face2tace Upper Intermediate Workbook with Key Nicholas Tims & Jan Bell B2 CAMBRIDGE with Chris Redston & Gillie Cunningham UNIVERSITY PRESSCAMBRIDGE UNIVERSITY PRESS University Printing House, Cambridge CB2 8BS, United Kingdom ‘Cambridge University Press is part ofthe University of Cambridge. Ie furthers the University’s mission by disseminating knowledge in the pursuit of ‘education, learning and research atthe highest international levels of excellence. wwwcambridge org Information on this title: ww w.cambridge org/9781107609563 © Cambridge University Press 2013, ‘This publication i in copyright. Subject to statutory exception nd tothe provisions of relevant collective licensing agreements, tno reproduction of any pact may take place without the written permission of Cambridge University Press. First published 2013, Sth printing 2016 Printed in Italy by Rotolito Lombarda S.p.A. A catalogue record for this publication is available from the British Library Library of Congress Cataloguing in Publication data ISBN 978-1-107-60956-3 Upper Intermediate Workbook with Key ISBN 978-1-107-60957-0 Upper Intermediate Workbook without Key ISBN 978-1-107-42201-8 Upper Intermediate Student's Book with DVD-ROM ISBN 978-1-107-62935-6 Upper Intermediate Teacher's Book with DVD ISBN 978-1-107-42203-2 Upper Intermediate Class Audio CDs (3) ISBN 978-1-107-67009-9 Upper Intermediate Classwvare DVD-ROM ISBN 978-I-107-60998-3 Upper Intermediate Testmnaker CD-ROM and Audio CD ISBN 978-1-139-88683-3 Upper Intermediate Online Workbook (e-commerce for students) ISBN 978-1-107-68632-8 Upper Intermediate Student's Book with DVD-ROM and Online ‘Workbook Pack (Cambridge University Press has no responsibility forthe persistence or aceuracy ‘of URLs for extemal or third-party internet websites referred to inthis publication, ‘and does not guarantee that any content on such website is, o¢ will remain, accurate or appropriate, Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of frst printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.Acknowledgements The authors would lke to thank all those involved in faceBtace for all their work, in particular Greg Sibiey (Managing Ecitor), Andrew Reid freelance editor) and Chris Wiliams (Production Contraler for their invaluable editorial and production skils. Thanks also to Chris, odiston and Gille Cunningham for their support and advice. Nicholas Tims would also Ike to thank Clare Turnbull for her patience, encouragement and inspiration, ‘Jan Bell would tke to thank Bruce, Alex and Lucy for their support. ‘The authors and publishers are grateful to the following contributors: Bloobeny Design Ltd: text design and page make-up Hilary Luckcack: picture research ‘The authors and publishers acknowledge the following ‘sources of copyright material and are grateful for the permissions granted. While every effort has been made, Ithas Not always been possible to identify the sources of all the material sed, or to trace all Copyright holders, If any omissions are brought to our notice, we willbe happy to include the appropriate acknowledgements on reprinting ‘BBC Wife for the text on p. 28 ‘Pigeon fanciers’ originally ‘published in BBC Wide Magazine, December 2009 © Immediate Media Company Limited Brstol © Author: Andy Alen; Guardian News & Media Ltd for the text on p. 33 adapted ftom ‘Schoo! unifozm does not improve results ~ ciscuss’ by Stephen Northen, The Guaroian, 18.01.11, Copyright © Guardian News & Meda Lid 2o1t ‘The publishers are grateful to the following for permission to reproduce copyright photographs and material: Key: |= left, c = centre, r= ight, t= top, b = bottom ‘The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted While every effort has been made, ithas not always been possible toidenity the sources ofall the material used, oF to trace all ‘copyright holders. if any omissions are brought to our notice, we will be happy to include the aporopriate acknowledgements on reprinting, ‘The publisher has Used its best endeavours to ensure that the URLs for external websites refered to in this book are correct and ‘active atthe time of going to press. 