□NATIONAL

GEOGRAPHIC
LEARNING
CENGAGE
t% Learning'

OUTCOMES

PR E -IN T E R M E D IA T E HUGH DELLAR

STUDENT'S BOOK ANDREW WALKLEY
 IN THIS UNIT YOU LEARN H O W TO

ask and answ er common questions about jobs

JOBS talk about w hat you're doing at work at the
m om ent
talk about arrangem ents and appointm ents
recognise and use collocations
describe w hat different jo b s involve

page 6

talk about shopping and things you buy

SHOPS m ake and respond to compliments
talk about problem s you can have with shopping
offer help
com pare places and products
have conversations with shop assistants
p a g e 14

VIDEO 1: A child’s garden of gators page 2 2 REVIEW 1: page 2 3 WRITING 1: Organising ideas page 150

GETTING THERE talk about buildings and places

ask for and give directions
tell stories better
apologise for being late
talk about different w ays of travelling
describe problem s you can have on journeys
page 24

EAT describe restaurants and m eals

discuss w here and w hat to eat
talk about your experiences
understand m enus and explain dishes
ask and answ er questions in a restaurant
talk about typical foods and eating habits
page 32

VIDEO 2: Forbidden fruit page 4 0 REVIEW 2: page 41 WRITING 2: A n ecdotes page 152

talk about activities, places and equipm ent

introduce negative com m ents
m ake plans and arrange w hat to do
talk about watching and doing different sports
com pare th ree or more things
discuss relaxing and stressful experiences
page 42

FAMILY AND • d escribe people you know

• explain who people are - and which people you
mean

FRIENDS • ask and answ er comm on questions

• discuss similarities and differences
• describe character and abilities
• discuss u se s of social m edia and online habits
page 50

VIDEO 3: WOMAD page 5 8 REVIEW 3: page 5 9 WRITING 3: A personal profile page 154

YOUR PLACE •
•
•
explain w here you are from
describe your town and area
ask useful questions w hen staying with people
• ask for permission to do things
• show g u ests round your house or apartm ent

page 6 0

EDUCATION describe your academ ic experiences

respond with surprise to negative se n ten c es
talk about future situations
talk about the education system in your country
discuss cheating in education - and in other a reas
of life

page 6 8

VIDEO 4: Fainting goats! page 7 6 REVIEW 4: page 7 7 WRITING 4: Describing places page 1 5 6

2
GRAMMAR VOCABULARY READING LISTENING DEVELOPING CONVERSATIONS 1

• P resent simple and • Talking about jo b s • T here’s no m oney • Talking about work • Q uestions about jo b s
p re sen t continuous . Understanding in it • Managing your time
• P resent simple and vocabulary:
p re sen t continuous Collocations
for the future . Activities at work

• Past sim ple • Describing things you • Click to buy! • Talking about • Complimenting
• C om paratives bought shopping • Offering to help and
• Shopping online • Conversations in a responding
shop

• Past sim ple and past • Places in town • Lessons in life: how • Asking for directions • Giving directions
continuous . Travelling by plane n° t to miss flights . Travel new s • Apologising for being late
• Quantifiers with . Transport
countable and
uncountable nouns

• P resent perfect • R estaurants • Breakfast around the • Discussing w here • Making and responding to
sim ple . Describing food world to eat suggestions
• too and not... • Choosing dishes from • Offers, requests, suggestions
enough a m enu

• Plans and • Places and • T here’s m ore to sport • Plans for the • Introducing negative com m ents
arrangem ents equipm ent than football w eekend
• Superlatives • Sports and gam es • Why is football
• Understanding popular?
vocabulary: • H obbies to help
Word families you relax

• Q uestion formation • Family and friends • Online friends • Talking a bout people • Explaining who people are
• Similarities and • C haracter and habits • W hat kind of an • The family business
contrasts . Understanding online friend are you?
vocabulary: Words
with th e sam e verb
and noun forms

• have to, don’t have • Describing places • My new hom e • W here are you from? • Explaining w here places are
to, can and can’t . W here 1 live • Staying in so m e o n e ’s • Asking for permission
• will/ won’t . Staying with p eople hom e

• First conditionals • S tages of education • Cheating their way to • Com paring education • No?
• had to and could • Education system s the top system s
• Cheating

Contents 3
 IN THIS UNIT YOU LEARN H O W TO

MIND AND BODY describe com m on illnesses and their sym ptom s
give advice and understand medical advice
ask and answ er comm on questions about illness
give instructions
understand instructions on m edicines

page 78

PLACES TO STAY describe places you stayed in

book som ew here to stay
apologise for bad new s
explain and deal with problem s in hotels
talk about imagined situations
talk about past habits
page 86

VIDEO 5: The future of a village page 9 4 REVIEW 5: page 9 5 WRITING 5: Postcards page 158

SCIENCE AND talk about the w eather

discuss and respond to new s stories
talk about animals

NATURE tell better stories

talk about scientists and research
understand n ew spaper headlines
page 9 6

ON THE PHONE talk about different kinds of phones

give and tak e phone m essag es
ask for p eople and explain w here people are
work out th e m eaning of new words
explain stories and report crimes
report w hat people said
page 104

VIDEO 6: Memory man page 1 1 2 REVIEW 6: page 1 1 3 WRITING 6: Plans and schedu les page 160

CULTURE describe different kinds of films

say w hat you have heard about things
talk about how things m ake you feel
talk about the film industry and culture
discuss your favourite music, books or films
ask how long people have b een doing things
page 114

talk about comm on household objects

explain w here things are in a house
d escribe things, p eople and places that you d o n ’t
know the nam es of
talk about food shopping
discuss som e environm ental issues
talk about suitable gifts
page 122

VIDEO 7: Oxford page 1 3 0 REVIEW 7: page 131 WRITING 7: Complaints page 162

talk about th e econom y

use time p hrases to say when things happen
com pare prices
talk about m oney issues and problem s
say different kinds of num bers

page 132

describe different kinds of parties and events

ask and answ er linked questions
explain major historical events in a country’s
history
say different d ates
talk about special days in your life

page 140

VIDEO 8: Columbus and the New World page 148 REVIEW 8: page 1 4 9 WRITING 8: Invitations page 164

4
GRAMMAR VOCABULARY READING LISTENING DEVELOPING CONVERSATIONS

• Giving advice • Illnesses and health • Mind over m atter • How are you feeling? • Common questions about
• Imperatives problem s • Health advice illness
• Understanding
vocabulary: Phrases
with mind and matter
• Parts of the body

• Second conditionals • Places to stay • Memories of • Hotel information • Apologising

• used to • Solving hotel childhood holidays • Credit card details
problem s • A difficult hotel g u est

• Past perfect simple • Science and nature in • Man’s b e st friends • Discussing the new s • Responding to new s and
• Passives the news • An animal experim ent • Science phone-in com m ents
• Animals

• yet, already, still and • Using phones
ju st • Understanding
• Reporting sp e e ch vocabulary: Forming
negatives
• Reporting crimes
• It’s an em ergency! • T elephone m essa g es • Explaining w here people are
• Problem s after a
crime

• Noun p hrases • Films • Nollywood dream s • Discussing w hat film • supposed to

• P resent perfect • Understanding to se e
continuous vocabulary: • Talking about music,
-ed / -ing adjectives art and books
• Music, art and books

• Relative clauses • Things in the house • Rubbish food • New flatm ates • Explaining w here things are
• m u s t/ m ustn’t • Containers • Fact file: rubbish • M em orable p resen ts
• Understanding
vocabulary: Verbs
with two objects

• Time p h rases and • The econom y and • Will power • Quality of life • Comparing prices
te n se quality of life • The reading of the
• Time clauses • Money verbs will
• Dealing with banks • Money problem s

Articles Describing parties Fact file: Britain Talking about parties Linked questions
Verb patterns (-ing or and events Around the world Talking about a
infinitive with to) Historical events in 3 0 0 w ords ... special day
Kazakhstan

Grammar reference p ages 1 6 6 - 1 8 5 Information files p ages 1 8 6 -1 9 1 Audio scripts p ages 1 9 2 - 2 1 0

Contents
IN THIS UNIT YOU LEARN HOW TO:
• ask an d an s w e r com m on qu estio n s a b o u t jo b s
• talk a b o u t w hat y o u ’re doing at work at th e m om e n t
• talk a b o u t arr a n g e m e n ts an d ap poin tm e n ts
• rec o g n ise and u s e collocations
• d e s c rib e w hat different jo b s involve

SPEAKING
1 Work in pairs. Discuss the questions.
• Look at th e photo. W hat jo b d o you think this
p erso n has?
• W hat do you think this p erso n d o e s during a
normal day at work?
• W hat d o you think is g o o d a b o u t this job?
• W hat d o you think is bad ab o u t it?
• Can you think of th r e e qu estio n s to ask this p erso n
a b o u t their job?

2 Work with a new partner. Discuss the

questions.
• Do you work? If yes, w h at do you do? Do you enjoy
it? Why? / Why not?
• If not, w hat d o you w ant d o in th e future?
VOCABULARY Talking a b o u t jo b s 4 Look at the sentence beginnings in bold in 1-6.
Match each sentence with a pair of alternative
1 Which of the jobs in the box can you see in the endings (a—f).
photos? Check you understand the other jobs.
1 I work in a local hospital.
actor nurse politician 2 I work late m ost nights.
engineer photographer sales manager 3 I work for Henning and Schmidt. It’s a big law firm.
journalist pilot scientist 4 I’m working on a project for my class.
lawyer police officer soldier
5 I’m doing work exp e rien c e in a school at th e moment.
6 I run my own company.

a a new product. / a new film,

PRONUNCIATION b a local paper. / myself.
2 D D Listen to the words in Exercise 1. Notice c a primary school. / th e marketing d epa rtm ent,
how the stress is stronger on one syllable than d nights. / very long hours,
on the others. Underline the stressed syllable e s o m e research. / a training course,
in each word. Then listen again and repeat.
f a hotel. / my own studio.
actor
5 Work in pairs.
3 Work in groups. Discuss these questions. Student A: imagine you have a job in Exercise 1.
• Do you know a n y o n e w ho d o e s any of th e jo b s in Say something about the job using language from
Exercise 1? Exercise 4.
• Which of th e jo b s would you like to do? Why? Student B: guess the job.
• Are t h e re any of t h e s e jo b s you could neve r do?
Student A: if B is wrong, say another sentence
Why not?
about the job.

8
 DEVELOPING CONVERSATIONS 11 Work in pairs. Look at the rules 1-7. Decide which
are about the present simple (PS) and which are
about the present continuous (PC).
Q uestions a b o u t jo b s 1 It d e s c rib e s temporary, unfinished actions.
W e o fte n u s e fixed q u e s tio n s to a s k a b o u t d iffe re n t to p ic s. 2 It d e s c rib e s som ething that is generally true.
At th is poin t, it’s b e s t to j u s t le a rn th e q u e s tio n s a s w h o le 3 It’s often u se d with time p h ra s e s like at the m om ent,
s e n t e n c e s - a n d n o t to w o rry a b o u t th e ir g ra m m a r. You this month and this week.
a ls o n e e d to le a rn s o m e a n s w e r s a s w ell.
4 It’s often u se d with ad v e rb s like always, usually,
som etim es an d never.
6 Match the common questions about work (1-6)
5 T he third p erso n form e n d s in an -s.
with the answers (a-f).
6 N egatives are form ed with am / is / are + not + -ing.
1 W hat do you do?
2 W he re do you work? 7 Q u estion s u s e do / d o es + th e infinitive form of the
verb (without to).
3 How long have you w orked there?
4 Do you enjoy it?
5 W hat are th e hours like?
12 Complete the sentences with the correct form of
6 Do you g e t on with th e p e o p le you work with?
the verbs. Use the present simple in one sentence
a Yeah, it’s g ood. S om etim es it’s a bit boring - like any and the present continuous in the other.
jo b - but basically it’s fine, 1 run
b A co up le of years. I jo in e d soon after university, a My p a r e n t s __________a small family hotel.
c I’m a police officer,
b I ___________ th e sh o p while my b o s s is on holiday.
d In th e local police d e p a r tm e n t in Lyon,
2 try
e Yeah, th e y ’re nice. We often go out to g e th e r after
work. a As a g o o d bu sin e ssw o m a n , I a l w a y s __________to
give my cu s to m e rs w h at th e y want.
f Not great. I often work nights, so it’s hard. It m a k es
family life difficult. b H e _________ to g e t a jo b in TV, but it’s very
competitive.
7 Spend two minutes memorising the questions in 3 w ait
Exercise 6. Then close your books. Work in pairs,
and see if you can remember all six questions. a I ___________________ to h ea r if I g e t th e jo b or not.
b I u su a lly _________ ab o u t an hour after eating
befo re doing any exercise.
LISTENING
4 do
8 1 9 3 Listen to two conversations about work.
a I’m very busy b e c a u s e I __________a c o u r se every
Which questions from Exercise 6 do they ask in night after w ork at th e moment.
each conversation?
b W e _____ ' m ost of our b u sin e ss in th e United
9 DEI Listen again. Note down the answers to States, so I travel a lot.
each question.
13 Work in groups. Discuss the questions. Use the
10 Work in groups. Discuss these questions. present continuous and present simple.
• Who d o you think has th e better job? Why? 1 W hat tw o or t h r e e things are you doing at the
• Could you work with p e o p le in your family? Why? / m o m e n t that are different to your normal habits?
Why not? I’m not eating chocolate. I’m trying to lose weight.
• Do you know a n y o n e w ho travels a lot b e c a u s e of 2 W hat are you working on at th e m om e n t - at school
their job? What do th e y do? Are th e y happy? or in your job ? Is it interesting?
W e’re studying Business Law. It’s a bit boring.
GRAMMAR I’m helping to organise a conference. It’s good.
3 Is any construction work h ap p e n in g w h e r e you live?
They’re building n ew h o u ses at the e n d o f m y street.
Present simple and p resent continuous
W e g e n e r a lly u s e tw o s tr u c tu r e s to talk a b o u t t h e p r e s e n t page
- th e p r e s e n t sim p le a n d th e p r e s e n t c o n tin u o u s .
Present simple
CONVERSATION PRACTICE
I travel around quite a lot.
My father runs the company.
14 Think about how to answer the questions in
Exercise 6 for either your own job or for a job
I d o n ’t really m ind the travelling. you really want to do in the future.Then have
Present continuous conversations with other students in the class
What are you studying?
■< 1 To w a tch th e video a n d do th e activities, see the DVD-ROM.
I’m doing a Masters in Marketing.
They’re building a new sports stadium.
U nit 1 Jobs 9
TIME MANAGEMENT
SPEAKING 2 Work in groups. Compare your answers to
Exercise 1 and discuss these questions.
1 Check you understand the words in bold in the
• Which are g o o d things to d o and which are bad?
sentences below. Decide if the sentences are Why?
true or false for you, and why.
• Who m a n a g e s their time b e s t in your group?
1 I am often late for things.
• Do you think you can learn to m a n a g e your time and
2 I often n e e d to rush to g e t to places or to finish things. b e m ore efficient? How?
3 I usually m ake a list of things I n e e d to d o during
th e day.
LISTENING
4 I hardly e v e r do everything I plan to do in a day.
3 ESI Listen to two conversations. The first is
5 I always d o things which a re a priority first.
between Martin and Tula, the second is between
6 I often d elay doing things I d o n ’t like doing. Rachel and her mum. Take notes on the work
7 I nev e r write d ow n any ap p oin tm en ts or things I these people need to do this week.
arrange in a diary. 1 Martin 2 Tula 3 Rachel
8 I occasionally miss a p p o in tm e n ts b e c a u s e I forget I
have them. 4 Work in pairs and compare your ideas. Do you
think each speaker m anages their time well?
9 I so m e tim e s stay up late to finish things.
Why? / Why not?
10 If I’m finding so m ethin g very difficult to do, I usually
take a break.
5 B l Listen again and complete the sentences
with three words in each space. Contractions
like d o n ’t count as one word.
1 I’m trying to write som ething for marketing, but I’m
2 H e y ,_________ , a re you going to that training
se ssio n on Friday?
3 It said a l l _________ have to attend.
4 It’s probably a _________ then.
5 I’m going. Can you d o _________ things for me?
6 The w ashing m a ch in e’s o n __________ th e clothes
outside?
7 You n e e d t o _________ , my girl. You’re nineteen,
not a child!
8 Yeah, but y o u __________your work. And anyway,
y o u ’re my mum.
6 Work in pairs. Discuss the questions.
• Do you think either of th e conversations could
h a p p e n in your country? Why? / Why not?
• W hat d o you think is g o o d or bad a b o u t working in
an office?
• W hat things sto p you from doing work?
• How much hou se w o rk d o you do?
• How much time do you have to relax? What do you do?
• Do you think you h av e a g o o d b alan c e b e tw e e n
w ork and relaxation? Why? / Why not?
GRAMMAR
P re s e n t simple and p r e s e n t
continuous for th e future
We can use both the present simple and the present
continuous to talk about the future.
7 Decide if these sentences refer to the future
or not. When do you think we use the present
continuous to talk about the future, and when do
w e use the present simple?
1 I’m ju s t answering so m e emails.
2 I’m m eeting a custom er at twelve.
3 I'm trying to watch this.
4 I’m giving that presentation on Friday.
5 Are yo u going to that training session tomorrow?
6 I’ve g o t an appointm ent with the dentist a t one.
1 I’ve g o t a test tomorrow.
8 I often n e e d to rush to g e t to p laces or finish things.
9 I n e e d to leave at eight.
10 I work all d a y and then do housework.
8 Make a list of things to do each day this week.
Include the following.
• any ap p o in tm e n ts and a r r a n g e m e n ts you have
• things you n e e d to do at work or college
• h o u se w o rk or other things you n e e d to do
• plans you have to go anyw h e re
9 Work in groups and explain your plans.
Find out the following.
• Who has a very busy w e e k ?
• Who has a very quiet w e e k ?
• Who h a s a lot of social e v e n ts this w e e k ?
• Who is doing so m ethin g really interesting?
• W hat’s th e main priority for e a c h p erso n this w e e k ?
• W hen can you all m e e t to d o so m ethin g?
UNDERSTANDING VOCABULARY
Collocations
Collocations are two or more words that we often use
together. For example, on th e se page s you learned the
word appointment. In English, we m ake or arrange an
appointment and sometimes w e miss an appointment
(we forget to go or w e ’re late); we have / have got an
appointment with the dentist. Sometimes you can’t
arrange to do something bec au se you have a previous
appointment (one you made before).
Don’t learn just the word appointment. Try to learn some
verbs, adjectives or phrases that usually go with the noun.
It’s a good idea to learn words together because:
- it can help you hear and read more quickly.
- it’s easier to use the word correctly.
- you s e e more words more often - and remember more.
10 Complete each group of collocations with one
word from the box.
c o n tra c t in te rv ie w jo b m e e tin g
priority p ro je c t sta ff train in g
1 apply for a ~ / lose my " / hav e a well-paid ™/
a part-time ~
2 em ploy part-time ™/ n e e d m ore ™/ train th e ™/
friendly and efficient ™
3 have a jo b ~ / th e ™w e n t badly / a p h o n e ~ / a hard ™
4 n e e d m ore ~ / give ™/ atten d staff ™/ g e t basic ™
5 a rra n g e a ~ / g o to a ™/ hav e a staff ~ / a positive ™
6 (not) b e a ~ / m a k e it a ~ / a g r e e w h at th e ~ is / my
main ™
7 hav e (got) a te m p o rary ™/ sign th e ™/ my ™e n d s /
a g r e e a new ™
8 m a n a g e a ~ / work on a new ™/ a big ™/ launch a n ew ™
11 W ork in pairs. Say one m ore collocation for each
of the nouns in Exercise 10.
12 W ork in groups. Discuss the questions.
• Do you know an y o n e with a well-paid job?
• Do you know an y w h e re that n e e d s m ore staff? Why?
• Do you think p h o n e interviews are g o o d ? Why? /
Why not?
• Do you know a n y o n e w h o gives training? What in?
• Do you ev e r g o to m eetings? W hat about?
• Do you know a n y o n e on a te m porary contract?
U nit 1 Jobs 11
ALL WORK. NO PAY
SPEAKING VOCABULARY Activities at work
1 Work in pairs. Make a list of all the different 7 Complete the sentences with the present
kinds of work people do for no money. continuous form of the verbs in the boxes.
2 Compare your list with another pair. Then advise do negotiate organise teach
discuss these questions in your group.
• Why do you think p e o p le d o t h e s e different kinds 1 I _________ cu rre n tly __________ th e g o v e rn m e n t on
of work? how to improve hospitals.

• Do you know a n y o n e w ho d o e s any unpaid work?
• Do you think p e o p le should earn m o n e y for any of
t h e s e different kinds of work? Why? / Why not?
READING
3 Read the article on page 13 about three people
who are working for no money. Answer these
questions.
1 W hat kind of work is e a c h p erso n doing?
2 Why are th e y doing this work?
3 How d o th e y feel a b o u t working for no m oney?
4 W hat a re their plans for th e future?
4 Work in pairs. Can you remember which of the
three people mentioned each of the things below
and why?
Sutochana m en tio n ed a website. Her organisation is
planning to start a w ebsite to tell p eo p le about their
situation.
1 a w ebsite
2 going on strike
3 it’s a com petitive area
4 got bored
5 a fixed salary an d a pension
6 has a really positive attitude
7 making coffee
8 building th e nation
9 advising
10 a new G erm an film
11 my contract e n d s
12 th e c o m p an y is exploiting me
5 Read the article again and check your ideas from
Exercise 4.
6 Work in groups. Discuss these questions.
• Do you a g r e e that c o m p a n ie s that d o n ’t pay young
w orkers are exploiting th em ? Why? / Why not?
• Is voluntary work com m on in your country? What
kind is m ost com m on?
• Do you a g r e e that hou se w iv es play an im portant role
in building th e nation? Why? / Why not?
2 This w e e k I _________ so m e training with s o m e new
people. I _________ them how to sell over th e p hone.
3 I ________ a big party for a car company. T hey’re
launching a new car soon.
4 W e _________ a big deal with a C h in ese media
company.
attend do give install work on
5 I _________ cu rren tly __________ s o m e r ese arch on
why p e o p le forget things.
6 I ________ a new collection of d r e s s e s for Milan
fashion w eek.
7 I ________ a n e w kitchen in an a p a rtm e n t in town.
8 I ________ a c o n f e re n c e this w eek. I __________ a
talk on time m a n a g e m e n t.
8 Work in pairs. Try to think of:
1 two more things you can t e a c h p e o p le h o w to do.
2 two m ore things p e o p le s o m e tim es o rganise .
3 two m ore things p e o p le d o r e s e a r c h on.
4 two m ore things p e o p le s o m e tim es install.
5 two m ore things p e o p le so m e tim es give ta lk s on.
9 Choose three things from Exercises 7 and 8 that
you som etim es do. Tell your partner about them.
A: I attend conferences for work once or twice a year.
B: Really? Do you give talks?
A: No. Iju s t listen, and try to learn.
SOUNDS AND VOCABULARY REVIEW
10 D D Listen and repeat the sounds with It/ and /d/.
Are any of them difficult to hear or say?
11 D □ Work in groups. Listen to eight sentences
using the words below. Together, try to write
them down. Then listen again and check.
appointment training staff test
delay department depend develop
12 Work in team s. You have three m inutes to
write collocations or phrases for the words in
Exercise 11.
a training course, a training session, n e e d more
training

12
CLAUDIA. MUNICH. GERMANY
I graduated in Munich two years ago with a degree in
Media Studies. After that, I applied for lots of jobs in film
and television. I know it’s a competitive area, but I didn’t
get any interviews! Not one! Everyone wanted me to have
work experience, but how can you get work experience if
nobody gives you a job?
In the end, I took unpaid work with a public relations
company. To begin with, I hated it. I only did boring jobs
like making coffee for people and photocopying, but
recently I’ve started doing more interesting things. At the
moment, I’m organising the European distribution of a
new German film.
I’m not happy about working for no money, and
sometimes I think the company is exploiting me, so
I’m looking for other work. I can’t live without pay for
another year!

JERDME. SIERRA LEDNE

I worked as a doctor in a small town in Switzerland for
almost thirty years and I retired five years ago. To begin
with, I enjoyed it, but I soon got bored. Then I saw an
advertisement for Voluntary Service Overseas (VSO) and
applied. They offered me a job working in Sierra Leone
and I moved here nine months ago. They paid for my
flight and they pay my rent, but basically I’m working for
nothing.
I’m not complaining, though. It’s amazing! I’m having
the best time of my life. Life can be very hard for people
here, but everyone has a really positive attitude. Now,
I’m doing some training with local doctors and advising
them on how to improve services. My contract ends in
three m onths, but I’m planning to stay here for another
year, if I can.

SULUCHANA. KERALA. INDIA

I’m a housewife but I’m also working for an organisation
that’s fighting for women’s rights. I don’t get paid, but I
don’t mind because we’re hoping to make our government
pay housewives like me a fixed salary and a pension for
the work we do in the home. Venezuela did something
similar a few years ago.
Women play an important role in building the nation.
W ithout mothers and wives at home, men need to do
more work - and this takes more energy. But men don’t
understand this and that’s why we’re organising ourselves.
We’re planning to start a website to tell more people about
our situation and we’re also thinking of stopping work
and going on strike. Let’s see how men survive on their
own then!
IN THIS UNIT YOU LEARN HOW TO:
talk a b o u t sho p p in g and things you buy
m ake and r e s p o n d to com plim ents
talk a b o u t p roblem s you can have with sh o pp ing
offer help
c o m p a r e pla ce s and products
have c onve rsations with s h o p assistants

1 Work in pairs. Answer the questions.

• Who d o you think th e p e o p le are?
• How are th e y feeling? W hat do you think they
might say to e a c h o th e r in this situation?
• Can you s e e any of t h e s e things in th e photo?

coat hat jewellery shoes suit T-shirt

dress jeans shirt skirt top trainers

2 Change partners. Discuss these questions.

• Do you like th e different clothes an d things in the
photo? Why? / Why not?
■ Do you like going sh o pping? How often d o you go?
• Who do you g o with? Or do you prefer to go on
your own? Why?
• Which of th e things in th e box in Exercise 1 can
you s e e in your classroom ?
VOCABULARY
Describing things you bou g h t
1 Complete the sentences with these pairs of words.
Check you understand the words in bold.
comfortable + lie fit + uncomfortable suit + dark
complicated + follow light + carry thick + keep
designed + unique quality + lasted w ear + smart
1 T h ey ’re really g o o d ____ - real leather. I had a
pair before an d t h e y _________ for years.
2 I bo u g h t this n i c e _________ c o a t t o __________ m e
warm in th e cold weather. It’s pure w ool.
3 I b o u g h t them b e c a u s e th e y look really nice, but
th e y actually d o n ’t __________. T hey’re a bit small
a n d __________to walk in.
4 They said it’s e a s y to use, but it’s rea lly _________
and th e instructions are difficult t o __________
5 We b o u g h t a new sofa. It’s rea lly __________ to sit on
an d it’s nice and big so you c a n ___________ on it too.
6 We c a n ’t __________j e a n s or T-shirts at work so I had
to buy s o m e ___________trousers and a jacket.
7 W hat d o you think? Yellow d o e s n ’t u su a lly _________
me. I think I look better i n ___________ colours.
8 I g o t a new laptop for work. It’s really cool. It’s so
__________and e a s y t o __________ round.
9 My friend m a k e s jew ellery a n d s h e ___________this
ring. It’s th e only o n e s h e m a d e so it’s ___________ !
16
2 Work in groups. Discuss the questions. Use a
dictionary if you need to.
1 Which w ords in bold in Exercise 1 are m aterials? Can
you think of o n e more?
2 Why might som ething not fit you any m ore? What
would you d o with it?
3 W hat things can last a long time?
4 W hat things k eep you warm? W hat’s th e o p posite?
5 W hat’s th e o p p o site of dark colours?
6 W h at’s jew ellery usually m a d e from?
7 W hen d o p e o p le usually w ea r sm art cloth es?
8 Why might som ething b e com p licated to use?
3 Work in pairs. How many of the words in
Exercise 1 can you use to describe things you
have?
I’ve got a great pair o f black leather boots. I’ve had
them for ages. T hey’re really g o o d quality.
I’ve g o t a few nice thick winter coats that k e e p m e
warm. My favourite one is long and dark blue.
LISTENING
4 □ □ Listen to som e friends talking about things
they bought recently. Take notes on the three
things they bought, where they bought them and
what they say about them.
 Work in pairs. Discuss the questions.
• W he re can you buy s e c o n d - h a n d things?
• Do you ev e r buy s e c o n d - h a n d things?
• Do you think it’s g o o d to buy any of t h e s e things
s e c o n d - h a n d ? Why? / Why not?
a bike a car a computer gam e
a book a coat kids’ clothes
boots a computer
GRAMMAR
Past simple
We use the past simple to talk about events and habits in
the past.
Look at these sentences from Exercise 1 and the
conversation. Then complete the rules.
a They la ste d for years.
b I b o u g h t this nice thick coat.
c I g o t th ese earrings.
d Did yo u h a v e a nice w eekend?
e What did yo u do?
f / d id n ’t find anything that fitte d me.
g They w e re n ’t very expensive.
1 To m ake th e p as t simple with most verbs, ad d
to th e infinitive (without to). (last - lasted).
2 Many c om m on verb s are irregular, for example:
__________- w en f;__________ - got.
3 To m ake a question, u s e _________ + yo u I h e I they,
etc. + infinitive (without to).
4 To m ake a negative, u se / / yo u / we, etc. +
+ infinitive (without to).
5 To m a k e n egatives of th e verb to be u s e w a sn ’t or
PRONUNCIATION
I Listen to the past forms said slowly and
then faster. Notice how the sounds of the
words change when said faster. Listen again.
Practise saying them.
Write two past simple questions you might ask
after som eone says these sentences.
1 I w e n t out for dinner at th e w e e k e n d .
2 It w as my birthday last w eek.
3 We w e n t on holiday to Brazil.
4 I c h a n g e d jo b s recently.
5 I w e n t to w atch Barcelona play last w e e k e n d .
9 Work in pairs. Student A says a sentence from
Exercise 8 and Student B asks their questions.
Student A answers. Then change roles.
10 Work in pairs. Tell your partner about one of the
following. Your partner should ask questions to
find out more. Then change roles.
• a g r e a t p r e s e n t you bo u g h t for s o m e o n e
• an am azing holiday sh o pping ex p e rie n c e
• your last birthday
• your last holiday
For fu rth er p ractice, see Exercise 2 on p age 168.
DEVELOPING CONVERSATIONS
Complimenting
W e o fte n c o m p lim e n t p e o p le a n d th e n a s k a q u e s tio n - o r
m a k e a n o th e r c o m m e n t.
K: That’s really neat. W here d id yo u g e t it?
C: In Jessops in town. I’m really pleased with it.
C: I love your jacket. It looks really nice an d warm.
D: Yeah, it is. It’s great. It’s pure wool.
11 Put the words in the correct order to make
questions or comments.
1 I love your ring, did / w h e re / you / it / g e t / ?
2 T hat’s a g re a t bag. n e w / i s / i t / ?
3 Hey, cool phone! you / it / long / had / how / hav e / ?
4 I love your shirt, really / a / d esign / it’s / nice / .
5 I like your boots, com fortable / look / really / th e y / .
6 T hat’s a lovely jacket, really / you / it / suits / .
12 T C I Listen and check your answers.
CONVERSATION PRACTICE
13 Choose one of these tasks. Take turns to start.
a Work in groups. Com pliment other stu d e n ts in your
group on their clothes, or oth e r things th e y have.
U se la n g u a g e from Exercise 11. Continue e a c h
conversation for as long a s you can.
b Work in pairs. H ave a conversation a b o u t w hat you
b o u g h t at th e w e e k e n d . Start by asking Did you do
anything at the w eekend? You can invent th e details.
Continue th e conversation for a s long a s you can.
A: Did you do anything at the w eekend?
B: Yeah, I w ent shopping.
A: Really? Did you buy anything nice?
©
B: Well, I got a ja c k e t in that n ew second-hand shop.
* 2 To w a tch the video a n d do th e activities, see th e DVD-ROM.
Unit 2 Shops 17
SPEAKING
1 Read the fact file. Then work in groups. Discuss
the questions.
• Which facts d o you think are interesting, surprising or
unsurprising? Why?
• How often d o you buy things online? W hat w a s th e
last thing you bought?
• W hat kinds of things d o you buy?
• W hat tim e of day d o you usually s h o p online?
• Do you have any favourite sites for sh o pping?
• Do you think online sho p p in g is bad for local s h o p s
w h e re you live? Why? / Why not?
FACT FILE
• Globally, we now buy 22% of everything we
need online.
• Most online shopping happens between eight
and nine in the evening.
• 55% of us use a laptop to do our online
shopping, while 20% use a smartphone.
• 29% of us sometimes buy things online while
we are at work.
• 25% of what we spend online goes on books,
music and software.
• Women return more than 20% of the clothes
they buy online, men return less than 10%.
• Men spend 20-30% more money than
women online.
• Online sales are increasing all the time, but in
the UK over 10,000 shops close every year.
18
VOCABULARY Shopping online
2 Check you understand the words and phrases
in bold. Then work in pairs. Which sentences
describe good shopping experiences (G) and
which describe bad ones (B)? Explain your ideas.
1 T he ca m e ra I w a n te d w a s out o f stock.
2 It w as in a sa le. It w a s £ 5 0 - reduced from £99.
3 Their delivery serv ice w a s very reliable.
4 T he delivery man dropped it.
5 They had a really w id e selection .
6 W hen I took it ou t o f th e box, I found it w as
dam aged.
7 I returned it an d g o t my m oney back.
8 It didn’t fit me. It w a s a bit to o small.
9 It w a s a bargain. I bid tw enty p o u n d s for it on eB ay -
and w on.
10 It cost a lot, but it w a s my own fault. I d idn’t c h e ck
th e delivery fee.
3 Work in groups. Tell each other about two of the
following.
• a tim e you b o u g h t som ething th at w as in a sale
• a tim e you d ro p p e d som ething important
• a time you returned som ething an d go t your m o n e y
back
• a tim e you b o u g h t som ething that d id n ’t really fit you
• a time you found a bargain
 5 With your partner, ask and answer the questions
in Exercise 4 about the texts you read. Which
story do you like best? Why?
6 Now read the two stories your partner read.
Then decide which of the four people:
1 o rd e re d som ething th e c o m p an y didn’t have.
2 w as h ap p y to h av e lots of things to c h o o s e from.
3 bough t something without really thinking abo u t it first.
4 s p e n t tim e looking for a g o o d deal.

PRONUNCIATION
7 H Q Listen to the past simple forms of twelve
regular verbs. Notice the different ways of
saying the -ed endings. For each verb, decide
if the -ed ending is pronounced III, /d/ or /id/.
8 D O Listen again and repeat each verb.

9 Work in pairs. Discuss the questions.

• Can you re m e m b e r th e last w eb site s o m e o n e
r e c o m m e n d e d to you? Is it g o o d ?
• Can you play any musical instruments? If yes, which
o n es ? How well?
• What d o you think is th e b e s t a g e to buy laptops or
sm a rtp h o n e s for children? Why?
READING • Do you have any e x p e rie n c e of terrible service from
4 Work in pairs. co m p an ie s?

Student A: read the two stories on this page. 10 Match the verbs with the words they went with
in the stories.
Student B: read File 1 on page 186.
1 r e c o m m en d a my order
As you read, think about these questions. 2 deliver b to b ed
1 W hat did e a c h p erso n buy? 3 take c th e box
2 Why did th e y buy t h e s e things? 4 go d m e to a conc ert
3 W hat problem s did they have? 5 look at e a new part

4 W hat h a p p e n e d in th e e n d ? 6 open f a new w eb site

7 order g to tell m e
8 forget h lots of different sites

Work in pairs. Talk about the stories using

the words and phrases in Exercise 10 and the
past simple.
S andra’s friend r e c o m m e n d e d a n e w w e b s ite for
buying shoes.

SPEAKING
12 Work in groups of three. You are going to tell a
story about an online shopping experience. One
student begins by saying one of the sentences
below. Take turns to add a line to the story.
a It w as my g ran d fath e r’s 70th birthday.
b Late o n e night, I d e c id e d to g o online and h ave a
look at eBay.
c I did n ’t really n e e d it, but it w a s lovely.

Unit 2 Shops 19
CAN I HELP YOU?
LISTENING
1 Work in groups. Think of:
1 th r e e r e a s o n s you might ta k e things back to a shop.
2 t h r e e w ays you might help a n o th e r cu s to m e r in a
shop. W E DO NOT a c c e p t
3 th r e e r e a s o n s why you might complain a b o u t a shop.
4 th r e e q u e s tio n s you might ask a m e m b e r of staff in
ANY COMPLAINT
a shop.
5 th r e e things a sh o p assistant might ask you w hen
A FTER LEAVING THE
you pay.
CASH DESK!
2 H X fl Listen to five conversations. Match each
conversation (1-5) to one of the situations below
and answer the question. xD
a a cu sto m e r taking so m ethin g back to th e sh o p
Why d o th e y ta k e it back?
b a cu s to m e r helping a n o th e r cu sto m e r
How d o th e y help?
c a cu s to m e r complaining
W hat do th e y complain ab o ut?
d a cu s to m e r asking a m e m b e r of staff a question
W hat d o th e y ask?
DEVELOPING CONVERSATIONS
e a sh o p assistant asking a question
What d o th e y ask?

3 Work in pairs. Decide what conversations these Offering to help and responding
phrases came from. Explain your decisions. Look at the pattern for offering to help from the
1 th e button w as loose conversations in Exercise 2.

it’s a bit plain A: Do you want to go first? (offer)

A bout time! B: Are you sure? (check)

A: Yes, o f course. I have a lot to get. (reassure)
You’ll grow into it.
B: Great. Thanks. (accept)
a manufacturing fault
We also often use will to offer (e.g. I’ll wrap it for you) and
6 th e stationery d e p a r tm e n t
You don’t mind? to check.
7 I hav e a lot to get.
8 th e y ’re at a r e d u c e d price Put a-e in the correct order in the two
9 have som ething in stock conversations. The first line in conversation 1 is
10 I’ve g o t th e receipt. done for you.
11 I’ll wrap it for you. C onversation 1

12 It’s typical! a Gosh. T hat’s heavy. 1

b Of course. I’m hap py to help,
El Listen again and check your answers to
c Are you sure?
Exercise 3. Look at the audio script for Track 10
on page 193 if you need to. d T hat’s great. Thanks so much,
e Do you w ant m e to carry it to your car?
Work in groups. Discuss these questions.
C onversation 2
• W hat w a s th e last thing you did to help s o m e o n e ?
a No, of c o u r se not. I’m actually going th e re too.
• W hat w a s th e last p r e s e n t you b ough t? Who for?
W hat w a s th e occasion? Did you w rap it? Did they b I’ll sh o w you, if you like,
like it? c Oh right. Thanks,
• W hen w a s th e last tim e you to o k som eth ing b ack to d You d o n ’t mind?
a shop? What h a p p e n e d ?
e W h e r e ’s th e m e n ’s clothes d e p a rtm en t?
• Did your p are n ts ev e r m a k e you w e a r s o m e thing you
didn’t like w h en you w e r e a child?
• Did you have any favourite clothes w h en you w e re
y o u n g er? W hat w e re they?

20
 7 Work in pairs. Write conversations like the ones
in Exercise 6, starting with these sentences.
Then practise reading them out.
1 I have a lot of bags.
2 It’s raining. W e’re going to g e t w et walking there.
3 T h e r e ’s only o n e seat.
4 I’m in a rush and th e r e ’s a long q u eu e .
5 I’m quite hungry.
11 Check you understand the phrases that a shop
assistant uses in the box below Then work
in pairs.
Student A: you are the customer. Read out one of
1 - 7 in Exercise 9.
Student B: you are the shop assistant. Answer your
partner’s question and try to sell something.
Then change roles and repeat.

GRAMMAR Certainly sir / madam.

I’m afraid not.
We’re out of stock. / They’re the only o nes w e have. /
Comparatives It’s the last one.
We use more or -er or not as with adjectives and adverbs This one might be more suitable.
to make comparisons.
It’s a bit more expensive, b u t ...
It’s not as cheap, b u t ...
8 Look at these sentences from the listening and
complete the rules below. It’ll last a lifetime.

a Do you have this in a sm aller size? It’s the top of the range.

b It’s a bit plain. Do yo u have anything a bit prettier? It really suits you.
c Their service is m u ch m ore reliable.
page
d It’s n o t a s nice a s the one we sa w before.

1 We a d d _________ to th e e n d of adjectives / ad v e rb s
of o n e syllable. SPEAKING
2 Two-syllable words ending in -y c h a n g e t o _________ . 12 Work in groups. Choose five of the following to
3 We u s e _________ before two- or three-syllable discuss. Then think of two examples of each.
adjectives / adverbs. • a s u p e rm a rk et
4 To say t h e r e ’s a big difference, u se
• a clothes s h o p / w ebsite
+ comparative.
5 You can m ake a negative com parison using • an electronics sh o p / w ebsite
+ adjective / ad verb • a market
• a pool / sp o rts ce n tre
• a place to e a t / buy food
9 Complete the sentences with the correct • a mobile p h o n e
comparative form of the word.
• a car
1 T h ey ’re a bit lo ose w h en I walk. Do you have them in
a __________size? (small) • a TV channel

2 It looks t o o com plicated for my gran. Do you have 13 Decide which of the two exam ples you prefer
o n e which i s __________to use? (easy) in each case and explain why. Discuss your
3 It’s a bit tight round my shoulders. Do you have a choices.
size? (big)
4 I n e e d so m e thing suitable for an interview. Have you SO UN DS AND VOCABULARY REVIEW
g o t anything a b i t __________? (smart)
14 D U I Listen and repeat the sounds with Is/ and
5 It d o e s n ’t look very strong. Have you got o n e which
/J7. Are any of them difficult to hear or say?
is a b i t __________quality? S om ething which will last a
b i t __________? (good, long) 15 DKE3 Work in groups. Listen to eight sentences
6 It’s a bit plain an d dark. Have you got som ething a bit using the words below. Together, try to write
__________, a b i t __________ ? (bright, colourful) them down. Then listen again and check.
7 It’ll probably b e __________for th e baby, but it’s a bit
heavy and it’ll b e difficult to carry up and dow n stairs. increase missed rush service
Have you got s o m e t h i n g _________ , som ething last receipt selection shirt
a b i t __________that you can f o l d __________ ?
(comfortable, practical, light, easily). 16 Work in team s. You have three minutes to
write collocations or phrases for the words in
10 Work in groups. Discuss what you think the Exercise 15.
people are talking about in each sentence in
Exercise 9. I m is s e d the class last w eek, I m is s e d the train,
I m is s e d the bus

Unit 2 Shops 21
1 Work in groups. Look at the photo. Discuss these
questions.
• W hat d o you think is h a p p e n in g in th e photo?
• How d o you feel w h en you look at th e photo? Why?
• Which s e n t e n c e below do you m ost a g r e e with?
Explain your ideas.
- If you allow children to ta k e risks, th e y learn to ta k e
c a re of the m se lves.
- If you risk nothing, th e n you risk everything!
- Parents t o d a y n e e d to p rotect their children more
b e c a u s e th e re are m ore risks.
2 c m Work in pairs. Watch the video without
any sound. Answer these questions.
1 W h e re do you think th e y are?
2 W hat are th e y doing?
3 What risks a re th e y taking?
4 W hat h a p p e n s at th e e n d of th e film?
3 c a m Now watch the video with sound. Decide if
these sentences are true (T) or false (F).
1 T he father d o e s n ’t w ant his son to catch alligators
m ore than th r e e fe e t long.
2 T he so n is te n y e a rs old.
3 T he son looks right w h en his father tells him to look
left.
4 He d o e s n ’t catch th e first alligator he s e e s.
5 They m ake a special noise to s c a r e th e m other
alligator.
6 T he father tells his son to run.
22
4 Choose the correct form to complete the
sentences from the video.
1 Along th e canal, th e lesson in gator catching Jivsf
g e t s / is ju s t getting u n d er way.
2 Right now, big alligators look fo r /a r e looking for
smaller gators.
3 T hey ea t / are eating e a c h other.
4 I think I s e e / I ’m seeing one.
5 I watch / I ’m watching for th e mother.
6 She looks f o r / S h e ’s looking for her baby.
5 Work in pairs. Discuss these questions.
• Why do you think th e father is te ach ing his son to
catch alligators?
• Do you think it’s a g o o d thing for th e son to learn?
Why? / Why not?
• W hat w e r e th e b e s t things your p are nts ta u g h t you
to do?
• Did you learn different kinds of things from your
m oth er and your father?
UNDERSTANDING FAST SPEECH
6 C D Read and listen to this extract from the
video said at natural pace and then slowed
down. To help you, groups of words are marked
with / and pauses are marked / / . Stressed
sounds are in CAPITALS.
RIGHT NOW / / 1 d o n ’t WANT him / CATching / Any
Alligators / MORE than th r e e FEET
7 Now you have a go! Practise saying the extract
at natural pace.
REVIEW 1 5
VOCABULARY
Match the verbs (1-8) with the nouns they
collocate with (a-h).
1 a rran g e / g o to a my own com p an y
GRAMMAR
2 train / n e e d b a project
1 Complete the text by writing the correct form of
3 apply for / lose c a new part
the verbs in brackets.
4 o rd er / install d a contract
I’m at college an d I ' __________(train) to b e c o m e an
5 n eg o tiate / sign e a jo b
electrician. 12__________(really like) th e c o u r se and I
3__________(do) quite well. Last w e e k w e 4__________ 6 w ork on / m a n a g e f a sofa
(learn) how to install all th e electrics in a house. It’s 7 run / start g an appo in tm e n t
quite com plicated, but 15_________ (pass) th e te s t with 8 buy / lie on h staff
90%. Every w e e k e n d 16__________(work) in a cafe in
town. I mainly 7_________ (make) coffees and te as, but 6 Decide if these words are connected to jobs and
I s o m e tim es 8_________ (help) in th e kitchen. It’s OK to work, or clothes and shopping.
g e t s o m e money, but 19_________ (want) to find a jo b
a bargain a journalist stock a top
with an electrician to g e t s o m e exp e rien c e. Last w e e k
experience smart a strike trainers
110__________(have) an interview, but I 11__________ jewellery a soldier thick training
(not get) th e job. T he colleg e 12_________ (organise) a
m eeting with several electrical c o m p a n ie s next month 7 Choose the correct option.
so m a y b e I’ll find som eth ing then.
1 They d o n ’t have a very w ide select / selection there,
2 Put the words in the correct order to make but it’s cheaper.
questions. 2 I often buy things from th at w eb site an d th e y are
1 d o / w hat / d o / you always very rely / reliable.

