous. Say why you chose each tense. belong bumpinto know leave look for not meet move phone run see wait workout 1 Dave is at home. Iknow because he me justa few minutes ago 2 How long you thatyou havea half-brother 3 Jason his personal training business since he _ to London in 2015. 4 Thisring tome since my grandmother it tome three years ago. 5. | wish the bus would come. | forit for ages! 6 He's very sweaty because he at the gym, 7 Ifyou my friend Sam, I'l introduce you. 8 | must buy this jacket. It's just what! 9" you Darren lately?’ ‘Yes, | him this morning in town’ In your notebook, complete each sentence twice past simple and the present perfect simple Use the verbs in brackets. Say how the meat I (not see) Kate for three months. [My grandad (work) in that factory for many years. Ryan (text) me three times this morning. I (not visit) Greece in the summer. Harry (play) the piano for years, but he (not make) much progress I (not have) any breakfast this morning, Jack (spend) six years training to become a doctor. 8 | (use) the same smartphone for at least two years. Listen to five people talking about learning English. For each person, say what they have found most difficult and why. 6 Listen again. For each person, say what they have done to overcome their problems. wana Unit introduction Though I've been learning English since | was a litle kid, ve never had the opportunity totravel to ‘an English-speaking country. Assoon as I've finished my exams, ‘Im hoping to spend some time abroad. I might go to Britain or Ireland, | struggled with English at first, but ve come on in leaps and bounds in the past couple of years. Ive already. passed First Certificate =IgotaB— and Ive just registered forthe CAE examnext, summer. Complete the phrases the speakers used. 1 learn words in Jin isolation 2 memorise phrases 3 an incomprehensible of sound 4 partof my vocabulary 5 get my round a word /sound 6 pattern 7 endings 8 order SPEAKING Workin pairs. Ask and answer. Use the ideas in tthe listening and the phrases in exercise 7to help you. 1 Which of the following areas have you struggled with? Why? a grammarand sentence structure e reading vocabulary writing € speaking 8 pronunciation 4 listening and intonation 2 What have you done to overcome the problems? How successful have you been? 3 Whats your ‘top tip'for other learners of English? ‘B+ Vocabulary Bullder Language terms: page 1261 2 4 Grammar Past tenses I.can use different past tenses correctly. SPEAKING Work in paits. Discuss the questions. orsuy 11 How long does it take to learn a language well? ‘After time expressions ike after,as soon as, and by the 2 Are there ways to speed up the process, do you think? time we an use the past simple or the past perfect Read the text. How successful was David Bailey's attempt simple and the meaning is the same. to learn French quickly? How do you know? ‘After Id finished /Lfinished dinner | went out, 5. Read the Look out! box. What is the sequence of events in Without a time expression the choice oftense is important because it tels us the sequence of events. Iwas the summer of 2006 and British internet entrepreneur David Beiley was staying with a French fiendinatny vilage A eeu inFrance. Asa student, David FRE, had learned Spanish toa Ye SSMChy ‘examples a) and b)? ert steno bu sce =k Read the pairs of sentences, Explain the difference in then, he'd been working so Speed fe past entnces plan se dire hard that he hadn'thad time to study French. So he had decided b My parents got home. 'd tidied my room, a Myparents got:home. | tidied my room. meaning, ‘to learn French —and learn quickly. In France, avid set up a 1 a I took notes while the teacher was speaking. strict daily routine. In the momings, he woke up and wrote out 'b Iwas taking notes while the teacher was speaking, regular and irregular verb tables for about two hous. While 2a Tom had been spending all is money on apps. the was writing, he listened to language-learing CDs. Then he 'b Tom had spent all his money on apps. ‘an for 45-60 minutes inte French countyside. He listened to 3. a When we saw the man, he climbed onto the roof catchy French music as he was running ~ and sang along! In the b When we saw the man, he'd climbed orto the roof, afternoons, it he wasn't playing darts or boules with his French 4 a When | walked into the room, everyone cheered. friends, he was reading Charlie and the Chocolate Factory in b When | walked into the room, everyone was cheering, French. He found that reading books in French that he'd read 5 a Grace had been making dinner when | arrived. in Englsh asa cild was a great language-learing