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Realia images: p8(qears): Thinkstock/stockphoto; p&3(A+ grade): ‘Thinkstock/stockpnoto; pS6\rings): Thinkstock/Tromas Norincut 1976(bicycle): Thinkstook/istockphoto; p76(UK map): Thinkstock! Zoonar. Front cover photos by: Corbis/Steve HivSomos Images (Bl); Glowimages (TC, TOR, UCR, Shutterstoowvur Arcurs (TL, TR) Shuterstock/Ancresr (TCL, BOR; Snuttrstock/Monkey Business Images (UO); Shutterstock/Elona Eisseava (LCL); Shutterstock! Konstantin Sutyagin (BR); Thinkstock Thomas Norbu (UCL); Thinkstook/Cavis Cinton (LC), Thinkstock/Jupiterimages (BCL); “Thinkstook’Stockbyte (EC) ‘The publishers would like to thank the following illustrators: Fred Blunt, Inigo Montoya (c/o Dirty Vectors), Mark Duff, Graham Kennedy, Joanne Kerr (c/o New Division), NAF (c/o Meikcjoha stration Agency), Lucy Truman (c/o New Division}. Corpus Development of this publication has made use of the Cambxidge English Conus (CEC), The CEC is a computer database of ‘contemporary spoken and written Engish, which currently stands ‘at over one billion words. It includes British English, American English and other varieties of English, It also includes the Cambridge Leaner Corpus, developed in colaboration withthe University of Cambridge ESOL Examinations. Cambridge University Press has bul up the CEC to provide evidence about language Use that helps to produce better language teaching materials English Profile “This product is informed by the English Vocabulary Profle, built as part of English Profle, a colaborative programme designed {0 enhance the learning, teaching and assessment of English ‘worldwide. ts main funding partners are Cambridge University Press and Cambridge ESOL ane ts aim isto create a 'proie'for Engish linked to the Common European Framework of Reference for Languages {CEFR}. English Profle outcomes, such as the English Vocabulary Prot, wit provide detailed information about ‘the language that learners can be expected to demonstrate at each CEFR level offering a clear benchmark for leamers’ proficiency. For more information, please vst wwawengishprofe.0«gContents Seen’ Reading and writin: Lessons 1A-D pS Portfolio 1 pea - ‘Language anit: Ect, | ERRCIME The fais very sta; ures wr ome; Other uses ot | Planing and rating vat pa) ete Readog snare er ngs TERI fowsn acinar gon ting rng ncn ae Lessons2A-D pi0SSSOS~*~S = folio pee TEEEIEGE fies oner, | KREIS} Peon et tats pearance dae, | ets newspaper Feamsaecpnen, Woda): | gtr ending wo te eope cafes ‘Discussion language (1): agreeing and disagreeing potty Writing ging emphasis TessonsSA-D PIS ‘Portfolio 3 pee ERE Crine: Chinas ad come | (EAMTIETI} Socond concitiona; alternatives for Wf Third concsional ‘Aebice eatlots: {ots Cine aniner Vatsant | ENTER Weg eg ed antag cee Reding lel pee ety peste | wn tes er an Lessons 4A-D p20 - ~__ [Portfolio po EEO ra ots); 808 | FETED arte ve Pet ret Orcs Oi ‘tiara and reading; Connecting words: reasan and | non-defining and reduced relative clauses ading biography of Johory Den Cone, Wad eaopeng Sage spender xpd iting stra: dey ry eta secret Lessona 5A-D p25 - Portfolio 5 p72 ERIE xjectvos (1); Phrasal EEE Yieys of comparing; Future ve forme; Future Continuous ‘Proparing a presentation ‘hs fia nena tt Denson we ene Reading ccc peserten ecto ng rs | iki ag ef rats Lessons 6A-D p30 - Portfolio 6 p74 —_] EEG Preece wih tao; EEG: 625 oF verb +ng; Modal vert (1); eels of certaty abou ‘Describing a place you love Conpandadeciesesair cancer, | Renae fading 2 ern pace sack elaenog Poke pers Wg sri ps reteetasecase ty aes | Lessons 7A-D p35 [Portfoio7? p76 — ‘State webs; Bases and | [EEEIETE Sinpe on cortnunu epee ect and tte verb; Present | aluing relevant information {eo Mevbung pts: One| Pe Se al rn Pert ans, Aeadng tet en tl nero ean inion re | EERE Pouleneen pre Wing eran eons: hdr eat roman Lessons 8A-D p40 7 ~_ [Portfolio & p78 Ded whe ‘Wes ip. tsine. ete satin | eons fats Presse Gym, Sronme | ERSTE Angin Reading eprint seg iteg ‘gery; en mange | Answer Key peviil _ Lessons 9A-D pds - ~ [Portfolio 8 p80 TORI theca Ertrainment “he pase a3, Ne such as, 0 such Wobsit eviows adjectives; Homonyens ‘Making and responding to supgestons ‘Reading a reviow of two websites | ting rene: begin evens ah phases Lessons 108-D p50 — Portfolio 10 a2 ceo: es | EIT hie sanatiog ce, canon do sonar, Reeamiesee ‘rene nl tear, Conpmndours | co sane yvcal,Outos Reading an ace sue carting pared ad cases sndagectins EERIE cin enoss | iting tear car cnt rs mA-D pss — Portfolio 11 ped Workcaloatere; sre | KEEETINGP Destino fue ons Fave Feed Roared ooh | Formaland informal mais ‘clesons or pat (2: ring dissin ron) ‘eating 0 era ask fe a ig rman vets Arisa ating akg atargsna irom and mae fom nals