2 hav e / y o u / w e e k e n d / did / a / nice 3 Could you recom m end / recom m endation a g o o d

place to buy s h o e s?
3 a r e / m eeting / w hat / you / tom orrow / Maria / time
4 They d o n ’t c h a rg e anything to deliver / delivery your
4 long / last / did / how / th e / meeting order.
5 work / your / d o e s / you / brother / with 5 I n e e d to g e t s o m e n ew boots. T h e s e o n e s a re really
6 do / w an t / you / m e / it / to / wrap comfortable / uncomfortable.

3 Complete the second sentence so that it has a
similar meaning to the first sentence, using the
word given. Do not change the word given. You
must use between two and four words, including
the word given.
1 T he instructions w e r e really difficult to follow so I
a s k e d for help.
I a s k e d for help b e c a u s e _________ th e instructions
very well. UNDERSTAND
2 The internet connection at work is faster than
mine here.
The internet connection I have h e re i s _________ it is
at work. FAST
3 W ere th o s e boo ts expensive?
__________a lot for th o s e boots? PAY
4 I’v e got an appo in tm e n t at th e den tist’s tomorrow.
I __________th e d entist’s tomorrow. GOING
5 I always buy well-known b ran d s b e c a u s e th e clothes
last longer.
I always buy well-known b ran d s b e c a u s e th e clothes
QUALITY
6 Do you have anything that isn’t a s com plicated
as this?
Do you have anything that i s __________than this? USE
6 I’m looking for a jo b with a TV com pany, but it’s so
com petitive / competition.
7 I work a s a sa les m anager / m a n a g em en t for a big
company.
8 I n e e d to g e t a law / lawyer to look at th e contract.
8 Complete the text with one word in each space.
The first letters are given.
Last w e e k 11br____________my laptop. It w as my own
2fau_______________b e c a u s e I w a s late an d so I w as in a
3ru_______________ I didn’t close my bag properly s o th e
laptop 4dr_________ ou t of it a s I ran ac ro ss th e road,
an d a car w e n t over th e computer! It w a s so badly
5d a ___________, I lost everything on it. It’s a big problem
b e c a u s e I’m 6at___________ a c o n f e re n c e next month
an d I’m 7gi___________ a presentation, so I really n e e d
a computer. A friend 8re_________ a w e b site and I
w a s really lucky b e c a u s e th e y had lots of things on
9s a __________. I b o u g h t a really nice laptop that w as
10re__________by $ 3 0 0 . But th e n th e c o m p an y rang me
y e s te r d a y to say th e re w a s a 11d e ___________ sendin g
it to me, b e c a u s e th e y had so many 12or____________.
I h o p e th e y deliver it before my conference!

4 H f i Listen and write the six sentences you hear.

Review 1 23
IN THIS UNIT YOU LEARN HOW TO:
• talk a b o u t buildings an d places
• ask for an d give directions
• tell stories b etter
• apo lo g ise for being late
• talk a b o u t different w ays of travelling
• d e s c rib e problem s you can have on jo u rn ey s

SPEAKING
1 Work in pairs. Look at the photo and discuss
the questions.
• W h e re d o you think this is? Why?
• Why d o you think th e y are travelling in this way?
• W hat do you think is g o o d a b o u t this w ay of
travelling? Why?
• W hat d o you think is bad ? Why?

2 Work with a new partner. Discuss these

questions.
• W hat different w ays of travelling a re th e re w h e r e
you live?
• Which kind d o you like m ost / least? Why?
• Can you think of any oth e r w ays of travelling that
you w a n t to try?
• Do you enjoy th e jo u rn e y s you m a k e eve ry day?
Why? / Why not?
WE’RE LOST!

VOCABULARY Places in town 6 Is th e re a __________n ea r here? I n e e d to report

a crime.
1 Label the picture with the words in the box. 7 I live really n ea r a b i g _________ . It g e ts very noisy
on match days.
a bridge a monument a sports ground
a church a playground a subway 8 T h e r e ’s a h u g e traffic jam in th e ce n tre of town
a crossing a police station a town hall b e c a u s e t h e _________ a r e n ’t working.
a crossroads a roundabout traffic lights
3 Work in pairs. Tell your partner about where
you live, work or study. What things are there?
2 Complete the sentences about places where
people live with nouns from Exercise 1. There’s an old church near where I work.

1 T h e r e ’s a n i c e __________in th e park n ea r my house.
I so m e tim e s ta k e th e kids there.
2 In th e ce n tre of town, t h e r e ’s a b i g __________to th e
p e o p le w ho died in th e war.
3 My d a d ’s a m e m b e r of th e local council. He w orks in
t h e __________
4 W hen you c o m e to t h e _________ , ta k e th e s e c o n d
exit.
There’s a subw ay under the main road near m y house.
LISTENING
4 llh r i Listen to a couple on holiday asking for
directions. Answer the questions.
1 W here a re th e y trying to g e t to?
2 W hat problem s do th e y have in e a c h conversation?

5 T hey’re building a n e w _________ over th e river at 3 How do th e y travel?

th e moment. 4 Do th e y g e t to w h e r e th e y w ant to go in th e e n d ?

26
5 D O Choose the correct option. Then listen
again and check your answers.
1 Do you know th e road / way to th e m u seum
from here?
2 It’s / I s better to g e t a bus.
3 It’s directly opposite o f / opposite th e tow n hall.
4 Go dow n this road. Take / Turn th e s e c o n d road on
th e right.
5 W hat bus he said / did h e sa y w e n e e d ?
6 Is this th e correct / right bus sto p for th e m useum ?
7 Is it near to / near here?
8 You got o ff / w ent o ff at th e w rong stop.
9 J u s t k e e p g o in g /g o . It’s m a y be half a mile.
10 You c a n ’t m is s /lo s e it.
6 Work in groups. Discuss these questions.
• Do you e v e r ask for, or give, directions? Can you
r e m e m b e r th e last time?
• Can you r e m e m b e r a tim e you had pro blem s finding
a place? W hat h a p p e n e d ?
• Do you like going to m u se u m s? If yes, do you hav e a
favourite? Why?
DEVELOPING CONVERSATIONS
Giving directions
Certain phrases are commonly used when people give
directions. Keep a record of any new phrases you learn.
Notice the prepositions used in each.
Go dow n this road.
Take the second road on the right.
You need to go o ver the road.
Go p a s t a monument.
It’s on the left.
7 Complete the directions with the prepositions in
the box.
along at on opposite
over past through to
So first, cro ss 1__________this big road here. T h e r e ’s
a crossing over th e re that you can u s e or you can go
2___________ th e subway, u n d er th e road. Then walk
3________________________th e e d g e of th e park a n d 4_an
old church until you c o m e 5__________s o m e traffic
lights. Turn le f t5__________th e lights an d go straight
on. It’s 7_________ your right - d ire c tly 8__________ a big
bo ok shop . You c a n ’t miss it.
8 Draw a map that shows the places in Exercise 7.
Then draw a line to show the way.
9 Work in pairs. Compare your maps and discuss
any differences.
10 Write a short email giving directions to your
home from one of the following places:
• your school or w orkplace
• th e n e a r e s t train station or bus stop
CONVERSATION PRACTICE
11 Work in pairs. You are going to roleplay
conversations between a visitor to a town and a
person who lives there.
Student A: look at File 2 on page 186.
Student B: look at File 6 on page 188.
Take turns asking for directions and marking the
missing places on your map. Use these phrases.
Excuse me. Do you know the way to ...?
Excuse me. Is there a ... near here?
Excuse me. Is the ... near here?
■< 5 To w a tch th e video a n d do the activities, see th e DVD-ROM
11 m issed my f lig h t
VOCABULARY Travelling by plane 4 Read the blog post. Match the lessons in
Exercise 3 with the paragraphs.
1 Match these phrases with the pictures (1-9).
a b e late taking off 1 I h a t e d waiting. This w a s my big problem. It w a s
even w o rs e w hen they introduced online check-in,
b call a taxi
b e c a u s e you could g e t to th e airport forty m inutes
c c h e ck in online before th e flight a n d still ca tc h it //n othing w ent
d c h e c k th e d e p a r tu re s board wrong. Unfortunately, when I got stu c k in heavy traffic,
e g e t stuck in heavy traffic on th e way or th e train w a s d elayed or it to o k a g e s to g o through
security, I m is se d flights. But th e n a friend bo u g h t
f join th e q u e u e to board m e a tablet a n d I realised that waiting w a s actually
g ta k e a g e s to g o through security enjoyable. I could read, w atc h films, relax!
h land on time 2 T he first tim e I m is se d a flight, I actually left really
i run to th e boarding g a te early a n d planned to arrive alm ost tw o hours before
my flight. However, w h en I got to th e train station to
g o to th e airport, I found that they w ere doing repairs
READING on th e line a n d there w a s a b u s to replace th e train - a
2 Read the introduction to a blog post. What can very old, slow one. We eventually arrived at th e airport
you guess about the writer? th ree m inutes after th e check-in closed!
3 O nce, I w a s catching a very early flight to g o b a c k
hom e. I got to th e boarding g a te in plenty of time, but
TRAVELLING MAN I
I.ESSONS IN LIFE: I w a s really tired, s o I d e c id e d to have a little s le e p
while I w a s waiting. W hen I w o k e up, th ere w ere no

HOW NOT TO p a s s e n g e r s aroun d m e an d th e w o m a n from th e airline

w a s walking aw ay from th e gate. There w a s n ’t an o th er
flight for ten hours! I h ate waiting!

MISS FLIGHTS 4 O n e year, w e w ere travelling to s e e family in Ivory

Yesterday, I m is s e d a flight. It w a s my fifteenth
m is s e d flight. T houg h, to b e fair, it is several y e a rs
s in c e I last m is s e d one. Anyway, this w e e k ’s p o s t is
a b o u t how I m is s e d all th o s e flights a n d t h e le s s o n s
I (very slowly) le arned.
3 Look at the lessons (a-f) the writer learned from
his experiences. Work in pairs. Discuss how you
think he m issed his flight in each case.
a Airports are big places
b C heck th e travel new s befo re you go
c C heck your ticket
d Read, but d o n ’t c h o o s e a thriller
e S e e waiting as fun
f S et your alarm clock
C o a s t a n d w e c h a n g e d flights in Charles d e Gaulle
Airport, Paris. We had an hour to get th e connection.
We landed on time, but from th e plane there w a s a
bus; then w e walked; w e to o k a train; w e walked an d
w alked (more quickly); w e q u e u e d for security again;
w e ran. We m issed th e connection.
5 I w a s going to s e e a friend o n c e an d I w ent to
London S ta n s t e d airport. I c h e c k e d th e d e p a rtu re s
board, but I c o u ld n ’t s e e my flight, which I th ought
w a s strang e. I looked at my ticket again a n d it said
Gatwick Airport - on th e o p p o site side of th e city!
6 Which brings m e to my last a n d m o st recent
lesson. I arrived early an d s a t d ow n to read my book -
a crim e story by J o N esbo. As th e story got more
a n d m ore exciting, I completely forgot th e time. I w a s
reading th e last few p a g e s w hen I suddenly heard the
last call for my flight. Unfortunately, airports are big
pla ce s an d w h en I got to th e gate, it w a s closed. I s a t
dow n an d finished my book.

28
5 Work in groups. Based on what you read and on
your own experiences, explain why you think
the author:
1 started to enjoy waiting.
2 didn’t ta k e a taxi w h en th e train w a s cancelled.
3 didn’t w ak e w h en th e flight w a s boarding.
4 did n ’t buy a ticket with m ore tim e to c o n n e c t in
Charles d e Gaulle.
5 w e n t to th e w rong airport.
6 did n ’t wait at th e boarding g a te w h en he started
reading his book.
GRAMMAR
Past simple and p ast continuous
When we tell stories, we show how actions relate to
each other using the past continuous and the past simple.
6 Look at these sentences from the blog post.
Answer the questions below.
a W hen I g o t to the train station th e y w e re do in g
repairs on the line.
b When I w o k e u p , ... the w o m a n from the airline w a s
w alkin g a w a y from the gate.
c I w a s re a d in g the last few p a g e s when I su d d e n ly
h e a r d the last call for m y flight.
1 Which verb s a re in th e p as t simple?
2 Which verb s a re in th e p as t continuous? How are
th e y form ed?
3 In e a c h se n te n c e , which action started first?
4 In e a c h s e n te n c e , which action is com p leted ?
7 Complete the sentences with the past simple or
past continuous form of the verbs.
1 They s to p p e d him while h e _________ through
security a n d _________ all his bags, so he m issed th e
flight, (go, search)
2 This b a b y _________ scream ing w h en w e w e re
taking off an d i t _________ during th e w hole flight. It
w a s a nightm are, (start, not stop)
3 A: It w a s so stupid. I __________w h e re I w a s going
an d I __________into a lamppost, (not look, walk)
B: Oh n o ! ____________ ? (anyone watch)
4 I w as going through th e arrivals hall at Madrid airport
an d t h e s e p e o p le w e r e taking p h o to s of me, which
I th o u g h t w a s strange. Then I ________round
an d I realised this fam ou s actress, P e n e lo p e Cruz,
__________behind me! (turn, walk)
PRONUNCIATION
8 n a Listen and write down the five past
continuous phrases you hear. You will hear
each twice: first fast and then slower.
9 Choose two of these situations. Spend a few
minutes thinking about what you will say. Then
work in groups and share your stories.
• a time you m issed a flight / train / coa ch
• a time you had a problem or so m e thing funny
h a p p e n e d on a flight
• a tim e you w e re late for so m e th ing important
• a tim e you had / s a w an ac cident
• a tim e you m et / s a w s o m e o n e fam ou s
DEVELOPING CONVERSATIONS
IMIIMIHHIHhIHIIM^ 1T".«——w " . ■— m — —
Apologising for being late
When w e are late, we often apologise and give a reason.
Sorry I’m late. I w a s chatting to a friend a n d I c o m p le te ly
fo rg o t th e time.
Sorry I’m late. I w a s stu ck on th e bus.
You can accept the apology by using one of th e se phrases.
O h well. N e v e r m ind. A t le a s t y o u ’re h e re now.
D o n ’t worry. W h a t w a s th e p ro b le m ?
It’s OK. I h a v e n ’t b e e n h e re long.
10 Work in pairs. Take turns apologising for being
late and accepting the apology.
Unit 3 Getting there 29
COMPLETE CHAOS
VOCABULARY Transport 2 Work in pairs. Take turns to choose five words
or phrases from Exercise 1, and explain, act or
1 Match what the people say to the forms of draw them. Your partner should guess the words
transport in the box. Check you understand the without looking at the book.
words in bold.
3 Think of six different forms of transport you
bike coach plane train underground have used. Then work in pairs and tell your
car motorbike taxi truck van partner where you went and how you travelled.

1 A: How much did he ch arge you?

LISTENING
B: Eleven dollars plus a tip. D o es that so u n d OK?
2 T hey usually stop at a serv ice station on th e
4 1 X 3 Listen to the travel news. How many items
m otorw ay for half an hour to let all th e p a ssen g er s of news are there? How many give good news?
stretch their legs.
5 D K 1 Listen again and complete the table.
3 Our flight’s can celled b e c a u s e th e air traffic
controllers are on strike. Place Problem C ause A dvice
1
4 I b o u g h t this h u g e w a rd ro b e at a market, and I had to Airport flights air traffic
hire a v eh icle to g e t it home. delay e d / controllers or
2
5 I cycle to work. T h e r e ’s a g o o d cycle lane that g o e s cancelled on strike
from my ho use , s o I d o n ’t n e e d to g o on th e roads. 3 4
A 516 truck
6 Sorry w e ’re late. We w e r e driving round looking for cra sh e d
s o m e w h e r e to park. M6 diversion 5
ta k e oth e r
7 T h e r e ’s a really fast rail service b e t w e e n Rome and junctions causing routes
Milan. 5-6 slow traffic
6
8 It w as going slowly b e c a u s e it w as carrying a huge Northern sections repairs
load, and th e re w as a long line o f cars stuck behind it. Line closed
7
9 Buy a travel card from th e station. Then you can East Ham flooding -
travel on all th e lin es in t h e city. station
8
10 A: Do you n e e d a licen ce to ride on e? W embley no parking -
co n c ert
B: Yes, you n e e d to ta k e a practical te st of your
riding skills, but it’s quite easy.
6 Complete the phrases from the listening with the
missing prepositions. Look at the audio script for
Track 16 on page 194 and check your answers.
1 T here are terrible p r o b l e m s _________ a lot of
places.
2 P a s s e n g e r s w ho are flying_________ th e next few
day s should ring their airline.
3 L a n e s _________ both directions are closed.
4 E ls e w h e r e _________ th e roads, th e M6 motorway
__________junctions 5 and 6 is com pletely closed.
5 A lso . __ th e u n derground , East Ham station is
closed.
6 The traffic lights are working again .
cr o s s r o a d s with th e B761.
7 G o. . foot or ta k e public transport.
SPEAKING
7 Work in groups. Think of two possible causes
for these situations.
1 a flight is cancelled
2 a rail service is delayed
3 an u n d erg ro u n d station is closed
4 o n e lane of a motorway is shut
5 t h e r e ’s a traffic ja m in a city
8 Tell each other about two situations in Exercise 7
that you experienced. Explain what happened.
GRAMMAR
Quantifiers with c o untable and
un c o u n ta b le nouns
Countable nouns have both singular and plural forms.
Uncountable nouns are things we d on’t count in English.
They usually only have a singular form.
Some words we use to show quantity go with both
countable and uncountable nouns. Others only go with
one of th e se kinds of nouns.
9 Work in pairs. Look at the sentences from the
travel news and decide if the statements 1-5 are
true (T) or false (F).
a Not m a n y pla n es can fly over France.
b There’s not m u ch h ope o f a deal a n y time soon.
c This follows s o m e h ea vy rain in the area overnight.
d There a ren ’t a n y more problem s on the A6.
e You can ex p e c t so m e delays there all day.
f There are terrible problem s in a lot o f places.
g P lenty o f flights are d ela yed a nd quite a fe w (flights)
cancelled.
h Expect a b it o f trouble there.
i There’s no parking in or around the ground.
1 Many an d a few only go with plural co u n tab le nouns.
2 Much and som e only g o with u n co u n tab le (singular)
nouns.
3 A bit of, any, a lot of, plenty o f an d no only g o with
cou n tab le nouns.
4 Much and m any are usually u s e d in negative
se n te n c e s .
A ny is n ev er u se d in positive s e n te n c e s .
&
10 Choose the correct option.
T he situation on th e ro ad s isn’t to o bad in my city.
. the Actually, at th e mom ent, t h e r e ’s not 'm uch / m any traffic
b e c a u s e it’s a holiday this w eek. Oh, and th e re a r e n ’t
2no / any b u s e s t o d a y either, b e c a u s e t h e r e ’s a strike.
It’s usually a bit busier. T h ere are 3so m e / any cycle
lanes here, but not 4m uch / many, so I d o n ’t cycle much,
to b e honest. I usually ta k e public transport. T here are
always 5p le n ty /a bit of b u s e s an d it’s e a s y to g e t to the
city centre. I can ta k e 6m any / any b us from th e stop
n ea r my house. They all go into th e city.
O n e b ad thing is that t h e r e ’s 7n o / a n y u n d e rground
here, which can b e a sfe w /b it of a problem som etim es.
T here a re 9o lot o f/m u c h taxis, though. A '° fe w / bit
of my friends ta k e them , but I c a n ’t afford to! T hey’re
not cheap!
ce, see Exe hbeesebebi
&
11 Work in groups. Discuss the transport situation
where you live using the language from this
lesson. W hat’s good? What problems are there?
W hat’s the best way to change things? Think
about these things.
th e traffic
th e roads
th e parking
th e public transport (buses, trains, underground)
taxis
trains to th e rest of th e country
pla n es to o th e r countries
SO UN DS AND VOCABULARY REVIEW
12 u u i Listen and repeat the sounds with /k / and
/g/. Are any of them difficult to hear or say?
13 EXE1 Work in groups. Listen to eight sentences
using these words. Together, try to write them
down. Then listen again and check.
bags crossroads ground strike
clock gate security truck
14 Work in teams. You have three minutes to
write collocations or phrases for the words in
Exercise 13.
p a ck m y bags, p u t m y b a g s in the car, h ea v y ba g s
U nit 3 Getting there 31
IN THIS UNIT YOU LEARN HOW TO:
• d e s c rib e resta urants and m eals
• d iscuss w h e r e and w hat to e a t
• talk a b o u t your e x p e r ie n c e s
• u n d e rsta n d m e n u s an d explain dishes
• ask and a n s w e r q u e s tio n s in a restau rant
• talk a b o u t typical foods and eating habits

SPEAKING
1 Work in groups. Look at the photo and discuss
the questions.
• W here d o you think this cafe is an d w hat kind of
food d o e s it serve?
• Would you like to e a t th e re ? Why / Why not?
• D oes this place remind you of any pla ce s w h e re
you live? In w hat w ay? Do you g o th e re ?

2 Look at the different kinds of food in the box

below. Tell your partner:
• which of th e kinds of food below you like, which
you d o n ’t like an d why.
• if th e re are resta uran ts n ea r you which se rv e this
food an d w h e r e th e y are.

Chinese Indian Ja p a n e s e Spanish Turkish

fast food Italian Mexican steak vegetarian
VOCABULARY Restaurants
1 C o m p lete th e s e n te n c e s w ith th e se p a irs o f w ord s.
busy + seat dishes + choose service + staff
choice + options had + delicious terrace + view
disgusting + rude place + d o es value + portions
1 T h ere’s a little J a p a n e s e __________ near my office,
w h ic h __________g rea t sushi!
2 It often g ets really__________, so you som etim es have
to wait for a while to g e t a _____________ .
3 We often g o to a small Spanish place near here. The
__________is great. T h e __________ are always really
friendly.
4 They have a big selection of v e g e ta r ia n __________ ,
so yo u ’ll have plenty t o ___________ from.
5 The first time I w en t there, it w as really good
__________, but I w ent th e re again recently and it
w a s quite expensive and t h e __________w e r e much
smaller!
6 I w ent th e re once, and I had this dish which ta ste d
__________, but w hen I com plained ab o u t it, th e waiter
w as q u i t e __________
7 They have a fixed menu, and th e re isn’t much
__________. T here are usually just two or th ree
__________for e a c h course.
8 It’s great. You can sit outside on t h e _________ there
and g e t an incredible__________over th e city.
9 I really w ant to g o th e re again. I __________this
amazing seafood dish w h en I w e n t there. In fact it w as
all really__________, but it’s also really expensive.
34
2 Think of two restaurants you’ve been to on
holiday. Underline som e of the language
in Exercise 1 you can use to describe the
places. Then work in groups and share your
experiences.
We w ent to a little Argentinian place in the north o f
Spain, which did am azing grilled meat. We sa t outside
on a terrace with a view over the sea. The food was
delicious and the portions were really big. it was really
g o o d value.
LISTENING
3 H O Listen to two colleagues - Sara and Victor
- discussing where to eat. Find out where they
decide to go and why.
4 - Work in pairs. Decide if the sentences are
true (T) or false (F). Listen again and check your
answers.
1 They both like Thai food.
2 The s e a f o o d place is in a d e p a r tm e n t store.
3 Sara e a ts any kind of food.
4 They n e e d to g e t a bus to go to Selale.
5 Sara d o e s n ’t like Turkish food.
6 They a re definitely eating in Selale.
5 Work in pairs. Discuss these questions.
• Which of th e th r e e restaurants in Exercise 3 would
you prefer to e a t in? Why?
• How often d o you e a t out for breakfast, lunch or
dinner? W h ere do you go? W ho with?
GRAMMAR 5 A . any of Ja m ie Oliver’s recipes? (try)
B No, _____ of him. (never hear)
6 A . M asterchef? (watch)
P re s e n t perfect simple B I____ _ it a few times, but I d o n ’t really like
The present perfect simple is formed using have / has + co okery program m es, (see)
the past participle. We often use it to start conversations
and find out about other people’s experiences.

PRONUNCIATION
Look at the extracts from the conversations in
Exercise 3 and decide if the statements below 10 E1ES1 Listen to the six questions in Exercise 9.
are true (T) or false (F). Notice how have you ever is pronounced
/h3vju:wev3(r)/.
S: Well, th ere’s a really nice Thai place ju s t dow n the
road. H ave you ever b e e n there? 11 Work in pairs. Take turns to ask your partner
V: Yeah, I go there a lot. I actually w ent there yesterday. the questions in Exercise 9 and give true
V: Well, w hy d o n ’t w e g o to Selale instead. H ave you
answers. Then write five more Have you
b e e n there? e v e r ...? questions.
S: No. I’ve n e v e r h ea rd o f it. Where is it?
0 1 see Exe rci ses 2 a page
V: It’s Turkish. It’s really good. I’ve b e e n there a few
times.
S: Really? I h a v e n ’t ev e r h a d Turkish food. DEVELOPING CONVERSATIONS
V: You’re joking.

1 The p as t participle is usually th e s a m e a s th e past

sim ple form.
Making and responding to suggestions
Look at how we make suggestions and respond to them.
2 Always an s w e r a p r e s e n t p erfect questio n with a
p r e s e n t perfect form such a s Yes, I have. A: Where do you want to go?
3 D on’t u se th e p r e s e n t p erfect with a p as t time p h rase B: There’s a nice Indian place round the comer. H ow
such a s y esterd a y or a few years ago. a b o u t that?

4 Make th e p r e s e n t perfect negative using not or
never after have / has.
7 Complete each sentence with two ideas. Try to
make them true and surprising!
• I’ve neve r e a te n / drunk ...
• I’v e neve r b e e n to ...
• I’v e n e v e r ...
8 Work in groups. Share your ideas from Exercise 7.
Respond using some of these phrases.
You’re joking! You should. You’ll love it!
Really! Why not?
Me neither! I’ve never had the chance.
9 Complete the sentences using the present perfect
or the past simple form of the verbs.
1 A: anything unusual? (ever eat)
B: Yeah, I __________bat s o u p once, (have)
2 A : __________ to an expe n siv e restaurant? (ever go)
B: Yes, I __________to a very fam ous S panish place
with work. Luckily, my b o s s __________! (go, pay)
3 A: . in a restaurant? (ever complain)
B: Yeah, a few times, actually. Last w e e k I _______
in a cafe b e c a u s e th e f o o d _________ c o o k e d
properly, (complain, not be)
A: To b e honest, I d o n ’t really feel like a curry today.
B: Well, w hy d o n ’t w e go to Prego instead.
A: Oh, I went there once but I had a dish that tasted
disgusting.
12 Work in pairs. Write similar conversations using
these ideas.
1 Gino’s Pizzas / pizza y e s te r d a y / th e Thai place next
to it
2 Mexican place by th e river / d o n ’t feel like / th e
s e a f o o d place n e a r here
3 cafe round th e corner / not much choice / a C h in ese
restauran t
4 Harvey’s resta uran t / last tim e service b ad / o rd e r a
ta k e a w a y
CONVERSATION PRACTICE
13 Spend a few minutes thinking of three places
where you might go and eat with other students
in your class. W hat’s good / bad about them?
14 Have conversations similar to the one you heard
in the listening. Use these questions to start.
Reject at least one of your partner’s ideas and
explain why.
• Are you hungry?
• Do you w an t to g e t som ething to eat?
• W h e re are you thinking of going?

4 A : __________ a hair in your food? (ever find) • Have you e v e r b e e n there?

B: No, never, but I o n c e . . a piece of glass in I* 6 To w a tch th e video a n d do the activities, see th e DVD-ROM.
a burger. I co u ld n ’t believe it! (find)

U n it 4 Eat 35
WHAT ARE YOU HAVING?
SPEAKING LISTENING
1 Work in groups. Discuss these questions. 5 Read the restaurant menu. Put a tick ( / ) next to
• How often d o you e a t th e following kinds of food? the dishes that look good to you, a cross (X) next
Explain why. to any dishes that don’t look good and a question
mark (?) next to any dishes you don’t understand.
beans fruit seafood fish meat vegetables
6 Work in groups. Compare your ideas.
• Which of t h e s e things have you e a te n today? • Try to explain s o m e of th e d ish e s to th e others.
• W hen you e a t out, do you generally order th e s a m e • W hat would you o rder in this restaurant? Why?
thing - or d o you like trying different things? • Is th e re anything you really w ou ld n ’t e a t? Why?

VOCABULARY Describing food THE

2 Add three words from the box to each column in
the table below. GLOBE RESTAURANT
im im iiim iiiim iiiiiiiiiiiiiim iiiiim im iim iiim iim iifiiiim iiim iiiiiiiiim iiiitiiiim iiiiim m m itiiiiiiim iiiiim iiiiiiiiiiiiiiiiii

bitter grilled mild roast shell soft

fruit herb raw seafood skin stone
Grilled squid
how eaten ta ste and part o f food kind o f food Soup of the day
texture Six oysters
fried hard leg m e at Mushrooms with garlic
boiled sw eet seed v e g e ta b le Tomato and avocado salad

Fried chicken with potatoes (roast, boiled or fried)

Aubergines stuffed with rice
Spaghetti with tomato and clams
3 Match each description to one photo.
Spicy scallops with noodles
1 T hey’re a kind of se afo o d . T hey’re quite big and
white, not very soft, with a mild ta s te - not very salty. Leg of lamb with vegetables
T hey ’re usually fried or grilled in th e shell. They have Lamb curry
a big shell - alm ost th e size of my hand.
Courgette and potato pie with Greek ch eese
2 It’s a kind of fruit. It’s green. It h a s a very thick
skin, which you d o n ’t eat, an d a very big s to n e in
th e middle. T he inside is g r e e n an d it’s not really
s w e e t or bitter. You usually e a t it in a salad, or you Chocolate pudding with chocolate sauce
s o m e tim es m a k e a kind of s a u c e with it.
Fruit salad
4 Work in pairs. Take turns describing four Home-made strawberry and vanilla ice-cream
different foods for your partner to guess. Carrot cake (with cream)
Plate of ch eese (with biscuits)

M an go S c a llo p s

36
 Work in pairs. Decide who you think asks each 4 A __________you like to s e e th e drinks list, m adam ?
question (a-j) - a waiter (W) or a customer (C)? B No th a n k s . __________w e ju st have s o m e w ater?
a Could I ju st have a coffee, ple ase ? 5 A __________w e ring them and b ook a ta ble?
b Would you like to s e e th e d e s s e r t m enu? B T hat’s a g o o d idea. They g e t quite busy.
c D oes it contain any m eat? 6 A _________ you m ove your chair a little so I can g e t
d Shall w e leave a tip? past?
e Could w e g e t s o m e w ate r as well, ple ase ? B: I’ll g e t up. T h e r e ’s not much room in here.
f Are you ready to order? A : _________ you like m e to o rder for e ve ryone?
g H ave you b o o k e d ? B: Yes, if you d o n ’t mind. T h e r e ’s so much to c h o o s e
from.
h Would you like a high chair for th e little girl?
8 A: . w e g e t a taxi or do you w ant to walk?
i Could w e have th e bill, ple ase ?
B: Let’s walk. It’s a lovely night. It’s so warm.
j Could you g e t us a cloth, please?
11 Work in pairs. Take turns asking the questions
I Listen to six short conversations in The
from Exercise 10. Give different answers.
Globe restaurant. Put the questions (a-j) in
Exercise 7 in the order you hear them.
SPEAKING
I Work in pairs. Can you remember the
answers to any of the ten questions? Discuss your 12 Work in groups. You are going to roleplay a
ideas. Then listen again and check your answers. conversation. One student is the waiter, and the
others are a group of friends. Decide who will
take which role. Look at The Globe restaurant
DEVELOPING CONVERSATIONS menu and the guide below and think about what
you will say
Offers, requests, s u g g e s tio n s C ustom ers Waiter
To make polite offers, we often use Would you like ...? Take drink o rder and
Would you like to see the menu? c h e c k cu s to m e rs
To make polite requests, we often use Could you 111 w e ...? u n d e rsta n d th e menu.
-J T
Ask a b o u t different
Could you g et us a cloth, please?
dishes.
Could Ijust have a coffee? Take th e o rd er an d m ake
To make suggestions, we often use Shall I / we ...? an offer / s uggestion.
D iscuss w hat y o u ’re
Shall w e leave a tip?
eating and m ake two
r e q u e s ts to th e waiter.
10 Complete the questions with would, could R espond to req uests.
or shall. Later, ask if th e y would
like d es serts.
1 A __________w e just have a jug of tap water, please?
Discuss d e s s e r ts
B I’m afraid not, m adam. You have to buy a bottle.
an d / or ask for th e bill.
.X
2 A __________w e g e t th e bill?
j A Give th e bill.
B Yeah, it’s getting late and I’m tired. Discuss th e bill and how
3 A __________w e have a half portion for th e kids? y o u ’ll pay.

B Of course, sir.
13 Now roleplay the conversation.

A u b er g in e

Unit 4 Eat 37
START THE DAY
READING
1 Work in groups. Discuss these questions.
• W hat’s th e m ost important meal of th e day for you -
breakfast, lunch or dinner? Why?
• W hat time d o you usually h av e e a c h meal?
• Do you e a t any sn a c k s b e tw e e n meals? What?
2 Read the article about breakfast around the
world and match each photo to a country. One
country does not have a photo. Name the food
and dishes you see.
3 Read the article again and match each sentence
(1-6) to a country / countries.
1 P eo p le s o m e tim e s hav e a very s w e e t drink.
2 A local food h as b e e n linked to health.
3 S o m e o n e had a special food on a journey.
4 S o m e p e o p le only hav e two m eals all day.
5 Habits have c h a n g e d , (x 2)
6 P eo ple d o n ’t hav e th e traditional breakfast at
home, (x 2)
4 Look at the words in bold in the article.
Complete the sentences below with the words
from the article. Then work in pairs and discuss
the questions.
1 W hat d o e s y o u r __________b r e a k f a s t__________ of?
2 How often do y o u _________ s o m e thing quick to e a t
instead of taking tim e to h av e a p rop er meal?
3 Do you ev e r e a t from f o o d __________in th e stree t?
Why? / Why not?
4 Have you e v e r had an u p s e t __________after eating
food? W hat h a p p e n e d ?
5 H o w _________ are you a b o u t your health an d w hat
you eat?
6 W hat do you think is t h e __________for a long life?
GRAMMAR
too and n o t... enough
We use too or n o t... enough to show there is a problem.
We use too when we n e e d less of something, and n o t...
enough when we n e e d more of something.
5 Look at the sentences from the article and
then complete sentences 1-5 with one word in
each space.
a T hey’re n o t adventurous e n o u g h to experim ent with
anything n e w at breakfast.
b Would yo u have them or are th ey too spicy, too
fattening or ju s t too different?
c ... th ey d o n ’t have e n o u g h time to m a ke breakfast.
d ... few er Irish e a t the traditional Irish breakfast, or fry,
b e c a u se it has too m uch fat.
38
1 I usuallyjust h ea t som ething in th e microwave. I’m
lazy to cook for myself.
2 My doctor says I’m eating t o o _________ sugar, s o I
should stop adding it to my tea.
3 T o o __________p e o p le t h e s e day s e a t fast food.
4 My d a u g h te r helps m e cook, but s h e ’s not old
e n o u g h _________ b e left on her own in th e kitchen.
5 T hey ’re closing dow n th e resta u ran t on th e corner,
b e c a u s e it d o e s _________ m a k e __________ money.
6 Work in pairs. Use too / n o t... enough to
complain about the things in the box. Say what
you would do to solve the problem.
a coffee a hotel a meal a room
a car a jacket a movie a steak
It’s too hot to drink. Leave it to cool.
It’s too w ea k for m y liking. Leave it for a bit longer.
It’s too bitter. A d d so m e sugar.
SPEAKING
7 Work in groups. Do you agree or disagree with
the statements? Explain why.
• P eople d o n ’t learn e n o u g h a b o u t cooking w h en they
a re at school.
• Kids e a t to o many s w e e t things t h e s e days.
• T here a r e n ’t e n o u g h g o o d places to e a t n ea r here.
• Food is sold too ch eaply in th e shops.
• The g o v e rn m e n t isn’t doing e n o u g h to improve
p e o p l e ’s health.
• Kids s p e n d too much time on th e internet.
• P e o p le ’s lifestyles a re to o busy t h e s e days.
• We g e t to o much hom ew ork in this class.
SO UN DS AND VOCABULARY REVIEW
8 S 3 Listen and repeat the sounds with /v/, /b/, If/
and Ip/. Are any of them difficult to hear or say?
9 Work in groups. Listen to eight sentences
using the words below. Together, try to write
them down. Then listen again and check.
view bill typical fat
serve book portion fixed
10 Work in teams. You have three minutes to
write collocations or phrases for the words in
Exercise 9.
a view over the city, g e t a g o o d view, sit and look at
the view
BREAKFAST AROUND THE WORLD
They say b reakfast is th e m ost im portant m eal of th e day.
M aybe th a t’s why m any people m ay be open to trying
foreign food a t lunch or dinner, but th ey ’re not adventurous
enough to experiment with anything new a t b reakfast. But
w h at ab ou t you? Below, w e look a t typical b reak fasts in
five different countries. Would you have them or are they too
spicy, too fattening or ju st too different?
SOUTH KOREA
The traditional breakfast is rice and soup. People then choose
extra dishes to go with it such as grilled fish, vegetables and
kim chi, which is pickled cabbage with chillies. Kim chi is so
popular that the first Korean astronaut took some with him to
the international space station! Of course, these days, many
Koreans have such busy lifestyles they don’t have enough time
to make breakfast and just grab a quick coffee and some cereal
or toast.
BULGARIA
Breakfast in Bulgaria includes tea or strong coffee, sesame
bread and butter, cheese made from sheep’s milk, honey, olives,
boiled eggs and - most importantly - kiselo m ly a k o , a local
yoghurt. Bulgaria has a lot of people aged over 100 and many
believe that the secret behind this is their yoghurt, which most
Bulgarians eat every day.
COSTA RICA
Many Costa Ricans start their day with the national dish, gallo
pinto, which is a mixture of fried rice and black beans. It’s
lightly spiced and often served with fried plantain (a kind of
banana used like a vegetable in a lot of Central American and
Caribbean cooking), cream and fried eggs. There’s usually some
strong local coffee as well - or perhaps some agua dulce (‘sweet
water’), which is made from sugar cane juice.
EGYPT
Visit any town in Egypt in the morning and you’ll find street
stalls selling/oul m edam m es - beans cooked with tomatoes
and onions - and eaten with a boiled egg on top and lots of
flat bread. Pickled vegetables are usually served as a side dish.
For many poorer Egyptians, this is their only food until dinner.
They say the dish is ‘a rock in the stomach’.
IRELAND
As people become more concerned about their health, fewer
Irish eat the traditional Irish breakfast, or fr y , because it has
too m uch fat. However, many still eat it if they stay in a hotel,
or they cook it on a special day. It consists of bacon, black
pudding (a kind of sausage made with blood), white pudding
(another kind of sausage), fried eggs, fried mushrooms and
toast - all served with strong Irish tea!
Unit 4 Eat 39
1 Work in pairs. Look at the photo. Discuss these
questions.
• Do you know w hat this fruit is? Have you ever tried it?
• W here d o you think it might b e m ost popular?
• W hat prob lem s might b e c o n n e c t e d to th e fruit?
2 n i l Watch the video. Find three problems
caused by the fact that this fruit is so popular.
3 Work in pairs. Can you remember:
1 th e four different w ays p e o p le d e s c rib e d th e smell
of durian?
2 why c h e e s e w as m e ntion ed?
3 th e price of durian?
4 w h e r e th e smell of durians can s p r e a d to if p e o p le
e a t th em in hotels?
5 th e w ays of removing th e smell of durians?
4 C D Watch the video again to check your ideas.
5 Decide which sentences below are facts and
which are opinions. Work in pairs. Compare
your ideas and discuss how you reached your
decisions.
1 The durian is a s e a so n a l fruit.
2 Durians a re awful.
3 Durians a re b a n n e d from s o m e hotels.
4 They smell like a rubbish dump.
5 Asian p e o p le think c h e e s e smells disgusting.
6 Durians d o n ’t b e a r fruit for at least fifteen years.
6 Work in groups. Discuss these questions.
• W hat’s your favourite fruit? Are t h e re any fruits you
really d o n ’t like? Why?
• Would you try durian - if you h a v e n ’t already? Why? /
Why not?
• Are th e re any smelly foods that you really like?
• W hat other problem s with g u e s ts do you think hotel
staff s o m e tim es face?
UNDERSTANDING FAST SPEECH
7 C E 1 Read and listen to this extract from the
video said at natural pace and then slowed
down. To help you, groups of words are marked
with / and pauses are marked / / . Stressed
sounds are in CAPITALS.
O ther CULtures / LOVE / FOODS / that SMELL
STRONGIy // CHEESE / a FAvourite / in th e WEST // is
Actually ROtted MILK // a SMELL PEOple in Asia / find
disGUSting
8 Now you have a go! Practise saying the extract
at natural pace.
REVIEW 2 6
VOCABULARY
Match the verbs (1-8) with the nouns they
collocate with (a-h).
1 book a a big selection / a meal
GRAMMAR
2 join b th e first exit / a g e s
1 Complete the text with one word in each space. to work / a horse
3 go through c
Contractions like don’t count as one word.
4 ta s te d a flight / a s e a t
I w a s surprised to find out my friend, Sergio, has
5 ta k e e th e q u e u e / th e army
1__________travelled ab ro a d before. It’s funny, b e c a u s e
h e ’s d o n e a 2__________of other unusual things. He 6 ride f £ 1 0 / you for parking
told m e w h en h e 3_________ driving m e to th e airport. 7 c h a rg e g disgusting / like chicken
We w e re on th e motorway and w e 4__________chatting 8 have h security / th e traffic lights
w h en I s u d d e n ly noticed that th e re w e r e n ’t 5__________
signs to th e airport. I a s k e d him ‘Are you su re this is 7 Decide if these words are connected to flights,
th e 6_________ w ay?’ an d he said, ‘I think so, but I driving or food.
7__________neve r b e e n th e re before.’ So w e s to p p e d at
cancelled a licence a roundabout skin
a service station an d 8__________for directions, and of a truck
check in mild seafood
c o u r se w e w e re on th e wrong road. Luckily, w e still had land roast a service station a vehicle
p l e n t y 9__________tim e before my flight took off and so I
10_________ miss it. 8 Complete the sentences. Use the word in
2 Make two questions from each group of words. brackets to form a word that fits in the space.
1 Did / Have / h e / you / g o / e a te n / with / you / h e r e / 1 On th e w ay to th e meeting, I g o t _________ in traffic,
before s o I arrived late, (stick)

2 W hat / Has / would / he / you / like / finished / for / 2 The plane w a s d elay e d so w e w e r e waiting in th e
eating / d e s s e r t lo unge for th r e e hours, (depart)

3 W h e re / W hat / have / time / did / you / you / b e e n / 3 We w e r e at th e e n d of th e q u e u e at t h e __________

g e t / here gate, (board)

4 How / How / much / long / has / did / s h e / lived / it / 4 T he staff w e r e all very helpful a n d __________, ev e n
co s t / h e r e / th o u g h p e o p le w e r e angry, (friend)

5 Could / Who / 1/ w e r e / hav e / you / talking / a / 5 We w e n t to a __________place n ea r h e r e last night. It

coffee / p le a s e / to / earlier
3 Choose the correct option.
1 A: W hat a re you having?
B: J u s t m uch / so m e s o u p and bread. I h ad / I’ve had
breakfast an hour a g o an d I’m not very hungry
now.
2 A: Shall / Cou/d you p a s s m e th e salt an d p e p p e r ?
B: H e r e ’s th e pepper, but I’m afraid t h e r e ’s an y I no
salt left. We n e e d to buy any / so m e more.
3 A: H ave you ev e r sa w / se e n that p ro g ra m m e King
Cook ?
B: Yeah, a few / p lenty times, but I h a v e n ’t liked /
didn’t like it that much.
4 A: How did / h a s th e a c cid en t h a p p e n ?
B: T he o th e r driver was texting / texted on his mobile
p hon e, so he didn’t s e e th e stop sign.
A: How stupid! You’re lucky he did n ’t do a bit o f I
m uch d a m a g e to your car.
4 D E 3 Listen and write the six questions you
hear.
5 Write replies to the questions in Exercise 4 to
create short dialogues.
w as great. (Japan)
6 Do you know it? It’s __________o p p o site th e e n tra n c e
to th e park, (direct)
7 T here w a s n ’t a b i g __________of d ish e s but all the
food w as delicious, (choose)
8 I had fish for my main course, (grill)
9 Complete the email with one word in each
space. The first letters are given.
Hi th e re Simon,
J u s t a quick email a b o u t a rra n g e m e n ts for Saturday.
The match starts at five, s o shall w e g e t to th e stadium
aroun d four? T h ere a re s o m e tim es big 'q u _________
to g e t in so it’s g o o d to arrive early. D on’t drive th e re -
it’s alm ost im possible to 2p a__________ The e a s ie s t
w ay to g o is to ta k e th e 3und __________ Donostia
is th e n e a r e s t station to th e football 4gr__________
It’s on th e red 5li . W hen you c o m e out
of th e station, y o u ’ll s e e a big d e p a r tm e n t store
on th e 6m a__________road. Go p as t th e store and
7ke__________going along that road until you c o m e to a
s q u a re with a big 8mo_________ in th e middle of it. You
c a n ’t 9mi_________ it. Let’s m e e t th e re at four. It’s five
m inutes’ walk from there.
After th e match, shall w e go for so m e thing to eat?
T h e r e ’s a really nice Mexican place n e a r there. The
f o o d ’s 10d e __________, th e 11p o __________ a re big and
it’s g re a t 12va__________ It’s th e perfect place to go
after a gam e.
Hugh

Review 2 41
IN THIS UNIT YOU LEARN HOW TO:
• talk a b o u t activities, pla ce s an d e q u ip m en t
• introduce negative co m m e n ts
• m a k e plans and a rra n g e w hat to do
• talk a b o u t w atching an d doing different sports
• c o m p a r e th r e e or m ore things
• d iscuss relaxing - an d stressful - e x p e r ie n c e s

SPEAKING
1 Work in groups. Look at the photo and discuss
these questions.
• W here d o you think t h e w o m an in th e p h oto is?
• W hat is s h e doing?
• Why do you think people enjoy doing things like this?
• Do you find this kind of thing relaxing? Why? /
Why not?