tip. After 'b Grace had made dinner when | arrived. seventeen days, David let the smal village but e dt go home ; ; immeciately. He went to Pari, where he met a gil ina coffee oP Comuplets te test win Wie vervs in aceets se tne, shop. They hat been chatig for ong when she commented Past stele, past gor ties ot past perfect Eomnple ‘on his excellent French. She was sure that he had been living in continuous). Sometimes more than one tense is pos France for atleast a year! Find one affirmative and one negative example of these tenses in the text in exercise 2, 1 past simple 3 past perfect simple 2. past continuous 4 past perfect continuous ‘2 Grammar Builder12 page 31 Complete the sentences with the correct form of the verbs in brackets. Use tenses from exercise 3. Sometimes more ‘than one answer is possible. 1 (get) ready for bed when the phone (ing) {ot make) much proses itseemed. But then eventhing 2 They (not get) married until last month (change). Suddenly he was like a sponge’ his although they (be) engaged for years. teacher remembers. He" ____(absorb) grammar 3 He (have) paint in his hair because he and vocabulary t an amazing speed! After seven days, to see (decorate) his room all morning, how wellhe® __(leatn) the language, Daniel 41 (arrive) at 9 am. but he 8 (appear) on TV and # (succeed) (leave) for work already. Ingiving an interview in fluent Icelandic. 5 When! _____(open) the curtains, knew it ______ (rain) because the pavements 8 SPEAKING Work in pairs. Discuss what you have learned (be) stil wet from the texts about learning a language. What were some 6 This morning, while we (rehearse) for the of the reasons for David's and Danie'’s success, in your school play, one of the teachers take) opinion? Are there any tips you could copy for your own photos. studies? Unit1 introduction GEGrammar Articles | can use articles correctly. 1 SPEAKING Work in pairs. Discuss what effect (if any) ‘these factors have on how people in your country speak: region, age, social position, ethnic background. Think about ‘grammar and vocabulary as well as accent. 2 Complete the text with o, an, the or ~(no article). ‘Then listen and check. 5. Discuss the difference in meaning between these sentences. a There's call for you. It's Stephen King. bb There's call for you It's Stephen King. ¢ There's call for you It’s the Stephen King. a Would you like a biscuit or two? b Would you like one biscuit or two? a The school gym is perfect for indoor football 'b Aschool gym is perfect for indoor football What do you think of schoo! uniform? b What do you think of the schoo! uniform? I'm a manager at the local gym. bb I'm the manager at a local gym. 3 SPEAKING Work in pairs. Explain what MLE s and who ‘speaks it. Talk about age, ethnic group and location. 4 Read the lean this! box. Complete the rules witha, an, the © Complete the sentences with ,an,one,theor = (no (oF (no article), Which examples can you findin the text in "6 aoa ‘veg pooplein Burpe arbtab tions influence by ther peers in Usa TEARN Thusl Artes 2 Most teenagers know what correct way to Ree speak sbttheytencheseto sein : ifferent wa Be ou 3 = ‘way or another, teenagers will create ib to mean ‘ner orevery’ identity for themselves which is different c with numbers and measurements (hundred, kilo, etc) from their parents; way they speaks just a eG part of this process 4 with singular nouns after the word such or what A ara pte seal esd id is BiWelke correctly because day they will have to find a when there is only one of something eg. moon, sun} job, and employers expect b with plural countries, oceans and seas, mountain high standards. ranges and vers (United States, Pacific, Dead Sea, 5 ltdoesr'tmatterhow people speakor Alps, Danube etc) wie, even at work provided € with adjectives tke rich andold to talk about a group meaning i clear of people. 6 You can't judge persortsinteligence d with the plural form of a surname to refer to a or education by just ‘thing, such as married couple ora amily (Beckhams, Kardashians way they speak Wee 7 SPEAKING Workin pairs, Discuss the sentences in exercise aa with plural and uncountable nouns when we are 6. Doyou agree or disagree with them? Give reasons. talking in general. tit i cartes ane convents renee, | 2 OMG: Wesel pas Diss the question below, Beek 1 Doyou speakand wie differenti in diferent situations? Pit creas aio Biers na 2. Gi eranples of contents in which jou would speakand write in the most and least formal ways, EEEED unit introductionGrammar Talking about the future Do you think English will become more orless important. as an international language in the future? Why? SPEAKING Work in paits. Discuss the question above. Consider the relevance and importance of the ideas below. 