Lessons 12A-C p60 _ Portfolio 12 pee TEENIE Coteau worse oda ws 2 decn te preset nde past Psoas | Apareonal ema Vous aroun eesios dors | clmatabanaeaed obs Reeting opscra ola pty ere Weling a posucal onal aut epsfenoecomen mies Upper Intermediate Reading and Writing Progress Portfolio p88A global language Language summary 1, Student's Book p127 Language ability The English verb system [XSIIINKF Hil Read what Carl, Heidi and Maria say about speaking languages. El a Match sentence beginnings 1-9 to Fillin the gaps with the phrases in the boxes. endings a-i 1h year 1000, English _b badat can't speak award know a few words 2 The Engiehienquage was 3. Ahundred years ago, many people were Tobe honest, !m quite’ bad at languages of French that I learned at school, but? menrngee, 4 Cambridge University Press has 5 By the 21st century, English had 6 Immigration, new technologies, popular culture and even war have can also get by 'mreasonably good picked up 7 At present, over a tlion people are My fist language is Swiss German, but | ive near 8 Engfshis the border, 014 at taan, 9 However, more people speak 8 In French. We went to Lyon a now learning English worldwide. last summer and ® the language b_ had approximately 40,000 words. very quickly. all contibut to the growth of English using French as an international ‘also fuent in can have a conversation language. ‘mbiiingual i's abit rusty 2.00. © grown to over $00,000 words. My mother is Spanish and my father is French so been pubishing English-language " slime teaching books since 1975, English, which | need for work. 18 @ Mandarin Chinese than any other in German, but ® Maria language, taken to North America by settors in tho ‘7th century, Ey Rewrite these sentences using the words/phrases in brackets. | od as fst language nat eas 1. [don't know any Japanese, (word) countries. can't speak a word of Japanese. b Match sentences 1-9 in 8a to these. verb forms. 2. I speak enough German for holidays. (get by) Present Simple 9 1 — on holiday. Present Continuous 3. My sister can speak Chinese very well (uent) M Present Simple passive ly Prosent Perfect Simple | haven't spoken Portuguese for along time. (bit rusty) My 5. | eared a few words of Italian on holiday. (pic 1 Present Perfect Continuous Past Simple Past Continuous Past Simple passive Past Perf 6 ican speak both Turkish and Spanish perfectly (olingual) Simple ImEi 2 Read the frst part ofan article about ‘Basic English’ and choose the correct verb forms, Te ide of inventing an in language is nota new one. 180 yeas, linguists Cave created over ten diferent fa the most infuential of these 1d baen/was Basic English By 1923, the Fist Worlé War nguages that | are based/be based on German, Spanish, Engh an even mal ates On of | b Read the second part of the article below and lilin the gaps with the correct form of the verbs in brackets. || | retnsge? atzacted (ntact teste : tomy heseenstioniver— | Arto wate dteh pmo nade president ofthe United States? (look) (ert ee pr paoe Ta ‘ ie oss tog ne ‘yas/had been oet for ve years, but use of Basic English nthe pas 60 years, the anevage * Europe was still recovering/recovered 5 {have} some success. In some parts from ts effees, Charles Kay Ogden, a of ast Asia, wach ® (si use) net st ane writer was running several Cgden's word lists, However, inthe man, the language bookshops in Cambridge. He had just writers nitan published a book hs theanpenres ‘which served how we use language. The svoess of his book | ws serps "has insie/nspied Ogden to design rivers language ~one that was Now that we” (know) that there are snuch simpler than English, but “doesn''t require native English speakers ta study a different language, In 1990, Ogden's book Basic English: A General troduction with Rules and Gronmar*was/were published itis estimated that, on average, it "takes oak about soven years to become fluent in oglish. Ogden "belioved/nas believing that ‘Basic ‘words, andthe grammar was simplified with vey few exc each rule pions to Open learning | } English could be eared in seven weeks. Teve had been/ver only 860 mayor rave then native pater Eg, sone ing amy el wheter we sho evs Ogres. Taos rene veson fhe | | wipe vets wih? witein ‘Base Emis forronnatve wares cftelamage. | Gone row Education [UatIaE Complete the crossword with words connected with education. money given by an organisation to pay for someone's studies (11) a talk on an academic subject, especially