2 Change partners. Discuss these questions.

• Which of th e things below do you do? How often?
• Which things d o other p e o p le you know do?

play cards watch football go fishing

do dance classes play basketball watch tennis
go swimming do yoga play golf
watch athletics go running do drawing
VOCABULARY Places and e q u ip m e n t LISTENING
1 Match each sport (1-6) with a pair of words 4 U U J Listen to a conversation between Corinne
(a-f). and her friend, Maribel, who is visiting her.
1 swimming a rod / g e a r Tick ( / ) the plans and arrangements for the
weekend that they talk about.
2 running b court / racket
• relaxing and doing nothing special
3 golf c pitch / boots
• looking round th e sh o p s
4 tennis d pool / trunks
• taking a flight
5 football e track / s h o e s
• watching a sports eve n t
6 fishing f c o u r se / clubs
• doing s o m e exercise
2 Work in pairs. Have six short conversations • going to a d a n c e class
about the activities in Exercise 1. Use the
questions below and words from Exercise 1. • going on a trip to th e country
• going to a swimming pool
Do you w ant to ... with m e on Saturday?
5 D E 3 Listen again and complete the sentences
Is th e re a ... n e a r here?
with two or three words in each space.
Is th e re an y w h e re I can buy ... n e a r here? Contractions like I ’m count as one word.
Do you hav e any ...? / a s p a r e ...? 1 W hat are you going to do w h ile _________ ?
Can you hire ... th e re ? 2 I’m just going t o _________ .
3 Yes - and Saturday m o rn in g ,___________ .
A: Do yo u want to play g o lf with m e on Saturday?
4 I’m sorry, b u t _____________ are coming.
B: Yeah, m aybe. Is there a course near here?
5 T h e r e ’s actually an athletics track j u s t ___________ .
A: There’s o n e about 30 km away.
6 To b e honest, t h o u g h , _________ a park or
3 Work in groups. Discuss the questions. so m e w h e r e like that.
• Can you think of five m ore pla ce s or pie c e s of 7 Do you have any plans for u s __________ ?
e q u ip m e n t c o n n e c te d to th e activities on p a g e 4 3 ?
8 W e’re thinking of g o i n g _________ in th e mountains
• What sport facilities a re available n e a r you? n ea r here.
• W hat sports e q u ip m e n t do you have in your hom e? 9 Oh right. Do you have a n y __________? I d o n ’t have
anything with me.
10 I f w e w a n t t o ___________of th e day, w e n e e d to
leave early.
44
6 Work in groups. Discuss the questions.
• D o es th e trip Corinne p lanned for S unday sound
g o o d to you? Why? / Why not?
• What time do you usually g e t up at the w ee k en d ? Why?
• Do you prefer swimming in a pool, a river or th e se a?
Why?
• Are th e re any particular activities you like doing
o utside or in th e countryside?
• W h e r e ’s th e nicest p lace y o u ’v e e v e r b e e n walking,
running or swimming?
DEVELOPING CONVERSATIONS
10 Put the words in a and b into the correct order
to make questions.
1 W e’re having a picnic on S un d ay if y o u ’re interested,
a e lse / w ho / going / is / ?
b going / a re / w h e re / it / to / you / have / ?
2 I might g o to w atch L eeds United play on Saturday.
a are / w ho / p l a y i n g / t h e y / ?
b of / w h e n / tickets / thinking / are / you / getting /
th e / ?
3 My friend J a n e ’s coming to visit.
a long / how / s h e / stay / going / is / to / ?
b you / are / while / of / w hat / doing / s h e ’s /
thinking / h e r e / ?

Introducing negative c o m m e n ts 11 Work in pairs. Have conversations using the

We often add a short phrase before making comments that
are negative in som e way.
To b e honest, I’d prefer a park.
I m u st admit, I’m a bit soft.
I h ave to say, I hate sport.
7 Work in pairs. Tell your partner about negative
characteristics you have using to be honest / I must
admit / I have to say. You may want to use some
of the words in the box. Explain your ideas.
a bad loser conservative lazy
bad with money forgetful loud
8 Tell your partner five negative opinions. Think
about free-time activities and interests, famous
people, places, food, music, films, etc.
To b e h o n est, I d o n ’t think German food is very nice.
I m u s t adm it, I hate golf.
I h a v e to say, I c a n ’t stand Jason Statham.
ideas in Exercise 10.
12 Make sentences that are true for you using the
ideas below. Change or add words if you need to.
The first one is done for you.
I m ig h t g o o u t a n d m e e t s o m e frien ds tomorrow night.
I’m not sure yet.
I’m ju s t going to sta y in and rela x tomorrow night.
1 I’m going to stay in an d study tom orrow night.
2 I’m going to th e cinem a at th e w e e k e n d .
3 My g ra n d p a re n ts a r e coming for dinner tonight.
messy
unfit 4 I’m m eeting a friend for a drink tomorrow.
5 I’m playing basketball on Thursday.
6 A friend of mine is having a party on Friday night.
13 Work in pairs. Tell your partner your sentences
from Exercise 12. Your partner should ask
questions to find out more.

GRAMMAR CONVERSATION PRACTICE

14 Work in pairs. Imagine a friend is coming to
visit you for the weekend. Make a list of fun or
Plans an d a rra n g e m e n ts interesting things to do in your town / area.
To talk about future plans and arrangements we make with
other people, we can use going to + infinitive (without to), 15 Now have a conversation similar to the one you
the present continuous, be thinking of+ -ing and might + heard in the listening. Take turns being A and B.
infinitive (without to). Use the guide below to help you.
S tu dent A S tu dent B
9 Match each sentence below to one of these
meanings. Ask w hat B w an ts to do.
a a definite a rra n g e m e n t or plan for th e future Mention s o m e things you
w ant to do. Ask if A has
b a possible plan not fully d ec id e d any plans.

1 I’m ju st going to ta k e it easy. S u g g e s t an activity.

Be positive, but ask to
2 I might g o shop p in g in th e morning. borrow s om e thing you
3 S o m e important clients are coming. n e e d for th e activity.
4 I’m not going to b e up before eleven. Agree. J4.
Ask qu estio n s to find out
5 I’m going to go for a walk after dinner. m ore a b o u t th e activity.
6 S o m e friends might c o m e round on Saturday.
7 I’m thinking of leaving quite early. |< 9 To w atch th e video a n d do th e activities, see the DVD-ROM.

d m M W M U W M U U M iw m m k
&

U n it 5 Relax 45
THE BEST GAME IN THE WORLD
VOCABULARY Sports and g a m e s
1 Complete 1-8 with the correct form of the verbs
in the box.
beat kick support time
draw score throw win
1 I o n c e __________a m edal in a running race at school.
2 I __________185 th e last time I w e n t bowling. T h at’s
my b e s t ever.
3 A: How fast can you swim 1 00 m etres, then?
B: I d o n ’t u su a lly _____ myself, but I g u e s s it’s
aroun d tw o minutes. I usually do a b o u t 3 0 lengths
in 2 0 minutes.
4 W e ___________ our last match 1-1. We w e r e winning
until th e 89th minute!
5 My brother a l w a y s ________m e w h e n w e play
cards. I’m su re he cheats!
6 I w a s playing football in th e stre e t an d I __________
th e ball through my n e ig h b o u r’s window by mistake.
7 D on’t ______________ it to me! I’m terrible at catching.
8 A: Who do y o u ________ _ ?
B: Slavia Prague. I’v e got a s e a s o n ticket, so I g o to
all their h o m e g am es.
2 Work in pairs. Take turns to choose five words
or phrases from Exercise 1, and explain, act or
draw them. Your partner should guess the words
without looking at the book.
B: This m ea n s yo u like a football team, a nd yo u always
want them to win.
A: Support?
B: Right.
3 Work in groups. Discuss these questions.
• Are you g o o d at sport or at any other g am es?
• Have you ev e r w on anything?
• Do you know how fast you can swim / run / cycle?
• Do you su p p o rt any te a m s ? Why?
• If you su p p o rt a te am , h o w ’re th e y doing at th e
m om ent?
LISTENING
4 Work in pairs. Think of three reasons to explain
why football is so popular around the world, and
three reasons why som e people don’t like it.
5 I3EI3 Listen to a short talk about football’s
popularity What two reasons does the speaker
give for why people might not like the sport? What
four reasons does he give to explain its popularity?
6 Work in groups. If you are a football fan, explain
why and argue against the reasons for not liking
it. If you’re not a fan, explain why not and argue
against the reasons for liking it.
46
GRAMMAR
Superlatives
We use superlatives when comparing more than two things.
7 Look at the sentences from the talk. Then work
in pairs and discuss the questions below.
a Football is the m o st popular sport in the world.
b Football is th e sim p le st g am e to play.
c The basic rules are am ong the e a sie st to grasp o f
any sport.
1 W hen do w e u s e m ost to form superlatives?
2 W hen do w e u s e -est to form superlatives?
3 Why d o w e u s e -iest (not ju st -esf) in s e n t e n c e c?
8 Complete the sentences so they are true for you.
Use the superlative forms of the adjectives in
brackets.
1 _________ i s __________ p erson I know, (tall)
2 __________p erso n I know is p r o b a b ly __________ . (fit)
3 _________ i s __________ person I know, (clever)
4 _________ p erson in my family i s ____________ (relaxed)
5 _________ i s __________ building in my town, (ugly)
6 __________thing I’ve ever d o n e i s __________ . (exciting)
PRONUNCIATION
9 D E l Listen and notice how we usually
pronounce -est as /ist/. Practise saying the
sentences.
10 Work in groups. Compare your sentences from
Exercise 8. Give extra details. For example:
A: My brother-in-law, Javier, is the tallest person I know.
He's alm ost two metres.
B: Really? OK. Well, I have a friend, Dimitry, w ho’s two
m etres five. H e ’s a giant!
READING
11 Work in pairs. Look at the photos and discuss
the questions.
• Do you re c o g n ise any of th e spo rts in th e photos?
• W here d o you think e a c h sport is most popular?
• What d o you think are th e basic rules of e a c h sport?
• What d o you think is g o o d / bad a b o u t e a c h sport?
12 Read about three different sports. Match each
sport to one photo.
 13 Work in pairs. Decide which of the three
THERE'S MORE TO SPORT THAN FOOTBALL sports:
1 is th e m ost popular.

lthough it's doesn't attract big crowds or money, pato is 2 is th e oldest.

A the national sport of Argentina. It was invented in the 17th

century and originally involved two teams on horses trying
to prevent each other from carrying a duck (pato in Spanish) to
their farmhouse. The sport was banned for a while because of
3 is th e new est.
4 w a s o n c e th e m ost d a n g e ro u s.
5 is th e m ost d a n g e r o u s now.

violence - not only to the duck, but also to other players. Some were 14 Match the words in bold in the article with
killed in fights or because horses kicked them.The modern game these meanings.
(sometimes also known as 'horseball') is a lot safer. Teams of four 1 try
riders fight for the'duck'(now a ball with handles) and throw and
2 stop
catch it to try and score in their opponent's net.
3 th e result
ince 1948, keirin has become one of Japan's biggest sports

S with over 20 million spectators a year attending events.

People now bet over $15 billion dollars on the outcom e of the
races. Keirin is like horse racing, but with cyclists. Nine competitors
ride round a track, following a cyclist who sets the pace at about
50km/h. He then leaves the track so the riders can race each other
for the last part of the race, reaching speeds of 70km/h. There are
often crashes as there is so little space to race in. Riders have to train
15 hours a day in special schools to be able to race, and can win
15
millions of dollars.
ossaball is quite a new gam e with a small but growing number
4 th e s p e e d som e thing h a p p e n s at
5 th e p erso n w ho you try to b e a t w h en you play
6 th e p erso n w ho sto p s a n y o n e cheating
7 m a d e illegal by th e g o v ern m e n t
8 try to win m one y by g u es sin g t h e winner
SPEAKING
Work in groups. First, discuss the questions
by talking about the sports in the texts.
Then talk about other sports / gam es you

B of fans. It was invented in 2004 by a Belgian, Filip Eyckmans,

and first became popular in Spain. It's played on a special
inflatable pitch and is a mixture of volleyball, football, gymnastics
and dance. Players bounce up and down and aim to pass, kick and
know. Explain your ideas.
• Which sp ort / g a m e do you think is th e most

•
fun to do?
Which do you think is th e b e s t to watch?
head the ball over the net. The rules are quite complicated, but you
• Which do you think n e e d s th e m ost skill to do?
basically lose a point when the ball touches the floor.The referee is
also a DJ who plays Brazilian music as the teams play. • Which do you think n e e d s th e m ost fitness?
• Which do you think n e e d s th e m ost strength?

U nit 5 Relax 47
TAKE THE STRESS OUT OF LIFE
SPEAKING LISTENING
1 Work in groups. Look at the activities below. 2 You are going to listen to a conversation about
Discuss if they are relaxing or stressful for you. two popular hobbies. First, work in pairs and do
Explain why. Use some of the patterns in the box. the following.
• C h eck you u n d e rsta n d th e w ords in th e box below.
cooking or baking making or repairing things
drawing or colouring shopping • Discuss which w o rd s you think might go with e a c h of
going to or having a party using computers t h e s e topics.
having a m assage working or studying - colouring books for adults
- th e m aker m o v e m e n t (people making things for
It d ep en d s w hat for. I mean, I love sh o p p in g for clothes. th e m se lv es, by hand, instead of buying them)

It d e p e n d s h ow m uch tim e I h a ve. S om etim es I’m ju s t depression furniture pattern

too busy. personal publish retail therapy
It d ep e n d s h ow e a s y it is. I’m OK with sim p le things.
3 D E I Now listen to the conversation and check
your ideas. What is the connection between the
two hobbies?
4 U H I Work in pairs. Discuss how to end the
sentences. Listen again and check your ideas.
1 Make-up, shoppin g and boys is th e r ea so n the
p r e s e n t e r __________
2 O n e of th e b ig g e st a r e a s of grow th in publishing is
3 The French publishers g o t a dram atic in c re ase in
s a le s by a d d i n g _________ .
4 The task of colouring is similar for children and
adults b e c a u s e __________
5 In th e adult books, s o m e of th e d es ig n s are
6 Karen thinks colouring has m ad e a d ifferen ce
b e c a u s e s h e ’s m ore relaxed a n d _________ .
7 T he sociologist, Professor Townsend, believes
many p e o p le d o n ’t like th e fact that life h as b e c o m e
8 Shopping involves difficult decisions, d eb t and
worrying ab o u t w hat oth ers have, but making things
in v o lv e s__________
5 Work in pairs. Decide what the words in bold in
Exercise 4 mean.
6 Work in groups. Discuss these questions.
• Do you like th e idea of colouring books? Why? /
Why not?
• Do you ev e r m ake things? If not, why not? If yes,
w hat? How did you learn?
• Do you think s tre s s and / or d ep re ssio n is a problem
in your country? In w hat w ays do p e o p le deal with
t h e s e problem s? Are th e y g o o d or bad ways?
• Do you ev e r s le e p badly? W hat advice would you
give to s o m e o n e w ho c a n ’t sleep?
• Do you a g r e e with Professor T o w nsend’s views on
sh o pping and making? Why? / Why not?
UNDERSTANDING VOCABULARY
Word families
Word families are words connected in form and meaning.
For example, in the listening you heard colouring books
are one o f the biggest growth areas in publishing and
there’s growing interest in making things. Growth (n) and
growing (adj) are connected to grow (v). Different forms in
a word family often appear in the sam e text, and knowing
one word in a family helps you to understand the meaning
of other word forms. Try to also notice the different
collocates that go with each word form.
7 Look at the audio script for Track 28 on
page 197. Find as many forms based on the
words in the box as you can. Decide if they are
nouns, adjectives, adverbs or verbs.
child person occupy sell
drama publish relax stress
8 Complete each sentence with one of the words
from the word family
1 expensive (adj), e xp en se (n), inexpensive (adj)
a T he c o m p an y I work for pays for all my travel
__________w h en I go abroad.
b Tickets to s e e m a tc h e s are q u i t e _________ , so
th e y always have big crowds.
2 a d d (v), a d d e d (adj), addition (n), additional (adj)
a I think you n e e d t o _________ s o m e s a lt or
som ething to it, to m ak e it ta s te better.
b I n _________ to having simple rules, it n e e d s very
little equipm ent.
3 support (v), support (n), supporter (n)
a The g o v e rn m e n t d o e s n ’t have m u c h
for its tran sp o rt plans.
b The police a rrested several p e o p le at th e ground
after fighting b e tw e e n r iv a l__________
4 h ea t (v), h ea t (n), heating (n), h e a te d (adj)
a It’s really cold in here. Can you tu rn t h e _________
on?
b In A ugust w e usually go to th e m ountains to
e s c a p e t h e s u m m e r __________.
5 m anage (v), m a n a g em en t (n), m anager (n),
m anageable (adj)
a I d o n ’t _________ to d o ev e ry th in g I n e e d to do,
a s I have too much work an d to o little time.
b I just d o n ’t like his style o f _________ .
6 secure (adj), secure (v), security (n), insecure (adj)
a They d o their b e s t t o _________ t h e airp o rts and
flights ag ainst terrorist attacks.
b W hen th e p resid e n t visited, t h e __________w a s
v ery tight.
9 Can you explain or translate each of the
collocations in bold in Exercise 8?
10 Discuss these questions.
• W hat are your b ig g e st e x p e n s e s ? W hat’s th e most
e x p e n s iv e ticket y o u ’ve e v e r b o ught?
• Who are rival s u p p o r t e r s in your country? Is th e re
e v e r any trouble b e tw e e n them ? Are t h e re any
policies you stro n g ly s u p p o r t at th e m om ent?
• Do you like t h e h e a t? Do you n e e d h e a tin g in your
hom e? For how long in th e year?
• Would you b e a g o o d m a n a g e r ? Why? / Why not?
SO UN DS AND VOCABULARY REVIEW
11 K31EI Listen and repeat the sounds with /l/ and
Irl. Are any of them difficult to hear or say?
12 DEZ3 Work in groups. Listen to eight sentences
using these words. Together, try to write them
down. Then listen and check.
play race threw sale
pool relax track simple
13 Work in teams. You have three minutes to
write collocations or phrases for the words in
Exercise 12.
p la y a gam e, p la y cards, p la y the piano
U n it 5 Relax 49
IN THIS UNIT YOU LEARN HOW TO:
d e s c rib e p e o p le you know
explain w ho p e o p le are - an d which p e o p le you m ean
as k an d an s w e r c om m on q uestio ns
d isc uss similarities and differences
d e s c rib e ch a racter an d abilities
d isc uss u s e s of social m edia an d online habits

SPEAKING
1 Imagine you are the photographer. Think
about these questions.
• Why did you ta k e th e p ho to of th e boy?
• Who are th e p e o p le in th e small photo?
• Who is th e boy and how d o e s he know th e p e o p le
in th e small photo?
• What h as h a p p e n e d since th e black-and-white
photo w a s taken?

2 Work in pairs. Take turns to tell your stories.

3 Change partners. Tell your partner about:
• how often you ta k e p h o to s and w hat of.
• a favourite p h oto that you have. Explain w ho or
w hat is in it, an d why you like it.
WHO'S THE GUY IN THE MIDDLE?
LISTENING 5 What are the male equivalents of the female
words in Exercise 4?
1 QEH Listen to a conversation between two
friends, Laura and Maya. They talk about the 6 Check you understand the phrases in bold.
people in the photo. Who are the people? Which people from Exercises 4 and 5 are the
sentences talking about?
1 My brother and his wife have recently had a baby girl.
2 We g o t to know ea ch other b e c a u s e w e work
clo sely together.
3 We shared an apartm ent in G as S treet w h en I first
m oved here.
4 S h e g o t th e h o u s e w h en w e g o t divorced.
5 T hey m oved next d oo r last y e a r an d w e im m ediately
g o t on.
6 I d on ’t really g e t on with him. He d o e s n ’t think I’m
g o o d e n o u g h for his daughter.
7 H e’s over 70, but h e only recently retired. So my
2 DEH Complete the questions from the d a d runs th e com p any on his own now.
conversation with the words in the box. 8 In age, t h e r e ’s a big gap b e tw e e n us, but w e ’re very
Then listen again and check. c lo se b e c a u s e I often picked her up from school and
looked after her until Mum or Dad got home.
Do How long Is Who
How How old What Why 7 Choose six of the phrases in bold from Exercise 6
to talk about friends and family. For example:
1 A: hav e you b e e n here?
My cousin h a d a b a b y boy last year.
B: About half an hour.
My uncle w o rk s c lo se ly with m y dad, b eca u se they run
2 A: e ls e is coming? a bar together.
B: My little sister. I'm v e ry c lo se to m y sister-in-law, b eca u se sh e was m y
3 A: do you know her? b e st friend when sh e m e t m y brother.
B: I m et her on a b u sin e ss trip.
4 A: s h e ju st visiting? GRAMMAR
B: No, s h e ’s working here.
5 A: d o e s he do?
B: H e’s a teacher. Question formation
Most questions are formed using the pattern:
6 A: did h e g o th e re ?
B: His girlfriend is from there.
auxiliary verb pronoun / noun verb form
7 A: is he?
Do you / your brothers g et on?
B: 34.
8 A: you g e t on well?
B: No, not really. 8 Look at these questions from the conversation.
Answer the questions below.
3 Work in pairs. B’s responses in Exercise 2 are
a How long h a v e y o u b e e n here?
incorrect. Try to remember what Laura and
Maya actually said. Look at the audio script for b What d o e s h e d o ?
Track 31 on page 197 and check your ideas. c Is s h e ju st visiting?
d Why d id h e g o there?
VOCABULARY Family and friends 1 Which question(s) a r e in:
4 Decide if the words in the box refer only to - th e p r e s e n t simple?
females, or to both males and females.
- th e p r e s e n t continuous?
1 aunt 6 flatmate 11 n e igh bour - th e p r e s e n t perfect?
2 classm ate 7 girlfriend 12 mum - th e p as t simple?
3 co llea g u e 8 gran 13 mother-in-law 2 W hat a r e th e auxiliary verb s an d p ronoun s in e a c h
question?
4 cousin 9 little sister 14 partner
5 ex-wife 10 niece 15 sister-in-law Q C heck y our ideas on page 173 and do Exercise 1.

52
 Put the words in the correct order to make
questions. The first one is done for you.
1 live / d o / w h e r e / you / ? Where do yo u live?
2 know / you / a n y o n e / in / th e / d o / class / ?
3 known / have / how l o n g / t h e m / you / ?
4 you / are / English / studying / why / ?
5 this school / have / studied / you / in / before / ?
6 enjoying / you / th e / are / class / ?
8 you / hav e / did / nice w e e k e n d / a / ?
9 you / did / do / w hat / ?
PRONUNCIATION
10 E E 3 Listen to the questions from Exercise 9 -
first said slowly, then faster. Notice the stressed
sounds in the faster speech.
11 Work in groups. Ask and answer the questions.
12 Complete the sentences with one word in each
space.
1 A: W ho’s th e th e b o y _________ th e black-and-white
photo?
B: T hat’s m e w h en I w a s six.
2 A: W h o ’s th e g u y _________ th e hat?
B: H e ’s a f r ie n d __________university.
3 A: Who w a s th e w o m an sittin g _____ . t o y o u in
class today?
B: That w as my cousin, Wardah.
4 A: How w a s th e film?
B: T he film w a s OK, but th e m a n ___ , behind me
kept talking to his partner and th e guy i n .
of m e had a really annoying laugh!
5 A: W h o’s t h e w o m a n __________t h e baby?
B: That w a s a c o l l e a g u e . . t h e place I w orked
in Italy. I’ve forgotten her n a m e now.
13 Work in pairs. Talk about the photo below. Ask
and answer questions about who the different
people are and make comm ents about them.

DEVELOPING CONVERSATIONS CONVERSATION PRACTICE

14
Explaining w ho p e o p le are
When w e ask or answer questions about people, we often
add a phrase to explain who exactly we are talking about.
The phrase starts with a preposition or an -ing form.
15
Who’s the other girl in the picture?
Who’s the guy with the blue suit?
The girl with th e red hair is my sister.
We use an -ing form to say what they’re doing.
Anna was the woman sitting next to m e in class yesterday.
Think of three people you know. Choose one
friend, one family member, and one other person
from school, work or other activities. Either draw
simple pictures of the three people or, if you have
photos of them on a mobile phone, use those.
Have conversations like the one you heard in the
listening. Show your pictures to your partner. Your
partner should start by asking: Who’s that? and
continue the conversation by asking at least four
more questions about each of the people.
* 10 To w a tch the video and do the activities, see th e DVD-ROM.

friends 53
 FOCACCERIA
SPEAKING
1 Work in pairs. Discuss these questions.
• Do you know a n y o n e w ho runs a family business?
W hat’s th e b u siness? Which m e m b e r s of th e family
are involved in th e business? How?
• W hat do you think is g o o d / b ad a b o u t family-run
b u sin e sse s?
• Would you like to work with p e o p le in your family?
Why? / Why not?
• Do / Did you w ant to do w hat your p are n ts d o / did
as a job? Why? / Why not?
LISTENING
2 D E I Listen to a woman, Angela, talking about
her family business. Answer the questions.
1 W hat is her bu siness?
2 How successful is it?
3 Who is involved in th e b u sin e ss? In w hat w ays do
th e y help with th e bu siness?
4 Who d o e s s h e w ant to ta k e over th e business?
54
3 ■ »*« Listen again and complete the sentences
with three words in each space. Contractions
like don’t count as one word.
1 I w a s a m o d e l __________y o u n g er and I did work for
several w e dd ing m agazines.
2 My h u sb a n d w as very s u p p o r tiv e _________ to start
my company.
3 I think he th o u g h t it would always b e small -
som ething like a hobby - but i t __________
4 I h o p e my daughter, Sophie, will__________b u sin e ss
eventually.
5 __________are both very determ in e d - s h e d o e s n ’t
sto p until s h e s u c c e e d s at something!
6 And then, s h e also s h a re s her fath e r’s __________
7 He loves fashion and design, but I d o n ’t think he has
4 DE3 Listen to two of Angela’s children, Sophie
and Jerome, talking about the business. In what
ways do they agree / disagree with what their
mother said?
5 Decide if you agree or disagree with these
statements about Angela’s family. Then work in
groups and discuss your ideas. 10
• This kind of poor com munication is c om m on in
families.
• I d o n ’t u n d e rsta n d S o p h ie ’s attitude to taking over
th e business.
• The m other should support J e r o m e more. He can
learn to b e harder in business.
• D aughters normally hav e their m o th e r’s character
an d so n s have their father’s character.
• Being th e middle brother or sister is th e most difficult
place in th e family.
• T he b aby of th e family always has an e a s y tim e -
especially w h en t h e r e ’s a big a g e gap.
GRAMMAR
Similarities and contrasts
We can use both, neither, all and none to show similarities,
e.g. how two or more people / things share the same
characteristics.
6 Look at the sentences from the listening. Answer
the questions below.
a We have three kids now and th e y ’re all part o f the
b usiness too.
b S h e and I are b o th very determined.
11
c T hey’re b o th very g o o d at negotiating prices,
w hereas I think m aybe m y son, Jerom e, is a bit
too soft.
d I actually d o n ’t want to run the business - n o n e
o f u s do!
e N either o f th em take no for an answer.
1 How many p e o p le do th e w ords in bold refer to?
12
2 Which w ords show p eo ple are the s a m e in not doing /
being som ething?
3 W hen do you n e e d o f after all, both, none or neither ?
4 W hat word h as a similar m eaning to but ?
C heck y our ideas on p age 174 a n d do Exercise 1. 13
7 Work in pairs. Ask questions to find out what
you have in common with your partner. How
many similarities can you find in five minutes?
8 Join another pair of students and explain your
similarities and differences. Use both (of us) / 14
neither o f us and whereas.
9 Now explain to the class what different things
the students in your group have in common. Use
all and none (of us).
VOCABULARY C haracter and habits
Match the sentences about general
characteristics (1-9) with the explanations (a—i).
1 S he and I are both very determ ined.
2 My g r a n d d a d ’s still very fit.
3 Neither of us a r e very practical.
4 Neither of us are very organised.
5 W e’re all very friendly and o p en in our family.
6 My d a d ’s quite strict, w h e r e a s my m u m ’s a bit soft.
7 N one of us are very patient.
8 My sisters are both very bright.
9 My b ro th er’s very calm and confident.
a W e’re not very g o o d at building or repairing things,
b W e’re always h ap p y to w e lc o m e p e o p le into our
home.
c We d o n ’t give up. We k e e p going till w e su c c e e d ,
d We often forget ap p o in tm e n ts and w e ’re both quite
messy.
e We g e t frustrated quickly and start shouting,
f He g o e s running every day for a b o u t an hour,
g H e’s just very positive and su re of himself, w h e r e a s I
worry a b o u t things more,
h I always ask her for things b e c a u s e s h e usually
a g re es.
i T hey always g e t top g rad e s. I s o m e tim e s feel a bit
stupid in com parison.
Use each adjective in bold in Exercise 10 to talk
about you and your family.
To b e honest, I’m not very d eterm in e d . I give up quite
easily.
We're all quite fit in m y family. We all love sport.
PRONUNCIATION
1X33 There are lots of pairs of words in
English like friendly and open. The ‘and’ is
often pronounced /an/ and the three words
are said as one. Listen and practise saying the
word pairs you hear.
Work in pairs. How many pairs of words
from Exercise 12 can you remember? Look at
audio script 35 on page 198 and check.
SPEAKING
Work in pairs. Which of your friends and family
would be good at these tasks in a business? Use
your own ideas and language from this lesson to
explain why.
controlling co sts an d finance m anag ing staff
developing new p roducts negotiating prices
doing sa les networking
giving p rese n tatio n s organising transport
k eeping th e office tidy sorting out a rg u m e n ts
making decisions writing contracts
Unit 6 Family and friends 55
MY SOCIAL NETWORK
READING UNDERSTANDING VOCABULARY
1 Work in groups. Read the short text below. Then
discuss these questions.
1 What exactly d o you think th e girl did w rong?
Words with th e s a m e verb and
noun forms
2 Why d o you think s h e did it?
Nouns and verbs in the sam e word family sometimes have
3 D oes this story remind you of any other similar different forms. For example: grow (verb) - growth (noun),
stories? secure (verb) - security (noun), etc. However, often a word
4 How d o you k e e p in touch with your close friends can be used as both a verb and a noun, e.g. phone.
an d family?
5 Do you have online friends that y o u ’ve never m et in 6 Six of the words in the box can be used as both
real life? Who? verbs and nouns. Which two words can’t?

accept email post stream

comment ignore quote update
Everyone enjoys meeting new people and
making friends - and the internet’s made 'this 7 Complete each sentence with the correct form
much easier. However, online friends don’t of one of the words in the box in Exercise 6.
always behave in the way we expect our real life 1 S h e ____________ all t h e s e awful p ho tos of her e x ­
friends to. For instance, I recently read about a boyfriend online last w eek.
teenage girl who posted inappropriate photos 2 I w a n te d t o _________ on th at post, but I ju st d id n ’t
of a school friend on the web. The photos soon hav e time.
went viral. Over 100 people shared 2them almost 3 I know. I saw her s t a t u s _________ on F a ce b o o k
immediately - and th ou san ds more saw and earlier.
commented on them. Following a complaint from 4 Can y o u _________ m e th e details later?
4her friend’s parents, the head teacher spoke to
5 T o ___________my dad: your b e s t friends are m a d e
the girl. ‘How did ’this happen?’ 6he asked. The by time.
girl then explained she had more than a thousand
6 We m a n a g e d to find a live_________ and so w e
online friends, so things spread very quickly.
w a tc h e d th e g a m e online.
W hen asked how many of 7these people were
real friends, 8the girl immediately replied ‘Six!’. 8 Work in pairs. Think of three more words that
can be used as both verbs and nouns. Write
n examples showing how to use both the verb and
the noun for all three words.
2 Work in pairs. What do the words in bold in the
text refer to? SOUNDS AND VOCABULARY REVIEW
3 Read the quiz on page 57. Choose one answer g c m Listen and repeat the sounds with /w/ and
for each question. Think of the reasons for your Igl. Are any of them difficult to hear or say?
choices. 10 D E 9 Work in groups. Listen to eight sentences
4 Complete the definitions below with words from using these words. Together, try to write them
the quiz. down. Then listen again and check.
1 If y o u __________an online picture, you ad d the
weekend negotiate vague wedding
n a m e s of th e p e o p le in it. work gap
quote quiz
2 If s o m e o n e d o e s som ething without y o u r _________
th e y do it before you say it’s OK. 11 Work in teams. You have three minutes to
3 If y o u __________fun of s o m e o n e , you laugh at them write collocations / phrases for the words in
and m ak e jo k e s a b o u t them. Exercise 10.
4 If y o u __________s o m e o n e , you rem o v e th e m from Have a great w e ek en d .
your list of online friends.
I might go shopping at the w e ek en d .
5 If you p o s t __________status u p d ates, it’s not clear
I w ent there last w e ek e n d .
how you feel or w hat has h a p p e n e d .
6 If y o u __________so m e o n e , you stop them from
s e e in g your status u p d ates, photos, etc.

5 Work in groups of three. Discuss your answers

to the quiz, and explain your choices. Who are
you more similar to in your group?

56
WHAT KIND OF AN ONLINE FRIEND ARE YOU?
A friend p o sts and ta g s a picture of you online Your sister often ta k es online q u izzes - and w a n ts you to

n
a
b
c
w ithout your perm ission. Do you:
‘like’ the post?
add a comment to show you’re not happy about the photo?
send a m essage asking your friend to remove the photo?
a
b
c
do th e sa m e. Do you:
take them all, but only post your score when you do well?
generally ignore them, but sometimes quickly take one or two?
write - and share - your own quiz called How much time can
YOU waste on quizzes?
A friend often p o sts p ictures of cu te anim als doing
funny things. Do you: One of your c o u sin s often p o s ts inspiring q u o tes like
a share the pictures with all your online friends? Follow your dreams. Do you:
a share them with all your friends because you love positive ideas?
b sometimes look at them and smile to yourself?
b comment occasionally on ones you like, but mostly just not look
c hide any further posts from this person?
at them?

A few of your friends p o st lots of ‘s e lfie s ’ - p h otos c hide the posts if you can - and if you can’t, unfriend your
they took of th e m se lv e s. Do you: cousin?

a comment on how great your friends look in the photos?

Your grandm other lo v e s playing online g a m e s - and
b

c
make fun of your friends - in a nice way - by writing the
opposite of what you really think?
‘unfriend’ them? a
a
b
c
w a n ts you to join her. Do you:
accept and play whenever you get the chance?
politely explain that you’d really like to, but don’t have time?
post a message telling friends to never ask you to play any
A friend often p o sts vagu e sta tu s u p d ates - things

B
a
like S o angry right now! Do you:
try to find out why your friend feels like this?
online games - ever?

H i A friend of a friend s e n d s a friend req u est - and sa y s

b not comment yourself, but watch other people’s they like your photo. Do you:
comments to find out what’s happening?
a accept because it’s always good to make new contacts?
c show you’re annoyed by posting things like Nobody cares'?
b ignore the request and pretend it didn’t happen?

Your brother p o sts p h otos of alm ost every m eal he c delete the request and block the person?
ever e a ts. Do you:
a sometimes comment and write things like Wow! Looks
delicious?
10 An old friend starts p osting a lot ab out his ex-girlfriend.
Do you:

b not comment or spend any time looking at the photos, but a phone him or arrange to meet face to face to discuss his
then start feeling hungry yourself? problems?

c make fun of him by posting pictures of disgusting things b try to write positive comments when you have time?
and writing that they’re your dinner? c feel uncomfortable and unsure of what to say?

U n it 6 Family and friends 57

1 Work in pairs. Look at the photo. Say: 5 Complete the second phrase with the correct
• w h a t’s h a p p e n in g in th e photo. form of the word in bold. The first one is done
for you.
• w hat kind of perform ances h a p p e n at a place like this.
1 com b in e different styles
• w h a t’s g o o d and b ad a b o u t t h e s e kinds of events. a combination of d a n c e and drama
2 cam Watch the first part of the video (0.00- 2 perform on th e main s ta g e
1.22) about the WOMAD festival. Find out: give a g r e a t __________
1 w ho t a k e s part in th e festival. 3 find him inspiring
g e t __________from th e world around m e
2 w hat WOMAD s ta n d s for.
4 g e t on with my n eighbours
3 w ho co -fo unded th e festival.
live in a n i c e _________
4 why he fo u n d e d it.
5 personally, I d o n ’t like it
3 Work in groups. Discuss these questions e x p r e s s m y __________view

• Would you like to go to a festival like WOMAD? 6 celeb ra te my birthday

Why? / Why not? it’s a __________ of our culture

• Who are th e m ost fam o us foreign musicians in your 7 continue th e tradition

country? w e a r _________ clothes

• What kind of music do th e y play? Do you like w hat
th e y do?
• Are any musicians from your country fam o u s ab ro a d ?
W here?
4 KZSKQ Watch the second part of the video
(1.23-4.24), about a band called Spaccanapoli.
Are the sentences true (T) or false (F)?
1 Eight p e o p le play in th e band.
2 T hey’v e played at WOMAD several times.
3 Marcello ta u g h t himself to play th e tam bourine.
4 Their music mixes different styles.
5 They d o n ’t normally sing in th e streets.
6 The so n g he sings at th e e n d is a love song.
6 Work in pairs. Take turns to talk about one of
the following topics. Your partner should ask
questions to find out more.
• a festival I know abo u t
• music I like
UNDERSTANDING FAST SPEECH
7 C2EE1 Read and listen to this extract from the
video said at natural pace and then slowed
down. To help you, groups of words are marked
with / and pauses are marked / / . Stressed
sounds are in CAPITALS.
an d THERE w e r e t h e s e // REAIIy sTUNning // VOICes /
DOing // much BEtter than I ev e r could / so THAT w a s //
really inspiring for me

8 Now you have a go! Practise saying the extract

at natural pace.
58
REVIEW 3 6
VOCABULARY
Match the verbs (1-8) with the nouns they
collocate with (a-h).
1 hire a an u p d a te / a co m m en t
GRAMMAR 2 sco re b th e ball out / it hard
1 Complete the text with one word in each space. 3 kick c a b aby boy / a s p a re racket
Tina, 4 have d my own co m p an y / a hotel
J u s t a quick o n e to tell you w h a t 1_________ happe ning 5 control e 2 0 points / twice
on Saturday. W e’ve d e c id e d t h a t 2_________ e a s ie s t 6 post f films / music
w ay to g e t to th e festival is to drive. Kwab can ta k e the
7 run g s o m e skis / s o m e clubs
others, an d my b rother’s 3_________ with us now and
has a car. H e ’s 4_________ to pick us up at ten. O ne 8 stream h co sts / th e crowd
thing to mention - he 5_________ bring his two kids 7 Decide if these words and phrases are connected
too, if he c a n ’t find a babysitter. I h o p e you d o n ’t mind. to sport or friends and family.
Neither o f 6__________a r e any trouble and I think th e y ’re
7_________ quite excited by th e idea of going to a real age gap draw opponent retired
rock music festival. W e’re 8_________ taking any food bet forgetful pitch soft
classmate niece race track
with us. We 9_________ ju st going to buy som ething
from o n e of th e food stalls there. 10__________you
looked at th e p rog ra m m e yet? Who 11_________ you 8 Complete the sentences. Use the word in
w ant to s e e ? I’m 12_________ of going to s e e Los brackets to form a word that fits in the space.
E nem igos first. W hat a b o u t you? 1 There has b e e n a h u g e _________ in th e n u m b e r of
p e o p le cycling in re c e n t years, (grow)
Luisa
2 Stopping smoking h as m a d e a h u g e __________ I can
2 Make two questions from each group of words. run a lot faster now. (different)
1 Why / How / long / did / have / you / you / m ove / 3 You c a n ’t play tenn is in t h i s __________ Let’s play
known / h ere / e a c h / other later, w h en it’s cooler, (hot)
2 How / W hen / old / are / is / th e y / thinking / your / 4 The football club h as tried to im p r o v e _________ at
gran / of / leaving m atches, but th e re a re still s o m e problem s, (secure)
3 Who / What / are / h a p p e n e d / you / going / last / 5 T here w a s s o m e trouble at th e match b e tw e e n the
night / with rival__________. (support)
4 What / W hat / te a m / is / th e / do / q uickest / you / 6 My sister’s room is quite messy, but in other ways
w ay / to / su p p o rt / g e t / th e re s h e ’s v e r y __________ (organise)

3 Complete the second sentence so that it has a
similar meaning to the first sentence, using the
word given. Do not change the word given. You
must use between two and four words, including
the word given.
7 My mum ta u g h t for y ea rs and s h e ’s given m e lots
o f ________________ advice since I started a s a te acher.
(practice)
8 I’d like to g e t a jo b i n __________, w h en I finish
university, (publish)

1 Is this your first ever y o ga lesson? 9 T h e ___________ of th e b o o k s h a v e n ’t b e e n very good,

__________ yog a before? YOU
10 We probably n e e d to do s o m e ___________marketing
2 We might go swimming in th e lake later.
W e __________swimming in th e lake later. OF
9 Complete the text with one word in each space.
3 We a re both really competitive.
__________likes to lose. US
4 I’ve neve r s e e n anything so funny.
It w a s _________ I’ve ev e r s e e n . THING
5 N o-one in my family likes football.
W e ________________ in my family. HATE
6 He b e a t th e world record for swimming 50m.
H e ______________in th e world. SWIMMER
4 U E 3 Listen and write the six sentences you
hear.
5 Write a sentence before and after the sentences
in Exercise 4 to create short dialogues.
unfortunately, (sell)
to sell more, (addition)
The first letters are given.
My b e s t friend is probably my flatmate, Dietmar.
We first m et playing at a tennis 1cl__________. We
didn’t really 2g__________o __________ immediately,
m a yb e b e c a u s e he 3su _________ Bayern Munich,
4w h__________I’m a fan of Schalke, but mainly b e c a u s e
he usually 5b e _________ m e at tennis. I hav e to
6a d _________ J a m a very bad 7lo__________ . He
d o e s n ’t g e t upset, h e ’s usually quite 8c_________ w h en
he loses. Gradually, I got to 9k__________him b etter and
realised h e ’s just a really g re a t guy - very friendly and
10o__________ I g u e s s th a t’s o n e r e a so n h e ’s such a
g o o d sa lesm an , b e c a u s e p e o p le are always h ap p y to
talk to him an d h e ’s really g o o d at 11n e _________ . On
to p of that, h e ’s really 12d e __________, so w h en t h e r e ’s a
c h a n c e of a sale he d o e s n ’t give up.