1 the importance of the internet 2 the success of China and India 3 the dominance of American popular culture 4 the influence of the former British Empire 5 communicating in business, science and travel 6 how easy is it tolearn English (AED) Listen to five people talking about the importance of English in their future lives. in your opinion, who has the ‘most compelling reason to learn English? Why? Listen again. Match speakers 1-5 with the questions A-G. There are two extra questions. Which speaker... ‘A hopes to specialise in foreign languages? B wants to study English abroad? will find English indispensable? will havean advantage in the labour market? E would like to be an English teacher? F will use English only in their leisuretime? _ G will need English for travel? LEARN THIS! Future forms ‘We use will a totalk about facts in the future. b for predictions based on what we know. « for plans when we'e deciding what to do.as we speak. d for offers, promises, requests and refusals (won't) € inthe main clause of first conditional sentences. ‘We use going to: f for predictions based on currentevidence, eg, something we can see. 8 for plans when we've already decided what to do. ‘We use the present continuous, fh for personal arrangements, especially when we mention the time and/or place ‘We use the present simple with future meaning J for routines, schedules and timetables. jin future time causes with after as soon as, before, nce, unless, until and when. The present perfects also possible. k in the f clause in first conditional sentences. {can talk about predictions, plans, offers, routines. 4 Read the Learn this! box and the examples from the listening below. Match the highlighted phrases 110 with uses a-k. \’'m planning to go abroad — as soon as [ffiRigh university. "ve promised mum [BBE a proper ob, as she calls it October. ‘engineering at university. lmmimeting my teachers tomorrow to talk about the application process English is everywhere nowadays and iS SERCO ‘mote important fo sure At the university fm planning to study at, (RERESRAIA ‘iateriallarie NeetiresWil al! BB in English {hope to add anther language — hopefully German, In fact. thinking about it, \f [BRRTRBIERG speak English really well EWAGRE me an edge when applying fora job 10 Aftermmy degre, think PIGSHRAIDE to study, for a PhO. 12+ Grammar BullderEA page 133 | LOOK our! © Sometimes there is no difference between will and going to for predictions. Youire going to / Youll fall your exam iF you don't revise: * Sometimes there is no difference between going toand the present continuous for plans and arrangements. Im going to see / im Seeing Debbie this evening, 5. Read the Look out! box. Then complete the sentences with a future form. Sometimes more than one form is possible. Give reasons for your choice(s) We've booked our summer holiday. We (isit Cuba 2 OurEnglsh exams (be) on 23 and 24 June. 3 fl'm going to be ate, (text) you. 4 Yim fed up with my car breaking down. | (cel) it {you / go) into town this morning? Ifo, (give) you a lift The carengine is making a funny noise. 'm sure it (break down), ‘mshort of money. 'm afraid | {have to sell my bike (phone) you as soon as | (know) what time the film (start), 6 SPEAKING Work in pairs, Ask and answer the questions. Give reasons for your opinions. 1 Areyou going to study English at university? Why? / Why rot? 2. How will English be of use to you in the future? 3 For which jobs is a knowledge of English important? Unit1 introduction (IEVocabulary Memories Ican describe childhood memories. TTT 43 SPEAKING Work in pairs. Think back to your own childhood, Ask and answer the {questions below. Then find out how many people in the class can answer all of the questions confidently. an you remember. 1 the name of your school teacher when you were five? 2 what you enjoyed watching on TV when you were four? 3 what types of food you really liked or disliked when you were three? 