at university (7) «a long piece of writing on a particular subject, especialy one that is done as part of a course at college or university (12) money that students must pay to universities for their courses (4) fan agreement by which a student at a college or university borrows money from a bank to pay for their education and then pays the money back after they fnish studying and start a job (7, 4) class, especially at university, wth a few students (8) an advanced d usually lasting for one year (7) someone who is studying for their first degree at university (13 a student who has already got one degree and is studying at a university for a more advanced qualification (12) ‘a senior person who teaches at a British university (9),Auxiliaries in verb forms [EXUIINNER Other uses of auxiliaries BD a Are sentences 1-8 correct? Change the incorrect sentences. is Everyone here are doing a Master's degree. Did you went to the seminar yesterday? 3. Ido work very hard, but | stl find the course dificult 4 Some universities does give scholarships, but we don't 5 Tm the only person here who went to a state school, aren't I? 6. I'l were you, I don't eatin the college canteen, 7. You lke doing exams or prefer continuous assessment? 8 I've be invited to apply for a PhD, but the fees are too high, b Match the correct and corrected sentences in 2a to replies a-h. a4 Dont you? © Theyre, aren't they? b Wel not {Are you? © Idor't enjoy either 9 Sodol 4 Wouldn't you? Why not? sh No, Ii. Read the conversation and choose the correct auxiliary verb. PHIL Hi, It’s Sara, ! isn't. it? We met last week, ? we? SARA Yes, we? «You're Phil. PULL Well remembered! You * warn me when we met that you often forget names. SARA TS unfortunately. But I ® making a special effort this week. Anyway, how 7 i going? PHIL OK.18 already had a tutorial with my PhD tutor. SARA * you? Who's that? PHIL. His name's Professor Shavick. Everyone else was very impressed by him, but 1° m expect you know him. sara 172 + actually, You see, I PHIL Oh, sorry, hold on ~ that’s my phone ringing dais © iont © doesn't 2a didvt —b havent e arent 3a dd b do © have 4 armed do © dd Sam » do © have 6am > ve cll 7 a has b does e's & a co bd © ‘ve 9 a Did b Have © Haven't 10 a wasnt —b dion © haven't 11 a 'mnot —b dont © do 12 a am » have © do El Read the second part of the conversation. Fill in the gaps with the correct positive or negative auxiliaries. Use contractions ('ve,'s, etc.) if possible. PHIL. Sorry, where were we? Yes, Professor Shavick. He's a bit strange, ! isn't _he? 1 interviewed by him, so we hadn't met before, SARA Neither? when I started here, And I must admit ~ he 4 appear rather unusual when you first meet him, PHIL Unusual? IF [met him in the street, is probably run away screaming, All that hair! He's been spending far too much time with his computer. He should get out more often, ‘ he? SARA Well, pethaps. PHIL Anyway. 17 think Teven asked you what you're doing your PhD in. SARA Well, 1® PhD actually. I, er, teach here. not doing a Pat. You don’t, ? you? SARA Er... yes. Computer science, as a matter of fact. Sorry, 1 ‘going to say something earlier, but . PHL How embarrassing, So, Professor Shavick is a colleague of yours? SARA Erm ... well, I suppose he’s my boss really. But" i, tell him anything! And not all tutors are like him, I promise! worry =I aaee 1C AND SKILLS Reading Ed Read the article quickly and choose the best definition of “Tateral thinking’. ‘Lateral thinking’ is ‘a anew way of thinking about ‘ld problems, b_afun way of solving puzzles. © an aitomatve way of thinking about problems, Verb patterns (1) Too BD Read the article again. Fill in the gaps with the correct form of the verbs in brackets. EI Read the article again. Which paragraoh or paragraphs in the article: 1. encourage you nat to give up thinking about the pude? 8B, 2. tals you what you need to do Ifyou want to use lateral thinking? 3. explains why some people are better at lateral thinking? 4 gives an example of solving a problem by lateral thinking? 5. presents alateral-thinking problem for the reader to sone? 6 explains the way we traditionally deal with problems? 77 tells you where you can find the solution to the puzzle? Getting results Teaching thinking A. Acting on an anonymous phone cal, the police raid a house to arrest ‘suspected murderer. They don’t know what he looks like but they Aenow hie name is John. Inside the house, they find a surgeon, a lorry river, a mechanic and a fireman, all playing cards. Without hesitation or asking any questions, they arrest ‘the fireman. How do they now the ‘fireman is the murderer? 