Review 3 59
fjtlaotic
Ocean
IN THIS UNIT YOU LEARN HOW TO:
explain w h e r e you are from
de s c rib e your town an d area
ask useful q u e s tio n s w h en staying with p eo p le
ask for permission to d o things
sh o w g u e s ts round your h o u s e or a p a rtm en t

SPEAKING
1 Work in pairs. Look at the photo and discuss
the questions.
• W here d o you think this is? Why?
• W hat kind of building might this be?
• Why do you think th e m ap of th e world is here?
• W h e r e ’s your ho m e on th e map?
• How m any countries or a r e a s on th e m ap can you
nam e?

2 Work with a new partner. Discuss the

questions.
• Which pla ce s in your own country h av e you visited
or lived in?
• Do you have a favourite town, city or a re a in your
country? Why?
• Do you have any family or friends in oth e r parts of
th e country?
LISTENING
1 You are going to hear conversations with people
from Italy, Texas and Oman. First, work in
groups. Discuss what you know about each
place. Think about:
• any fam ous towns, cities or regions - an d w hat
th e y ’re like.
• any fam ous p e o p le or co m p a n ie s from e a c h place.
• th e climate in e a c h place.
2 S 3 Listen to the three conversations. Find out:
1 w h e re exactly th e s e c o n d s p e a k e r in ea ch
conversation is from.
2 w hat e a c h place is like.
3 Work in pairs. Decide which conversations these
phrases came from. Explain your decisions.
a My g e o g r a p h y isn’t very good.
b It’s a small city in th e north-east.
c T he climate’s lovely.
d Lots of p e o p le from different countries live there,
e It’s e a s y to g e t round,
f It s p r e a d s along th e coast,
g Did you catch anything?
h You can walk along th e banks,
i What a small world!
62
4■
- Listen again and check your answers to
Exercise 3. Look at the audio script for Track 39
on page 198 if you need to.
5 Work in pairs. Discuss these questions.
• Which place so u n d s like the b est place to live in? Why?
• Which place so u n d s like th e b e s t place for a holiday?
Why?
• Are any fam o us c o m p a n ie s b a s e d w h e r e you live?
• Have you ev e r m et a n y o n e w ho m a d e you think it’s a
small world? Who? Why?
DEVELOPING CONVERSATIONS
Explaining w h e r e places are
When people ask where exactly w e’re from, we often
first say the name of the place and then explain where it
is. This can mean saying which part of the country it’s in,
or where it is in relation to more famous places the other
person might know.
E: So where are you from Chuck?
F: Texas.
E: Whereabouts?
F: I doubt yo u ’ll know it. It’s a little town called Harlingen.
It's right in the south - by the Mexican border.
6 Look at the map of Scotland. Match the 8 Write five sentences to describe places you know
sentences (1-8) to the places (a-h) on the map. - in your country or somewhere else in the world.
1 It’s a port on th e north-east coast. Then work in groups. Take turns to describe a
place. Can the rest of the group guess the place?
2 It’s a tiny village in th e ce n tre of th e country.
A: It's an important port. It’s on the north-west coast o f
3 It’s a small market town in th e north-east. Russia. It’s near the border with Finland.
4 It’s a big city in th e w e st of th e country. B: Murmansk?
5 It’s a small industrial town a b o u t halfway b e tw e e n A: You got it.
Edinburgh and Glasgow.
6 It’s an island off th e w e st coast.
VOCABULARY Describing places
7 It’s an are a in th e south-w est that b o rd ers England.
9 Work in pairs. Discuss which is the odd one out
8 It’s quite a small town right up on th e north coast.
in each group. Explain your decisions.
7 Work in pairs. Cover the sentences in Exercise 6. 1 dry / climate / warm / cold / buildings
Take turns starting a conversation, and answer
2 industrial / a forest / steel / factories / a car plant
using the map of Scotland and the language
from Exercise 6. 3 g r e e n / parks / tr e e s / dirty / countryside

A: Where are yo u from? 4 c h u rc h es / traffic / tran sp o rt / pollution / the

u n d e rgroun d
B: Scotland.
5 village / exciting / cinem a s / bars / 24-hour culture
A: Really? What part?
6 agriculture / fields / s q u a r e s / farms / rural
B: Inverness. Do yo u know it?
7 c o a s t / d e s e r t / fishing / port / o c e a n / b e a c h
A: No, where is it?
8 m u se u m / old / historic / city wall / m odern
B: Oh, it’s a port on the north-east coast.
9 crime / lovely / d a n g e r o u s / m urder / steal
10 river / bridge / financial / b o a t / bank

10 Work in pairs. Try to think of a place that fits

each description below. Discuss what you know
about each place. Have you ever been to any of
the places?
a place on th e c o a s t with a warm climate, w h e r e old
p e o p le often retire
an industrial city with a big steel factory or car plant
a tow n or city with a g o o d transport system
a city t h a t’s quite dirty, but th a t’s su rro u n d e d by nice
countryside
a very exciting city with a 24-hour culture
a rural a re a with a lot of farms and agriculture
a town by th e s e a with a fishing industry
a historic city th at has a wall round part of it
a place which is quite d a n g e r o u s with a lot of crime
a town with a river going through it

CONVERSATION PRACTICE
11 Think about how to answer the questions below.
You can give answers that are true for you - or
invent answers.
W here a re you from? W h e r e ’s that?
W h e re a b o u ts (do you live)? W h e r e ’s that?
W hat’s it like?

12 Have conversations with other students to find

out where they are from and what it’s like.
I* 13 To w atch th e video a n d do th e activities, see the DVD-ROM.

Unit 7 Your p lace 63

A BIG MOVE
VOCABULARY W h ere I live
1 Work in pairs. Discuss the questions.
• W hat is g o o d or bad a b o u t living in e a c h of the
different pla ce s below?
• Do you know a n y o n e w h o lives, or has lived in,
places like this? W hen? Why? Do / Did th e y like it?
1 university halls of r e sid e n c e
2 th e to p floor of a block of flats
3 an army b a s e
4 an old p e o p l e ’s h o m e
5 a s h a re d h o u se
6 a studio flat
2 Match each place in Exercise 1 with a pair of
phrases below.
a ta k e th e lift / hav e a g rea t view
b d o military service / a t w ar with a n o th e r country
c noisy s tu d e n ts / hav e my own sink
d not much s p a c e / absolutely tiny
e staff trea t p e o p le with r e s p e c t / have a good
reputation
f split th e bills / ta k e turns to clean th e bathroom
READING
3 Work in groups of four: two As and two Bs.
Student As: read the two stories on these pages.
Student Bs: read File 13 on page 190.
With the person who read the same texts, answer
the questions.
1 W h e r e a b o u ts is e a c h p erso n living?
2 What kind of p lace is e a c h p erso n living in?
3 Why did th e y m ove there?
4 W hat’s g o o d / bad a b o u t e a c h p e r s o n ’s situation?
^
Now work in pairs: one Student A and one
Student B. Ask and answer the questions in
Exercise 3 about the texts you read.
5 Read the two stories your partner read. Then
decide which of the four people:
1 isn’t earning very much.
2 has lost s o m e o n e clo se to them.
3 d o e s n ’t have a high position in a company.
4 h a s relatives w ho h elped find their new home.
5 notices other p e o p l e ’s bad habits.
6 so m e tim e s feels dow n b e c a u s e t h e y ’re on their own.

DONG MEI 7 w ants to m ake a positive difference.

8 h as had a c h a n g e in character.
I’m from Harbin, in the north-east of China, but I moved
to Wales last year to do a Master’s degree. It’s the first
time I’ve lived away from home, so I miss my family, but
most of the time I love it. I’m living in the university halls
of residence. I have my own room with a sink to wash
in, but I have to share the bathroom. That’s not great.
Sometimes you have to wait or people leave it dirty. I also
share the kitchen, but that’s OK because it’s a good place
to meet the other students and talk. I’ve taught some
of my flatmates to cook some Chinese dishes! Some of
them didn’t know to cook eggs, so it’s really helped to
make friends.
I think I’m more confident now, maybe because I have to
do things for myself and I find I can do them well. Well,
I can do them OK. And I love the freedom to do what I
want. I can come home late and I don’t have to answer
questions about where I’ve been.
6 Do you agree or disagree with these statements?
Work in groups and discuss your ideas.
• The h ard e st thing to learn w h en you first leave ho m e
is how to m a n a g e your money.
• Living apart from your h u sb a n d or wife is a g o o d te st
of a relationship.
• Military service is a g o o d idea.
• It’s b etter to stay an d help your country dev e lo p than
to leave it.
• Children should look after their p are nts - instead of
putting th em in hom es.
8 Complete the sentences with the correct form of
have to, don’t have to or can.
1 My flat’s quite close. W e _________ walk th e re in ten
minutes.
2 Do y o u __________pay extra for th e bills or are they
included?
3 My p are n ts are quite liberal. For example, friends
stay at my h o u s e if th e y w ant to.
4 S h e ’s really lucky! S h e _________ d o any ho u se w o rk
at all!
5 My p are n ts are quite strict. I _________ help with all
th e cooking and cleaning.

GRAMMAR 6 I d o n ’t g e t on with my sister. I __________talk to her

have to, don’t have to, can and can’t
7 Look at the sentences from the stories. Then
complete the rules in the Grammar box.
a I have to share the bathroom. Som etim es I have to wait.
b I can com e hom e late and I don’t have to answer
questions about where I’ve been.
c Som etim es junior sta ff d o n ’t want to go, but they can’t
sa y no.
without having an argument!
PRONUNCIATION
9 DEEI Listen to the sentences from Exercise 8.
Notice that in normal speech have to is
usually pronounced /haefts/ and can is
pronounced /kan/. Then listen again and
practise saying the sentences.

10 Make a list of good and bad things about where

1 To talk about rules - or things that are necessary to do, you live. Use have to, don’t have to, can and can’t.
u s e _________ + verb.
2 To talk about things that are not necessary, use 11 Work in groups. Compare your ideas. Who lives
+ verb. in the best place? Why? Does anyone know a
person outside the group who lives in a better
3 To show something is possible and you are free to do it
if you want, u s e _________ + verb. place?
4 To show something is not possible and you have no
choice, u s e _________ + verb.

KENTA
I work for a big Japanese car company. It’s a secure job and the money’s good, but
because I’m a junior member of staff, I have to work in different places overseas every
couple of years. Sometimes junior staff don’t want to go, but they can’t say no, because
refusing can affect their future career. However, I always think it’s a great opportunity
and I learn about other cultures. Anyway, I’m currently based in Togliatti in Russia,
about 500 miles south-east of Moscow. It’s very different to my home town, Fukuoka.
It’s colder, of course, and the food is very different too, but I have a nice apartm ent on
the top floor of a big block.
The hardest thing for me this time is that my wife and two children are still in Japan.
I can visit three times a year, and we keep in touch online, but I get very lonely
sometimes and I miss my kids terribly. On the positive side, though, I’m getting more
experience and learning a lot, and that’s very useful to get a senior job in the company.
LET ME SHOW YOU ROUND
LISTENING
1 Work in groups. Discuss which of the following
you expect to do in the first half an hour after
arriving at som eone’s house to stay. What might
the people say in each case?
• kiss e a c h other
• b e introduced to e v e r y o n e in th e h o u se
• talk a b o u t your jo u rn ey
• ta k e your s h o e s off
• have a w ash or s h o w e r
• have so m e thing to drink or e a t
• s e e all th e room s in th e h o u se
• give a p r e s e n t to th e host
2 H U Listen to a conversation between Maksim
from Uzbekistan and the family he is visiting.
Which four things in Exercise 1 happen?
3 Work in groups. Discuss these questions.
• Would you like to receive Maksim’s p rese n ts?
• Have you had any p re s e n ts from p e o p le w h o have
visited you? Do you still hav e th e p rese n t?
• W hen w a s th e last tim e you sta y ed in s o m e o n e ’s
h o u se ? How long did you stay? W here did you
sle ep ? W ere th e re any rules for th e h o u se ?
DEVELOPING CONVERSATIONS
Asking for permission
In the listening you heard Maksim ask for permission like
this: Is it OK if I ...? and Do you mind if I ...? Look at the
positive and negative ways to respond to th e se requests.
A: Is it OK if I take m y shoes off?
B: Sure. Go ahead. (+)
B: Well, actually, I’d rather you didn’t. (-)
A: Do you mind if I smoke?
B: No, of course not. Go ahead. (+)
B: Well, actually, I’d rather you didn’t inside. [-)
4 Match the questions 1-6 to the responses a-f.
1 Do you mind if I o p e n th e window?
2 Do you mind if I u s e your com p uter?
3 Do you mind if I borrow your p h o n e for a minute?
4 Is it OK if I leave class early today?
5 Is it OK if I clo se th e window?
6 Is it OK if I leave t h e s e p a p e r s here?
a No, of c o u r se not. It is quite hot, isn’t it?
b I’d rather you did n ’t. I’m trying to tidy up.
c No, of c o u r se not. O n e minute. I’ll just log off.
d Yes, of course. It is quite cold, isn’t it?
e Yes, of course. J u s t m ake su re you do your homework,
f Actually, I’d rather you didn’t. I d o n ’t have much credit.
66
5 E d Listen and check your answers. Notice
how the words link together in Do you mind if I
and Is it OK if I ...? Then work in pairs. Practise
asking and responding to the questions in
Exercise 4.
6 I V t * Listen to the second part of the
conversation between Maksim, Oliver and
Isabel. Take notes on:
• th e room s Isabel mentions.
• any c o m m e n ts c o n n e c t e d to e a c h room.
7 E9EEI Work in pairs. For each sentence, decide
where the speakers are and what / who they are
talking about. Use your notes to help you. Then
listen again and check.
1 He w o n ’t bite you. I promise. H e ’s very friendly.
2 I’ll do it for you if you like.
3 You’ll probably have to w atch r e p e a ts of The Big
Bang Theory.
4 We w o n ’t g o in there. It’s a mess!
5 I’ll g e t you s o m e tow els in a moment.
6 H e’ll remind m e of home.
7 I think y o u ’ll b e warm enou gh.
GRAMMAR
will / won’t
We use will / won’t + infinitive (without to) to talk about
future actions or give opinions about the future. We often
use w ill/w on’t as an immediate response to situations or
things people say.
8 Look at the examples of will / won’t in Exercise 7.
Find the following.
a two e x a m p le s of offers
b th r e e ex a m p le s of opinions
c o n e ex a m p le of a decision
d o n e exa m p le of a promise
9 Work in pairs. Use will / won’t to respond to
these sentences. You can make a promise, an
offer, a decision or you can give / ask for an
opinion about the future.
1 T h e s e b a g s are really heavy.
2 Is it OK if I m ake myself som ething to eat?
3 Do you mind if I go ou t later?
4 Have you finished that book I lent you?
5 I’m sorry. I’m looking for th e station.
6 Say g o o d b y e to your brother for me.
7 What clothes d o you think I n e e d to take?
8 Are you ready to order?
10 With the same partner, have three-line SPEAKING
conversations using your ideas and the
sentences in Exercise 9. 12 Work in pairs. You are going to roleplay a
conversation between a guest and the host, who
A: These b a g s are really heavy.
shows the guest round their house.
B: I’ll carry one for you, If yo u want.
A: Well, if you d o n ’t mind. Thank you. It’s very kind o f you.
Student A: read File 3 on page 187.
Student B: read File 10 on page 190.
Now roleplay the conversation.
VOCABULARY Staying with p e o p le
SO UN DS AND VOCABULARY REVIEW
11 Complete the sentences with these verbs.
13 D C 3 Listen and repeat the sounds with /ae/, /a:/
borrow hang leave lock take off and /ai/. Are any of them difficult to hear or say?
clear help lend show use
14 DE9 Work in groups. Listen to eight sentences
1 Do you w ant m e to my s h o e s before I using the words below. Together, try to write
c o m e in? them down. Then listen again and check.
2 Can I an umbrella? They said it might rain
later. bank farm island market
climate financial map mind
3 That w a s delicious! Shall I help you the
table?
15 Work in teams. You have three minutes to
4 You can just your bag and things in th e write collocations or phrases for the words in
co rn e r there.
Exercise 14.
5 You can your co a t on th e b ack of th e door walk along the river bank,
there.
sit on the bank,
6 Could you m e a p h o n e ch arger?
s e e peo p le fishing on the banks
7 Make su re you th e d oor if you c o m e ho m e
late.
8 Let m e you round th e house.
9 Do you mind if I your bathroom ?
10 yourself to anything to e a t or drink.

U n it 7 Your place 67
IN THIS UNIT YOU LEARN HOW TO:
• d e s c rib e your a c a d e m ic e x p e r ie n c e s
• r e sp o n d with surprise to negative s e n t e n c e s
• talk a b o u t future situations
• talk a b o u t th e ed uc atio n system in your country
• discuss cheating in ed ucation - and in oth e r a re a s
of life

SPEAKING
1 Work in groups. Look at the photo and discuss
the questions.
• W hat d o you think t h e p e o p le are learning?
• W he re d o you think it is?
• Why d o you think th e y are learning this? Do you
think it’s a g o o d idea?
• W hat adult education p ro g ra m m e s a re th e re w h ere
you live?
• H ave you studied or learned a skill outside of
school or university? What?

2 Work with a new partner. Look at the subjects

in the box and explain which subjects:
• you liked at school.
• you are g o o d at / not very g o o d at.
• you are still interested in.

art and design economics history maths

computing geography languages science
GET THE GRADES
VOCABULARY S ta g e s of education 5 DEEl Work in pairs. Try to complete the
questions below. Then listen again and check
1 Complete the sentences with the words in the box. your answers.
a year off left school primary school C o n v e rs a tio n 1
do a Master’s my finals second year 1 __________school, Ollie?
graduated nursery university
2 W h a t __ favourite subjects?
1 My three-year-old s t a r t s _________ next month, so I 3 How l o n g _________ left?
can g o back to work. 4 What are you going to d o __________ ?
2 W hen I w as a t _________ , I w a n te d to b e c o m e a C o n v e rs a tio n 2
doctor, but w h en I w e n t to se c o n d a ry school I got
b ad g r a d e s in science. 5 What c o u r s e __________, Pep?

3 My b rother’s in h i s __________at se c o n d a ry school. 6 W hat y e a r __________?

4 I __________w h en I w a s sixteen b e c a u s e I w a s n ’t 7 H ave y o u _________ yet?

in te reste d in studying.
5 I’m t a k i n g __________ I’m working an d saving m one y
for my university fees.
6 I’m studying English a t __________b e c a u s e I w ant to
b e c o m e a te acher.
7 I’v e g o t _________ next term. Hopefully, I’ll pass.
8 W hen I __________, I w a n te d to g e t a jo b in th e
media, but it w as impossible to find one.
9 If I w ant to g e t a g o o d job, I’ll hav e t o ___________
PRONUNCIATION
2 EZZ3 Listen to these words. Match each one
to a stress pattern below.
C o n v e rs a tio n 3
8 Did you g o _________ , Dhanya?
9 W h a t ___________study?
10 And d i d _____________ it?
6 Can you remember the answers to the questions
above? Work in pairs and compare your ideas,
then look at audio script 4 7 on page 200 to check.
7 Work in groups. Discuss these questions.
• Who should d e c id e e a c h of th e things below -
pare n ts or their children? Why?
- which school / university to go to
- which su bjects to do at school
- w h e th e r to go to university or not

design graduate nursery university - which d e g r e e to do

economics history primary • What are th e a d v a n ta g e s an d d is a d v a n ta g e s of NOT
geography interested secondary going to university?
1 oO 2 Ooo 3 oo O o 4 oO o o 5 ooOoo
DEVELOPING CONVERSATIONS
3 Work in groups. Discuss these questions.
• How old d o you think th e p e o p le are in e a c h
s e n t e n c e in Exercise 1? No?
• Which of th e s t a g e s of ed ucation in Exercise 1 have When som e one says a negative se ntence that surprises
you b e e n through? Was e a c h o n e a g o o d time of us, we often respond by asking No? We then expect the
other person to explain what they mean. You can also say
your life? Why? / Why not?
Really?
• Did you hav e any h o p e s or plans at e a c h sta g e ?
A: Dad doesn’t want m e to, though.
W hat w e r e they? Did th e y c o m e true?
B: No?
• Do you know a n y o n e w h o is at primary school /
s e c o n d a ry school / university at th e m om ent? Do A: No, he ju st wants me to stay in the system and go
th e y enjoy it? W hat are their plans for th e future? straight to university.

LISTENING 8 Work in pairs. Take turns starting conversations

4 DEEI Listen to three conversations about
school / university. Answer the questions for
each conversation.
1 Is th e s e c o n d s p e a k e r studying at th e m om ent?
2 How d o th e y feel a b o u t their studies? Why?
3 W hat sub je cts do th e y mention? Why?
4 Do th e y mention any plans for th e future?
with the sentences below. Follow the pattern in
the box above.
1 I d o n ’t w ant to g o university.
2 I’m not really enjoying th e course.
3 I d idn’t really like spo rts w hen I w as at school.
4 I h a v e n ’t d o n e my homework.
5 I did n ’t study for th e test.
6 I d o n ’t w an t my son to study Fashion!

70
 GRAMMAR
First conditionals
First conditionals are sentences of two parts - one to talk
about possible future situations or actions and the other to
talk about results of those actions.
9 Look at the sentences from the conversations.
Decide if the statements below (1-4) are true (T)
or false (F).
a Well, if it all goes well, I’ll have two m ore years.
b If I g e t the grades I want, I’ll probably do a M aster’s.
c You won’t p ass if yo u don ’t start working harder!
d What will yo u do if yo u don’t g e t into university?
1 The /'f-part of th e s e n t e n c e refers to a future
situation / action.
2 The if-part u s e s will / w o n ’t b e c a u s e it’s a b o u t the
future.
3 W hen w e u s e will / w o n ’t, it sh o w s w e a re certain of
th e result, but w e can u se probably or oth e r w ords to
sh o w w e are less certain.
4 The conditional s e n te n c e always starts with if.
10 Complete the sentences with the correct form of
the verbs.
1 My p are n ts are going to pay for th e course, and if I
__________more money, I __________ part-time, (need,
work)
2 My p are n ts have prom ised m e that if I _________ all
my exam s, t h e y _________ m e a car! (pass, buy)
3 If I __________th e s c o re I n e e d in th e IELTS exam, I
_________ it in a co up le of months, (not / get, retake)
4 If I __________th e g r a d e s I want, I __________ my
first-choice university! (not / get, not / g e t into)
5 T h e y _________ your application if y o u __________ the
deadline, (not / consider, miss)
6 A: W h a t _________ y o u __________ if you d o n ’t g e t a
p lace on th e c o u rse ? (do)
B: I’m not sure. I g u e s s that if t h a t _________ , I
__________probably j u s t __________ looking for a
job. (happen, start)
11 Work in pairs. Take turns to complete each
sentence. Who can think of the m ost correct
endings?
1 If everything g o e s well in th e next few m o n t h s , ...
2 I’ll call you i f ...
3 If I can s a v e e n o u g h m o n e y , ...
4 I might look for a different jo b i f ...
5 If I fail my f in a ls,...
6 I w o n ’t b e c o m e fluent in English i f ...
7 If I hav e e n o u g h tim e this w e e k e n d , ...
8 Our ed ucation system w o n ’t improve i f ...
Q For fu rth e r p ractice, see Exercise 2 on p age 177.
CONVERSATION PRACTICE
12 Look at the questions in Exercise 5 and think of
answers you might give. The answers can be true
or you can invent them.
13 Now have conversations with other students in
the class. Ask each other three or four questions.
Then change partners and have another
conversation.
■< 14 To w a tch th e video a n d do th e activities, see the DVD-ROM.
SPEAKING
1 Work in groups. Look at the photo. Discuss the
questions.
• W hat do you think is hap p e n in g in this class?
• W hat do you think is g o o d and b ad a b o u t th e class?
• Did your classroom look like this? Why? / Why not?
VOCABULARY Education sy s tem s
2 Work in pairs. Check you understand the words
in bold. Then answer the questions.
1 W hat’s an exa m p le of a g o o d grad e at school /
university?
2 Do you normally pay f e e s at a sta te school?
3 Why might p are n ts c h o o s e to se n d their children to
a private school?
4 Give two ex a m p le s of bad behaviour in school and
two of g o o d behaviour in class.
5 If a su b ject is com pulsory, do you hav e to d o it?
W hat’s t h e opp osite?
6 W hat qualification d o you g e t at university?
7 Who s e ts a te st at school? Who stu d ie s for a test?
8 W hat h a p p e n s if you fail your final exam ?
9 Give two ex a m p le s of resou rces a school might
have.
10 How do you g e t into a top university?
11 Why might stu d e n ts have to cop y from a textbook?
12 Say two things a t e a c h e r d o e s if th e y have a
traditional approach to teachin g. W hat d o the
s tu d e n ts do?
72
LISTENING
3 U U J Listen to an interview with Rebecca, a
fourteen-year-old girl with a Spanish mother
and an English father. The family moved from
England to Madrid when she was eleven. Which
sentence best describes her opinion?
a S he prefers Spanish school.
b S he prefers English school.
c S h e has mixed feelings ab o u t th e different system s.
4 Work in pairs. Decide if these sentences are
true (T) or false (F). Listen again and check
your ideas.
1 R eb ec ca and her brother both m a d e friends straight
away.
2 S h e n e e d e d help with Spanish.
3 S h e did th e last y ea r of primary school in both
England an d Spain.
4 English stu d e n ts g e t m ore homework.
5 T here are few er y ea rs of s e c o n d a ry school in Spain.
6 In primary school, s h e had several different te a c h e r s
in Spain, but not in England.
7 T he ap p ro a c h of th e Spanish te a c h e r s w a s different.
8 Her friends in England s e e m to like school more.
9 In both England and Spain, stu d e n ts s o m e tim es have
to r e p e a t a year.
5 u l u Now listen to Rebecca’s father. Which of
the following does he talk about?
approach fees qualifications tests
behaviour holidays resources textbooks

6 E3EEI Work in pairs. Discuss what Rebecca’s
father said about the topics in Exercise 5. Then
listen and read the audio script for Track 49 on
page 201 and check your answers.
SPEAKING
7 Work in groups. Discuss if each statement is
true for the education system in your country
and if you think it’s a good thing. Give examples
to support your ideas.
• F e e s a re low, e v e n for th e to p universities.
• You can c h o o s e th e school or s u bje cts d e p e n d in g on
if you w ant to work or g o to university.
• A lot of p e o p le s e n d their children to private schools.
• Individual te a c h e r s d e c id e how to deal with bad
behaviour.
• S tu d e n ts do a lot of grou p work in classes.
• T he g o v e rn m e n t provides a lot of technological
re s o u r c e s such as c o m p u te rs an d interactive
w hiteboards.
• P eople usually have to buy their own textbooks.
• T he su m m er holidays are five w e e k s long.
• A lot of stu d e n ts leave school without any
qualifications.
• O ver 50% of p e o p le g o to university.
• At university, th e g r a d e d e p e n d s m ore on e s s a y s and
projects than exams.
GRAMMAR
hod to and could
In Unit 7 we looked at how w e use have to and can to
talk about rules and what’s possible. Had to and could are
the past forms. The negative forms are didn’t have to and
couldn’t.
8 Complete these sentences from the listening
with could, couldn’t, had to or didn’t have to.
1 I __________u n d e rsta n d very much. It w as horrible.
2 __________y o u __________ d o extra S panish classes?
3 W e __________d o much in primary in England - a bit
of reading or som ething.
4 S o m etim es w e j u s t __________c opy from th e book.
5 My wife and I __________o rg an ise our holidays to be
at h o m e with th e kids m ost of th e time.
Qi4IJJ!i'J.IIIJI.U:U.I.I.HJJm ,I.I.I.I.U!B!aHa»
9 Complete the sentences with a past or present
form of have to or can. You may also need to use
a negative or question form.
1 I __________c o m e to class last w e e k ______________ we
__________do any hom ew ork?
2 I __________g o out tonight b e c a u s e I ___________ finish
an e s s a y for class.
3 At primary school, w e __________d o a spelling te st
o n c e a w eek.
4 We have a b o u t 2 0 hours of cla s s e s a w eek, but w e
g o to all of them . S o m e are optional.
5 In th e past, e v e r y o n e _________ study maths, English
lan guag e, and French, but th e y w e re th e only
com pulsory subjects. Y o u _________ c h o o s e th e
others. Now you d o n ’t really hav e any choice.
6 W hen I w as at school, th e re w e r e strict rules ab o u t
dress. Y o u _________ w e a r a tie, a black ja c k e t and
black trousers, a blue je r s e y an d g rey socks. You
__________w e a r any different colours or jewellery.
7 I _________ g e t up very early w h en I w as a s tu d e n t
b e c a u s e c l a sse s didn’t start till ten, but with this jo b I
__________b e th e re by eight.
10 Choose two pairs of situations below. Write
sentences comparing the two situations, using
had to and could for the past, and have to and can
for the present.
W hen I was at primary school, I could g o hom e for
lunch, but at secondary school I h a d to s ta y at school.
• primary and se c o n d a ry school
• s e c o n d a ry school an d university
• school / university and work
• living with my p are n ts an d living on my own
• being single an d being married
• life before having your first child - an d life after
11 Work in pairs. Tell each other your sentences.
Ask each other questions to find out more
information.
iflli i!llI 4W trii H I IMI
Unit 8 Education 73
HE CHEATED!
SPEAKING
1 Work in pairs. Discuss these questions.
• Do you think cheating is a problem in sc hoo ls /
universities in your country? Why? / Why not?
• Can you think of different w ays stu d e n ts so m e tim es
c h e a t in tests?
• Can you think of different w ays stu d e n ts so m e tim es
c h e a t in hom ew ork?
• In your ex p e rien c e, w hat usually h a p p e n s if te a c h e r s
find out stu d e n ts have c h e a t e d ?
READING
2 Read the introduction to an article about
cheating in education. Decide if the sentences
are true (T) or false (F). Underline the parts of
the introduction that support your answers.
1 Cheating is more com m on now than it w as in the past.
2 The b ig g e st problem is at Harvard University.
3 In th e survey, a b o u t th e s a m e nu m b e r of stu d e n ts
said th e y c h e a t e d as said th e y d id n ’t.
4 It’s generally believed that w e a k stu d e n ts c h e a t
m ore than strong students.
5 S o m e stu d e n ts pay p e o p le to do their hom ew ork for
them.
6 S tu d en ts are using te ch n o lo g y to help them cheat.
CHEATING THEIR WAY TO THE TOP
3 Work in groups. Look at the headings (a-e) for the
five main paragraphs in the article. Explain what
you think each paragraph will say. Can you think
of any other reasons why students might cheat?
a C heating is e a sie r than hard work
b Adults c h e a t too!
c S chools value te s t s c o re s more than real learning
d C h e a ts d o n ’t g e t c a u g h t
e Kids a re u nder ex tre m e p re ssu re to s u c c e e d
4 Now read the rest of the article. Match each
heading in Exercise 3 to a paragraph (1-5).
What do you think the main reason for cheating
is? Why?
5 Complete the definitions below with words from
the article.
1 If y o u __________kids to g e t g o o d scores, you m ake
them study hard even if th e y d o n ’t w ant to.
2 If you l o s e _________ , you stop enjoying and wanting
to do something that you enjoyed in th e past.
3 If you d o n ’t have m u c h _________ , you g e t angry
w hen you have to wait for things.
4 If you m ake a n _________ to do something, you try
hard to do som ething th a t’s difficult.
5 If y o u ’r e _________ to d o som eth ing bad or
d a n g e ro u s, som ething m a k e s you w ant to do it.
Cheating in schools and
universities has becom e very
widespread. For instance,
a couple of years ago,
Harvard University - often
thought to be the best in the
world - had to ask over fifty
students to leave after they
cheated in their final exam s.
Sadly, this is just part of a
much bigger problem.
 6 If y o u ’re o n e __________a h e a d of so m e o n e , y o u ’re 8 Match each sentence in Exercise 7 to one of the
b etter p re p a re d than th e y are. areas of life below. There are two you do not
7 If y o u _________ s o m e o n e w h o ’s cheating, you stop need.
them and say th e y ’re doing som ething wrong.
cooking relationships
8 If a c o m p an y m a k e s b i g _________ , they m a k e a lot gam e shows sport
of money. job interviews / CVs tax and personal finances
politics video / online gam es
6 Work in groups. Discuss how you think cheating
can be prevented. What can parents, teachers,
schools and universities do? 9 Work in groups. Discuss these questions.
• In w hat other w ays d o p e o p le c h e a t in th e a r e a s of
life in Exercise 8? Do you think it is a c c e p ta b le to
VOCABULARY Cheating c h e a t in any of t h e s e situations? Why? / W h y not?
7 Complete the sentences about cheating with the • W hat do you think are suitable punishm ents for e a c h
pairs of words. different kind of cheating?

claimed + check lied + resign

ordered + pretended declare + earned SOUNDS AND VOCABULARY REVIEW
got stuck + complete taking + improve
10 D E 9 Listen and repeat the sounds with ///, /tJ7
and Are any of them difficult to hear or say?
1 S h e _________ s h e had s o m e qualifications that
s h e d o e s n ’t really have. S h e ’ll b e in trouble if they
i
11 DEI Work in groups. Listen to eight sentences
using the words below. Together, try to write
2 I _________ on th e s a m e level so I looked on th e them down. Listen again and check.
internet an d found a c h e a t t o _________ it.
3 I c h e a te d . I __________all th e food online and then application challenge education section
j u s t __________it w a s my own work. approach check project subject

4 They a rrested him last night. They say he didn’t

__________all th e m o n e y h e __________ last year. 12 Work in teams. You have three minutes to
write collocations / phrases for the words in
5 They b a n n e d him after th e y c a u g h t h i m __________
Exercise 11.
d rugs t o _________ his perform ance.
reject m y application, consider m y application, fill in an
6 S h e _________ a b o u t her e x p e n s e s and w h e n they
application form
found out, s h e had t o __________

In a recent survey, the majority

of the students questioned
said they som etim es cheated -
1 Parents and schools often push kids to get the best test scores. Kids then
start to feel scared that if they don’t do well, they w on’t get good jobs - and
bad economic situations also make people feel less secure. O n top of all that,
kids are growing up in a world where great emphasis is placed on money and
and contrary to expectations,
winning!
it’s not only weaker students
who cheat, but also the
strongest and best. Many
students don’t just copy from
2 Schools in many different contexts need to show that their students are doing
well if they want more money from the government. A school with poor test
scores starts to fail: it gets less money and has fewer resources, so smart students
go elsewhere, and teachers may well lose motivation. As a result, more and
the internet, they also buy more importance is placed on doing well in tests. Students soon realise this -
e ssa y s from online firms that and some then decide to cheat.
write to order. Of course, while
the desire to get an advantage
by cheating is nothing
3 Technology can make people impatient. Kids grow up expecting to get what
they want when they want it. As a result, kids have less patience and less desire
to work hard. Cheating seems to offer a way to get what you want without
waiting or effort. Of course people are tempted!
new, modern technology is
constantly coming up with
clever ways of breaking the
rules. There are w ebsites with
whole sections selling hi-tech
4 All too often, cheats win! Partly this is because kids today are better at
cheating and are sometimes one step ahead of teachers; partly it’s because it’s
simply too m uch trouble to check and challenge every person that cheats.
Kids see some of their classmates cheating - and succeeding - and decide to
try it themselves.
‘exam equipment’!
Why is this happening now?
What’s causing the huge
growth in cheating? Well, there
5 Kids see stories in the news about famous sports stars who have used drugs
to improve their performance, business people who have lied to make
bigger profits, people who have got jobs using CVs that were not completely
true, and politicians who have lied about their expenses. Is it any surprise
are five main reasons. that some kids decide to copy them?

So what can w e do to prevent cheating? Well, that’s what I will explore in part two.

Unit 8 Education 75
1 Work in pairs. Look at the photo and discuss the
questions.
• W here do you think th e s e p eo p le are?
• What d o you think their lives are like? Think a b o u t
how th e y s p e n d their days, w hat th e y eat, etc.
• What d o you think th e y might miss m ost if th e y go to
th e United S tate s on holiday?
2 C3KE3 Watch the first part of the video (0.00-
0.40) about two Maasai runners visiting another
country. Find out:
1 w h e r e th e y are.
2 w hat th e y ’re missing and why.
3 w hat th e y d e c id e to do a b o u t it.
3 Check you understand the words in bold below,
from the second part of the video. Then work
in pairs. Discuss how you think each word is
connected to the Maasai men in the video.
1 Both my g rand fathers are dead.
2 My leg m u scles really hurt. I ran too far yesterday!
3 S tu d en t n u m be rs exp an d ed by 20% last year.
4 T h ey ’ve found th e g e n e that c a u s e s th e dise ase .
5 I w a n te d to, but in th e e n d I g o t scared and d ec id e d
not to do.
6 Be careful you d o n ’t fall over. The floor is really wet.
7 We w e r e cam ping in Kenya and o n e night w e heard
a h yena making a really s tran g e noise.
8 C ross th e road an d th e n walk to th e bridge.
4 IZ3KE3 Watch the second part of the video
(0.41-3.48) and check your ideas. Then work in
pairs. Try to remember how the people used the
words in bold in Exercise 3. Compare your ideas.
When th ey first m et the goats, the goats played dead.
76
5 Q K H Choose the correct option. Then listen
again and check your answers.
1 The g o a ts are b e tw e e n six and s e v e n m onths /
years old.
2 The g o a ts b e h a v e this w ay b e c a u s e they have eaten
the wrong food / o f their genes.
3 T he m en jo k e about taking / are planning to take a
g o a t back to Africa with them.
4 You c a n / c a n ’t g e t th e s a m e medical problem th e
g o a ts have if you e a t c o o k e d g o a t meat.
5 In th e end, th e y d e c id e to / not to buy a g o a t to eat.
6 Work in groups. Discuss these questions.
• W hat kinds of things do you miss m ost w h e n you are
aw ay from hom e?
• Have you ev e r s e e n an y o n e faint? W hen? W here?
W hat h a p p e n e d ?
• W hat kinds of things are you m ost s c a r e d of?
• W hat do you usually do w h en y o u ’re s c a re d ?
• Do you know of any other animals that h av e stra n g e
habits?
UNDERSTANDING FAST SPEECH
7 1 Read and listen to this extract from the
video said at a natural pace and then slowed
down. To help you, groups of words are marked
with / and pauses are marked / / . Stressed
sounds are in CAPITALS.
... and w h en th e y GET SCAred // their MUScles /
TIGHten UP // and th e y CAN’T WALK / and w h en th e y
TRY to WALK / th e y FALL Over
8 Now you have a go! Practise saying the extract
at a natural pace.
R E V IE W A 6
VOCABULARY
Match the verbs (1-8) with the nouns they
collocate with (a-h).
m e € 1 0 / her bike
1 steal a
GRAMMAR 2 lend b you round / him how
1 Complete the text with one word in each space. 3 lock c turns / d rugs
A: Hi there. How are you? 4 sh ow d my bag / all my m oney
B: OK. 5 tak e e my exam / th e w hole year
A: Is i t 1_________ if I sit here? 6 se t f th e front d oor / my bike
B: O f 2__________ 13 m o ve my things. 7 fail g o o d g r a d e s / into university
g
A: I h a v e n ’t s e e n you in class for a while. 8 get h th e class a te s t / my alarm
B: No. 14_________ to do a c o u rse at w ork for th e last
tw o w e e k s so 15__________n’t com e. 7 Decide if these words and phrases are connected
A- \A /o ll 6 \/ru i u / a n t tr» n o t t h o n n t o c f r o m
to education, places or cheating.
c l a sse s you missed, you 7 copy mine.
an approach claim graduate resign
R: That would b e great. Do you 8 if I ta k e an army base compulsory lie a square
them with m e after th e class an d 19 copy a car plant a desert pretend a textbook

A: Actually, I’d 10_____ . you d id n ’t. We 8 Complete the sentences. Use the word in
to d o a te s t next class an d I w ant to study. brackets to form a word that fits in the space.
B: Oh, really? 1 My favourite subject at school w a s ___________ .
(computer)
A: Yes, but t h e r e ’s a co py sh o p next door. We
12 go th e re after th e class. 2 Maybe I enjoyed it m ore b e c a u s e it w a s an
subject, (option)
Choose the correct option.
3 Fortunately, t h e r e ’s not much b a d _______ at his
1 W e’re in th e middle of th e countryside so w e have school, (behave)
to / d o n ’t have to drive everywhere.
4 It’s a v e r y __________school. They all h av e to w ear
2 I c a n ’t / couldn’t help you tonight, but I could co m e uniforms, (tradition)
tomorrow.
5 N o-one c h e c k e d h e r . . w h en th e y g a v e her
3 W hen I w a s at school, w e didn’t have to / had to do th e job, and apparently s h e invented them! (qualify)
much homework.
6 Part of te a c h e r s pay now d e p e n d s on their s tu d e n ts ’
4 T hey c a n ’t / d o n ’t have to grow much in that region in exam s, (perform)
b e c a u s e it’s so dry.
7 He has this am azing flat with a view of t h e _________
5 If th e steel plant will close / closes, th e re w o n ’t b e old tow n an d city walls, (history)
m any other pla ce s to work.
8 I w ou ld n ’t s a y it’s _________ round there. You just
6 A: Do you mind if I o p e n a window? n e e d to b e careful, (danger)
B O f course / O f course not. Go a h e ad . 9 It w as a v e r y ___________city, but a lot of th e factories
7 A: Oh d e a r - I’m falling asleep . have clo sed now. (industry)
B: Let’s sto p for a bit and I m a ke / I’ll m a ke s o m e 10 S he works in La Defense, which is t h e ___________
coffee. district of Paris (finance)
8 A: W hat if you d o n ’t I w o n ’t pass? 9 Complete the text with one word in each space.
B: I will / m ight probably ta k e th e te s t again. The first letters are given.
Write two endings for each question. I am from a 1ti____________ place called G n o w an g eru p
(population: 624). It is a very rural part of W estern
1 Do you have to ...?
Australia - it’s ju st miles an d miles of 2fi__________,
2 Why did you hav e to ...? and my p are n ts run a s h e e p 3fa_________ there. The
3 Why c a n ’t you ...? 4pr_________ school I w e n t to w h en I w a s six only
4 What will you do i f ...? had ten kids! Now I’m thirteen, I go to a 5s e __________
school in Albany, two hours from my home, so I live in
C E 1 Listen and write the six sentences you stu d e n t halls of 6re__________ It’s a 7st___________ school
hear. so w e d o n ’t pay any 8f_, which is good. The
Write a sentence before and after the sentences staff are quite strict, but th e y 9tr__________us really well
in Exercise 4 to create short dialogues. and it’s s o g o o d to b e with kids my own age. It’s not
exactly a 24-h our 10cu__________here, but t h e r e ’s still
m ore to d o than in G now ang erup. Albany is a port on
th e south 11co__________, so w e often g o to th e b e a c h
an d surf. W e’ve also b e e n out on th e 12oc__________and
s e e n shark s an d whales.

R e v ie w 4 77
 , \
l \ *»
fm *
1 11
!
IN THIS UNIT YOU LEARN HOW TO:
• d e s c rib e com m on illnesses and their sym ptom s
• give advice an d u n d e rsta n d medical advice
• ask and a n s w e r c om m on q u e s tio n s a b o u t illness
• give instructions
• u n d e rsta n d instructions on medicines

SPEAKING
1 Work in groups. Look at the photo and discuss:
• w h e re you think th e p e o p le are.
• w hat tim e of y e a r you think it is.
• w h a t’s h a p p e n in g - and why.
• w h e th e r you think this is a g o o d idea or not.

2 Work with a new partner. Discuss these

questions.
• Do you feel physically / mentally different at different
tim es of th e year?
• What time of year do you usually feel happiest? Why?
• What time of year do you usually feel healthiest? Why?
• Which illnesses / health p roblem s are c o n n e c te d to
different tim es of th e year?
• W hat solutions can you think of for t h e s e problem s?
VOCABULARY 4 Check you understand the words and phrases
in bold. Then match the symptoms to a health
Illnesses and health problem s problem in Exercise 1.
1 Match the health problems in the box to the 1 It h a p p e n s every spring. It’s horrible. My e y e s g e t red
pictures (a-i) they relate to. and so re a n d I s n e e z e all th e time.
2 I think it’s b e c a u s e of som ething I ate. I w a s sick
an allergy hay fever a sore throat
th r e e tim es last night - an d I still feel awful today.
asthma a headache a temperature
the flu a nosebleed an upset stomach 3 If I e a t any kind of chocolate, I g e t a horrible red
rash all over my body.
4 I g e t out o f breath very easily an d I cou gh a lot at
night.
5 I’ve had it all morning. I can’t con centrate on anything.
I took s o m e aspirin earlier, but they didn’t work.
6 I feel awful. I’ve go t a te m p eratu re , my w h o le body
a ch es, I’ve go t a horrible coug h and I’ve lost my
appetite.
7 It hurts w h en I sw allow - and I’m losing my v o ice
as well.
8 I s o m e tim es ju st sudd e n ly g e t them. I d o n ’t know
why. On bad days, th e y can last for up to 2 0 minutes!
9 It w as 3 8 d e g r e e s th e last time I che ck e d . I feel hot
and cold an d I’m sw ea tin g a lot as well.

5 Work in pairs.
Student A: close your book.

H oysters □ a bed Q tissu es Student B: explain, act or draw five of the words /
phrases in bold from Exercise 4.