4 who you played with when you were two? 5 your favourite toy or game when you were one? Unit map @ Vocabulary Remembering and forgetting Idioms: memory 2 VOCABULARY Study the words below. Which are related to remembering and which are related to forgetting? Personality Remembering and forgetting @Word Sil Verbs blotout evoke recall remind reminisce suppress Phrasal verbs (1) Nouns mind nostalgia recollections Adjectives evocative lasting unforgettable er. Question forms Habitual actions @istening Designer babies Complete the text about childhood amnesia with words from exercise 2. What. three synonyms for ‘remember’ (two single verbs and one phrase) are there in the completed text? THE FIRST two or three years of your life are full of new and, you would think, 1 experiences. But the reality is that most adults can * almost nothing from those very early years, their earliest : being, on average, from the age of about three and a half, This phenomenon is often referred to as ‘childhood amnesia Interestingly, young children are often able to bring to* certain events from their first two years of life But, for reasons which are rot fully understood, they generally lose this ability as they get older. (The artist Salvador Dali claimed he could recollect being in the womb, but there is no way to prove or disprove this!) Do those earliest memories disappear or does the mind» them for some reason? Nobody is sure. ‘As well as this tendency to lose or ‘ memories from the first three years, most people have far fewer memories Up to the age of eight than for other periods in their lives and they are often quite sketchy. Sometimes a picture ora piece of music can @ Reading Bad beginnings a @Wiiting Opinion essay culture The Legend of King Arthur Literature ‘you of something or someone The Sword inthe Stone, from years ago, and smels can be particularly H White It is also possible for a sight, @ Vocabulary Builder page 16 smell OF sound to ? a feeling £ eecrammar Builder and i | forexample, ® = rather than a specific memory. We still do not know exactly how the human mind stores information, but we do know that people who frequently " about childhood experiences are more likely to create ® memories ference page 134 BED rit beginnings4 SPEAKING Work in pairs. Define ‘childhood amnesia’ in cone sentence. Do your answers to exercise 1 support the ‘theory or contradict it? 5. Choose the correct words in the sentences. Then complete them with your own ideas, Use your imagination. 1 When my grandfather is with friends, they lke to sit and ‘evoke / reminisce about 2. My aunt has blotted / suppressed out most of her memories of boarding school because 3 One thing that is particularly evocative / unforgettable of my uncle's childhood abroad is. 4 The sound of fireworks has always recalled / reminded my grandmother of 5. My uncle feels a lot of nostalgia / recollections for the days when 6 One thing that made an evocative /a lasting impression ‘on my grandmother in her youth was 6 SPEAKING Work in pairs. Compare your answers to exercise 5. How similar are your endings? Do they show you understand the meaning of the word you chose? 7 GRE iisten to four speakers talking about something which reminded them of early childhood. For each speaker, answer the questions below. 1 Where was the speaker at the time and what was he or she doing? 2 What reminded the speaker of is or her childhood? 8 (HED vocasutary What idiomatic phrases do the speakers use instead of the underlined words? Use the correct form of the idioms below. Listen and check. Idioms: memory atripdown memory lane to come flooding back tohavea memory like sieve tojog your memory toknow sth by heart torack your brains to ringa bell totake you backto 1 The title didn’t remind me of anything 2 Surprisingly, the story didn't cause me to remember anything 3. Some of it really reminded me of my childhood. 4 twas an experience which brought back lots of memories. 5 All the memories suddenly came back to my mind, 6 The amazing thing is, stil knew all the words from. memory! 7 Mind you, she's got a very bad memory, so | wasn't too surprised 8 I've been trying hard toremember ever since but | just can't remember 9 SPEAKING Work in pairs. Discuss the questions below. Can you think of. 1 a poem or song lyric which you know by heart? 2 a particularly evocative smell which takes you back to your childhood? 3. something you do to jog your memory if you have something important to remember? FLUENCY! Some adjectives go naturally with certain nouns, whereas others with a similar meaning do not. Learning these collocations will help you sound more fluent. Study the adjectives from a-d which ft this example: Ihave a(n) memory of our first meeting. 3 adim distant hazy vague abiding clear enduring strong. vivid ¢ fond pleasant d bitter painful traumatic 10 Read the Fluency! box. Then find another adjective for group a inthe second paragraph of the text in exercise 3. TI SPEAKING Work in pars. Tell your partner some of your earliest memories. Use adjectives from the Fluency! box to describe them, How many details can you remember? Ihave a vivid memory of .. ‘can clearly recollect. Ihave a vague memoryof... !canonly bring tomind.. Unitt Seginings CH