1B The answer to the puzele is printed at the bottom of the page, But if you don't know it try" not to look. {not look) yet Road this article and then force yourself? (think) alittle harder © Inthe 1960s, Ecward de Bono, a Maltose doctor and writer, invented the phrase ‘lateral thinking’. He believes that we understand the world by building up patterns based on experience. These patterns teach us? (recognise) familar problems and situations and allow us ¢ (make) simple decisions quickly However, de Bono argues these patterns can also stop us from seeing the solution to 8 problem. D_ Edward de Bono thinks that for every problem, you need § (check) your assumptions. What did you assume when you read the puzzle above? To think laterally means you (rmake) assumptions about a problem and make must avoid ® yourself? (think) outside the box. Now think about the fireman puzzle ‘again, Have you got the solution yet? No? Well, keep * (read) ‘then think again. Edward de Bono once asked some children? (Guggest ways of estimating the height of 2 tll building. Some suggestions wore asking the architect and also dropping a stone from the top, and measuring the time taken to fall. But one boy refused (take) the question seriously. “Put the building on its "he seid. The class laughed. Edward de Bono then managed" side and measure (demonstrate) thet this was actually a very sensible idea. You can measure the building, de Bono pointed out, ina photograph. And if you put something else in the photograph - that you know the height of - you can easily calculate the height of the building, Infact, children are often good at lateral thinking. With less life experience, they bring fewer ‘essumptions to a problem, and so look {or different solutions. So, fyou can't ‘answer the murderer puzzle yet, try asking a young person the same problem. You might (be) surprised at how simple they find it! sw fo aya sem vowing a4, Vawow ye 820m aUe4DeW pu JBAUp Koj UOREINs Buy, Noumos:Keeping a conversation going Eno @ Choose the best response. 1 We'd tke to do something more creative than yooa. a What's ike? 'b What sort of writing? © Like what, exacty? 2 can't stand exams. a Whys that? Such as? © Don't you? 3. Im doing a jawellery-making class at the moment. How do you mean? b How'sit going? © Like what, exactly? 4. Richard wants to learn Chinese. a In what way? b How's it gong? © Doeshe? b Match conversations 1-4 in ta to the next lines a-d, a 4 Yes, he needs for work. b Bad memories from school, really © Were not sure. Maybe carpentry. d Really wal. iove it. Bd Complete conversations 1-5 with the correct question word and preposition. Who What Howlong Who Where with from for about to 1 SAM Clare is starting her own business. DAN Really? Whowith ? SAM It’s just her at the moment. 2 PAUL Alex has written a screenplay. KATE No way! 2 PAUL Ie’sa thriller, I think. But I don’t know the story or anything. Evening classes 8 ROB We've got to give in our application forms soon. AMY... ? Do you know? ROB I think you can just leave them with the secretary. 4 ‘TIM. [ got this camera for less than half price. ‘CHRIS Did you? 2 TIM On a website my brother told me about. 5 SARA Our teacher's going away next week, Luis SARA Almost a fortnight, I think. Fill in the gaps in the conversation. Use between one and. three words. 1M Claret Hi ‘CLARE. Jim! What a coincidence. I was thinking about you recently. JIM? Were you? Why? that? CLARE I was wondering if you're still doing that jewellery clas, JIM. No, gave that up a few months ago. CLARE 3 come? JIM. Well, we moved house in March, so it’s a bit far. CLARE Really? to? JIM. Near here, actually. On Shelford Street. Anyway, 5 going? Are you still teaching? CLARE Yes, but not for much longer, thankfully. IM. What & ‘mean? CLARE Well, 'm starting my own training business. ym 7 of training? CLARE Presentations, mainly, JIM. You've always been good at that kind of thing, 4 ? I guess teaching helps. CLARE Absolutely. Anyway, enough about me. What's Shelford Street ® 2 JIM. Great. I's a much bigger place than our old one. OF course, life isa little different these days. CLARE. Different? In! 2 JIM Well, since we had the baby CLARE A baby? Congratulations! I had no idea! (1) easing an wirting Poot 54 £{