2 Work in pairs. Compare your answers and Student A: guess the word or phrase.
explain your choices.
Then change roles.
3 Work in groups. Discuss the questions. B: This m eans you d o n ’t want to eat, you d o n ’t feel
• Which of th e health problem s in Exercise 1 d o you hungry.
think is th e m ost / least serious? Why? A: I’ve lost m y appetite.
• Do you know a n y o n e w ho suffers from hay fever, B: Right.
a sthm a or an allergy? How d o e s it affect them ?
• Can you r e m e m b e r th e last tim e you had any of the
o th e r health problem s in th e box?
80

LISTENING
6 O E 1 Listen to two conversations where people
talk about how they are feeling. Answer the
questions for each conversation.
1 W hat problem s d o th e y have?
2 What extra information do you h ea r a b o u t the
problem s?
3 What advice are th e y given?
10
4 Do th e y ta k e th e advice?
7 i m t l Listen again and complete the sentences
with three words in each space. Contractions
like don’t count as one word.
C o n v e rs a tio n 1
1 Oh n o ! __________ Are you su re it’s not ju st a cold?
2 I ju st feel rea lly _________ all th e time.
3 N o-one will thank you if y o u _________ it.
4 Well, you ta k e it e a s y a n d _________ .
C o n v e rs a tio n 2
5 I always g e t like this at t h i s _________ . DEVELOPING CONVERSATIONS
6 I really w ant to rub them , but that j u s t __________
7 T hat’s n o t __________, actually.
8 You n e v e r know. It m ig h t__________
GRAMMAR
11
Giving advice
We use three main structures to give advice - to say what
we think is the best thing to do. They all mean basically
the sam e thing.
7 That co u g h d o e s n ’t s o u n d good. Maybe you o ugh t
ta k e som ething for it.
8 A: It’s not right, th e way he talks to you. Y o u __________
to complain ab o u t it.
B: I know I __________, but I’m worried everything will
ju st ta k e longer if I do.
A: Well, if you feel like that, why d o n ’t _________ just
c h a n g e your doctor?
Work in pairs. Decide what advice to give in each
of the situations below.
1 I’m really unfit.
2 I’m really tired. I’m not sleeping well at th e moment.
3 I feel quite d e p r e s s e d for s o m e reason.
4 My k n e e really hurts.
5 I’m really worried a b o u t my exam s.
6 My p are n ts d o n ’t give m e e n o u g h money.
Com m on q u e stio n s a b o u t illness
When som e on e isn’t very well, we often ask them common
fixed questions. Usually the answers people give are also
quite fixed.
Match each question (1-3) with two possible
answers (a-f).
1 Are you OK?
2 Have you b e e n to th e d o c to r’s a b o u t it?
3 Are you taking anything for it?

a Yes. T he doctor g a v e m e s o m e tablets th e oth e r day.

8 Complete the sentences from the conversations
with one word in each space. The first letters are
given.
1 Maybe you s_________ g o ho m e and g e t s o m e rest.
2 W__________d__________ y__________ g e t s o m e
s u n g la s s e s to protect your e y e s a bit?
3 M aybe you o_________ t__________ try it.
b No, not really. I’ve g o t a terrible h e a d a c h e ,
c No, not yet, but I’v e g o t an a p p o in tm e n t this
afternoon.
d No, not really. I’m ju st drinking lots of water. T h at’s all.
e Yes, I w e n t yesterday. He ju st told m e to g o h o m e and
ta k e it easy,
f No, not really. I’ve got a bit of a cold.

12 Work in pairs. Think of two more possible

9 Complete the sentences with one word in each
space.
1 That leg looks really bad! I think y o u __________s e e a
d octo r a b o u t that.
2 Maybe y o u ___________ to just g o to b e d early tonight
a n d g e t s o m e rest.
3 You rea lly ___________________ m ake an appointm ent.
__________d o n ’t you call th e doctor now and s e e if
you can go in tomorrow?
4 I d o n ’t think y o u __________g o out if y o u ’re not
feeling very well.
5 It’s a big decision. W h y _________ you think a b o u t it
for a few days?
6 W h a t __________w e d o a b o u t t h e cat? If you have
an allergy to him, m a ybe w e _________ think abo u t
finding him an o th e r home.
answers to each question.
CONVERSATION PRACTICE
13 You are going to roleplay two conversations
similar to those you heard in the listening. First,
imagine you have a health problem. Decide how
serious it is, what the symptom s are, if you’ve
been to the doctor’s or taken anything for it, etc.
14 Work in pairs. One student should start the
conversation by asking: Are you OK? Use as much
language from this lesson as you can. Then
change roles and repeat.
■< 17 To w a tch the video and do the activities, see th e DVD-ROM.

U n it 9 Mind and body 81

THE POWER OF THE MIND
READING UNDERSTANDING VOCABULARY
1 Work in groups. Read the introduction to the
article on page 83. Then discuss these questions.
• In your country, is h ea lthc are paid thro ugh tax or do
P h ras es with mind and matter
p e o p le have private health in surance? In the article, you saw the quote: ‘Age is a question o f
m ind over matter. If you do n ’t mind, it do e sn ’t matter!’
• Is th e cost of hea lth c are a problem in your country? Some words like mind and matter are mainly used as part
Why? / Why not? of fixed phrases. You need to learn the phrases rather than
• Why d o you think t h e co st of hea lth c are is increasing just the single words.
in s o m e countries?
• How can th e po w er of th e mind help g o o d health? 6 Complete the sentences with mind or matter.
• Have you hea rd of any of th e following? Say w hat 1 You sa y It’s ju s t a question o f m ind o v e r __________
you know a b o u t them. to explain that you can do so m ethin g very difficult or
horrible by concentrating an d using your thoughts.
hypnotherapy meditation nocebos placebos 2 You ask W hat’s t h e _________ ? if you think s o m e o n e
looks worried or ill and you w ant to know th e reason.
2 Read the rest of the article. Find out how the 3 You say I d o n ’t ___________ w h en you are h ap p y with
following can affect health. all th e choice s and w ant s o m e o n e e lse to decide.
4 You sa y It d o e s n ’t _________ w h en w hat you said or
emotional reactions hypnotherapy nocebos
did is not important a n d you d o n ’t w ant to continue
exercise in old age meditation placebos
to talk a b o u t it.
5 You say N e v e r ________________ w h en you are telling
3 Read each sentence and decide whether it is an
s o m e o n e not to worry or b e sad.
argument the writer makes.
6 You say To m a k e _____________ s worse w h en y o u ’re
1 Asthma sufferers d o n ’t n e e d drugs.
telling a story a b o u t a problem and w ant to say
2 With a placebo, th e re can b e c h a n g e s in th e body. som ething c a u s e d extra problems.
3 All sid e effects of d ru g s are c a u s e d by t h e n o c e b o 7 You ask You d o n ’t _______________ ? or Would you
effect. __________? t o c h e ck that s o m e o n e is s u r e th e y are
4 S o m e p e o p le can c h a n g e their bo dy te m p e r a tu re by h ap p y to d o som ething.
thinking a b o u t it. 8 You sa y I’ve g o t a lot on m y _________ to sa y you
5 How well you deal with pain d e p e n d s com pletely on have problem s you are worrying about.
your character. 9 You say That’s a ___________ o f opinion w h en you
6 Using h y p n othe ra py instead of d rugs can m ean d is a g re e with w hat s o m e o n e said.
op era tio n s are m ore successful.
7 You a re a s old as you feel.
PRONUNCIATION
8 As you g e t older, you a r e m ore likely to g e t injured
playing sport. 7 1X23 Listen and notice which sounds are
stressed. Then listen again and repeat.
4 Complete the second phrase with the correct
form of the word in bold. All the missing words
are in the article. 8 Complete these short dialogues with phrases
1 several different solutions s e e a big from Exercise 6.
1 A: So I w a s already late an d t h e n _________ , th e bus
2 provide treatm en t for free cancer
b roke down.
3 study sc ie n c e becom e a
B: Well,__________ At least y o u ’re h ere now.
4 ex p erien ce difficulties no previous
2 A: How could you m ake such a silly mistake?
5 control my em otion s give suppo rt
B: Sorry___________at th e moment.
6 o p erate on his leg th e w e n t well
3 A: What d o you w ant to e a t tonight?
7 m a k e a g o o d recovery from th e flu
B : __________.
8 g e t injured playing football a bad k n e e
4 A: T hey d o n ’t s p e n d e n o u g h on healthcare.
5 Work in groups. Discuss the following. B: Well,__________ I pay e n o u g h in ta x es already!
• Give oth e r ex a m p le s of s o m e of th e six s u g g e stio n s 5 A: __________?
in th e article. Think a b o u t your own exp e rien c e,
know ledge, p e o p le you know or stories in th e news. B: Oh, nothing really. I just have a bit of a h e a d a c h e .

• Say how e a c h of th e six su g g e s tio n s could re d u c e A: Shall I go to th e s h o p and g e t s o m e aspirin?

th e cost of healthcare. B : __________?
A: No, of c o u r se not.
82
 In many countries, th e co st of healthcare is increasing, but people d o n ’t w ant to pay extra tax es to pay for it.
P erh ap s b e c a u se of this, interest is growing in how the pow er of the mind can help us stay fit, prevent illness
and even treat ourselves when we are ill. Here are six w ays that mind pow er could m ake a difference.

PLACEBOS THE PAIN’S NOT SO BAD

If you give asthma sufferers ‘medicine’ and tell them it will
help their condition, many of them will report that they
feel better after taking it, even when that ‘medicine’ wasn’t
actually real - it was a placebo. Sometimes doctors can
measure physical changes after patients take a placebo.
For example, their blood pressure may fall. So it seems the
placebo effect is not just a trick of the mind.
NOCEBOS
The nocebo effect is a kind of opposite of the placebo effect.
You get an illness because you believe you will. W hen
doctors give a patient a drug to treat a serious illness, they
tell them about problems (or side effects) that the drug
might cause, like a headache or a rash. Experiments show
that a percentage of people get these side effects even when
the drug they receive is just a sugar pill.
Scientists have shown that when some people experience
pain, for example in a m arathon or at the dentist’s, they deal
with it better for two reasons. Firstly, they prepare themselves
beforehand - they imagine the pain. Secondly, when they
feel the pain, their reaction is less emotional: they think ‘Oh I
notice there’s a pain in my tooth’, rather than ‘Ahhh! That hurts
so badly! Help me!’ The psychologist Dr Martin Paulus has also
shown that people can learn how to do this with training.
HYPNOTHERAPY
In 2014, the singer Alama Kante had a successful operation on
her throat in France. She was hypnotised before it, so she did
not need any drugs and she could sing during the operation.
This way her voice was not damaged and she recovered more
quickly. Hypnotherapy has also been successful in other areas,
such as helping people give up smoking.

MEDITATION DON’T GIVE UP

Scientists have studied monks who have learned to control
their bodies by meditating. In one experiment, a m onk sat
in a cold room with a wet sheet over his shoulders. Most
people would get very very cold, but the m onk concentrated
and increased his body temperature to 40°C. He actually
dried the sheet!
There is a quote that ‘age is a question of mind over matter. If
you don’t mind, it doesn’t matter!’ In the past, many people
stopped playing sport, not because of injury, but because they
thought they were too old. However, science is discovering
that our bodies can work well into old age, if we don’t stop
practising. Like Fauja Singh: he ran his first m arathon w hen he
was 89 and continued to run after he was 100!

Unit 9 Mind and body 83

DON’T WORRY. YOU’LL BE FINE
VOCABULARY Parts of th e body
1 Label the photos with the words in the box.

arm eye hair lip

back face hand mouth
chest foot knee shoulder
ear finger leg stomach

2 Complete each group of collocations with a part

of the body from Exercise 1.
1 have a b ad ~ / a pain in my lower ~ / h av e his ~ to me
2 my ™are w et / hav e big ™/ w ipe your ™
3 cut my ™shaving / bite my " / "-read
4 long straight ™/ brush your ™/ have my ™cut
5 a pretty ~ / pull a ~ / h av e a big smile on your ™
6 work on an em pty ™/ have an u p s e t ™/ take
so m e thing to settle my ™

3 Work in pairs.
Student A: imagine you are a doctor. Say
instructions 1-5 below to your partner.
Student B: close your book. Listen and do what
your partner tells you.
Change roles for instructions 6-10.
1 Stand up and th e n b e n d your knees.
2 Put your fe e t together.
3 Bend forw ards and touch th e floor with your hands.
4 Sit dow n an d lift your leg straight.
5 O p e n your mouth and say ‘a h h ’.
6 Take a d e e p breath so I can listen to your chest.
7 Turn your h e a d so I can look in your ear.
8 Relax your face, sh o u ld e rs an d arms.
9 Raise your arm a b o v e your head.
10 Follow my finger with your eyes, d o n ’t move your head.

LISTENING
4 DEH Listen to three conversations. Decide
where the speakers are in each one.
a at th e d en tist’s d in s o m e o n e ’s h o u se
b in a hospital e in a ch e m ist’s
c in a restaurant

5 Q B 3 Listen again and answer these questions.

1 What problem d o e s the w oman have in conversation 1?
2 What did s h e do to cure th e problem?
3 Which problem d o e s th e custom er have in
conversation 2: diarrhoea, indigestion or vomiting?
4 What instructions is s h e given?
5 What two problem s d o e s th e man have in
conversation 3?
6 How did ea ch o n e happen?

84
6 Work in groups. Discuss these questions. 10
• W hat’s your cure for hiccups? For indigestion?
• H ave you ever had any stupid accidents? Has
an y o n e you know? If yes, w hat h a p p e n e d ?
• Do you think th e hospitals in your country are g o o d ?
Why? / Why not?
• H ave you ev e r b e e n to hospital? Why? What w as the
service like?
GRAMMAR
7 Read the information and the sentences in the
Grammar box. Then decide if the statements
below are true (T) or false (F).
Imperatives
To make imperatives, we use the infinitive form of the verb
(without to).
Swallow the water slowly.
If they don’t solve the problem, talk to your doctor. SPEAKING
To make negative imperatives, we use don’t. 11
Don’t take more than four tablets in a day.
1 To m a k e imperatives, w e d o n ’t u se a sub je ct before
th e verb.
2 We only u s e im peratives to give instructions.
3 We often u s e conditional /7-clauses with imperatives.
4 Imperatives always so u n d rude.
8 Choose the correct form.
1 Take / D on’t take any m ore today! T hat’s th e third
o n e y o u ’v e had.
2 E a t/D o n ’t e a t som ething first and th e n ta k e them.
3 P u t/D o n ’t pu t th e bottle in th e fridge. It’ll g o bad if 12
you leave it out.
4 Stop / D on’t stop taking them . You have to finish the SO UN DS AND VOCABULARY REVIEW
prescription.
13 QE3 Listen and rep eat the sounds w ith lei, /i:/
5 T ry /D o n ’t try to drink it or e a t it.
6 Wash / D on’t wash your h an d s after using it.
14
7 Put / D on’t p u t it t h e re in th e sun. Put it in the
cupboard .
8 L e t/D o n ’t let m e drive if y o u ’re feeling sleepy.
9 Match the sentences in Exercise 8 to the
warnings given with medication below.
a Store in a cool dry place. 15
b Keep refrigerated.
c May c a u s e tiredness.
d C om plete th e full course.
e D on’t ta k e on an em pty stom ach.
f D on’t e x c e e d th r e e d o s e s in 2 4 hours.
g For external u s e only.
h Avoid con tac t with your eyes.
W ork in pairs. Take tu rn s adding an im perative
ending to the conditional sentence sta rte rs
below. C ontinue until one perso n c a n ’t think of
an o th er ending. T hen play again using the next
sentence starter.
A: If you n e e d any help, call me.
B: If you n e e d any help, ask.
A: If you n e e d any help, look on the internet.
B: If you n e e d any h e lp ,... - I c a n ’t think! You win.
1 If you n e e d any help, ...
2 If y o u ’ve got a c o l d , ...
3 If y o u ’re feeling s t r e s s e d , ...
4 If you s e e th e t e a c h e r , ...
5 If th e alarm rings, ...
6 If you c a n ’t s l e e p , ...
You are going to tell som eone about a scar
you have. If you don’t have one, use your
im agination and invent one! Use the questions
below to plan w hat you are going to say.
• How did you g e t th e scar?
• W hen did it h a p p e n ? How old w e r e you?
• W h e re w e re you? W hat w e r e you doing?
• Was a n y o n e else with you?
• What did th e other p e o p le do? Did an y o n e help you?
• Did you have to go to hospital or have stitches?
• Did you have to wait a long time to s e e a doctor?
• How long did it ta k e for th e cut to heal / for you to
recover?
W ork in groups. Share your stories.
and le.il. Are any of them difficult to h e a r or say?
E E 3 W ork in groups. Listen to eight sentences
using the w ords below. Together, try to w rite
them down. T hen listen again and check.
ache bleed feet raise
bend breath pain sweat
Work in teams. You have three minutes to
write collocations or phrases for the words in
Exercise 14.
m y m uscles ache,
have a h ea d a ch e,
have awful to o th a ch e

U nit 9 Mind and body 85

IN THIS UNIT YOU LEARN HOW TO:
• d e s c rib e pla ce s you sta y e d in
• book s o m e w h e r e to stay
• apo lo g ise for b ad new s
• explain an d deal with problem s in hotels
• talk a b o u t imagined situations
• talk a b o u t p as t habits

SPEAKING
1 Work in groups. Look at the photo of a
planned new resort and discuss the questions.
• Do you think it’s a g o o d place for a resort? Why? /
Why not?
• Would you g o th e re ? Why? / Why not?
• What a re th e big resorts in your country? W hat can
you d o there?
• H ave you b e e n to any resorts? W here? W he re did
you stay? W hat did you do there?

2 Work in pairs. Discuss the questions.

• W hat do you look for w h en you c h o o s e
s o m e w h e r e to stay? Think a b o u t t h e s e things.

entertainment facilities food location price

• Which of t h e s e things are m ost important / least

im portant to you? Why?
BOOKING A ROOM
VOCABULARY Places to stay LISTENING
1 Complete the sentences with the collocations in 5 D E H Listen to a phone conversation. David is
the box. phoning a hotel for a friend who wants to visit
Dublin with his wife and small child. Look at the
babysitting service provided meals questions David wants to ask. Then listen and
basic furniture put up the tent note down the information.
free wi-fi real fire
heated pool reduced rate
including breakfast share a room
low season shower block
Triple- rooms?
How much fo r everyone?
1 It only co st € 2 0 0 to rent for th e w e e k b e c a u s e it w as
still t h e __________ With breakfast?
2 It w as £ 5 0 a night for a d o u b le r o o m _________ . Pates: Prefer 12th - f t August
3 It normally costs $ 2 5 a night with electricity, but Car hire cheaper from hotel?
th e re w as a __________for groups.
Parking available?
4 They had a _________ , s o w e left th e kids an d w e n t
out on our own a co uple of nights. Deposit?
5 It w a s difficult t o _________ b e c a u s e th e grou nd w as
so hard.
6 T here w a s a kitchen th e g u e s ts could use, but they 6 I3b-ri Work in pairs and compare your notes.
a l s o __________. Then listen again and check.
7 It had a _________ in th e living room, which w as nice. 7 Look at the audio script for Track 58 on
8 We d idn’t have t o _________ with lots of other page 202. Underline five words or phrases that
people. They had s o m e smaller family rooms. you think are useful to learn. Compare what you
9 T here w a s a ___________which w a s s h a re d by th e chose with a partner.
w hole block.
10 You had to walk a long way to g e t to th e toilet and DEVELOPING CONVERSATIONS
, but at least th e re w as plenty of hot water.
11 It had q u i t e __________, but th e kitchen w a s OK an d it
w as all very clean. Apologising
12 T hey c h a r g e d a lot for internet a c c e s s in th e room, We often say I’m afraid to apologise for giving bad news.
but th e re w a s _____________in th e reception area.
I’m afraid w e’re fully booked that weekend.
2 Match each sentence in Exercise 1 to one of To reply to questions, we use I’m afraid not / I’m afraid so.
these places. We often also add a comment.
D: And breakfast is included too?
an apartment a campsite a hostel a hotel
R: I’m afraid not It’s 125 with breakfast.

3 Work in groups. Can you think of:
1 tw o other things you can sh are in a hostel?
2 tw o oth e r kinds of room in a hotel?
3 tw o oth e r serv ic es a hotel or hostel provides?
8 Work in pairs. Take turns asking these
4 tw o oth e r things that can b e included in th e price?
5 tw o r e a s o n s you g e t a reduced rate?
6 th e o p p o site of putting up a tent?
7 w h en th e low and high se a so n is in your country?
4 Work in pairs. Think of a hotel, apartment,
hostel or camping site you stayed at. Tell your
partner about it. Would you recommend it?
Why? / Why not?
D: So if, for whatever reason, they didn’t come, they’d lose
that money?
R: I’m afraid so. The complete payment is made on arrival.
questions. Your partner should reply with I ’m
afraid so or I ’m afraid not and add a comment.
1 Is th e re free wi-fi?
2 Do I n e e d to pay a fe e if I cancel?
3 Is th e swimming pool h e a te d ?
4 Can w e m a k e a fire on th e cam psite?
5 Did it reject my credit card again?
6 Are th e re any tickets left for tonigh t’s perform ance?
7 Is it going to rain again tomorrow?
8 C a n ’t you do som eth ing ab o u t it?

88
 Work in groups. You have three minutes to write 12 Invent som e card details like the ones in
as many things as you can that a hotel employee Exercise 10 and write them on a piece of paper.
might say to guests using I ’m afraid. Which Then work in pairs. Take turns asking for and
group can think of the most sentences? Which giving these details. Note down your partner’s
group has the funniest ones? details and compare them with what your
I’m afraid w e ’re full. partner wrote.
I’m afraid the air conditioning is broken.
CONVERSATION PRACTICE
10 I Listen to the receptionist taking another
custom er’s credit card details. Complete the 13 You are going to have two conversations similar to
form below. the ones you heard in Exercise 5.
Student A: read the role card in File 4 on page 187.
N a m e on the card:
Student B: read the role card in File 12 on page 190.
Card n u m b e r: Think about what information you need and write
down the questions you want to ask.
Security n u m b e r:
14 Take turns being the receptionist and the
Expiry date: customer ringing for information. Roleplay the
conversations. The receptionist should apologise
Contact nu m b e r: for at least two things using I ’m afraid. Start like
this:
A: Hello, I'm ringing on b eh a lf o f so m e friends. They want
PRONUNCIATION so m e information about the hostel.
B: Sure. What would you like to know?
11 ES33 Listen to the alphabet and put the
letters next to the correct vowel sound. * 18 To w atch the video a n d do th e activities, see the DVD-ROM.

111/ b leil a
Id f /ai/ i
hul 0 /U'J q
/a:/ r

U n it 10 Places to stay 89
 WE’LL DEAL WITH IT RIGHT AWAY
SPEAKING
1 Work in groups. Discuss the questions.
• W hat problem s might p e o p le have in a hotel? How
m any problem s can you think of?
• Have you ev e r a s k e d a hotel receptionist for
anything? W hat h a p p e n e d ?
VOCABULARY Solving hotel problems
2 Match the sentences (1-10) with the follow-up
questions (a-j). Check you understand the words
in bold in the sentences.
1 T h e r e ’s a lot of n o ise o u tsid e our room.
2 My room is boiling.
3 T hat’s m ore e x p e n siv e than I e x p e cted .
4 Are you sure you d o n ’t have a record o f my booking?
5 I’ve forgotten my toothbrush and tooth p aste.
6 I only h av e a m orning free for sig h tsee in g .
7 I hav e an u p set stom ach.
8 I have an early flight.
9 I hav e to leave before you start serving breakfast.
10 I ca n ’t g e t th e air conditioning to work.
3 Spend a few minutes memorising the questions in
Exercise 2. Then work in pairs and test each other.
Student A: say a sentence (1-10) from Exercise 2.
Student B: close your book. Say the follow-up
question.
4 Work with a new partner. Choose four problems
from Exercise 2 and roleplay the conversations.
Take turns to be the guest and the receptionist.
G: Excuse me. There’s a lot o f noise outside our room.
Could we change rooms?
R: You can, but I’m afraid the only rooms available are
m ore expensive.
LISTENING
5 Work in pairs. Look at the photos. Discuss how
they might be connected to problems with a hotel
guest. What do you think the guest asks for?

a Do you have any?

b Could you give m e a w ake-up call and book ataxi?
c Could I g e t som ething to ta k e with me?
d Could you tell m e w hat th e bill includes?
e Could w e ch a n g e room s?
f Could you ch eck again ple ase ?
g Do you have anything that will help, or is th e re a
ch em ist nearby?
h Is th e re any way I can turn dow n th e heating?
i Could you sen d s o m e o n e up to have a look at it?
j W h e re would you recom m end goin g?

90
6 DEI Listen to a conversation between a guest
and a hotel receptionist. Check your ideas from
Exercise 5. Can the receptionist give the guest
what they ask for?
7 IZ 3 Put the sentences in the order you heard
them in the conversation. Then listen again and
check your ideas.
a I’m afraid th a t’s ju st not possible.
b We really didn’t have much time to p r e p a re them.
c I d o u b t I can find one.
d I’m calling on behalf of Lady Zaza.
e You’v e got h u n d re d s of room s in this place.
f I’m su re that if s h e was, s h e ’d tell you exactly th e
s a m e thing.
g T h ere w as no w ay w e could stay in that last place,
h I’ll m a k e su re th e y ’re tak en out.
8 Which of the adjectives below do you think
describe Lady Zaza? Work in pairs and compare
your ideas. Explain your choices.
ambitious demanding lazy selfish tidy
9 Work in groups. Discuss these questions.
• Can you think of any o th e r adjectives to d es crib e
Lady Zaza? Do you know an y o n e else with t h e s e
characteristics?
• Have you ev e r h ea rd of a n y o n e else making similar
d e m a n d s ? W hat did th e y ask for?
• Why d o you think p e o p le m ake d e m a n d s like this?
• Why d o you think p e o p le a g r e e to t h e s e d e m a n d s ?
Would you?
GRAMMAR
S e c o n d conditionals
Second conditionals are se n ten c es of two parts. The if
part uses past te n ses to talk about imagined situations, or
things that are unlikely or impossible; the would part gives
the imagined results or further actions.
10 Look at the sentences from the conversation.
Answer the questions below each one.
a S h e ’d b e very ill if sh e a te one b y mistake.
1 Is s h e ill? Is it likely that s h e will e a t a ch o c o la te with
nuts? Why not?
b I w ould m o v e them if I could.
2 D oes h e w ant to m o ve th e p e o p le from th e room
below? Can he m ove them?
11 Complete the sentences with the correct form of
the verbs in brackets.
1 I d o n ’t think I __________so calm if I __________ deal
with s o m e o n e like Lady Zaza. I’d probably say
som ething rude to them , (be, have to)
2 To b e honest, I d o n ’t really like camping. I _________
it if I __________th e m o n e y to stay in hotels, but th a t’s
to o e x p e n siv e with a family, (never do, have)
3 The hotel w as awful! Honestly, I _________ th e re
again ev e n if y o u _________ me! (not stay, pay)
4 A: T he hotel w a s very noisy b e c a u s e of all th e bars
on th e street.
B: Really? I ____________ a review on th e w e b if I
__________you. It’s g o o d to warn oth e r people.
(post, be)
5 A: W h i c h _________ ? M oscow or St P etersburg?
We d o n ’t really have time to visit both, (you
recom m end)
B: Difficult! T hey’re both great, but if I _________
c h o o s e , I __________to St P etersburg, ju st b e c a u s e
th e traffic isn’t a s bad. (have to, probably go)
6 A: If y o u ___________ only visit o n e place in your
country, w h e r e would it be? (can)
B: Probably N ew York. T h e r e ’s so much to s e e and
do there.
12 Complete each sentence 1-5 in two different
ways using your own ideas. Then work in
groups and share your ideas.
1 If I had m ore money. I’d
2 I w o uldn’t ev e n if you paid me!
3 If I had to c h o o s e b e tw e e n and
. I’d
4 If I could only . I ’d
F> If I w a s n ’t . I ’d
13 Work in pairs. Look at these situations. Discuss
how would you react and what you would do.
Explain why.
1 You’re a receptionist and a cu s to m e r is refusing to
pay for th e drinks he has tak en from th e minibar in
his room. He says he did n ’t ta k e any an d is getting
quite angry.
2 You’re in a hotel an d you c a n ’t g e t to s le e p b e c a u s e
of noise next door.
3 You’re camping. It’s raining and w ate r is coming in
throug h your tent.
4 You’re sharing a kitchen in a hostel and you s e e
s o m e o n e leave their dirty dishes.
5 You’v e ren te d an a p a rtm e n t and t h e air conditioning
is broken. It’s boiling an d th e o w n e r of th e a p a rtm en t
isn’t answ ering their phone.
6 You’re a cleaner, and you find $ 100 left on the b ed
w hen you are cleaning the room after a g u e s t has left.
U nit 10 Places to stay 91
BEST HOLIDAY EVER!
SPEAKING 5 Look at these sentences from the social media
page and answer the questions below.
1 Look at the different kinds of holidays for
a My parents used to own an apartm ent on the beach.
primary school children. Rank them from 1 (best
holiday for kids) to 6 (worst holiday). b We went swimm ing all the time.

• going to Disneyland with th e family c We once m ade cornflake cakes.

• going to stay with relatives in th e countryside d My son usually spends his sum m ers like this.
• going with other kids to a su m m er ca m p e It was so strict.

• going cam ping with parents
• renting a place n ea r th e b e a c h with th e w hole family
• two w e e k s with p are nts in a hotel in a foreign city
2 Work in groups. Explain your choices. Discuss
w hat’s good / bad about each kind of holiday
f They used to take us on day trips.
1 Which s e n t e n c e s d es crib e p as t habits?
2 Which s e n t e n c e s d es crib e p as t states?
3 Which s e n t e n c e d e s c rib e s a single e v e n t in th e past?
4 Which s e n t e n c e d e s c rib e s a p r e s e n t habit?

READING
3 Read the series of m essages from a social media
site on page 93. Find out:
1 why Mark started th e th re a d a b o u t holidays.
2 two w ays Zinaida’s holidays w e r e different to kids’
holidays today.
3 which th r e e p e o p le often sta y ed n e a r water.
4 w ho had a close e n c o u n te r with danger.
6 Decide which of these sentences you can rewrite
using (never) used to and rewrite them.
1 I didn’t like camping, but I love it now.
2 I did ju d o w h en I w as younger, but th e n I s to p p e d .
3 We usually camp, but w e ren te d a flat this year.
4 H e’s quite fit and healthy now, but he sm o k e d quite
heavily w h en he w as younger.

5 w ho has nice m em ories of cooking. 5 I had really long hair w h en I w as at college, but I had
it cut short a few y e a rs ago.
6 w ho s o m e tim e s sta y ed in a th e m e park.
6 It’s b e c o m e very popular. It w a s n ’t c ro w d ed before.
7 w ho suffered a loss.
8 w ho s p e n t two w e e k s with e a c h s e t of relatives
every year. PRONUNCIATION
9 w ho last w e n t s o m e w h e r e over 2 0 yea rs a g o - and
why th e y ’re going back. 7 D E 3 Listen and check your answers to
Exercise 6. Notice that used to is pronounced
4 Match the verbs 1-8 with the words (a-h) they /juista/.
were used with on the social media page. Can you
remember who used these words - and why?
8 Work in groups. Tell each other about:
1 m e s s around a on th e fe n c e
• som ething you neve r u se d to like, but do now.
2 sit b for long walks
• a place, activity or thing that u se d to b e popular.
3 rent c breakfast on th e te rrac e
• th r e e things you u se d to love doing and th r e e things
4 climb d a c o ttag e you u se d to hate doing w h en you w e r e a kid.
5 have e by th e river • th r e e things that have c h a n g e d in your life.
6 get f chickens
7 s c a re g a tre e
8 go h bored
SO UN DS AND VOCABULARY REVIEW
GRAMMAR 9 1 ^ *1 Listen and repeat the sounds with /a/, /d/, /u/
and /u:/. Are any of them difficult to hear or say?
10 IX Z i Work in groups. Listen to eight sentences
used to using the words below. Together, try to write
We often use (never) used to + infinitive (without to) instead them down. Then listen again and check.
of the past simple to describe past habits or states -
especially to talk about things that have changed since. booking holiday money room
deposit look pool toothbrush
Used to do es not have a present form. For habits in the
present, use the present simple + sometimes, never, two
or three times a week, etc. 11 Work in teams. You have three minutes to write
collocations / phrases for the words in Exercise 10.

92
Search
Mark R eed Am returning to the place I spent my childhood
holidays this week. First time in more than two decades.
XX Started me thinking. Where did you all spend your holidays
when you were kids?
5 hours ago Like
Zinaida V ozgova I used to spend holidays with
A my grandparents out of town - that meant lots of
fresh air, messing around by the river, fresh fruit and
vegetables ... and no TV or technology, which isn’t
typical for our kids now ...
5 hours ago Like
Biggi W immer Went to Italy every year. Near
r \
Trieste. My parents used to own an apartment on
- L * , the beach. We went swimming all the time. Can’t
remember what my parents did! By the way, Mark.
Where did YOU use to go as a kid? And how come
you’re going back?
4 hours ago Like
Julia Tcvetkova Used to spend a fortnight in a tiny
A village out in the countryside in Siberia. Sounds dull,
but I never used to get bored. Remember sitting on
the fence before sunset, watching the cows being
brought back to the village. And running around the
fields after my dog ... before the neighbours took him
away for scaring their chickens!
4 hours ago Like
Mark R eed Eastbourne on the south coast of
n England, Biggi. Used to be my favourite place in the
world. Not sure I’ll feel the same anymore!
3 hours a go Like
Christina R ebuffet-B roadus We either went to
A Disneyworld in Florida or the Smoky Mountains in
Tennessee in the summer! At Disney, we stayed in
the Polynesian Village. In the Smokies, we used to
rent a cottage in the mountains. We woke up one
morning to find a black bear climbing a tree near the
terrace we used to have breakfast on!
1 hour ago Like
Home Profile Account ▼
Mark R eed Julia: so sad to hear about your dog!
Christina: Wow! Crazy! Oh, and Biaoi - work trip.
Meeting new clients.
55 m inutes ago Like
Biggi W immer Got you Mark. Hi Julia. Mad story.
r \
M
Where are you from?
48 m inutes a g o Like
Zinaida V ozgova There was another option -
A summer camp, which I did a couple of times. I
really hated it! It was so strict. Nowadays, though,
everything’s changed - camps have become more
creative and child-friendly, with lots of activities and
English classes and so on. My son usually spends his
summers like this.
41 m inutes a g o Like
Julia Tcvetkova Siberia-Lithuania-St. Petersburg-
A
Cape Town-London.
37 m inutes a g o Like
n Biggi W immer Wow! Complicated life.:-)
26 m inutes a g o Like
-L *
Julia Tcvetkova But interesting!
A 10 m inutes a g o Like
Sandy Millin My brother and I always spent a fortnight
with each set of grandparents - one in Gloucester, the
other near Liverpool. They used to take us on day trips
to places all over the south- and north-west - to places
like Bristol and the castles of North Wales. We also spent
time playing board and card games and going for long
walks in the local area, among many other things. Food
was also a big part of it: for example, I remember making
homemade pizzas with one grandma and I think we
once made cornflake cakes with the other. Really fond
memories. Cool question Mark. Thanks for asking and
reminding me.
3 m inutes ago Like
U n it 10 Places to stay 93
 Work in groups. Look at the photo of Essaouira,
Morocco and discuss:
• w hat you think th e main industry in Essaouira is.
• w hat difficulties a place like this might have and why.
• how th e p e o p le th e re might solve t h e s e problems.
■ J t l Watch the video and take notes on
Essaouira, its econom y and how it’s changing.
1 Work in pairs. From your notes, try to
complete the summary and the definitions
below. Then listen again to check.
Local fisherm en d o n ’t have regular work now b e c a u s e
th e re a re f e w e r 1__________, s o m e work has moved
2_________ an d th e y c a n ’t 3__________ with big ships.
The town is trying to inc re ase 4_________ to replace
em p lo y m e n t in th e fishing industry. Essaouira u s e d to
b e well-known in th e 5__________, and lots of rock stars
an d other p e o p le visited it b e c a u s e of th e historic old
town, which is on 6_________ ’s World H eritage List.
Since 1 9 9 6 th e re has b e e n a 7__________in th e num b er
of tourists. This has c a u s e d co n c ern a m o n g local
p e o p le a b o u t water, land u s e an d 8__________.
G lossary
Trawlers are 9_________ .
The Medina is
94
4 Work in groups. Discuss these questions.
• Would you like to stay in Essaouira for a holiday?
Why? / Why not?
• How has th e e c o n o m y c h a n g e d in your country?
• What industries u se d to b e stronger? Why did they
decline? W hat’s rep la ce d them ?
• Do you know any pla ce s w h e re tourism has
in c re ase d a lot? Has that b e e n a g o o d thing? Why? /
Why not?
UNDERSTANDING FAST SPEECH
5 i Read and listen to this extract from the
video said at natural pace and then slowed
down. To help you, groups of words are marked
with / and pauses are marked / / . Stressed
sounds are in CAPITALS.
th e FISHermen are prePARing / for aNOTHer y ea r OUT
on th e WAter // all aROUND th e PORT / you can h ea r
th e SOUNDS of BOAT building / and SMELL fresh PAINT
in th e air.
6 Now you have a go! Practise saying the extract
at natural pace.
REVIEW 5 6
VOCABULARY
Match the verbs (1-8) with the nouns they
collocate with (a-h).
1 get a your feet
GRAMMAR
2 brush b my lip
1 Complete the text with one word in each space. 3 settle c out of breath
Contractions like don’t count as one word.
4 change d your hair
1__________y o u ’re looking for interesting places to go
5 wipe e a d e e p breath
this s u m m e r , 2_________ panic! There are plenty of
options to c h o o s e from. If you w ant som ething c h e a p 6 ta k e f a room
and adv enturous, and d rea m of th e kind of holidays you 7 sh a re g my mind
3_________ to go on w h en you w e re y o u n g , 4__________ 8 bite h your stom ach
you should try cam ping in Croatia. However, if y o u ’re
th e kind of p erso n w h o 5_________ n ev e r s le e p u nder 7 Decide if these words and phrases are connected
th e stars, th e n w h y 6_________ try a n ew city instead? to health problems or places to stay
P e rh a p s you 7__________to think a b o u t a b reak in a
ache an inhaler the shower block
capital y o u ’ve neve r visited b e f o r e . 8_________ to aspirin the low season sne ez e
Chisinau in Moldova or Reykjavik in Iceland. You never get a rash a reduced rate a temperature
know. They might b e amazing! the heating serve breakfast a wake-up call

2 Put the words in the correct order to make

questions. 8 Complete the sentences with the best
prepositions.
1 did / that / u s e / w h e r e / y o u / do / to
1 I’m afraid w e d o n ’t h av e any r e c o r d __________your
2 it / s e e / a b o u t / why / you / g o / doctor / d o n ’t / booking.
an d / a
2 Can you s e n d s o m e o n e __________ to h av e a look at
3 d o / w hat / it / you / h a p p e n e d / you / would / if / to / th e AC in my room, ple ase ?
4 w h at / think / ab o u t / 1/ you / o u g h t / do / to / do / it 3 Sorry. I’v e ju st got a l o t __________ my mind at th e
5 ask / it / should / you / think / 1/ d o / w h o / a b o u t / moment.
6 p le a s e / you / give / th e / m e / p assw o rd / th e / for / 4 I hate missing breakfast. Ic a n ’t w o r k _____________ an
could / wi-fi em pty stom ach.

7 a n y w h e re / you / would / could / w h e re / world / go /
go / th e / if / in / you
8 th e / did / stay / w e n t / w h en / u s e / you / to / w h e re /
islands / to / you
3 Write replies to the questions in Exercise 2 to
create short dialogues.
4 Choose the correct option.
9 Complete the email with one word in each
1 I'm quite fit. I u s u a lly /u s e d to go running after work.
It helps m e relax.
2 I w e n t/ u se d to go swimming last Friday.
3 Not / D on’t / Sho u ld n ’t / N ot to go to work if y o u ’re
feeling ill.
4 W h e re are / will/ would you re c o m m e n d going?
5 I w on ’t / w ouldn’t stay th e re if I am / were you. It w as
horrible th e last tim e w e visited.
6 I w ouldn’t / w o n ’t work w e e k e n d s if I h a d n ’t to /
didn’t have to.
7 T hey might do b etter if th e y w ouldn’t b e / a ren ’t /
w a sn ’t / w eren ’t so expensive.
8 I didn’t n ever u se d to / u sen 't to / didn’t use to /
w a sn ’t u se d to like c h e e s e w h en I w a s a kid, but now
I love it.
5 I V i i Listen and write the six sentences you hear.
5 It’s boiling in here. Can you turn th e heating
a bit?
6 I’m not looking forward to th e spring b e c a u s e I suffer
really bad hay fever.
7 T hat’s a m a t t e r _________ opinion. I d o n ’t s e e it like
that, personally.
8 I d id n ’t s e e his face. He had his b a c k ___________ me.
space. The first letters are given.
We w e n t cam ping for a w e e k an d it rained th e
1w h_________ time w e w e r e there. The night w e
arrived, th e re w as a h u g e storm that 2la__________for
hours, so it w a s really hard to put up th e 3t e __________
T he next day, w e realised th e site w as much more
4ba_________ than w e e x p e c te d : no shop, only o n e
sh a re d shower, horrible toilets! Awful! Then, to m ake
5ma__________w orse, I got really ill. I g u e s s it w as
probably th e flu. I had a really s o r e 5th__________an d a
terrible 7h e _________ that did n ’t sto p for ages! Then I
got an awful co u g h before finally I lost my 8vo__________
completely! I d o n ’t usually 9mi__________cam ping
holidays, but this w as to o much! Next time, I w ant
a nice hotel that 10pr__________meals an d has free
11wi_________ so I can c o n n e c t to th e web, and m aybe
ev e n has a 12b a __________service so w e can g e t away
from th e kids for a night!

Review 5 95
IN THIS UNIT YOU LEARN HOW TO:
• talk a b o u t th e w e a th e r
• d isc u ss and r e sp o n d to n ew s stories
• talk a b o u t animals
• tell b etter stories
• talk a b o u t scientists an d rese arch
• u n d e rsta n d n e w s p a p e r headlines

SPEAKING
1 Work in pairs. Discuss these questions.
• Which of th e w ords in th e box d e s c rib e th e w e a th e r
in th e photo?

boiling freezing snow sunny

a breeze rain a storm windy

• Do you g e t w e a th e r like this in your country? When?

• Do you generally prefer cold w ea th er or hot w eather?
• W hat’s your favourite / least favourite kind of
w e a th e r? Why?
• W hat’s th e w e a th e r fo re ca st for th e next few days?

2 Work in groups. Tell each other about a

memorable experience connected to the
weather in Exercise 1. Think about at least two
of the following.
• how you felt a b o u t th e w e a th e r
• w hat te m p e r a tu re it w as
• how strong th e wind w as
• how long th e w e a th e r lasted
• how much rain / s n o w fell
• w hat problem s you had b e c a u s e of th e w e a th e r
VOCABULARY 2 Work in groups. Discuss whether you think
each piece of news in Exercise 1 is good or bad.
S cien ce and nature in th e new s Explain your ideas.
1 Complete the sentences with the verbs in the box.
3 Work in pairs. Try to think of:
ban build find hit launch 1 two things th at might h a p p e n w h en a h u g e storm
becom e conduct fund investigate spread hits an area.
2 tw o oth e r things th e g o v e rn m e n t might fund
1 T he fo re ca st said th a t a h u g e storm is going to
research into.
th e c o a s t any tim e now.
3 tw o other animals / birds that could b eco m e extinct
2 T h ey ’re not going to allow s o m e re s e a r c h e rs to
so m e tim e soon.
expe rim en ts on animals.
4 tw o things t h e y ’re still trying to find a cure for.
3 T hey’re going t o __________ five new nuclear pow er
plants. 5 tw o other things you can launch - apart from a
rocket.
4 T hey said th a t if w e d o n ’t d o m ore to protect b e e s,
th e y c o u l d __________ extinct. 6 tw o oth e r things that g o v ern m e n ts s o m e tim e s ban.
5 It said in th e p a p e r that th e y e x p e c t t o _________ a 7 tw o oth e r animals that spread d isea s es.
cure for d e p r e s s io n soon.
6 I read th a t w e ’re going t o __________a rocket into LISTENING
s p a c e next year.
4 Listen to four short conversations
7 T he g o v e rn m e n t is going t o _________ m ore
about science and nature in the news. Which
re se a rc h into w ays of improving mental health.
conversation mentions:
8 I rea d that th e y ’re going to c o m p le t e ly __________
1 a discovery that might p reve n t d ea th s?
smoking next year.
2 a g o v e rn m e n t project to help th e environm ent?
9 Apparently, scientists a re trying to c r e a te m o sq u ito es
th a t d o n ’t __________ d ise a se s. 3 a problem with very neg ative effects?
10 A university is getting £5 million t o . . th e 4 a c h a n g e in th e w ea th er?
effect o f colour on memory.

98
 To strongly agree with an opinion or a comment, we can
use Absolutely or Definitely.
A: It m akes a change to hear som e good news.
B: Absolutely.
To agree with a suggestion, we can say (That’s a) good
idea.
A: We should go out, then - go to the beach or
somewhere.
B: Yeah, that’s a good idea.

i Look at the sentences below. Decide which are

reporting news, which are opinions / comments
and which are suggestions. Write a suitable
response to each.
1 T h ey ’ve o p e n e d a new park n ea r my house.
2 Really? T hat’s awful.
3 We should have a party to celebrate.
4 T hat’s fantastic news.
5 They should d o som ething a b o u t it.
6 T hey’re conducting an e xpe rim en t to investigate how
th e Big Bang worked.
7 It’s going to b e freezing tonight.
8 They should ban it.

PRONUNCIATION
I Listen to twelve different responses.
Notice the intonation. Then listen again and
practise saying the responses.

IWork in pairs. Decide which conversations Work in pairs. Take turns saying the sentences
these sentences are from. Explain your from Exercise 6 and giving your own
decisions. Then listen again and check your responses. Pay attention to your intonation.
ideas.
a T hey ’re going to pull dow n a lot of th e horrible
h o u s e s th e y ’ve built along th e coast. CONVERSATION PRACTICE
b Yeah, it said it could s a v e millions of lives. 9 You are going to have conversations like the ones
c It’s b e e n so w et an d windy recently. in Exercise 4.
d It m a k e s a c h a n g e to h ea r s o m e g o o d news. Student A: look at the news in File 5 on page 187.
e T h ey ’re all dying, for s o m e unknow n reason.
Student B: look at the news in File 14 on page 191.
f They should d o som ething - fund r ese arch or
som ething. 10 Take turns starting conversations about your
news. Use the guide below to help you.
g We n e e d m ore g re e n s p a c e s.
h We should g o out, th e n - g o to th e b e a c h or S tu den t A S tu den t B
so m e w h e re .
Did you s e e / h e a r ...?
No.
DEVELOPING CONVERSATIONS
It said / It’s ...
Really? T hat’s ...
k---------- —-------
R espondin g to new s and c o m m e n ts I know. It’s ...
(make a c o m m e n t - or a
When people tell us news that we haven’t heard before,
we often respond by saying Really? We then usually add a
comment. Speakers can agree with comments by saying
Yeah or I know and then adding their own comments.
A: Really? That’s bad news / awful / nice / great /
interesting, etc.
B: (Yeah) I know. It’s terrible / really good news / fantastic,
etc.

U n it 11 Science and nature 99

VOCABULARY Animals 6 Work in pairs. Discuss the following.
• W hat d o you think e a c h headline m e an s?
1 Match six words in the box to the photos.
• Do you think e a c h story is nice, interesting, silly,
cow fly parrot rabbit shark surprising or boring? Explain why.
dog lion pigeon rat s h e ep • O n e of th e stories isn’t true. Which o n e do you think
is invented? Why?
2 Decide if each animal in Exercise 1 could be
7 Work in pairs. Discuss what you think the words
described as a wild animal, a farm animal, an
in bold in the stories mean.
insect or a pet.
8 Work in groups. Discuss these questions.
3 Work in pairs. Think of two more exam ples for
each of the four categories in Exercise 2. 1 Which animals can you think of that have an am azing
s e n s e of smell / hearing / sight?
4 Work in groups. Discuss these questions. 2 Can you think of eight things that d o g s are often
• W hat p ets do p e o p le you know have? trained to do?
• Which of th e animals in Exercise 1 can help hum ans? 3 Which oth e r animals are u se d to d e te c t things?
How? 4 W hat a d v a n ta g e s and d is a d v a n ta g e s of having pets
can you think of?
READING
5 Read the stories about animals helping humans. GRAMMAR
Match each story (1-6) to a headline below.
There is one headline you will not need.
Past perfect simple
Barking witness Jail bird The past perfect simple is formed using had / hadn’t + a
Wedding go es with a ‘w oof’ Dinner not well done past participle.
Milk of human kindness From zero to hero
Tips for birds These pets had brought the couple together.

100
 9 Look at these examples from the stories. Then
choose the correct option to complete the rules
below.
a The World Wildlife F u n d ... h a d a s k e d the fishermen
to let scientists have the body, but the fishermen
in siste d on using it.
b The parrots h a d previo u sly lived in a c a g e .... O ne
d a y the o w n e r ... h ea rd the parrots copying his
custo m ers’ requests a n d ... trained them to actually
take orders.
1 We u se th e p as t perfect to e m p h a s is e th at som eth ing
h a p p e n e d b e fo r e /a fte r a n o th e r p as t action.
2 We usually / d o n ’t usually u s e th e p ast p erfect with
oth e r verb s in th e p as t simple.
3 W hen w e d escrib e actions in the order that they
h a p p e n e d in, w e usually u se the past perfect / simple.
Q C heck y our ideas on page 179 and do Exercise 1.
10 Match the two parts of the sentences. Then work
in pairs and compare your answers. Discuss why
the past simple or past perfect is used in a-h.
1 The ground w a s w et
2 S o m e o n e had d r o p p e d a wallet
3 They to o k him to court
4 T h ere w a s a h u g e traffic jam
5 I had to wait outside our h o u se until my mum got back
6 I w a s very nervous
7 I w a s really sh o c k e d
8 My d o g w a s going crazy w h en I got hom e
a b e c a u s e I’d forgotten my keys,
b b e c a u s e it had rained th e night before,
c b e c a u s e I h a d n ’t m a d e a s p e e c h in public before,
d b e c a u s e th e re w e r e roadworks.
MAN’S BEST
FRIENDS 4
When Andrew and Harriet Athay got married in the
I west of England, their dog Ed acted as the best man!
Also present on the b ig d a y were their two female
dogs, Humbug and Goulash. These pets had brought
the couple together. Andrew and Harriet first met
when they were walking their respective pets along
a beach. They then started chatting while the dogs
were playing with each other.
A megamouth shark, which is very rarely seen in
2 the wild, was eaten by Filipino fishermen after they
caught it in a n e t by mistake. The World Wildlife
Fund, which wants to protect the sharks from
extinction, had asked the fishermen to let scientists
have the body, but the fishermen i n s i s t e d o n using it
to prepare a traditional Filipino dish called kinunot.
e b e c a u s e he h a d n ’t paid his bills,
f b e c a u s e I h a d n ’t tak en him for a walk all day.
g so I picked it up and s e n t it b ack to th e m by post,
h w h en I saw th e rat in th e kitchen!
11 Write endings to these sentence starters
using the past perfect. Then work in pairs and
compare your ideas.
1 I w a s hungry b e c a u s e ___________
2 S he w a s quite u p s e t b e c a u s e __________
3 I w a s really tired b e c a u s e _________ .
4 I w as quite nervous b e c a u s e __________.
5 Before I w a s eig h tee n , I’d n e v e r __________
12 Work in groups. Discuss what you think
happened before each of these events. Use the
past perfect.
1 G uards c a u g h t and a rre ste d a pigeon in a jail.
2 Fishermen found a p e t d o g on a d e s e r t island.
3 A p e t rabbit s a v e d his elderly owners.
13 Find out what actually happened by reading
File 15 on page 191.
page
SPEAKING
14 Work in pairs. Choose one of the following.
a H ave you hea rd any o th e r animal stories in th e new s
recently? D escribe w hat h a p p e n e d .
b Do an internet s e a r c h for animal stories in th e news.
Then tell your partner a b o u t th e o n e you liked most.
Who found th e b e s t story?
A Japanese restaurant is employing two parrots as waiters. The
3 parrots take drinks orders from customers and repeat them
to a waiter at the bar, who then brings the drinks to the table.
The parrots had previously lived in a c a g e in a corner of the
restaurant. One day the owner, Mr Otusaka, heard the parrots
copying his customers’ requests and after that, he t r a i n e d them
to actually take orders.
Rats may have a bad reputation, but, says a spokesman for the
charity HeroRats, they are saving hundreds of lives in Africa
because of their incredible s e n s e o f s m e ll and intelligence. The
rats are trained to d e te c t mines and bombs lying in the ground.
Being so small, they don’t cause the mines to explode when they
stand on them. They can also d e te c t some diseases in humans.
Researchers from Newcastle University have discovered that
5 farmers can help to b o o s t milk production by being friendly and
talking to their cows. They found that when farmers gave their
animals names, these cows produced over 300 litres more milk a
year than those without names.
6
A dog called Scooby has appeared in court in a murder case. A
neighbour had found the animal’s owner dead in her flat and the
family had asked for an i n v e s tig a tio n . Police brought Scooby,
who had been in the flat at the time of death, into court to see
how he would react to the m a in s u s p e c t. On seeing the man,
Scooby barked very loudly. The police now need to decide if
there is enough evidence to take the case further.
Unit 11 Science and nature 101
 DID YOU KNOW
SPEAKING
1 Work in pairs. Discuss these questions.
• Do you know much a b o u t s c ien c e? W here did you
learn w hat you know?
• Who are th e m ost fam o u s scientists in your country?
What a re th e y fam ou s for?
• What TV or radio p ro g ra m m e s a b o u t s c ie n c e do you
know? Do you like them ? What a r e a s of s c ie n c e do
they cover?
LISTENING
2 You are going to listen to a radio programme
where a scientist answers questions from
listeners. Work in pairs. Match each question
(1-3) to a group of words (a-c). Explain your
choices.
1 Are th e re ‘crime g e n e s ’?
2 How do sp id e rs walk on ceilings?
3 What is G ra p h en e ?
a hairs, atoms, electric charge, a balloon, attraction,
weight
b a pencil, sticky tape, layer, to tear, b e replaced, prize
c b an a n as , share, factors, violent, war, environm ent
Listen to the radio programme and note
down answers to the questions in Exercise 2.
Work in groups. Compare your ideas using the
words in Exercise 2 and your notes.
102
Listen again. Choose the correct option.
1 We sh a re 15% / 50% of our g e n e s with ban a n as.
2 S o m e violent criminals s h a re a particular / a part o f a
gene .
3 Violence an d crime can learn / b e learned.
4 Each hair is also co v e re d in h u n d re d s of th o u s a n d s
of tin y / tidy hairs.
5 The hairs and ceiling ato m s are attracted b y / to e a c h
other.
6 It’s th e w orld’s th innest material - it’s ju st o n e atom
thin / thick.
7 If you pull / p e e l this t a p e away, s o m e layers of
graphite c o m e off.
8 It’s an incredible discovery and it w as ordered /
aw arded a Nobel Prize.
Work in pairs. Discuss these questions.
• Did you know any of th e a n s w e rs to th e th ree
q u estio n s befo re you heard them ? If yes, w h e re did
you learn a b o u t them ?
• Which an s w e r w a s m ost interesting for you? Why?
• How do you think th e different factors m entio ned in
th e first an s w e r can c a u s e violent behaviour?
• Have you hea rd a b o u t any n ew g e n e s scientists
have d isc o v ered ?
• What other things could you u se G ra p h e n e for?
• How many other Nobel Prize winners can you think of?
GRAMMAR
In new spaper headlines, the verb be is often left out of the
passive construction.
Passives Rare shark eaten by fishermen
When we use a passive sentence, we use a different We do not leave out the verb be in normal sentences.
word order compared to an active sentence. We
A shark that is very rarely seen in the wild was eaten by
make the object of an active s e nten ce the subject of a
Filipino fisherman after they caught it by mistake.
passive sentence.

9 Work in pairs. Look at the headlines. Discuss

7 Look at the pairs of sentences and answer the
what you think each story is probably about.
questions below.
1 a Two Russian scientists discovered Graphene.
b G raphene was discovered by two Russian
n DOG AWARDED MEDAL
scientists. BYTHE QUEEN
2 a If that process is repeated a few times, it
eventually leaves a layer on e atom thick. E3
b If yo u repeat that process, y o u ’re eventually left
M an arrested after stealin g
with a layer one atom thick. 10 k ilo s o f b an an as
3 a Could those things be replaced b y Graphene?
b Could Graphene replace those things?

4 a That stuff is called graphite.

H ROCKET LAUNCHED ON
b We call that stuff graphite 100-YEAR JOURNEY
5 a They aw arded the discovery o f G raphene a
N obel Prize. Cure for rare disease
b It was aw arded a N obel Prize.
accidentally discovered
1 Which v erb s a re active an d which passive?
2 How a re th e p assiv es form ed?
3 Who d o e s th e action in e a c h passive s e n te n c e ? Do 0 SCIENCE COMPANY
w e know exactly?
OFFICES DAMAGED IN FIRE
INVESTIGATED BY POLICE
8 Read the article below about a classic
experiment. Choose the active or the passive 10 Choose one of the headlines in Exercise 9 and
form in 1-10. write a short news report of 60-80 words.

n the 1950s Harry Harlow 1conducted / w as

I conducted a num ber of studies investigating the
importance of love and contact between mothers and SO UN DS AND VOCABULARY REVIEW
babies. In one experiment, young monkeys 2took a w a y /
11 C E l Listen and repeat the sounds with /au/, /o:/
w ere taken a w a y from their mothers and their mothers
3replaced / w ere replaced by two models. The first model
and /a/. Are any of them difficult to hear or say?
had a bottle of milk, but it 4m ade / w as m ade from wire 12 DEZ3 Work in groups. Listen to eight sentences
and wood. The second model was like a soft toy. Even using the words below. Together, try to write
though the wire model provided food, the monkeys them down. Then listen again and check.
5spent / w ere spent m uch more time w ith the soft toy
mother. allow court launch power
In another experiment, the monkeys 6p u t / w ere pu t in a bomb dog policy storm
room with lots of strange things. If the soft m other was
also in the room, the monkeys went straight to her. After 13 Work in team s. You have three minutes to
they had been comforted by the mother, they 7explored / write collocations / phrases for the words in
w ere explored the whole room confidently. Where the Exercise 12.
monkey did not have the security of a m other or they
not allow smoking,
had the wire mother, the monkeys were m uch slower
b e allowed to k e e p pets,
to move round the room and some of the things 8d id n ’t
allow the cat out at night
touch / w eren ’t touched at all.
These kinds of experim ents 9d o n ’t a llo w / are not
allow ed these days because removing baby monkeys
from their m others 10sees / is seen as cruel.

Unit 11 Science and nature 103

IN THIS UNIT YOU LEARN HOW TO:
• talk a b o u t different kinds of p h o n e s
• give an d ta k e p h o n e m e s s a g e s
• ask for p e o p le an d explain w h e re p e o p le are
• work out th e m eaning of new w ords
• explain stories an d report crimes
• report w h at p e o p le said

SPEAKING
1 Work in pairs. Look at the photo and discuss
the questions.
• Would you g o to a m u se u m a b o u t p h o n e s ? Why? /
Why not?
• W hen do you think th e p h o n e s in th e p h o to w e re
in use?
• Have you e v e r s e e n any p h o n e s like t h e s e in real
life? If yes, w here?
• W hat w as th e first p h o n e you h ad ? W hat w a s it
like?

2 How important are these things when choosing

a mobile phone? Put them in order from most
to least important. Work in pairs and discuss
your ideas.

battery life coverage gam es size

cost design operating system weight
VOCABULARY Using p h o n e s
1 Match the words in bold in these sentences to
the meanings a-h below.
1 My son n e v e r a n s w e rs his mobile w h en I call him. I
always have to text.
2 W hen I called, I w a s put on hold for a b o u t 2 0
minutes with this terrible music playing.
3 I tried calling six times, but th e line w a s alw ays busy.
4 We co u ld n ’t finish our conversation b e c a u s e w e g o t
cut off.
5 Matt! Can I call you back? I’m having dinner.
6 The co v e ra g e isn’t very g o o d here. You might have
to g o o utside to m a k e a call with your mobile.
7 Sorry, I c a n ’t hear you very well. It’s a very poor signal.
8 It w a s th e w rong number, but s h e w as very helpful
and put m e through to th e right departm ent.
9 We started to a rg u e and I did n ’t w ant to h e a r any
more, so I ju st hung up.
2 Work in groups. Discuss these questions.
• Do you know a n y o n e w ho n eve r a n s w e rs their
p hone?
• Do you usually text or p h o n e more? Why? D o es it
d e p e n d w ho y o u ’re contacting?
• Do you know a n y w h e re th at often puts you on hold?
• Why might you g e t cut off during a p h o n e call?
• Do you know a n y w h e re with b ad co v e ra g e ?
• H ave you ev e r hung up on a nyo ne ? Why?
LISTENING
3 ESED Listen to two short phone conversations.
Complete the m essages written after each
conversation.
'_____________called.

a put d ow n th e p h o n e befo re t h e o th e r p erso n finished

M eet him a t 2_____________- n o t 3______________ .
speaking
b s e n d a written m e s s a g e
c p r e s s e d a button to c o n n e c t me
d return your call later Diane 4 called. 5 is fine.
e had to wait
Phone h er to s o r t o u t u ■
f th e p erso n I w a n te d to s p e a k to w as on th e p h o n e to
s o m e o n e else
Mobile: 1
g lost th e connection while w e w e r e on th e p h o n e
h th e n u m b e r of pla ce s it’s possible to m a k e p h o n e Phone toda'f - she's s tomorrow.
calls from
i th e connection on my p h o n e isn’t very g o o d

106

PRONUNCIATION
4 U i i J Listen to these sentences from the
conversation. Notice how only the key words
are stressed.
No, h e ’s not u£ yet. Is it urgent?
Ju st tell him w e ’re m eeting earlier - at seven, not
eight.
5 Work in pairs. Look at the first conversation
in audio script 71 on page 205 and underline
the words you think are stressed. Then
practise reading the whole conversation.
DEVELOPING CONVERSATIONS
Explaining w h e r e p e o p le are
We often explain where people are if they are not there
when so m e one phones.
Diane’s out visiting a client. (= she will return today)
H e’s aw ay on business. (= he won’t return for a day or more)
It’s her day off. (= she d o e s n ’t work on this day of the
week)
H e’s o ff sick. (= h e ’s not at work because h e ’s ill)
6 Com plete the conversations w ith these w ords.
away from in off out up
1 A: Hello. Is that Mary Williams?
B: No, it’s Ja n e . Mary’s __________ S h e ’s ju st g o n e
to th e shops. Is it urgent?
2 A: Hello, could I s p e a k to Mr Haskell?
B: I’m afraid h e ’s _________ . He w o n ’t b e b ack for a
few days. Can I ta k e a m e s s a g e ?
3 A: Could I s p e a k to Paul Philips? I p h o n e d earlier.
B: Of course. Hold th e line. I’m afraid t h e r e ’s still no
answer. He must still b e _________ his meeting.
4 A: Hi. Frazer?
B: No, it’s actually Sylvia. I’m covering for Frazer.
H e ’s __________sick today. How can I help?
5 A: Hi, is Ja y there?
B: Yes, but h e ’s n o t _________ yet. Shall I w a k e him?
6 A: Hi, is Greg there, p le ase ?
B: No, sorry. H e’s w o rk in g __________h o m e today.
7 W ork in pairs and practise reading the
conversations in Exercise 6. Take tu rn s to start.
Continue each conversation w ith one or two
lines each.
GRAMMAR
yet, already, still and just
These adverbs are often used with the present perfect or
with other present tenses to emphasise the time something
happened or when we expect something to happen.
8 Look at these sentences from the listening and
match the adverbs in bold to the meanings (1-4)
below. Which tense is used with each adverb?
a H e ’s not go t up y e t. Shall I w ake him?
b I’ve a lr e a d y sp o ken to m y boss and h e ’s fine with the
price.
c You’ve j u s t m issed him. H e ’s j u s t w alked out o f the
door.
d I’m afraid th ere’s still no answer. He m ust still b e in his
meeting.
1 It sh o w s th e action is very recent.
2 It sh o w s som e thin g h a p p e n e d before - often so o n e r
than e x p e cted .
3 It sh o w s som e thin g h a s n ’t h a p p e n e d , but w e e x p e c t it
to h a p p e n . We also u s e it in questions.
4 It sh o w s an action or situation co ntinu es u n ch a n g ed .
9 Choose the correct ending to each sentence.
1 Could you tell him I’v e already s p o k e n to Brittany ...
a so he d o e s n ’t have to email her now?
b and w e c a n ’t do anything until I have?
2 Tell him I’m still waiting for confirmation of th e price ...
a and it’s b etter than w e e x p e c te d .
b but I’ll ring as so o n as I g e t it.
3 J u s t tell him I d o n ’t have th e m one y y e t ...
a and I’ll se n d it to him right away.
b but I’ll definitely have it by Friday.
4 W e’ve only ju st left th e h o u s e ...
a so could you tell her w e ’re going to b e late?
b so tell her w e ’ll b e th e re earlier th an e x p e c te d .
5 Could you tell her w e ’ve already so rted out the
problem ...
a so t h e r e ’s no n e e d for her to c o m e over?
b b e c a u s e I w as out, but I’m dealing with it now?
6 I still h a v e n ’t received th e p a c k a g e ...
a so can you ring and find out w h a t’s h a p p e n e d to it?
b but I’m afraid it d o e s n ’t contain th e parts I nee d.
10 Choose four of the sentence endings that were
not correct in Exercise 9. Write a possible
beginning for each sentence using just, already,
yet or still.
CONVERSATION PRACTICE
11 You are going to have conversations like the ones
you heard in Exercise 3. First write two m essages
you want to leave for different people. One
should be more formal / a business situation, the
other one should be for a friend.
12 Work in pairs. Roleplay four phone conversations.
Take turns to start. Follow the guide in File 8 on
page 189.
H 22 To w a tch th e video a n d do th e activities, see th e DVD-ROM.
Unit 12 On the phone 107
PHONE FOR HELP!
READING UNDERSTANDING VOCABULARY
1 In newspaper stories, the first sentence usually
summarises what happened. Work in pairs. Read
the first sentences (1—3) taken from three stories, Forming negatives
then read the questions and discuss what you In the first article, you saw th e se words: totally
think the answers are. unnecessary; inappropriate calls
1 A police force has launched a cam paign against We often form negatives of adjectives and adverbs by
m isuse o f the em erg en cy p h o n e number. adding a prefix. The most common prefix is un-, but you
will also s e e in-, it-, im- and ir-.
a W hat’s th e e m e r g e n c y num ber?
b How are p e o p le misusing th e num ber?
5 W rite the opposites by adding or rem oving
c What things are th e police doing in their campaign?
a prefix.
2 A doctor in Australia has s a v e d the life o f a young 1 a w ise decision 9 a com fortable bed
b o y using a dom estic drill a nd a m obile phone.
2 it’s illegal 10 an unco m m o n n am e
a W hat h a p p e n e d to th e boy?
3 a fortunate result 11 a patient cu sto m e r
b W hat did th e d octor u s e th e drill for - and why a
‘d o m e stic ’ one? 4 very impolite 12 an inconvenient time
c Why did he n e e d th e mobile ph o n e? 5 a happ y marriage 13 com pletely possible
6 totally e x p e c te d 14 a natural p roduct
3 A c h e f h as sa v e d his ow n life, thanks to the photo o f
a rare spider that he took with his mobile phone. 7 a practical solution 15 an irrational fear
a W he re w a s th e man? 8 very fair 16 a very u n p le asa n t
b W hat h a p p e n e d to him? man
c W hat w as th e sp id e r like? 6 Work in pairs. Discuss the questions.
d How did th e p h oto s a v e his life? 1 W hat h a p p e n s if s o m e o n e d o e s som eth ing illegal?
2 Now read the news stories on page 109 and 2 W hat d o e s a p erso n do if th e y are polite? And
answer the questions in Exercise 1. Work in im polite?
pairs and compare your answers. 3 W hat e lse can b e uncom fortable? W hat’s t h e result
in e a c h ca se ?
3 Work in pairs. Discuss what the words in bold
in the stories mean. Then complete these 4 What m a k e s a happy or unhappy marriage?
sentences with the words. 5 W hat’s th e m ost com m on s u rn a m e in your country?
1 He had to pay a 10 0 - e u r o __________for spe ed in g . Do you know a n y o n e with a very uncom m on o n e?
2 H e __________b e c a u s e of th e heat, but h e w as OK in 6 W hat would you say on th e p h o n e to s o m e o n e if it
th e end. w a s an in con ven ien t tim e to talk?
3 After my wallet w as stolen, I _________ it to the police, 7 Work in pairs. Take turns to explain an adjective
but they said they couldn’t d o anything abo u t it. or its opposite from Exercise 5. Your partner
4 He k e e p s p h o n in g ,__________m e telling him to stop. should try and guess the word.
5 T here are h u n d r e d s o f _________ of animals th at are
becom ing extinct e a c h year. SPEAKING
6 I p h o n e d th e main n u m b e r an d th e n I w a s __________
8 Choose one of the situations below. Spend a few
to th e correct d epa rtm ent.
minutes preparing to tell a story. It can be true
7 It w a s urgent, s o w e __________him to th e hospital. or invented. Think about when it was, where you
8 My hand w a s alm ost tw ice its normal size an d I had were, what you were doing at the time, the main
to k e e p ice on it to re d u c e t h e __________. events and how you felt.
4 Work in pairs. Discuss the questions. • a tim e you w e re really glad you had a mobile p h o n e

• Which story did you find m ost interesting or • an unusual p h o n e call you m a d e or received
surprising? Why? • a tim e you rang th e police, fire brigade or a m b u lan c e
• Why d o you think p e o p le m ake inappropriate calls to service
th e e m e r g e n c y num ber? • a time you h elped s o m e o n e in a difficult situation
• H ave you h ea rd of any oth e r true stories of
9 Work in groups. Tell your stories. Ask questions
e m e r g e n c y operations?
about the stories you hear.
• How d o you feel a b o u t insects and spiders? Are
th e re any p o iso n o u s c re a tu re s in your country? Do
you know w hat you should d o if th e y bite / sting you?

108
A police force has
launched a campaign against misuse of
the emergency phone number. Every
day the police in northern England have
to answer three hundred 999 calls, but
a third of them are totally unnecessary.
Last year, the calls that police received
included someone wanting a ride home,
a man complaining about his TV not
working and two people who reported
lost cats. A number were also from
young children who had accidentally
dialled 999.
The police are sending leaflets to
houses to explain the problem and have
introduced £80 fines for those making
inappropriate calls.
A doctor in Australia has saved
the life of a young boy using a domestic
drill and a mobile phone. Nicolas Rossi,
a thirteen-year-old boy from a remote
town in Australia, fell off his bicycle and
hit his head. Although Nicolas initially
seemed fine, his mother, a nurse, noticed
a swelling on his head. She rushed him
to the nearest hospital, where the doctor
realised the boy was in danger of dying if
he didn’t have an operation to reduce the
pressure on his brain.
Unfortunately, Doctor Carson had never
done the operation, which required him
to make a hole in the boy’s head, and he
only had a normal household drill. After
cleaning the drill, he phoned a colleague in
Melbourne, who explained where and how
to make the hole.
The one-minute operation was successful
and the boy was transferred by plane to
a Melbourne hospital, where he has made
a complete recovery. Carson described his
actions as ‘j ust part of the job’.
A chef has saved his own life,
thanks to the photo of a rare spider
that he took with his mobile phone.
Matthew Stevens, 23, was bitten by
one of the world’s most poisonous
spiders, the Brazilian wandering
spider, in a pub in south-west
England, while he was cleaning the
kitchen. The spider probably came
into Britain in a box of bananas.
After the incident, Mr Stevens took
a photo of the twelve-centimetre
spider with his mobile phone, but
then went home, despite his hand
swelling ‘like a balloon’. At home, he
collapsed with breathing difficulties
and had to be rushed to hospital.
Fortunately, he was able to show
the picture on his phone. The photo
was sent to a university, where they
identified the species of spider and
found a cure for the poison.
U n it 12 On the phone 109
WHAT A NIGHTMARE!
SPEAKING
1 Work in groups. Discuss these questions.
• Can you think of th r e e different w ays p e o p le often
lose their p h o n e or bag?
• W hat would b e th e first thing y o u ’d do if this
h a p p e n e d to you?
• Have you ev e r lost - or h as a n y o n e ev e r stolen -
your p hone, your bag or an o th e r im portant p ie ce of
property? If yes, w hat h a p p e n e d ? What did you do to
sort things out?

LISTENING
2 1 X 3 Listen to three phone calls connected to a
crime. Answer the questions.
1 W hat h a p p e n e d to Bettina?
2 W hat kind of c o m p an y / organisation is e a c h call to?
3 Why is s h e making e a c h call?

3 IXZ3 Listen again. Are these sentences true (T)

or false (F)?
1 a Bettina h as to a n s w e r s o m e q u e s tio n s before her
r e q u e s t can b e d ealt with.
b Bettina’s ca rds will b e cancelled tomorrow.
2 a Bettina w as walking h o m e w h en her bag w as
taken.
b S h e d o e s n ’t give a g o o d description of th e person
that took her bag.
c The police prom ise to try to find th e bag.
3 a Bettina is calling from her apartm ent,
b S he has no w ay of proving w ho s h e is.
c Bettina ow n s her apartm ent.

4 Work in pairs. Discuss:

• w hat you would do if you w e r e Bettina.
• w hat y o u ’d d o if you w e r e th e guy from A bbey Locks.
6 Look at these two sentences from the
• if you would report this kind of incident to th e police
in your country an d w hat th e y ’d do.
• w hat you could do to avoid a similar situation to
Bettina’s.
5 D E 3 Listen to another phone call one week
later. Find out:
1 w ho Bettina is calling, an d why.
2 w hat problem s h e now has. How do you think this
happened?
GRAMMAR
Reporting s p e e c h
When we report things people said to us, we often use
said / told m e (that) + a clause. Reported speech usually
moves one te n se back from direct speech.
conversations. The first is direct speech from
Bettina’s first conversation with the bank. The
second is how she reported it. Answer the
questions below.
a I’ve cancelled your cards and ordered n ew ones,
and th e y ’ll be with you within three or four days.
b The g u y I sp o ke to told m e h e ’d ca n celled th em a n d
th a t th e n e w cards w ould b e with m e within three
or four days ... but I still h a v e n ’t received them.
1 What t e n s e s / structures are u se d in th e direct
s p e e c h in a?
2 W hat t e n s e s / structures are u se d to report the
s p e e c h in b?
3 How would you report s o m e o n e saying ‘I’m very
sorry’?

110
7 Look at this extract from an email that Bettina
sent to a friend. The reported speech is in italics.
Decide what you think the direct speech was.
I ju st couldn’t believe s o m e o n e could b e using my card.
I asked the guy how that had happened an d 2he ju st
said he had to speak to the manager. I w as then
waiting for a n o th e r ten minutes. Anyway, eventually
I w a s put through to th e m a n a g e r 3and she told me
they had sen t the cards to the wrong address. 4She
said that there had been som e security issues and
s o m e o n e had probably h ac k ed into my ac c o u n t and
c h a n g e d all my information before th e ca rd s w e re
actually sent. Apparently, similar things have h a p p e n e d
at oth e r b anks too! 5She told me to change all m y
passw ords and she prom ised the bank would repay
any m oney I’d lost.
8 Choose two of the following ideas. Spend a few
minutes thinking about how you are going to
report what was said. Then work in groups and
tell your stories.
a A problem you had with a bank.
b A tim e you reported som eth ing to th e police.
c T he m ost surprising thing you can r e m e m b e r an y o n e
telling you.
d S o m e prom ises s o m e o n e in pow er m ade, and
w h e th e r th e y kept them or not.
e A lie th a t s o m e o n e told you, and how you found out
it w a s a lie.
f An arg u m e n t you had, and how it en d e d .
10 You are going to roleplay a conversation
between som eone reporting a crime and a police
officer. First, invent som e details about the
crime. Think about the following.
• w hat kind of crime it w as
• if it affected you or if it w as ju st so m ethin g you saw
• w h e re and w h en it h a p p e n e d
• w hat exactly h a p p e n e d and w h o w a s involved
• w hat you w ant th e police to do now
11 Work in pairs. Roleplay the conversation.
Use as much new language from the unit as
possible. Then change roles and have another
conversation. Start like this:
Police officer: Yes S ir/M adam . How can I help you?
Student: Hi, I ‘d like to report a crime ...
SO UN DS AND VOCABULARY REVIEW
12 E9EE1 Listen and repeat the sounds with /ua/ and
hul. Are any of them difficult to hear or say?
13 D E I Work in groups. Listen to eight sentences
using the words below. Together, try to write
them down. Then listen again and check.
euro hour mobile secure
home insurance photo stolen
14 Work in teams. You have three minutes to
write collocations / phrases for the words in
Exercise 13.
co st 3 0 euros, p a y 100 euros a week, sp e n t 50 euros

VOCABULARY Reporting crimes

9 Complete the sentences below with these pairs
of words.

bought + got hacked + stole

came + kicked having + making
followed + threatening hitting + kicking
grabbed + ran texting + crashed

1 Two guys just w alked up to m e , _________ my bag

a n d __________off.
2 S o m e o n e _________ into my ac c o u n t a n d __________
m ost of my money!
3 I _________ h o m e from work and found that
s o m e o n e h a d _________ my front d o or down.
4 I s om ething from a w eb site that w a s n ’t
_

se cu re. I g u e s s t h e y _________ my bank details from

there.
5 He just s u d d e n ly s t a r t e d _________ a n d __________
m e for no reason.
6 This w om an w a s _________ while s h e w as driving,
a n d __________into th e sid e of me.
7 It w as really scary. This g u y _________ m e ho m e and
s t a r t e d ___________ me.
8 Our n e ighbou rs a r e _________ a party and th e y ’re
__________a terrible noise!

Unit 12 On the phone 111

1 Work in pairs. Discuss the questions.
• W hat’s h a p p e n in g in th e photo?
• Are you g o o d at rem e m bering t h e s e things?
appointments English words numbers
books and films jokes your childhood
Why do you think you are g o o d / b ad at
rem e m b erin g t h e s e different kinds of things?
Do you know a n y o n e w ho has a really g o o d
memory? How d o th e y d o it?
I Watch the first part of the video (0.00-
1.59) about an Italian man, Gianni Golfera.
Complete the notes.
Examples o f Gianni'sgood memory:
• can remember a n d repeat1__________ in order avid
then backwards
• has memorised over2__________ books
• can also remem ber3_________
Memory research
Maljaroli's memory research: wants to compare the
genes of^__________a n d __________
IA/e know memory is coded in the hippocampus, but need
research on:
• how it's coded
• w here5__________and why there.
why somepeople^_________
why only a few people are like Cjianni
112
I Is a good memory mainly genetic or main
a matter of learning and environment? Watch the
second part of the video (2 .0 0 -end) to find out.
Put the adverbs in bold in the correct places
in the sentences. Then watch the whole video again
to check your answers.
1 He practises to improve th e po w er of his memory,
con tinu ously
H e’s m em orised a series of historical books, ev en
Improving his m em ory h as b e c o m e like a full-time job.
alm ost
He has a normal life, relatively
In other w ords, h e ’s like other people, ju st
His g e n e s are responsible for his great memory, partly
R e sea rch ers think it’s b e c a u s e of his very hard work,
mainly
8 Learning how to r e m e m b e r to rem em ber, basically
5 Work in groups. Could you learn anything from
Gianni? Make a list of ways to remember English
vocabulary. Then put them in order from the most
effective method to the least effective.
UNDERSTANDING FAST SPEECH
6 ■ Read and listen to this extract from the video
said at natural pace and then slowed down. To help
you, groups of words are marked with / and pauses
are marked / / . Stressed sounds are in CAPITALS.
if you really NEED // to USE your BRAIN caPAcity / to
STORE / s o m e kind of inforMAtion / you HAVE this / this
ablLity / AND you know // it’s ju st a MAtter of EXercise
7 Now you have a go! Practise saying the extract at
natural pace.
REVIEW 6 5
VOCABULARY
Match the verbs (1-8) with the nouns they
collocate with (a-h).
1 ban a an e xp e rim ent
GRAMMAR
2 grab b th e environm ent
1 Complete the text with one word in each space. 3 co n d u c t c th e c o a st
Contractions like don’t count as one word.
4 sp r e a d d my bag
I g o t my d a u g h te r her first p e t for Christmas. S h e
5 hit e th e swelling
1_________ w a n te d o n e for a g e s, so I d e c id e d to g e t
her one. I w e n t to th e d o g s ’ ho m e and w as surprised 6 protect f smoking
by how m any q u e s tio n s th e y asked. They a s k e d me 7 reduce g a terrible noise
2_______ th e d og would s l e e p , 3__________ w e ’d had 8 m ake h d is e a s e
a d o g before, how old my d a u g h t e r 4_________ , all
kinds of things! In th e end, I got a lovely Dalmatian for 6 Decide if these words and phrases are connected
her. The guy th e re 5_________ m e that th e d og n e e d s to science and nature in the news, phones or
to 6___________ w alked at least twice a day. My d a u g h te r
crimes.
is 7_________ finding that quite hard! In fact, I’ve
becom e extinct fund research a poor signal
8_________ rem in ded her a b o u t it - again! It’ll ta k e time, a busy line get cut off put on hold
I can see! crash investigate the effect run off
find a cure pay a fine threaten
2 Complete the second sentence so that it has a
similar m eaning to the first sentence, using the
7 Complete the sentences with the best
word given. Do not change the word given. You
prepositions.
must use between two and four words including
the word given. 1 S o m e o n e h a c k e d _________ my b ank a c c o u n t and
stole all my money!
1 In C anada, I sa w sn o w for th e first time in my life.
2 A s tr a n g e guy just w a l k e d ___________ to m e and
I _____________sn o w before I w e n t to C a nada . NEVER started s c r e a m i n g ________________ me.
2 I still h a v e n ’t finished writing that report for work.
3 I b o u g h t s o m e t h i n g ______ a w eb site that I g u e s s
I n e e d to g e t on with that report. I __________. YET w a s n ’t very secu re.
3 They should ban smoking in all public sp a c e s , if you 4 They kicked my d o o r __________an d stole my TV and
ask me. my computer!
If you ask me, smoking in all public places 5 This is th e w rong number. I’ll put you _ _ _ _ _ to
__________ BE th e right d e p a r tm e n t now.
4 I g o t h o m e and th e n r e m e m b e r e d my laptop w as still 6 They laun ched a r o c k e t __________ s p a c e a few y ea rs
in th e office. ago.
I got h o m e and th e n I r e a l i s e d _________ my laptop 7 I’m afraid s h e ’s __________a m eeting at th e mom ent.
at work. LEFT 8 I’m quite lucky b e c a u s e I can w o r k __________hom e
5 S o m e o n e stole my car while I w a s aw ay on a o n e day a w eek.
bu sin e ss trip.
8 Complete the text with one word in each space.
While I w as away on a business trip,_________ . WAS
The first letters are given.
3 Choose the correct option. I tried to call him at least ten times, but he neve r
1 S he told /s a id m e that s h e ’d b e late. 1an_________ his phone! I th e n 2t e __________ him a
2 T hey a s k e d m e if I did want / w anted th e job. few tim es an d eventually, he 3c a __________m e back,
but at a really 4in__________time. I w a s driving through
3 W hen did that happen / was that h a p p e n e d ?
th e w o o d s an d th e 5co_________ th e re is terrible. To
4 You’v e / You’d ju st m issed him, I’m afraid. He left for m ake m atters w orse, th e re w a s a h u g e 6st__________
lunch two minutes ago.
and th e 7wi__________w a s really strong. It w as raining
5 I still h a v e n ’t re c e iv e d / d o n ’t receive your email. too, so I co u ld n ’t h ea r him very well. To b e honest, I ju st
6 We w a n te d to find out w h a t/ what did our cu s to m e rs find him quite an 8unp_________ man - very rude and
th o u g h t of us. aggressive. I think it’ll b e 9im____________ to do b u sin e ss
7 I still w a it/I ’m still waiting to h ea r back from my with him. I really d o n ’t trust him. It’s an 10un__________
bank. decision to work with him, if you ask me.
8 Most of w hat w e sell is im ported / imports from
China.

4 UEZ2 Listen and write the six sentences you hear.

Review 6 113
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IN THIS UNIT YOU LEARN HOW TO:
• d e s c rib e different kinds of films
• sa y w hat you hav e hea rd a b o u t things
• talk a b o u t how things m a k e you feel
• talk a b o u t th e film industry an d culture
• discuss your favourite music, bo oks or films
• ask how long p e o p le have b e e n doing things

SPEAKING
1 Work in pairs. Look at the photo and discuss
the questions.
• W hat d o you think is hap p e n in g in this photo?
• How do you think this photo is c o n n e c te d to film
production? Why?
• What kind of films might th e b e a rs fea tu re in?
• Would you g o and s e e films like that? Why? /
Why not?

2 Work in groups. Discuss the questions.

• W hat w a s th e last film you saw?
• W hat kind of film w as it?
• Who w a s in it?
• W hat w a s it like?
VOCABULARY Films
1 Work in pairs. Think of an example for each
kind of film below. Can you think of any other
kinds of film?
an action movie
a comedy
a historical drama
a horror movie
a martial arts movie
2 Discuss which kinds of films might:
• have am azing special
effects.
• have a h ap p y ending.
• have com plicated
plots.
• b e really scary.
• b e quite violent.
a musical
a romantic comedy
a science-fiction film
a thriller
a war movie
• hav e am azing
c ostum e s.
• b e s e t in sp a ce .
• hav e car c h a s e s and
explosions.
• b e quite predictable.
• b e really boring.
2 Which film do th e y d e c id e to g o and s e e in th e e n d ?
3 W h e r e ’s it on?
4 W hat time d o e s it start?
4 D E I Listen again and complete the sentences
with three words in each space. Contractions
like don’t count as one word.
1 I w a s starting to fall a s l e e p __________
2 Yeah, I’m thinking o f __________a movie.
3 Yeah, I’ve s e e n it already, actually. I sa w i t __________
4 Not bad, but not a s g o o d a s __________.
5 I g o t _________ with it after a while - and th e ending
6 OK__________ I d o n ’t really like horror movies.
7 That s o u n d s _________ ! W h e r e ’s it on?
8 We c o u l d _________ a coffee or s om e thing first.
DEVELOPING CONVERSATIONS

LISTENING
3 CEO Listen to two friends discussing which film
supposed to
to go and see. Answer the questions. To report what we have heard or read about a film, a
person, etc. we often use be supposed to + infinitive
1 W hat d o you h ea r a b o u t t h e s e t h r e e films? (without to).
In the H eat o f the M om ent It’s a new horror movie. It’s supposed to be really scary.
The Cottage It’s supposed to have great special effects.
It’s a Love-Hate Thing

116

Match the two parts of the sentences.
1 I h a v e n ’t s e e n Hell Blood 3,
2 I’v e neve r heard The Boredom s,
3 I’ve neve r tried Indonesian food,
4 I h a v e n ’t b e e n to th e n e w shopp ing c e n tre yet,
5 I’ve neve r s e e n him play tennis,
6 I’ve neve r b e e n to Hawaii,
a but h e ’s s u p p o s e d to b e really g o o d at it.
b but it’s s u p p o s e d to b e a violent film,
c but th e y ’re s u p p o s e d to b e quite strange,
d but it’s s u p p o s e d to b e a beautiful place,
e but it’s s u p p o s e d to have a g rea t selection of stuff,
f but it’s s u p p o s e d to b e quite spicy.
Think of one example of each of the following
things and say what each one is supposed to
be like.
a very fam o us film that y o u ’v e neve r s e e n
a n e w film that you h a v e n ’t s e e n yet
a fam o u s bo ok y o u ’ve neve r read
a group, singer or album you h a v e n ’t heard
a country y o u ’v e nev e r b e e n to
a kind of food y o u ’ve neve r tried
Work in groups. Share your ideas.
UNDERSTANDING VOCABULARY
-ed / -ing adjectives
A small group of adjectives can end in either -ed or -ing.
When they end in -ed, they describe people’s feelings.
When they end in -ing, they describe the thing or person
that causes the feeling.
I got a bit bored with it after a while.
What a boring lecture!
8 Choose the correct option.
1 I got really b o r e d / boring a b o u t halfway through.
2 T he ending w as really surprised/ surprising.
3 I’m quite e x c ite d / exciting a b o u t th e n e w Collocini
film.
4 I ju st w a s n ’t really interested / interesting in any of th e
characters.
5 T he film w as in English - with no subtitles - so I found
it quite tired /tiring to watch.
6 It w a s n ’t a b ad film. I just found it quite d e p re sse d /
depressing.
7 I m ust admit, I w a s quite c o n fu se d / confusing by the
ending.
8 T he guy behind m e w a s eating all through th e film. It
w a s really a n n o y e d / annoying.
9 Write a sentence for each adjective that was not
correct in Exercise 8 .
CONVERSATION PRACTICE
10 Think of three films you would like to see. They
can be new films or old films. Note down what
you know about each film. Think about:
• w hat it’s called.
• w h o directed it.
• w h o ’s in it.
• w hat kind of film it is.
• w hat it’s s u p p o s e d to b e like.
11 Work in pairs. Roleplay conversations like the
one you heard in Exercise 3. Student A starts,
and Student B makes suggestions using the
notes from Exercise 10. Discuss which film you
want to go and see, where it’s on and what time
to meet. Then change roles and have another
conversation. Begin like this:
A: So what are you doing this afternoon? Have you got
any plans?
B: I’m thinking o f going to s e e a film. Would you like to
com e?
A: Maybe. W hat’s on?
B: Well, th ere’s a film c a lle d ...
* 25 To w a tch the video a n d do the activities, see th e DVD-ROM.
Unit 13 Culture 117
MAKING MOVIES
SPEAKING
1 Work in groups. Discuss the questions.
1 D oes your country have a film industry? How big is it?
2 How is th e industry doing? Why?
3 Do m ost local films sh o w at th e cinem a or d o th e y go
straight to DVD? Why?
4 What kind of films are m ost popular in your country?
5 What a re th e m ost important local films from recent
years?
6 Who is th e m ost fam o u s director from your country?
7 Do you know how many films he / s h e has m a d e?
8 Do you like his / her work? Why? / Why not?
READING
2 Read the article on page 119. Work in pairs
and discuss how the writer of the article might
answer the questions in Exercise 1.
3 Match the verbs (1-8) with the words (a-h) they
are used with in the article.
1 reach a m ore ambitious
2 follow b Benin culture
3 give c a bad image
4 m ake d a middle-class cinem a a u d ie n c e
5 be e a c ro ssro a d s
6 steal f no m one y
7 prom o te g very similar plots
8 b e aimed at h valuable w orks of art
4 Compare your ideas with a partner. Can you
remember who or what does each of the things
in Exercise 3? Read the article again and check
your ideas.
5 Work in pairs. Discuss the questions.
• What similarities an d differences are th e re b e tw e e n
th e Nigerian film industry and th e film industry in your
country?
• Would you like to w atch any of th e Nollywood films?
Why? / Why not?
• Do you think p e o p le g e t a g o o d im age of your
country from films? Why? / Why not?
• Have you heard of any similar stories to Invasion
1897?
• What films have m a d e p e o p le m ore aw a re of an
issue? W hat w as th e issue? Did it m ak e a difference
in real life?
• How d o you feel a b o u t Hollywood movies? Are they
popular in your country? Do you think th e y have
m ore of a positive or a negative impact? Why?
118
GRAMMAR
Noun p h ra s e s
In the text you read: yo u ’re likely to be offered the latest
DVDs from the Nigerian film industry.
The latest DVDs from the Nigerian film industry is an
example of a noun phrase: a group of several words around
a main noun. The main noun in this phrase is DVDs. All the
other words add information about the DVDs.
6 Look at these extracts from the article. Answer
the questions below.
a Nollywood films are m ade for £20,000
b the film cameramen have to work in the streets
c stole m any valuable works o f art
d m ake people aware o f the issue o f stolen art
1 Which is th e main noun in e a c h extract?
2 W hat is th e singular and plural form of th e main noun
in e a c h exam ple?
7 Make a noun phrase using the words.
1 industry / th e / fashion
2 a / director / fam ous / film
3 th e / country / from / our / films
4 a / of / my / p are n ts / photo
8 Write a sentence using each noun phrase.
PRONUNCIATION
9 i w Listen to how these compound nouns are
pronounced and mark where the main stress is.
cash m achine
cash machine film industry success story
city centre football boots sunglasses
crossroads heart disease tennis court
flatmate security system traffic lights
10 Spend two minutes memorising the compound
nouns in Exercise 9. Then work in pairs.
Student A: close your book.
Student B: act, draw or explain the compound
nouns. See how many your partner can guess.
11 Work in groups. Change one word in each
compound noun in Exercise 9 to make a new
compound noun. The first group to think of
twelve new compound nouns wins.
th e film industry: the fashion industry, a film star
 .

n many cities of the world, if you’re stuck Low budgets often mean films are poor quality and there’s no

I in a traffic jam, you’ll find people trying m oney to develop new talent. Films often follow similar plots
and star the same actors, so have become too predictable.
to sell you drinks and food, but in Nigeria
Typical Nollywood films are voodoo horror or gangster films;
you’re also likely to be offered the latest even stories about poor people becoming successful, or
DVDs from the Nigerian film industry, known as domestic dramas, contain elements of magic and violence. Some
Nollywood. Nollywood produces around 1,500 com plain that this focus on black magic and crime gives a bad
films a year, and is seco n d only to India a s the image of m odern Nigeria.

m ost productive film industry in the world. In Another problem is illegal copying. Films aren’t usually shown
in cinemas (there are currently less than 30 cinemas in a country
just 25 years, and with no governm ent support,
of 150 million people), but are distributed as DVDs through
it has grown from nothing to be worth around market stalls and street sellers, so it’s difficult to control copying.
$7 billion a year. Nollywood now em ploys After two weeks, most films have been illegally copied and the
thousands and is one of Africa’s great s u c c e s s producers make no more money.
stories, but it has also reached a crossroads, However, Nollywood is changing, as seen in the work of its
a s profits have fallen recently and it’s unclear leading director, Lancelot Oduwa Imasuen. Imasuen has already
directed around 200 feature films (Steven Spielberg at the same
what its future direction will be.
age had directed just fourteen!). His early films followed the
The majority of Nollywood films are made for around Nollywood pattern - fast production and voodoo horror - but
$30,000 and take ten days to complete. In comparison, Imasuen’s recent films are more ambitious. Invasion 1 8 9 7 had a
making a top Hollywood movie can take a year and cost budget of $ 1 million and tells the story of how the British invaded
$200 million. Nollywood directors use very basic special the kingdom of Benin, sent the king to prison and stole many
effects, the actors sometimes write their own lines and valuable works of art, which are now in the British Museum in
the film cameramen have to work in the streets while real London. The film was first shown at several international festivals
life continues around them. This low-budget approach and many universities in Nigeria. As well as making a profit, it
has allowed Nollywood to grow very quickly, as almost aims to promote Benin culture and make people aware of the
anyone with talent can make films. However, it’s also the issue of stolen art. Some think that films like this show a possible
source of several problems. future direction for the Nigerian film industry because they are
aimed at a more profitable middle-class cinema audience.

Unit 13 Culture 119

I’M A BIG FAN
VOCABULARY Music, art and books Write six questions about music, art and books,
using words from Exercise 1.
1 Put each word in the box under the correct
Do you like listening to music? Who’s your favourite
heading in the table.
singer? Why? What’s your favourite album? Why?
album crime fiction painting Now work in groups. Ask each other your six
author exhibition poetry questions. Try to use these phrases in your
comedy instrument portrait
com poser landscape
answers.
sculpture
concert novel singer
I’m a big fan o f .. . .
It changes. I’ve been reading / listening to ... a lot recently.
M usic A rt B ooks
She’s got an amazing voice / style / technique.
I think my all-time favourite is a song / painting / novel b y ....
I don’t know why I like it so much. Ijust do.
It’s just really exciting / sad / beautiful, etc.
LISTENING
4 Q E S Listen to four people talking about music,
art and books. Match each speaker to one photo.
Then work in pairs and explain your ideas.
4 I’m a drum m er in a band, (play)
5 H e’s running in a m arathon next w eek, (train)
6 P e te r’s my old e st friend, (know)
7 Franco is Violetta’s boyfriend, (go out)

5 ■»-<■■ Listen again. Decide which speaker: 8 It’s our w e dding anniversary today, (be married)

a has b e e n a bit disappo inted with som ething.

b e s c a p e d problem s w h en th e y w e re a kid.
c has b e e n studying a language.
d has c h a n g e d their ta s te s recently.
e d e c id e d w hat kind of work th e y w a n te d to do a long
tim e ago.
f is going to perform live.
g has travelled to s e e s o m e o n e th e y ’re a fan of.
h is in te reste d in politics and society.
6 Choose one of the following topics to talk about.
Spend a few minutes thinking about what you want
to say. Then work in groups and share your ideas.
• singing com petitions
• art an d music in education
• a film / TV se rie s b a s e d on a book
• m ode rn art
GRAMMAR
P re s e n t perfect continuous
PRONUNCIATION
9 U t i l Listen and check your answers to
Exercise 8 . Notice that in normal speech
have is usually pronounced /av/ and has
is pronounced /az/. Then listen again and
practise saying the sentences.
10 Work in pairs. Take turns asking and answering
your questions from Exercise 8 .
Student A: reply using for.
Student B: reply using since.
11 Change partners. Ask each other the questions
below. If your partner answers positively, ask a
follow-up How long ...? question and continue
the conversation.
A: Do you belong to any clubs?
B: Yeah. I'm a m em ber o f a cycling club.
A: Really? How long have you b e en doing that?

7 Look at these sentences from the listening. B: For quite a while. Since I was about 2 0 or 21,
Complete the rules in the Grammar box below. I guess.

a For the last few w eeks, th ey’ve been showing a A: A n d how often do you all m eet?
series on TV b a se d on the books.
• Do you belong to any clubs?
b I’ve been learning Turkish since 2012.
• Do you g o to any c l a sse s outsid e school / work?
c We’ve been rehearsing T he Rite of Spring recently for
• W hat h o b b ie s or interests d o you have ou tside
a concert.
school / work?
d I’ve liked her ever since then.
• W hat la n g u a g e s d o you know?
e I’ve known I w anted to b e an artist since I was three.
• Do you play any musical instruments?
• W h o’s your old e st friend?
The present perfect continuous is formed using
1__________/ has + 2__________ + the -ing form of the verb.
©E33
It is used to talk about activities that started in the past and
are unfinished.
SO UN DS AND VOCABULARY REVIEW
To show the amount or period of time something lasted,
use a time expression starting with 3__________ 12 E3E9 Listen and repeat the sounds with /h/.
To show when something started, use a time expression
Are any of them difficult to hear or say?
starting with 4__________ 13 I X H Work in groups. Listen to eight sentences
Some verbs are generally not used in the present perfect using the words below. Together, try to write
continuous. We use them in the present perfect simple form. them down. Then listen again and check.
For example: be, believe, h a te, 5__________and 6__________ .
behind halfway historical horror
habit happy hobby rehearse

8 Respond to these comm ents by writing a How 14 Work in teams. You have three minutes to
long ...? question. Use the verb in brackets in write collocations / phrases for the words in
the present perfect continuous or simple. Exercise 13.
How long have yo u b een going there? the guy behind me,
1 I’m a m e m b e r of a gym. (go there) g e t stuck behind a big truck,
2 They have their d a n c e class on Tuesdays, (do) stand behind m e
3 S h e s p e a k s English well, (learn)

U n it 13 Culture 121
IN THIS UNIT YOU LEARN HOW TO:
• talk a b o u t c om m on h o u se h o ld ob jects
• explain w h e r e things a re in a h o u s e
• d e s c rib e things, p e o p le an d pla ce s that you d o n ’t
know th e n a m e s of
• talk a b o u t food shopp ing
• d isc uss s o m e environm ental issues
• talk a b o u t suitable gifts

SPEAKING
1 Work in pairs. Discuss the questions.
• Which room d o you think th e p h oto show s? Why?
• Do you think th e y ’re moving in or moving out? Why?
• W hat things can you s e e in th e photo?
• Do you think you have m ore or less stuff than th e
p e o p le in th e photo?
• H ave you ev e r m oved h o u se ? If yes, w h en ? Why?
Was it e a s y or hard?

2 Rank the rooms and places below from 1 (the

m ost important to sort out when you move)
to 9 (the one you’d sort out last).

the bathroom the garage the living room

the bedrooms the garden the office
the dining room the kitchen the spare room

3 Work in groups. Explain your decisions.

Then think of two things people might need
to buy for each room after m oving into a new
house / place.
WHAT’S IT CALLED IN ENGLISH?
LISTENING
1 am Listen to three new flatmates planning a shopping trip. Decide which of the
things in the picture they are going to buy - and what each of these things is called.

am Listen again and complete the sentences 5 Work in pairs. Look again at the things in
with three words in each space. Contractions Exercise 3. Tell each other:
like don’t count as one word. • if th e re are any things you d o n ’t have.
1 W e’ll have to give e v e r y th in g ________ . an d sort th e • which things you u s e th e most.
place out.
• if th e re are any things you nev e r use.
2 Maybe w e should go into tow n a n d __
• w h e re exactly e a c h of th e things in th e box a re in
3 O n e minute. I’ll g e t a pen an d w e can . your house.
4 W hen you u se th e brush, w h a t ______ . th e thing
that you u s e to g e t rubbish from th e floor?
DEVELOPING CONVERSATIONS
It’s a kind of liquid th a t’s really g o o d ______
It’s in th e kitchen. In th e c u p b o a r d ________
We s h o u l d __________for t h e s e things. Explaining w h e r e things are
8 Oh yes, of course. A kettle! I . . a kettle! We often give two descriptions of where things are: one
general, one more specific. Notice the prepositions used.
For example:
VOCABULARY Things in th e h o u s e It's in the kitchen - in the cupboard under the sink.
3 Which of these things can you see in the
pictures? Choose the correct prepositions.
1 T h e r e ’s o n e a t/in th e bathroom on / at th e shelf.
a bin a hammer and nails a pan a stapler
a cloth a mop and bucket a plaster a torch 2 T h e r e ’s o n e above / dow n th e sink in th e kitchen.
a desk a needle and thread a rubber a towel 3 T h e r e ’s o n e on / a t th e d e s k in my study.
4 T h e r e ’s o n e a t / o n th e side - next to th e sink.
Complete the sentences with words from
Exercise 3. 5 T h e r e ’s o n e a t / in th e corner of th e gara ge.

1 H ave you got _ . I could borrow? I’d like to 6 T h e r e ’s o n e in / at th e cu p b o a rd down / under th e

have a shower. stairs.

H ave you got _ . ? I’d like to clean th e table. 7 T h e r e ’s o n e in / a t a draw er in th e kitchen, th e o n e

up / next to th e fridge.
H ave you got _ . ? I’ve just cut myself.
8 T h e r e ’s o n e in th e g ara g e, in a box of / b y th e door.
Have you g o t _ . ? I’ll m a k e us s o m e soup.
Have you g o t _ . ? I n e e d to go out into the Work in pairs. Which things might be in the
g a r d e n an d it’s really dark out there. places in Exercise 6 ?
6 H ave you g o t __________? I n e e d to put a button A: There could b e a tow el in the bathroom on the shelf.
back on my shirt. B: Yes, or m aybe different kinds o f medicine.
7 Have you g o t _____ . ? I’ve spilt w ater everywhere.
8 H ave you g o t _____ . ? I n e e d to join t h e s e bits of
p a p e r together.

124
GRAMMAR Relative clauses 11 Complete the sentences with a relative pronoun.
1 An o v en is a large pie ce of e q u i p m e n t _________ you
8 Work in pairs. How many of these things can u se to h e a t and coo k food in th e kitchen.
you name? What do you call ...
2 A builder is a p e r s o n _________ builds or repairs houses.
1 th e thing in th e kitchen that you can pull o p e n and
k e e p things like knives and forks in? 3 A building site is th e p l a c e __________a new building
is constructed.
2 som ething fixed to a wall which you put books and
things like that on? 4 A d ep o s it is th e m o n e y . . you pay w h en you
start renting a place. You g e t it back w h en you leave.
3 th e m o n e y which you borrow from a bank to buy a
h o u s e or ap artm en t? 5 A babysitter is a p erso n . . you pay to c o m e to
your h o u s e an d look after your kids.
4 a p erso n th at lives next d oo r to you, or upstairs or
dow nstairs from you? 6 A s h e d is a w o o d e n building in th e g a r d e n _________
you can store things.
5 a man who owns the house or apartment that you rent?
7 A handle is th e part of a d oor or a w i n d o w __________
6 th e place in th e h o u se w h e re g u e s ts can stay or you u s e for op en in g it.
w h e re you can sto re things?
8 A lawn is an are a of cut g rass in th e g a r d e n _________
7 th e place n ea r - or c o n n e c t e d to - your h o u se kids can play.
w h e re you can k e e p your car?
9 A plum ber is a p e r s o n _________ installs or repairs
8 th e place ju st outsid e an upstairs w indow w h e r e you pip es an d things like show ers, sinks an d toilets.
can stand?
12 Think of a thing, a job and a place that you don’t
9 Match the words in the box to the descriptions know the words for in English, and write three
in Exercise 8 . What do you c a ll...? questions. Then work in
groups to ask and answer your questions.
balcony garage mortgage shelf
drawer landlord neighbour spare room

10 Work in pairs. Identify the relative clauses and

pronouns in Exercise 8 . Then complete the rules CONVERSATION PRACTICE
in the Grammar box. 13 Work in pairs. Imagine you are going on a picnic.
You need to plan what to take.

We use relative clauses to add information about what a Student A: look at File 9 on page 189.
thing, person or place is / does. Relative clauses usually
begin with a relative pronoun. Student B: look at File 16 on page 191.
For things, we use _ .o r . Spend a few minutes thinking about how to
For people, we use . describe each thing, using relative clauses.
For places, we use _ 14 Now roleplay a conversation with your partner.
Take turns describing your objects.

& I< 26 To w a tch the video a n d do th e activities, see th e DVD-ROM.

WHAT A LOAD OF RUBBISH!
VOCABULARY Containers Work in pairs. Decide if each container is usually
made of metal, glass, plastic, cardboard or cloth.
1 Label the pictures of three families’
shopping with the words in the box. Work in pairs. Discuss the questions.
• Which family do you think sp e n d s th e most?
a bar of chocolate a packet of biscuits
• Which family has th e healthiest diet?
a box of cereal a pot of yoghurt
a can of cola a sack of rice • Which family do you think c a u s e s the most d a m a g e to
a carton of milk a,tin of tomatoes th e environment? Why?
a jar of honey a tray of meat
• How d o e s your family’s food shopping co m pare to t h e s e
families’?

READING
4 Work in groups. Discuss the questions.
• Does your family shop at a supermarket? Which one? Why?
• What environmental issues are co n n e c te d to shopping?

5 Read the article on page 127 about supermarket

shopping and the environment. Find out four things
you shouldn’t buy. Explain why.
6 Discuss in pairs whether you think these sentences
are true (T) or false (F).
1 100% efficiency is impossible.
2 The writer lives in New Zealand.
3 The writer d o e s n ’t recycle anything.
4 Producing aluminium is very inefficient.
5 Plastic bottles r ed u c e transport costs.
6 Tap water is better for th e environm ent than bottled.
7 The author ea ts a lot of meat.
8 Eating a lot of c h e e s e is bad for the environment.
9 The s a u s a g e s which w e re found w ere 3 0 years old.

7 Work in groups. Discuss the questions.

• Based on w hat you read, w hat do you think the professor in
the article would say to ea ch of th e families in Exercise 1?
• Do you do any of the things th e professor su g g e sts?
Which ones?
• Is th e re anything in the article you d o n ’t believe? Why?
• Do you recycle any of th e containers in Exercise 1?

8 Work in pairs. Read the fact file and discuss:

• if you find any of th e facts surprising.
• w hat your country d o e s to e n c o u r a g e recycling.
B
FACT FILE
• It’s estimated it costs around $100 per tonne to dispose of
rubbish and $1,000 a tonne to get rid of chemicals such as paint.
• Switzerland charges people for throwing away rubbish. People
m ustn’t leave rubbish outside without a sticker on the bag to
show they have paid.
• It recycles 50% of its waste and bum s all the rest.
• Sweden heats 20% of its homes by burning rubbish.
• Estonia has the best record on rubbish in the EU. It wastes only
0.5kg per person per day.
• The airports in New York are built on top of rubbish.

126
 RUBBISH
FOOD
here are laws of nature that we can’t ignore,
T like gravity and waste. We know what goes
up must come down and, similarly, we can’t avoid
the fact that everything we produce and consume
leads to waste. In the case of my supermarket
shopping, there’s loads of waste. Professor Liam
Taylor, an expert on the environment, is trying to
convince me I could waste less.
From my shopping basket, he picks up a
polystyrene tray of six New Zealand kiwi fruits
covered in clear plastic. ‘These probably caused
three tons of carbon dioxide by being flown twelve
thousand miles. To make things worse, this kind
of plastic is almost impossible to recycle. W hat’s
wrong w ith local apples?’
‘Nothing’, I weakly reply, ‘I just prefer kiwis.’
‘Hmm. Well, if you m ust have them, eat Italian ones
- and buy them with no packaging.’
He looks at the bottles of water and cans of cola.
Before he can say anything, I say, ‘I’m always careful
to recycle those.’
GRAMMAR
must / mustn’t
We use must to show something’s essential, either because
of a law or rule, or because we feel it’s essential. Mustn’t
means it’s essential not to do something. Must can also be
used when we are guessing something is true. Must is often
replaced by have to, but it’s not always possible.
9 Look at the extracts and decide if must / mustn’t
can be replaced by have to / don’t have to.
a W hat g o e s up m u s t com e down.
b If you m u s t have soft drinks, b u y them in recyclable
plastic bottles.
c The packaging is biodegradable, so they m u s t be OK.
d People m u s tn ’t leave rubbish outside without a
sticker on the bag.
PRONUNCIATION
10 K E I Listen to the examples of must / mustn’t
and notice how you often don’t hear the
final t. Then practise saying the sentences.
‘Well, that’s good, but the aluminium in those cans is bad. They have
to mine four tonnes of rock to get one tonne of aluminium, and the
transport costs of the cans and glass bottles are higher as they are
heavier than plastic. Anyway, what’s wrong with having tap water?
It’s m uch more efficient.’
‘I ... er ... prefer ... .’ The professor’s look stops me from finishing
the sentence!
‘If you must have soft drinks, buy them in recyclable plastic bottles
and get the largest size, because they use less plastic than lots of
small bottles. The same is true of those small boxes of cereal.’
The next problem is the amount of meat I’ve bought. He tells me
the chicken is OK, but generally meat is bad for the environment.
'Firstly, cows and sheep produce a lot of natural gas which causes
global warming. Secondly, they’re an inefficient way to get food
energy. Better to be vegetarian, especially if the vegetables are locally
grown and you don’t eat too many dairy products.’
I am becoming depressed as all my favourite things get crossed off
my shopping list. ‘W hat about those cakes?’ I say. ‘They were made
in the supermarket bakery and the packaging is biodegradable, so
they must be OK.’
He laughs. ‘Well, I guess the cake is, but forget about
biodegradable!’ Apparently, a team of archaeologists recently
investigated sites where rubbish had been buried. They found
newspapers that were thirty years old, and which you could still
read, next to perfectly preserved sausages!
I feel slightly sick and very, very guilty.
GLOSSARY_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
biodegradable: if something is biodegradable it means that it can be
naturally changed by bacteria and can safely become part of earth or water.
11 Complete the sentences with a form of must or
have to and the verb in brackets. Sometimes both
must and have to are possible.
1 T he n ew law m e a n s c o m p a n i e s __________w a s te by
10% in th e next tw o years, (reduce)
2 Y o u _________ chem icals dow n th e sink, (pour)
3 Y o u _________ an n o y e d you c a n ’t park your car at
work now. How are you going to g e t here ? (be)
4 W e __________ to work or w e w o n ’t finish everything.
(get back)
5 I __________to call Frank and tell him th e m e e tin g ’s
cancelled, (remember)
6 Y o u _________ to give m e th e key back, (forget)
7 Luckily, w e __________tax on rubbish, a s I d o n ’t have
much money, (pay)
8 If y o u __________that stuff, can you g o s o m e w h e r e
else. It smells disgusting, (eat)
12 Write four laws to help improve the environment
or reduce waste. Use must / mustn’t. Work in
groups to choose the best ideas.
Unit 14 Stuff 127
SPEAKING 4 D E H Listen again. Did you m iss anything from
the stories?
1 Work in groups. Discuss these questions.
5 Work in pairs. Discuss the questions.
• Can you think of a time you got a lot of p rese n ts?
What did you get? • Which of th e p re s e n ts m e n tioned do you think is the
b e s t / worst? Why?
• Do you think p e o p le ev e r g e t to o many p rese n ts?
Why? / Why not? • W hat m e s s a g e d o you think th e third s p e a k e r ’s e x ­
boyfriend w as se n d in g her? Do you think s h e w as
• W hat w as th e last p r e s e n t you rec eiv ed? What w as
right to b reak up? W hat would you do if som eth ing
th e occasion? W ere you h ap p y with it?
similar h a p p e n e d to you?
• W hat’s th e b e s t p r e s e n t y o u ’ve ev e r received /
given? W hat w a s so g o o d a b o u t it?
• Have you ev e r received any s tra n g e or bad
UNDERSTANDING VOCABULARY
pre se n ts? Who from? What w a s w rong with them ?

Verbs with two objects

LISTENING
2 t t n Listen to four people talking about
presents they have received. Answer the
questions for each speaker.
1 W hat p r e s e n ts did th e y get?
2 What w as th e occasion?
3 W ere th e y h ap p y with th e p r e s e n ts w h en th e y go t
them ?
3 Work in pairs. Take turns re-telling the whole
stories using the words below.
1 loved th e w ay / g a v e m e clues / click th e link
2 lived close / s a v e loads / lose weight
3 kind of m e s s a g e / from th e n on / broke up
4 s u d d e n ly said / to b e polite / blowing away
In the listening you heard My big sister bought me m y own
website. Some verbs, such as buy, can be followed by one
or two objects.
My big sister bought a website.
My big sister bought me a website.
When there are two objects we usually say the person first
and the thing second, but if we want to put the thing first,
then the person is added in a phrase that begins with for
or to.
My big sister bought a website for me.
She sent an email to me with the link in it.
6 Complete the sentences with these pairs of words. SPEAKING
ask + a personal question make + som e tea 9 Work in groups. Decide what is the best present
buy + a car read + a story to get in each of the situations below. Explain
cook + dinner send + a card your ideas. Some of the expressions in the box
lend + some money tell + a secret may help.
1 My p are n ts d o n ’t give m e p re s e n ts any m ore - they It d ep e n d s what they do / where they live / what kind o f
j u s t __________m e __________ for my birthday. things they like, etc. If... then ...
2 Sorry a b o u t that. I co u ld n ’t talk earlier. I had to It’s a safe choice.
__________my k i d s __________ befo re th e y w e n t to
sleep. It’s not very original.

3 I c a n ’t believe it! My dad h as prom ised t o _________
my b r o t h e r __________w h en he graduates! He
d o e s n ’t even have a licence yet!
4 I’m going t o _________ my f la t m a te s ___________
tonight. I’m making a traditional dish from my country.
5 I’v e left my wallet at home. Can y o u __________me
__________? I’ll pay you back tomorrow, I promise.
6 You must b e e x h a u ste d . C om e an d sit dow n and I’ll
__________y o u __________ - unless y o u ’d prefer a
coffee.
7 If I __________y o u __________ , do you prom ise not to
tell a n y o n e else?
8 Do you mind if I __________y o u __________ ? How
much did you pay for it?
7 Work in pairs. Discuss the questions.
You want to get them something unusual like a ....
It’s (not) the kind of thing a teenager / elderly person,
etc. would like / use / wear.
What would they do with it? Where would they put it?
I think ... would be more appropriate.
They can always take it back and change it.
1 It’s your g r a n d p a r e n ts ’ g old en w e d ding anniversary.
T hey ’ve b e e n married for 5 0 years.
2 Your cousin turns thirteen next w e e k an d you w ant to
buy her som e th ing special.
3 S o m e friends of yours - or of your family - have just
had their first baby.
4 It’s V alentine’s Day next w e e k and you w ant to g e t
your boyfriend / girlfriend som ething romantic.

• Do you ev e r s e n d ca rd s / e-cards to p eo p le? Why? 5 You’ve b e e n invited to s o m e o n e ’s h o u se for dinner

a n d you w ant to ta k e som e thing for them.
• Do you ev e r c o ok dinner for p eo p le? W hen w as the
last time? What did you cook? What w as it like? 6 S o m e o n e w h e r e you work is retiring next month.

• W hen w as th e last tim e s o m e o n e c o o k e d you 7 S o m e friends have m oved into a n e w h o u s e and

dinner? What w as it like? hav e invited you to a party there.

• Have you ev e r lent s o m e o n e s o m e m oney? Did they

pay you back? SO UN DS AND VOCABULARY REVIEW
• Who do you usually tell your s e c r e ts to? Why? 10 DESI Listen and repeat the sounds with /el, h i,
8 Complete the sentences. Add the words in h :l and /3:/. Are any of them difficult to hear
brackets in the correct place. or say?
1 We paid them so I e x p e c t e d som ething better, (a lot 11 DKH Work in groups. Listen to eight sentences
of money) using the words below Together, try to write them
2 I s e n t p r e s e n ts for Christmas, but th e y h a v e n ’t called. down. Then listen again and check.
I w o n d e r if th e y received them , (to all th e family)
burn chemical environment preserve
3 My h u sb a n d m a d e breakfast in b e d on Valentine’s bury drawer present store
Day. It’s a s h a m e he burnt th e toast! (me)
4 My g ra n d p a re n ts h ave b e e n married for 4 0 years 12 Work in teams. You have three minutes to
so w e w ant to give them for their anniversary,
write collocations / phrases for the words in
(something special)
Exercise 11.
5 S h e c o o k e d this am azing meal. Honestly, s h e should
bum m y hand,
start her own restaurant, (for us)
burn som e rubbish,
6 It w as a bit em barra ssing b e c a u s e th e y brought the dinner’s burnt
s o m e wine, but w e d o n ’t drink! (us)

U n it 14 Stuff 129
 awwMtss
M 'r*—r-« ._ • » ' * I minim jc P i
P: Hi i f f
1 Look at the photo of Oxford. What do you know
about this place? Think about:
• its location.
• its history.
• w hat it’s fam o u s for.
• any literature / art / music that is co n n e c te d to th e city.
2 » Watch the first part of the video (0.00-1.14).
Decide if the sentences are true (T) or false (F).
1 Oxford is to th e e a s t of London.
2 It w a s originally a place w h e re farmers took their
co w s ac ro ss th e river.
3 Oxford University is th e o ld e st university in the
English-speaking world.
4 The university w a s fo u n d e d in 1096.
5 The university is m a d e up of different colleges.
6 The Harry Potter novels w e r e written in Oxford.
3 1 Watch the second part of the video (1.15—
end) and find out:
• how th e author of Alice In W onderland k new th e girl
that Alice w a s b a s e d on.
• w h en th e author u s e d to tell kids th e stories that
b e c a m e Alice In Wonderland.
• two ex a m p le s of h ow th e Alice stories w e r e possibly
b a s e d on real p e o p le an d places.
• why The Eagle and Child p ub w as important.
4 Choose the correct option. Then watch the
whole video again and check your ideas.
1 Historians k n o w / h a ve know n p e o p le were teaching
and studying / had taught and studied h e r e as far
back as 1096.
2 In re c e n t years, th e college building has b eco m e /
beca m e fam o u s a s a filming location.
130
3 He to o k /w a s taking them ou t on b o at rides along
th e river and to ld / had fo/c/them many stories.
4 D od g so n b a se d / was b a se d th e stories on
situations, pla ce s and p e o p le that w e r e familiar to
th e children.
5 T he city has also influenced / also influences th e
writing of o th e r g r e a t fantasy writers.
6 T hey often m et /w e r e often m eeting at T he Eagle
and Child.
5 Work in groups. Tell each other about:
a other pla ce s you know that p e o p le visit b e c a u s e
th e y ’re c o n n e c t e d to b o o k s / films.
b any o th e r fam o u s universities you know about.
c w hat your ho m e tow n / city is m ost fam o u s for.
d any fam ous p e o p le from your h o m e town / city.
e any films / TV s e rie s s e t in pla ce s you know well.
UNDERSTANDING FAST SPEECH
6 ■ sM'i-m Read and listen to this extract from the
video said at natural pace and then slowed
down. To help you, groups of words are marked
with / and pauses are marked / / . Stressed
sounds are in CAPITALS.
MANy beLIEVE th e SHOP in th e STOry / REPresents
a SMALL SHOP / JUST aCROSS th e ROAD from
CHRISTchurch // In D O DG son’s TIME / th e S H O P k e e p e r
w as an OLD WOman / with a SHEEP-like VOICE
7 Now you have a go! Practise saying the extract
at natural pace.
REVIEW 7 4
5
DESI Listen and write the six sentences you hear.
Write a sentence before or after the sentences you
heard in Exercise 4 to create short dialogues.

GRAMMAR VOCABULARY
1 Complete the text with one word in each space. 6 Match the verbs (1-8) with the nouns they
Contractions like don’t count as one word. collocate with (a-h).
For th e 1__________few w ee k s, th e y hav e 2__________ 1 lend a th e table
show ing a series on TV 3_________ is all ab o u t the
2 spill b a traditional dish
h is to ry 4_________ Africa. I t 5__________ be good,
b e c a u s e my s o n , 6____________________is never normally 3 reach c a novel
interested in that kind of t h i n g , 7___________w atc h ed 4 prom o te d a personal question
every single e p iso d e. It’s amazing! I’ve 8_________ 5 read e th e local culture
known him to w atch som ething so keenly. He k e e p s
6 clean f m oney
telling us w e 9____________w atch anything else w h en it’s
7 ask g a cro ssro a d s
on! W e’re not eve n '°___________ to s u g g e s t other things
to watch! It’s not o p e n for discussion. This w eek , th e 8 m ake h w ate r all over th e floor
s h o w w a s a b o u t o n e of th e cities 11__________ white
7 Decide if these words and phrases are connected
E u ro p e an s first landed - and w h a t’s h a p p e n e d to it
to films, things in the house, or music and art.
12__________their arrival.
a carton an exhibition sculpture
2 Complete the second sentence so that it has a
a comedy an explosion special effects
similar meaning to the first sentence, using the a com poser a landscape a stapler
word given. Do not change the word given. You costumes a pan a torch
must use between two and four words including
the word given. 8 Complete the sentences. Use the word in
1 Things have b e c o m e much more e x p e n siv e over th e brackets to form a word that fits in the space.
last few months.
1 It’s a __________d ram a s e t in England in th e
__________h as risen a lot over th e last few 12th century, (history)
months. LIVING
2 I c a n ’t w atch m ost horror movies. I find th e m too
2 We got married ten y ea rs ago. . (scared)
W e __________ten y ea rs now. FOR 3 It w a s n ’t a bad film, but th e ending w a s very
3 The u s e of p h o n e s during th e te s t is not permitted. . (predict)

Rem em ber: y o u __________u se your p h o n e s during 4 It’s ju st a rea lly __________habit h e ’s got. (annoy).
th e test. TO 5 I d o n ’t read m u c h _________ . I prefer novels and
4 I m ust re m e m b e r to write an d say th a nk you. short stories, (poet)

I __________write and say th ank you. FORGET
5 My brother h as b e e n reading lots of b o o k s a b o u t
history recently.
My brother has started to d e v e l o p _________
recently. INTEREST
6 I im agine y o u ’re quite hungry after all that travelling.
quite hungry after all that travelling. BE
3 Choose the correct option.
1 I b o u g h t s o m e am azing leathers boots / boots
le a th e r/le a th e r boots in Mexico.
2 I’v e b e e n going to Spanish c l a sse s fo r /s in c e /d u r in g
th e start of th e year.
3 W e’ve b e e n knowing / know n e a c h other for years.
We w e n t to school together.
4 T hat’s th e place where / that my d ad u se d to work in.
5 That / You / It must b e tired after such a long journey!
6 Be ambitious. You d o n ’t have to / m u stn ’t b e sc a re d
to drea m big!
7 W hat do you call th e place where / that / which you
e a t at school or in an office?
8 How m any tim es have you b e e n seein g / se e n / b een
se e n th at movie now?
6 S o m e rea lly __________works of art w e r e stolen from
th e m u se u m last night, (value)
9 Complete the text with one word in each space.
The first letters are given.
W e’ve recently m oved h ouse. To b e honest, I found
th e w hole p ro c e s s really 1ti__________. T h ere w as so
much to do - an d w e had to buy a lot of n e w things as
well. We n e e d e d a m op and 2b___________ so w e could
give t h e place a clean. The 3d ______________ room w as
particularly dirty! Then my h u sb a n d w a n te d to put up
a big 4po__________of his p are n ts in th e 5I__________
room, so w e had to g o and g e t a 6h__________and
nails to d o that. Next, my son cut himself while he w as
playing, an d w e did n ’t have any 7pl__________, so it w as
a n o th e r visit to th e shops! Tonight I ju st w ant to stay in,
w atch a nice 8ro_________ com edy, e a t my w ay through
a 9p_________ of biscuits an d relax!

Review 7 131
15

imnnnnnnnm

mnimnnmmmnmmnimm
 IN THIS UNIT YOU LEARN HOW TO:
• talk a b o u t th e e c o n o m y
• u s e time p h r a s e s to sa y w h en things h a p p e n
• c o m p a r e prices
• talk a b o u t m o n e y issu es and problem s
• sa y different kinds of n u m be rs

SPEAKING
1 Look at the photo. Discuss the questions:
• Why d o you think th e illustration on this twenty-
dollar bill w a s c h o s e n ?
• Do you know any o th e r p la ce s or p e o p le that
a p p e a r on American b a n k n o te s? If so, why d o you
think th e y w e r e c h o s e n ?
• W hat illustrations are th e re on th e b a n k n o te s
in your country? Do you think th e y a re a g o o d
choice? Why / Why not?
• Do you know of any o th e r illustrations of different
foreign notes?

2 Work in groups. Imagine you are designing

new banknotes. For each of the categories
below, choose three illustrations. Explain
your choices.
• fam o u s p eo p le
• buildings
• cultural im ages

« •* * * * !ff j
VOCABULARY LISTENING
The e c o n o m y and quality of life 3 ■— Listen to Aidan and Laima talking about
1 Work in pairs. Check you understand the life in Freedonia. Laima is on holiday there and
situation in bold. Then think of one more Aidan works in a school. Find out:
consequence (good or bad) of each situation. 1 w h at th e quality of Aidan’s life in F reedonia is like.
1 Our currency is very strong, so it’s c h e a p for us to 2 how well th e e c o n o m y is doing.
travel abroad. 3 why he w ants to leave.
2 Our currency is really w ea k at th e m oment. It’s very
ex p e n siv e to import things from abroad.
4 ■ Listen again and choose the words
you hear.
3 A lot of p e o p le c a n ’t afford basic things b e c a u s e the
c o s t o f living is very high. 1 The e c o n o m y ’s doing quite badly at the / in this
moment.
4 Inflation is currently q uite low. Prices h a v e n ’t
c h a n g e d much since last year. 2 I’m actually going b ack to C a n a d a in / for a few
months.
5 T here’s a lot o f unem ploym ent. Around 25% of th e
working population d o n ’t hav e a job. 3 U nem ploym ent has g o n e up quite a lot over th e last
few m onths / rest o f the month.
6 U nem p loym en t h as fallen a lot over th e p ast year,
so m ore p e o p le h av e work. 4 I could g e t paid a lot m ore back hom e / in Canada.

7 The av erage salary is ab out $ 3 5 ,0 0 0 a year there, 5 Eating out is twice / half th e price in my country.
so I can earn m ore than here. 6 T hat’s true, but it u se d to b e c h e a p e r in / at th e past.

2 Work in groups. Discuss the questions. 7 Anyway, in / at th e end, I miss my family and friends.

a How do th e following things affect your quality of life? 8 I d o n ’t mind th e cold w e a th e r so much. You g e t use d
to it after a time / while.
• jo b security • cost of living
• time off • climate 5 Work in pairs. Discuss the questions.
• p a c e of life • transp ort • From w hat you heard, do you think Aidan is making
• crime • family th e right decision? Why? / Why not?
b Are th e re any other factors that you think are • Apart from family and friends, w hat would you miss if
important for a g o o d quality of life? you lived ab ro a d - or, if you are living ab ro a d at the
mom ent, w hat do you miss?
c Which things d o you think are m ost important? Why?

134
GRAMMAR DEVELOPING CONVERSATIONS

Time p h r a s e s and t e n s e Comparing prices

Some adverbs and time phrases are generally used with
particular tenses. For example, currently usually g o es
with a present tense, especially the present continuous,
w h ereas phrases starting with since more often go with the
present perfect.
Inflation is currently quite low. Prices haven’t changed
much since last year.
The econom y is currently doing quite well.
We often compare prices in different places and times:
Eating out is twice the price in my country.
Milk is much more expensive (now) than it used to be.
We often then give an example:
You can get a three-course meal for about $6 here. A meal
back home costs $20.
You can’t get a litre for less than a euro now. It used to be
only 70 cents.

208 and find a sentence using each of the time 9 Complete sentences 1-4 with a word from the
phrases 1-6. Which tense or structure (a-d) is box and a price. Then write a similar follow-up
used with each time phrase? sentence for 5-8.
1 in a few m onths
can laptop packet smartphone
2 at th e m om e n t kilo litre pair suit
3 over th e last few m onths
4 in a y e a r s ’ time 1 Clothes are much c h e a p e r th e re than e lsew h e re . A
d e s i g n e r __________only c o s t s ___________
5 in th e past
6 over th e last two y ea rs 2 T he crisps in h e r e are four tim es m ore ex pe n siv e
th a n th e y a re in th e sho ps. A __________h e re co sts
a th e p r e s e n t continuous
b th e p r e s e n t p erfect simple 3 Soft drinks th e re a re twice th e price th e y a re here.
c u s e d to You c a n ’t g e t a __________for less t h a n __________ .
d b e going to / will 4 C o m p u ters a re much c h e a p e r th a n th e y u se d to be.

& Complete the sentences with the correct form of

You can g e t a __________now f o r __________ .
5 Petrol is a lot c h e a p e r t h e r e __________
6 S h o e s are much m ore e x p e n siv e t h e r e __________
the verbs (present continuous, present perfect, 7 Electronic g o o d s are much c h e a p e r t h e r e __________
be going to or used to).
8 Rice is much m ore ex p e n siv e th an it u se d to be.
1 At th e m om ent, th e e c o n o m y __________quite well.
(do)
2 U n e m p l o y m e n t_________ over th e last few months.
10 Work in pairs. Take turns starting conversations
(fall) and responding using the ideas from Exercise 9.
3 T he co s t of living . . a lot in th e last five A: Clothes are much cheaper there than elsewhere.
years, (go up) B: I know. A designer suit only costs about 1,200.
4 Eating o u t ______ . a lot c h e a p e r w h e n I w a s a kid.
11 Work in groups. Tell each other about very
(be)
expensive / cheap places you know and give
5 T h e r e ______ an election in four m onths’ time, (be) examples. Are there any things that have risen or
6 The go v ern m e n t __________cu rre n tly __________ fallen in price over the last few years?
popularity, (lose)
According to th e governm ent, inflation . CONVERSATION PRACTICE
over th e next few months, (fall)
12 You are going to roleplay conversations about life
8 C rim e. . less of a problem w h e n I w as
younger, (be) in different countries.
Our c u rrency. . stronger at th e moment, (get) Student A: talk about the economy and quality of
10 W e. . m ore jo b security in th e past, (have) life in your own country.

8 Work in groups. Discuss which of the sentences Student B: read the role card in File 11 on page 190.
in Exercise 7 are true for your country. Explain Talk about the economy and quality of life in that
your ideas. country.
13 Now change roles.
Student A: read the role card in File 7 on page 189.
Student B: talk about your own country.
I* 29 To w atch th e video an d do th e activities, see the DVD-ROM.

Unit 15 Money 135

MY INHERITANCE
READING
1 Work in groups. You are going to read
about a wom an attending the reading
of her father’s will. A will is a legal
document that says what should happen
to a person’s possessions after they die.
Before you read, discuss these questions.
• Why d o you think it important to hav e a will?
• What a g e d o you think m ost p e o p le write
their will?
• What a r e th e m ost special or valuable things
you have? Would you leave th e m to an y o n e
in particular? Why? / Why not?
• Have you heard of any stories abo u t wills in
the news?

2 Read the story. Find out why the author

was surprised.
3 Work in pairs. Discuss the questions.
1 Find th e different sayings th e a u th o r’s
p are n ts had. W hat do you think th e y m eant?
2 B ased on w hat you read, w hat do you think
th e d a u g h te r s enjoyed w h en th e y w e re
growing up, an d w hat do you think they
com plained ab o u t? Why?
3 How do you think th e p are n ts b e c a m e rich?
4 Why d o you think th e y didn’t tell their
d au g h ters?
5 How do you think t h e d a u g h te r s felt a b o u t it
w h en th e y found out?

Dad used to find bits of wood and turn them into toy boats and

WILL POWER
N o n e of u s h a d a n y idea w h a t w a s going
to h a p p e n w h e n w e a rriv e d at th e la w y e r’s
office. Dad h a d died tw o m o n th s e a rlie r in
his b ed in th e s a m e tw o -b e d r o o m h o u s e
w h e r e w e 'd g ro w n up. A p art from th e h o u se ,
w e didn't e x p ec t Dad to leave an ything of
value. I m e a n , for y e a r s a fter m y m u m died,
h e 'd g o n e to a n e ig h b o u r's h o u s e to w atch
TV. I offered to buy h im a TV o nce, but he
ju s t said , ‘N ev er buy w h a t you can borrow !'
That w a s typical of him . I g u e s s h e liked his
n e ig h b o u r's c o m p a n y a s well.
My m um had never worked and Dad was an
insurance salesman. We assumed he wasn’t
successful because we were never bought
toys and we wore second-hand clothes. We
just thought he couldn’t afford these things.
dolls. Mum taught us to make and repair clothes, w hich we used
to do together at night. They had funny little sayings that they’d
repeat whenever we complained about things: ‘Money’s silver, b u t a
needle and thread is gold!’ ‘Early to bed, early to rise, makes a man
healthy, wealthy and wise’; ‘Never buy what you can borrow, never
throw away what you can repair.’ We used to laugh at them, and
sometimes invented our own silly sayings: ‘A fool spends what the
wise m an saves’; A glass of water is w orth all the tea in China.’ We
laughed, but having so little money was often annoying. I think we
were the only family in our school w ithout a TV; we never drank
soft drinks, and sharing a room with two big sisters for sixteen years
was difficult.
So we walked into the lawyer’s office and sat down. We were
serious, but not sad any more. Dad had had a good life. The lawyer
started reading; I was hardly paying attention, really, but then the
num bers seemed to continue w ithout end. W ait, I’m so rry ’ I said.
‘How m uch did you say he had?’ The lawyer smiled, ‘Yes, I imagine
it does need repeating. Two million, seven hundred and eighty-one
thousand, six hundred and fifty three pounds and eighteen pence.’
W e didn't k n o w w h a t to say! N ea rly th r e e million p o u n d s!
H ow ? W hy? W e h a d s o m a n y q u e s tio n s , s o m a n y feelin g s. ? 5

136
LISTENING
4 m i Check you understand these sentences.
Then listen to the rest of the story and decide if
the sentences are true (T) or false (F).
1 Her father had w on th e money.
2 He b o u g h t s h a re s in a c o m p an y that d oub le d in
value.
3 The d a u g h te r s didn’t receive all of th e money.
4 S h e ’s still angry a b o u t th e situation.
5 T he m one y will help other people.
6 S h e ’s planning to s p e n d th e m one y on a holiday.
5 Work in pairs. Discuss the questions.
• How would you feel if you w e r e in this situation?
• Do you a g r e e that th e p are n ts did a fantastic thing?
Would you d o it? Why? / Why not?
• What would you d o if you had a quarter of a million
p o u n d s now?
VOCABULARY Money verbs
6 Look at the story again and at the audio script
for Track 91 on page 208. Find as many words
as you can that are connected to money.
Compare your ideas with a partner.
7 Complete the conversations with the correct
form of the verbs in the box.
borrow earn invest owe win
buy give leave save worth
1 A: Sorry, can I _________ two euros? I d o n ’t have
en o u g h .
B: Of course. J u s t ta k e it. I __________you th r e e
eu ro s, anyway.
2 A: Why hav e you s to p p e d going out so much?
B: Well, I’m working m ore and I’m _________ for my
university fees.
3 A: Hey, I’v e _________ ten eu ro s on th e lottery!
B: Wow! Ten euros. W hat are you going to d o with
it? _________ it in sh a re s? Buy a boat?
A: T h e r e ’s no n e e d to b e sarcastic. I w as going to
_________ you a coffee actually, but m a y b e I
w o n ’t now.
4 A: Would you like t o _________ m on e y to a
children’s charity e a c h month?
B: I’m sorry. I c a n ’t afford to. I d o n ’t __________much
in my job.
A: It d o e s n ’t hav e to b e much. Every little helps.
B: I’m sorry. Not today. I’m in a hurry.
5 A: T h at’s a nice painting. It looks quite old. Is it
__________much?
B: I d o n ’t know. My g r a n d d a d _________ it to me
w h en he died. I d o n ’t know how valuable it is, but
I’d never sell it.
8 Work in pairs. Answer the questions about the
word pay.
1 W hat different w ays can you pay for som ething?
2 W hat kinds of bills d o p e o p le have to pay?
3 W hen do you hav e to pay a b ank / s o m e o n e back?
4 How and w h en do p e o p le g e t paid?
5 W hen do you have to pay interest?
6 Who do you pay to do som ething?
7 W h e re do p e o p le have to pay attention?
8 Say th r e e things you might offer to pay for.
PRONUNCIATION
9 Work in pairs. How do you say these numbers
from the story?
1 £ 2,000,000 5 £ 4 .12
2 781 ,000 6 2.7
3 653 7 1/ 4
4 1965
10 EZEI Listen and check your ideas.
11 D E 9 Listen and complete the sentences with the
numbers you hear.
1 The minimum w a g e at th at time w a s _________
an hour.
2 Inflation fell t o ______________ last month.
3 The g o v e rn m e n t is going to in v e s t __________
in schools.
4 __________of th e population own a car.
5 T he new factory will c r e a t e __________jobs.
6 T he h o u s e c o s t _______________________.
7 We b o r r o w e d ___________ from th e bank.
8 W e’ll finally pay back th e m o rtg a g e i n __________
SPEAKING
12 Work in groups. Discuss the questions.
• What d o you s p e n d m ost of your m one y on? Are you
any g o o d at saving money?
• W hat are g o o d things to invest m o ne y in? H ave you
e v e r invested in sh a re s? W ere th e y successful?
• In which jo b s do you think p e o p le earn to o much
m oney? In which jo b s d o th e y earn to o little? Why?
• Do you know a n y o n e w h o ’s w on any m o ney? How?
• H ave you ev e r lost m oney? How?
• Have you e v e r b e e n left anything (e.g. in a will)?
What?
• W hat charities h av e you given m o n e y to? W hat do
th e y do?
• D oes an y o n e o w e you anything (money / a meal /
a favour, etc.)? Why?
Unit 15 Money 137
MONEY. MONEY. MONEY!
LISTENING
1 Work in groups. Discuss what m oney problems
the people in these situations might have - and
the best way of dealing with each problem.
a a t e e n a g e r living at h o m e with parents
b cu s to m e rs in a restaurant
c young adults travelling ch eap ly round th e world
d a co uple with two small kids
e s o m e o n e sho pping in a se c o n d - h a n d / vintage store
f s o m e o n e unable to ta k e m o n e y out of their bank
ac c o u n t
2 C E O Listen to four conversations. Match each
one to a situation in Exercise 1. Then work in
pairs. Compare your ideas and discuss:
• w hat problem s w e r e m e ntioned in ea ch
conversation.
• how th e problem s w e r e d ealt with.
3 ■ Work in pairs. Complete the sentences
with one word in each space. Then listen again
and check.
C o n v e rs a tio n 1
1 I’ll g e t this. It’s m y _____________________ .
2 W hat’s _________ ?
3 I’ve just realised I _my wallet in my other
jacket.
C o n v e rs a tio n 2
4 It’s hard to find things like that in t h i s ___________ .
5 Look - t h e r e ’s a _________ here.
6 The b e s t price I c a n _________ is 150.
C o n v e rs a tio n 3
7 _________ have ju st g o n e up.
8 I h a v e n ’t _________ to sa v e much yet.
9 Maybe w e c a n _________ s o m e m oney from the bank.
C o n v e rs a tio n 4
10 Your card w a s cancelled b e c a u s e of s o m e _________
activity.
11 W e __________that your card w as copied som etim e
last month.
12 Everything is co v e re d by y o u r _________ .
4 Work in groups. Discuss the questions.
• Have you ever had any similar problem s to th e o n e s
you heard about? If yes, w hen? What h a p p e n e d ?
• Which problem do you think w as th e m ost serious?
• Who do you think should pay on dates: th e man, the
w o m an or both? Why?
• Do you like vintage clothes? Why? / Why not?
• Are you g o o d at negotiating g o o d prices in markets?
• How much m one y d o you think p are n ts should give
their children? Until w hat ag e ?
• H ave you hea rd any stories a b o u t credit ca rd s being
co pied - or ab o u t any similar crimes?
GRAMMAR
Time clauses
We start time clauses with words like when, as soon as,
before, after and until.
5 Look at these sentences from the listening. Then
work in pairs. Discuss the questions below.
a I’ll p a y you back as so o n as I g e t paid.
b You can p a y halfback w hen you have the money, OK?
c You’ll receive your n ew PIN num ber a fter you g e t
the card.
1 W hat’s th e w hole time clau se in e a c h s e n te n c e ?
2 Do th e time clau se s refer to th e past, th e p r e s e n t or
th e future?
3 In w hat t e n s e is th e verb in e a c h time clause?
4 W hat t e n s e s / structures are u s e d in th e main clau se
of e a c h s e n te n c e ?
6 Choose the correct option.
1 I’m going to try an d find a part-time jo b w h en I’m / I’ll
be at university.
2 W hat do you do / are you going to do after you
g r ad u a te?
3 Call m e as soon as you arrive / will arrive, OK?
4 I’m going to m ove / 1m ove back h o m e befo re the
rec essio n h ere g e ts w orse.
5 You’ll ju st have to sa v e until you h a v e /y o u ’ll have
e n o u g h money!
6 The software is really good. It’ll really s p e e d things
up, but it might ta k e s o m e time before you g e t / y o u ’ll
g e t u se d to using it.
7 I’ll p a y / 1p a y you back w h en I g e t paid, OK?
8 Can you two p le a s e finish arguing a b o u t th e bill after
I leave / I’ll leave?
9 W e’ll su p p o r t/W e support you until you g raduate.
After that, though, y o u ’ll hav e to start looking after
yourself!
10 I’m waiting for confirmation of th e d ates, but I call / I’ll
call you as soo n a s I h ea r anything.
7 Complete the sentences below using your own
ideas. Then work with a partner and compare
what you have written. Explain your ideas.
1 When I g e t ho m e today, I’m going to ...
2 As s o o n as I have e n o u g h money, I’m going to ...
3 After this c o u r se en d s, I’ll probably ...
4 Before I g e t too old, I’d really like to ...
5 I’m going to carry on studying English u n til...
VOCABULARY Dealing with banks
8 Complete each pair of collocations with one
verb from the box.
cancel charge open take out
change make pay transfer
1 ™a savings ac coun t / ~ a joint a c coun t with my partner
2 ™a m o rtg a g e / ™a loan
3 " a c o m p la in t/ " a p aym ent
4 ™s o m e m o n e y / " my PIN num be r
5 ~ £ 1 ,0 0 0 from my current a c c o u n t to my savings
a c c o u n t / ~ m o n e y to my son in Thailand
6 ™m o n e y into my ac c o u n t / " bills by direct debit
7 ™my credit card / ™a c h e q u e
8 ~ 5% interest / ™m e 3 0 eu ro s
9 Spend two minutes memorising the collocations
in Exercise 8 . Then work in pairs and take turns
to test each other.
Student A: read out each verb in the box.
Student B: close your book. Try to say the pair of
collocations for each verb.
Then change roles.
10 Work in pairs. Discuss the questions.
1 W hen might you w ant to o p e n a joint account?
2 Can you think of th r e e re a s o n s why p e o p le might
ta k e out a loan?
3 Can you think of th r e e re a s o n s why p e o p le might
m a k e a complaint to a b ank m a n a g e r?
4 Why might s o m e o n e d e c id e to c h a n g e their
PIN num ber?
5 Why might s o m e o n e n e e d to cancel their credit card?
6 Why might s o m e o n e n e e d to can cel a c h e q u e ?
SPEAKING
11 Work in pairs. Choose two of the following
situations to roleplay. Decide which roles you
are going to play. Spend a few minutes planning
what to say. Use the audio script on page 208 to
help you. Then roleplay the conversations.
1 Two friends are having lunch in a cafe. They try
to d e c id e how th e y ar e going to pay. O n e p erson
realises h e d o e s n ’t hav e any money. T hey work out
w hat to d o a b o u t it.
2 O n e p erso n w ants to buy a s e c o n d - h a n d car. The
seller ask s a very high price. T he buyer tries to
n eg o tia te a b etter price. T he buyer points out
problem s with th e car. They try to reach a deal.
3 A te e n a g e r w an ts her d ad to buy her a n e w laptop.
T he father is worried a b o u t how much it will co s t and
how he will pay for it. He s u g g e s ts alternative ideas.
T hey try to reach a deal.
4 A cu s to m e r is phoning a b ank to find out why
their credit card w a s rejected in a shop. The bank
e m p lo y e e explains th e situation an d tells the
cu s to m e r w h at will h a p p e n next.
SO UN DS AND VOCABULARY REVIEW
12 DEHl Listen and repeat the sounds with hi, /oil, h i
and h u /. Are any of them difficult to hear or say?
13 I9E!1 Work in groups. Listen to eight sentences
using the words below. Together, try to write
them down. Then listen again and check.
average currency joint owe
borrow election mortgage unemployment
14 Work in teams. You have three minutes to
write collocations / phrases for the words in
Exercise 13.
the average salary, the average age, increase the
average
Unit 15 M oney 139
IN THIS UNIT YOU LEARN HOW TO:
• d e s c rib e different kinds of parties an d ev e n ts
• as k and a n s w e r linked q uestions
• explain major historical e v e n ts in a country’s history
• sa y different d a t e s
• talk a b o u t special d ay s in your life

SPEAKING
1 Work in pairs. Look at the photo and discuss
the questions.
• W here d o you think it is?
• Who d o you think th e p e o p le are? W hat are th e y
doing? Why do you think th e y a re d r e s s e d up like
this?
• Do you think it’s a fun or a serious e v e n t? Why?
• Would you either ta k e part in or w atch an ev e n t
like this? Why? / Why not?

2 Work in groups. Discuss the questions.

• W hat e v e n ts in your country mark som ething from
history? Do you know anything a b o u t th a t history?
• Which of th e following do th e e v e n ts in your
country involve?

music and dancing private parties

a religious ceremony a parade
a public holiday wearing old-style clothes
VOCABULARY a Everyone w a s g rea t - really warm and friendly,
b It w a s nice - not too loud. J u s t g o o d background
Describing parties and ev e n ts m usic.
1 Complete the sentences about different kinds of c It w as fantastic. It’s an am azing v en u e for a party.
parties with these words. d A bit cold and distant, to b e honest. N o-one w as
really mixing.
friends round launch surprise
e It w as nice. They had a buffet and ev e ry o n e help ed
housewarming leaving party wedding reception
th em selv es.
1 W e’v e ju st m oved to a n e w flat and w e ’re having a f Well, th e first DJ w as great, but th e s e c o n d guy
next w eek. com pletely cleared th e d a n ce floor.

2 It’s my last day in th e office tom orrow and my
c o lle a g u e s have org an ise d a _________ after work.
3 My b ro th er’s getting married in th e su m m e r and
th e y ’v e d e c id e d to have t h e __ on a boat.
4 W e’ve s e t up a new w eb site an d w e ’ve o rg an ise d a
big party t o __________it.
5 It w a s my birthday an d I had a f e w _________ for
dinner.
6 W e’re having a party for Keira on Friday, but d o n ’t tell
her. It’s s u p p o s e d to b e a __________.
2 Work in pairs. Tell each other as much as you
can about the different kinds of parties:
• you hav e held.
• you hav e b e e n invited to.
3 Match each question (1-5) to two answers (a-j).
Check you understand the words in bold.
1 What w as th e party like?
2 W hat w as th e place like?
3 What w as th e food like?
4 What w as th e music like?
5 What w e r e th e p e o p le like?
g It w as great. I th o u g h t th e organisation of th e w hole
ev e n t w as very im pressive. They did a brilliant job.
h It w as g re a t to begin with, but th e n th e re w a s a big
arg u m e n t and that ruined th e rest of th e evening,
i Oh, it w as OK. They just put a few bow ls o f oliv es
and crisps an d things on th e ta b les for p e o p le to
pick at.
j It u se d to b e a factory, but they con verted it into an
e v e n ts v e n u e a few y ea rs ago.
4 Work in pairs. Think of one more way of
answering each of the questions in Exercise 3.
LISTENING
5 D E 3 Listen to three conversations about
parties. Answer the questions for each
conversation.
1 What kind of party w as it?
2 W h o s e party w as it?
3 W here w as it?
4 What w as it like?

142

In which conversations did you hear each
of the adjectives below? Can you remember
what each adjective described? Work in pairs
and compare your ideas. Then listen again and
check your answers.
easy to talk to grilled modern
full impressive spicy
gorgeous lovely typical
7 Work in pairs. Discuss the questions.
• W hat’s th e b e s t kind of w eddin g reception to have?
Why? How much do you think it’s right to s p e n d ?
• Are th e re a re any con v e rted buildings in your
a re a / town? Would th e y b e g o o d pla ce s to live /
have a party?
• W hat different things might ruin a party?
• Do you prefer having friends round for dinner or
eating out? Why?
DEVELOPING CONVERSATIONS
Linked questions
People often ask two questions together. A general Wh-
question followed by a more specific yes / no question.
A: So w hat did you do last night? Anything interesting?
B: Yeah, I had a little dinner party at my place.
A: So how did it go? Was it good?
B: Yeah, it was lovely. It was really nice to see everyone.
8 Match the general questions (1-8) with the
connected questions (a-h).
1 How w a s Michelle?
2 W hat w as th e w e a th e r like?
3 What time did th e party g o on till?
4 How did you feel w h en you found out?
5 W here did you have th e party?
6 Who w as there?
7 W hat’s their n ew h o u s e like?
8 How w a s th e launch party?
a Was it a bit of a shock?
b A nyw here nice?
c Was it late?
d Did everything go according to plan?
e Was s h e OK?
f Was it nice an d hot?
g Is it big?
h A nyone I know?
9 Work in pairs. Take turns asking the questions in
Exercise 8 .
Student A: give positive answers.
Student B: give negative answers.
Continue each dialogue for one or two lines.
A: How was Michelle? Was sh e OK?
B: Yeah, sh e was great. It was really g o o d to s e e her
again.
A: W hat’s sh e doing at the m om ent?
B: What was the w eather like? Was it nice and hot?
A: No, unfortunately. It was quite cold.
B: Oh dear. What a sham e.
CONVERSATION PRACTICE
10 You are going to have conversations about
parties you have been to. First, think of three
parties or celebrations you have been to in the
last five years - or invent three. Think about the
following questions:
• W hat kind of parties w e re they?
• W hat w as th e o ccasion for ea c h ?
• W he re w e r e they?
• What w a s th e place like?
• Was th e re any food / music? If yes, w h at w as it like?
• W hat w e r e th e other g u e s ts like?
• What tim e did th e party go on till?
11 Imagine the parties / celebrations happened last
night. Have conversations with other students.
Start like this:
A: So what did you do last night? Anything interesting?
B: Yeah, I did, actually. I w ent t o ...
I* 30 To w a tch the video a n d do th e activities, see th e DVD-ROM.
Unit 16 Events 143
A BRIEF HISTORY
VOCABULARY Historical ev e n ts
1 Complete the fact file about Britain with the
words in the box.
becam e join ruled was killed
invaded lasted was established won
FACT FILE: BRITAIN
London 1_________ by the Romans around 2,000 years
ago when they occupied Britain.
The Viking people from northern Europe first2_________
Britain in 786. They eventually occupied half the country.
There was a civil war from 1642 to 1648 between
Royalists (who supported the king, Charles I) and
Parliament. Supporters of Parliament3_________ the war,
so in January 1649 the king 4____________ and England
became a republic. The republic 5__________ for eleven
years, until Charles II was made king.
Between the 16th and 20th centuries, Britain established
a huge empire and at one stage i t 6____________in over
a hundred countries, covering a quarter of the world.
The United States was once ruled by Britain, but it
7_________ independent in 1776.
Britain was one of the countries that established the United
Nations in 1945, but it didn’t 8__________ the European
Union (or EEC as it was then called) until 1973.
2 Work in pairs. How many of the words and
phrases in bold in the fact file can you use to talk
about cities and countries you know?
READING
3 You are going to read an article from a series
called Around the world in 300 words. Read the
introduction and discuss the questions in pairs.
1 Do you know anything a b o u t th e country? What?
2 Why d o you think p e o p le in th e UK d o n ’t know much
a b o u t it?
4 Read the rest of the article and answer the
questions.
1 How long hav e p e o p le lived in Kazakhstan?
2 How has th e Kazakh lifestyle c h a n g e d ?
3 W hen did th e country finally b e c o m e in d e p e n d e n t?
4 W hat’s th e main industry?
5 W hat’s th e m ost interesting information for you?
6 If you know a b o u t th e country, is th e re anything
im portant that isn’t m en tio n e d ? Would you c h a n g e
anything in th e text?
144
5 Work in pairs. Look at the prepositions in bold in
the article. Underline the words that go with the
prepositions. Then change the words before or
after the preposition and write a new sentence.
P eop le have lived in th e region sin c e th e S tone Age.
Inequality has existed since the Stone Age. /P e o p le
have lived in the region since the 5th Century.
GRAMMAR
Articles
There is no single clear rule for using articles (a /a n and
the). As a guide, we use the to show we think it’s obvious
which thing(s) we mean - there’s nothing else it / they can
be. We use a /a n to show a thing could be one of several
examples, and it’s not important at this stage exactly which
it is.
6 Work in pairs. Look at the sentences from the
article. Explain why each article in bold is used.
1 It’s the ninth largest country in the world.
2 It's an exporter o f m any other natural resources.
3 They share a border.
4 Islam was introduced b y the Arabs in the eighth
century.
5 K azakhstan b eca m e part o f the Soviet Union.
6 The only thing they can sa y is w e pla yed them at
football.
7 Choose the correct option.
1 Th e/A b est day o f my life w as the / a day I got
married.
2 The / A day I will never forget is when I met President
Putin.
3 I’v e never se e n a /th e whale in the wild, but I’d love to.
4 I’d love to g o to a / t h e United S ates and s e e a / t h e
Grand Canyon on e day.
5 I’m glad to say, I’v e never broken a / the bone.
6 The / A left-wing party w on th e /a last election here.
T h e /A party’s leader is quite young.
8 Work in pairs. Take turns to say true sentences
using the chunks in bold in Exercise 7.
SPEAKING
9 Work in groups. Discuss what should go in
Around the world in 300 words for your country.
Think about the following.
• W hat are th e m ost important events?
• What places would you mention? Why?
• What would go u n d er th e h ea d in g s Place to visit,
Big building, Special day and Firsts?
 AROUND THE WORLD IN 300 WORDS ...

KAZAKHSTAN
Ask m ost people on the streets of the UK what they know about Kazakhstan and the only thing they can
say is ‘We played them at football.’ Ask where it is, and they may mention it’s near Russia, but that’s all. Yet
Kazakhstan is huge - the ninth largest country in the world and the size of Western Europe. We think it’s time
people got to know it better. Oh, and yes, it is near Russia - they share a border and it’s 6,846 kilometres long!

P eop le have lived in the region s i n c e the

S to n e Age. The society w a s nom adic -
different g ro u p s m oved a c r o s s the land to
find g r a s s an d w ate r for their animals, and
p la c e s to grow food for th e se a so n . The
n a m e of Kazakhstan c o m e s fro m a word
m eaning ‘free spirit’.
However, s o m e cities s u c h a s Talaz w ere
e s ta b lis h e d 2,00 0 y e a rs a g o a s part of th e
Silk R oad t r a d e route th a t w ent through
th e region.
Two key e v e n ts had an im portant influence
on th e region: Islam w a s introduced by the
A rabs in th e eighth century, an d Genghis
K han’s Mongol army invaded in 1219. O ver
th e next 200 years, th e unique Kazakh
la nguage, culture and e c o n o m y developed,
b a s e d on nom adic life.
However, this traditional lifestyle c h a n g e d
d u rin g th e 1800s, w hen the country
w a s o cc u p ie d by Russia. The population
grew rapidly an d there w ere political and
ec o n o m ic problem s. This resulted in food
s h o r ta g e s and eventually led t o fighting and
a civil war in 1916.
In 1920, K az ak h stan b e c a m e part of th e
Soviet Union. Over th e following d e c a d e ,
th e last Kazakh n o m a d s w ere forced to
live on fa rm s or work in industry. O ther
p e o p le within th e S oviet Union, including
G e rm a n s, Ukrainians a n d K oreans, w ere
s e n t to work there.
After K azakhstan b e c a m e in dependen t
on 16 D ec em b e r 1991, its e c o n o m y grew
rapidly. It’s now th e 11th largest producer
of oil an d g a s in th e world, a s well a s an
exporter of m any other natural resources.

POPULATION: 16.4 million
CAPITAL A stana (changed from Almaty in 1997)
PLACE TO VISIT: The Charyn Canyon
BIG BUILDING ; The Pyramid of Peace, Astana. The cultural
centre aim s to bring together all the great religions.
SPECIAL DAY: 22nd March. Nauriz celebrates Spring,
friendship and unity. It w as banned when the Soviets ruled.
FIRSTS Hum ans here were the first to ride and use horses.
The oldest rocket launch site in the world is Baikonur
C osm odrom e. R ussia rents the site for its
sp a c e programme.
■Ml m

Unit 16 Events 145

 A DAY I’LL NEVER FORGET
SPEAKING • Do you know w h e r e your m o th e r’s an d fath e r’s sid e s
of th e family c o m e from originally?
1 Work in groups. Discuss the questions. • Can you r e m e m b e r w h e r e you w e r e w h en you hea rd
1 When is your birthday? How do you usually celebrate? a b o u t th e d e a th of s o m e o n e famous?
2 W hen is th e last d ay of te rm / of your English course ?
3 W hen is th e next public holiday? Do you have any GRAMMAR
plans for it?
4 Can you think of a d a t e you always r e m e m b e r for
person al rea so n s? Verb patterns (-ing or infinitive with to)
5 Can you think of a d a t e with national or global When two verbs are used together, the second verb often
significance? takes the -ing form or the infinitive with to. The choice of
form d e p e n d s on the first verb. There are no rules for this.
You just have to learn the patterns.
LISTENING
2 I Z 3 Listen and take notes on what day each 5 Work in pairs. Look at these verbs from this
person m entions - and why each day is special. book. Which can be followed by the -ing form?
Which can be followed by the infinitive with to?
3 u n Work in pairs. There are three words
missing in each sentence. Can you remember agree consider finish offer promise
what they are? Listen again and check your ideas. arrange decide hope plan recommend
1 a S h e fought for w o m e n ’s rights a n d __________ avoid enjoy mind practise refuse
can’t stand fail miss
b T h e r e ’s still s o m e __________, sure, but it’s
im portant to r e m e m b e r her life.
2 a My great-grandm other o n _________ w as Ukrainian.
b I f e l t _________ with th e place. 6 Complete these sentences with the correct form
3 a It’s __________th e day Michael J a c k s o n died.
of the verbs from the box. Then look at the
audio script for Track 98 on page 210 to check
b His d e a th in 2 0 0 9 w a s __________ your answers.
4 a I climbed Mount Kinabalu in Malaysia, o n e of th e
hig hest m o u n ta in s __________. be buy change go have travel
b W e _________ ju st a s th e sun w a s com ing up.
1 S he s e t up t h e country’s first all-girls school and
5 a It’s th e anniversary of th e d ay that m y __________ really h e l p e d _________ th e country for th e better.
b Amazingly, it w orked, a n d _________ su rg e o n , I can 2 My mum an d I d e c i d e d _________ on a trip to th e
now s e e my tw o kids. village that s h e c a m e from.
4 Work in pairs. Discuss the questions. 3 I really w a n t e d _________ there, but I just co u ld n ’t
a ff o rd _________ a ticket.
• Which of th e five days m e n tioned d o you think is th e
m ost / least special? Why? 4 W hen I w a s 2 3 or 2 4 , 1 s p e n t six m o n t h s _________
round South East Asia.
• Who do you think are th e m ost im portant w o m en
from your country? Why? 5 I a g r e e d _________ this special n e w operation.

146
 • som ething you really enjoy doing
Some verbs can be followed by either the -ing form or • som ething im portant that you failed to do
the infinitive (with to) without any real change in meaning. • som ething you usually avoid doing if you can.
There is also a small number of verbs that can be followed
by both forms, but with th e se verbs there is a change in
meaning when the -ing form or the infinitive (with to) is
used after them.
SPEAKING
7 For each pair of sentences, decide if the 9 Think of a special day that you have good
meaning of the words in italics is basically the m em ories of. Think about these questions.
same or different. If it’s different, say why.
• W here w e r e you?
1 a I love going for long walks in th e countryside. I
find it really relaxing. • Who w e r e you with?

b I love to go for long walks in th e countryside. It • W hat h a p p e n e d ?

helps m e deal with stress. • How did you feel?
2 a I still rem em ber phoning my d ad and telling him I • Why w a s th e day so special?
d id n ’t w ant to g o to university.
10 Work in groups. Tell each other about your
b It’s her birthday today. I must rem em ber to phone
special day. Who do you think had the most
her later.
special experience? Why?
3 a It started raining about halfway through the match.
b As w e drove south along th e motorway, it started
to rain more.
SOUNDS AND VOCABULARY REVIEW
4 a I sto p p e d buying their pro ducts w h en I found out 11 DE£1 Lots of words contain consonant clusters
how th e y ’re m ade. (two or three consonants with no vowel sound
between them). Listen and repeat the sounds you
b Sorry I’m late. I sto p p e d to buy s o m e food on th e
way.
hear. Are any of them difficult to hear or say?
5 a I hate exercising, but I really n e e d to lose s o m e 12 E1KES1 Work in groups. Listen to eight sentences
w eight an d g e t fit again! using the words below. Together, try to write
b I really hate to exercise, but I love how it m ak es them down. Then listen again and check.
m e feel afterwards.
background discrimination friend spicy
8 Choose one of the following to talk about. Spend clear establish impressive traditional
a few minutes preparing what you want to say.
Then share your thoughts and feelings in groups. 13 Work in teams. You have three minutes to
• som ething y o u ’ll always r e m e m b e r se e in g or doing write collocations / phrases for the words in
• som ething important you d e c id e d to do
Exercise 12.
• som ething y o u ’re hoping to d o in th e future
background music, from a poor background, from a
rich background

Unit 16 Events 147

1 Work in groups. Look at the monuments to 4 Choose the correct options to complete the
Christopher Columbus. Discuss these questions. sentences from the video.
• Which of th e m o n u m e n ts do you like b e s t / least? 1 W hen he w a s a youn g man, he d e c id e d studying / to
Why? stu d y geography.
• Why d o you think th e re a re so many m o n u m e n ts 2 Colum bus w a n te d finding / to find a s e a route from
round th e world to Columbus? E urope to Asia.
• Do you know any oth e r p la ce s that have a Columbus 3 He now knew that the / an earth w a s round.
m on u m e n t? Which p e o p le are th e re lots of 4 Colum bus p e r s u a d e d King Ferdinand an d Q u e e n
m o n u m e n ts to in your country? Why? Isabella of Spain giving / to give him money.
• How much d o you know a b o u t th e life of C hristopher 5 After the / a month at se a, th e sailors w e r e very tired.
Columbus?
6 It w as t h e / a small island in t h e / a Bahamas, probably
• How do you think e a c h of th e w ords below might b e a n /th e island known toda y as San Salvador.
c o n n e c t e d to his life?
7 P eo p le believed Colum bus w as t h e / a first E uropean
spices a new continent parrots to reach America.
a new route Indians the high point 8 Colum bus m a d e 1 4 9 2 o n e of t h e / a m ost important
three ships Native Americans disappointed y e a rs in world history.
a month gold the Vikings
5 Choose one of the following topics to talk about.
2 » Watch the video. Find out how the Spend a few minutes preparing what you want to
words in the box in Exercise 1 are connected to say Then work in groups and share your ideas.
Columbus. Then work in pairs. Compare what • a n o th e r fam o us jo u rn e y - or f am ous explorer
you understood. • a historical figure w ho divides public opinion
3 i Watch the video again. Decide if the • g o o d an d bad re a s o n s why 1 4 9 2 is so important
sentences are true (T) or false (F). • a foreigner w h o ’s had a big impact on your country
1 By th e 14 0 0 s , e v e r y o n e had realised th e world • th e a d v a n ta g e s of studying g e o g r a p h y or history
w a s n ’t flat - it w a s round.
2 Colum bus w a s n ’t able to fund his v o y a g e himself.
UNDERSTANDING FAST SPEECH
3 C olum bus an d his sailors almost g a v e up h o p e of
finding land. 6 i Read and listen to this extract from the
4 Colum bus first la nded in th e country that is now
video said at natural pace and then slowed
known as El Salvador. down. To help you, groups of words are marked
with / and pauses are marked / / . Stressed
5 Colum bus w a s c o n fu se d a b o u t w h e r e exactly he
sounds are in CAPITALS.
was.
6 He n eve r return ed to th e Americas. HOWever / ONE THING is CERtain // on ocTOber
7 Colum bus d idn’t feel th a t his v o y a g e had b e e n a TWELFTH / FOURteen NINEty-TWO / th e NEW WORLD /
su c c e ss. AND th e OLD / CHANged for ALL TIME
8 Colum bus died less than a d e c a d e after he s e t foot
Now you have a go! Practise saying the extract
in th e Americas.
at natural pace.

148
REVIEW 8 4

5
hear.
Listen and write the six sentences you

Write a sentence before and after the sentences

from Exercise 4 to create short dialogues.
GRAMMAR
1 Complete the text with one word in each space. VOCABULARY
1 1_________ to really enjoy playing co m p u te r g a m e s 6 Match the verbs (1-8) with the nouns they
2_______ I w as younger. Obviously, g a m e s 3__________ collocate with (a-h).
th e p as t w e r e quite basic c o m p a re d to w h a t’s available 1 open a th e E uropean Union
now. I m ean, I r e m e m b e r 4_________ excited by o n e
2 occupy b th e d a n c e floor
o f 5_________ early online multi-player ga m e s. It w as
3 borrow c th e minimum w a g e
6 war g a m e - you had to kill your e n e m ie s -
but it w as really simple! O n e year, 17_________ it 4 join d a leaving party
alm ost every d ay - hour after hour! It’s s tra n g e to 5 earn e a war
think about, b e c a u s e t h e s e day s I c a n ’t 8__________ 6 win f an ac co u n t
playing co m p u te r g a m e s - probably b e c a u s e I have
to u s e c o m p u ters so much at work. W hen 19__________
7 o rganise g a country
hom e, I d o n ’t usually w ant to d o much: have a bath, 8 clear h m oney
maybe; read 10_________ boo k - just nothing involving Decide if the language in the box is connected to
technology! banks, historical events or parties.
2 Complete the second sentence so that it has a
an amazing venue cold and distant
similar meaning to the first sentence, using the becom e independent an empire
word given. Do not change the word given. You a buffet establish a city
must use between two and four words including cancel my card a housewarming
the word given. charge interest a mortgage
a civil war a republic
1 I w e n t swimming every day after school w h e n I w as
a kid.
8 Complete the sentences with the best
I __________every day after school w h en I w as
a kid. GO
prepositions.
1 It u se d to b e a church, but it w a s converted
2 I d o n ’t w ant to say anything y et b e c a u s e I w ant to
flats a few y ea rs ago.
discuss things with my partner.
2 He m a d e a lot of m o n e y by in v e s tin g __________
I d o n ’t w ant to sa y a n y t h in g __________things with my
partner. UNTIL property.
3 It w a s lovely. They had th e w ed d in g reception
3 Remind m e to call my d a u g h te r later.
a boat.
I __________my d au g h te r later. REMEMBER
4 I pay all my monthly bills__________direct debit.
4 The co s t of living is lower than it w as last year.
5 S h e ’s really p le a s e d b e c a u s e s h e w on 1 00 eu ro s
The cost of living_________ last year. HAS th e lottery.
5 U nem ploym ent is higher than it w as a co up le of 6 I had a few f r i e n d s __________for dinner on Friday,
m on ths a g o - and it’s going to g e t worse. which w a s nice.
U n em plo ym en t i s _________ . MOMENT 7 Hi there. I’d like to pay this c h e q u e _________ my
account, p lease.
3 Choose the correct option.
8 I n e e d to transfer £ 5 0 0 __________my current
1 I c o n s id e re d take / to take / taking th e job, but in th e
a c c o u n t _________ my son in Peru.
end, I d e c id e d w a it/to w a it/ waiting.
2 Inflation fa lls /is falling/ has fallen quite a lot over 9 Complete the text with one word in each space.
th e last few months. The first letters are given.
3 I g o / h a v e b e e n / ’m going to Morocco in two w e e k s ’ Along with two of my friends, I’ve recently 1s__________
time. up a c o m p an y and w e ’re thinking of organising a big
4 My d a u g h te r really w ants to g e t / getting / g e t a pet. party to 2la__________it. T he problem is, though, th e
S h e loves a cat / cats / the cats. 3e c __________isn’t doing very well at th e m o m e n t and
5 I’ll p h o n e / 1p h o n e you a s so o n as I will have / have th e r e ’s a lot of 4un__________, so lots of p e o p le c a n ’t
m ore information. 5a__________ev e n basic things like food an d rent. Even
6 Can you two p le a s e ju st s to p talking / talk / to talk if p e o p le a r e working, t h e r e ’s less jo b 6s e __________
an d pay attention / an attention ! than th e re u s e d to b e - an d 7av_________ salaries are
lower too. B e c a u s e of all that, w e d o n ’t w ant to s p e n d
7 I u s e d to g o th e re all th e tim e when I w as a k id / the
other w e e k / at the moment. to o much on a party. It would b e wrong! Instead, w e ’ll
hav e som e thin g small an d friendly: nice 8ba__________
8 I d o n ’t have much money. I’m a stu d en t / student. It’s
music, m a y b e a buffet, you know.
hard to pay bills / the bills'.

R e v iew 8 U9
 1 WRITING O rganising id eas
SPEAKING WRITING
1 Think of the two best jobs you could have 4 You are going to read a text by Marta, describing
and the two worst jobs. Then work in groups. how she feels about her job. First, work in pairs.
Compare your choices and explain your ideas. Look at the photo of Marta and discuss how you
Try to agree on the two best and two worst jobs. think she might feel about her job, and why.
5 Check that you understand the five words in bold
VOCABULARY Talking a b o u t jo b s in Marta’s text below. Then read the whole text
2 Complete the sentences with the words in the box. and answer the questions.
• Did s h e mention any of th e problem s you thoug ht of?
brilliant lonely satisfying tiring • What other pro blem s d o e s s h e mention? What
boring part-time technical well-paid re a s o n s d o e s s h e give for her feelings?

1 My j o b ’s v e ry . .. I work very long hours and

I work shifts, too.
2 My j o b ’s v e r y . .. T he m o n e y ’s good. M y jo b
3 My j o b ’s _____ .! I m e e t lots of people, th e hours
Most people think my jo b ’s very interesting, but I
a re g o o d and I m a k e very g o o d m one y too.
don’t really like it very much. Why? 1_________
4 M y jo b ’s a b i t . ______ I only m a k e appoin tm e n ts
- an d coffee! work on my own most of the time. It’s a lonely job,
because I don’t have much contact with other people.
5 My j o b ’s v e r y . . I sort out problem s and
help a lot of people. 2_________ so m uch pressure in my job that I can
never relax and 3_________ , because I often have to
My j o b ’s q u i t e ______ _ . I install co m p u te r system s.
work very long hours to finish an experiment.
______ som etim es. I d o n ’t
My jo b can b e q u i t e _____
mind th e travelling, but I d o n ’t s e e my family very 4_________ always get impatient if experiments
often. take too long, so it’s very stressful, and 5_________ ,
8 I’m studying Design at college, so I can only do a I really hate sitting in one place all day long. I’d really
job. like a job where I could move about more and get a
Work in pairs and compare your answers. Do bit of exercise and a job that’s a bit easier.
you know anyone with jobs like those described?
6 Complete the text with these expressions.
Thirdly, my b osses what’s more, it’s tiring
finally, Secondly, th e re’s
Firstly, I have to
KEY WORDS FOR WRITING
Sequencers
To add ideas when you write an essay, use th e se
se quen c ers (adverbs of sequence): firstly (for the first
idea), secondly (for the second idea), thirdly (for the third
idea), etc., and finally for the last idea.
You can also use what's more and in addition to add ideas.
Sequencers are followed by a comma and then a clause.
Firstly, I have to work on m y own m ost o f the time.
7 Look at the photo of Luc. Work in pairs. Discuss
how he feels about his job - and think of four
reasons why he might feel like this.
8 Now complete Luc’s text with your ideas.
I love my job! Why? Well, firstly, I like
1 12
Secondly, I enjoy 2_________________________________
Thirdly, I really love 3_______________________________ .
What’s more 4_____________________________________ .
And finally,5_______________________________________ .
PRACTICE
9 You are going to write about your work or
studies. You can write about what you actually
do or you can invent details. First, think about
how you feel about what you do. Think of as
many reasons as possible for your feelings.
10 Work with a new partner. Tell each other about
what you do. Your partner should ask you
questions. This will give you more ideas for
your text.
11 Write a plan for your text using these notes as
a guide.
I’m a / 1s tu d y ______________________________________
I ____________________________ my job / studies. Why?
Firstly,____________________________________________
Secondly,_________________________________________
What’s more / In addition,
Finally,
Now write your text. Use about 100-150 words.
Writing Ail
ing A
Bp
 2 WRITING A n e c d o te s
SPEAKING
1 Work in groups. Discuss the following.
• W hat is your favourite restaurant? Why?
• D escribe th e b e s t restaurant y o u ’ve ev e r b e e n to.
• D escribe th e w orst resta u ran t y o u ’ve ev e r b e e n to.
WRITING
2 Read this email about a visit to a restaurant and
find out:
• w hat g o o d things h a p p e n e d .
• w hat b ad things h a p p e n e d .
To stevieg@shotmail.com
From kaori22@talk.com
Subject A disastrous dinner!
Hi Stevie!
H ow a r e y o u ? I h o p e y o u ’re well a n d th a t
e v e r y th in g is OK with y o u a n d Dan.
A nyway, I j u s t t h o u g h t I’d w rite to let y o u k n o w
h o w my first f e w d a y s a t university a r e g o ing.
I h a v e n ’t d o n e m u c h w o rk yet, b u t I h a v e m e t
s o m e v e r y n ic e p e o p l e . O n e guy, S cott, invited
m e o u t for d in n e r last night. 1Jt w a s s o funny!
2H e t o o k m e to a v e ry s p e c ia l fish r e s ta u r a n t,
b u t u n fo rtuna te ly , w h e n w e g o t th e r e , 3|t w a s
v e r y c r o w d e d . I sa id I d i d n ’t mind w aiting,
s o w e s a t in t h e bar. While w e w e r e w aiting
for a ta b le , w e h a d a g r e a t chat. S c o t t ’s from
California a n d h e told m e a lot a b o u t his life
t h e r e . In fact, d u rin g t h e tw o - h o u r wait, h e told
m e ALL a b o u t 4it!
W e finally g o t a ta b le , a n d o r d e r e d o u r fo o d .
W h e n it c a m e , S c o t t ’s d ish w a s OK, b u t 5m ine
w a s awful. I c o m p la i n e d , a n d , luckily, t h e y
c h a n g e d it really quickly. T h e n e w 6o n e w a s
really nice. U nfortunately, d u rin g t h e r e s t o f t h e
m e al, t h e m usical ‘e n t e r t a i n m e n t ’ w a s playing
right n e x t to us, s o w e c o u l d n ’t really c o n t in u e
o u r c o n v e r s a ti o n w ith o u t sh o u tin g . W e d e c i d e d
n o t to h a v e a d e s s e r t a n d left.
W h e n 7t h e v b r o u g h t t h e bill, th o u g h , w e
n o tic e d t h e y ’d c h a r g e d u s for all t h e d i s h e s
- including t h e 8o n e I’d s e n t back! Obviously,
a fte r t h a t kind o f s e rv ic e , w e d i d n ’t le a v e a tip!
A nyway, I’ll let y o u k n o w h o w it g o e s with
Scott!
T ake care!
Kaori
152
KEYWORDS FOR WRITING
While, during and when
While, during and when show how two or more actions
relate to each other in time.
While and during introduce a continuing action or a period
of time in which another action happens.
While we were waiting for a table, we had a great chat.
... during the two-hour wait, he told m e ALL about it!
When introduces a finished action.
When we g o t there, it was very crowded
When they brought the bill, we noticed they’d charged us
for all the dishes.
You can use when instead of while for continuous actions,
but while is more common.
3 Look at the examples in the box and in the
email and complete the rules with while, during
and when.
1 __________is followed by a noun.
2 __________is followed by a clau se with past
continuous.
3 __________is followed by a clau se with p ast simple.
4 Choose the correct option.
1 I fell in love with Bob during / while our last y e a r at
high school.
2 While / When I felt to o tired to continue, I s to p p e d
studying and w e n t to bed.
3 During / When th e lunch break, I suddenly
r e m e m b e r e d that I h a d n ’t called my mum.
4 During / While I w as waiting to s e e th e doctor, I read
a magazine.
5 It started to rain when / during I w as cycling to
school.
6 T here w e re no s e a ts left when / while w e arrived.
GRAMMAR
P ronouns
Pronouns are words that are used to avoid repeating
nouns or noun phrases. A pronoun can be the subject of
a se ntence (I, she, it, etc.) or the object of a se nten c e (me,
her, it, us, them, etc.).
Possessive pronouns (mine, yours, etc.) can replace my,
your, etc. + noun.
Scott’s dish was OK, but mine was awful, (mine = my dish)
To talk about two different things w e can use one /o n e s to
avoid repeating a noun. You can also use an adjective with
one /o n es.
This bag was a bit small, but I didn’t have a bigger one.
We often use they to refer to groups or organisations
when we do n ’t know exactly who the subject is, or if it’s
very obvious.
They arrested a pop star, (they = the police)
5 Work in pairs. Look at the underlined pronouns
in Kaori’s email and say who or what you think
they refer to.
6 Now read this description of a climbing trip.
Replace the underlined nouns with pronouns.
y friend Ana had persuaded me to climb the
M m ountain near the town, but as we walked
towards ^he m ountain. I wondered if I could
really climb 2the m ountain. I’m very unfit and this was
the first time I’d done anything like this.
We started climbing and I was really sweating and
finding 3the climbing hard, but Ana kept encouraging
me.
At midday, we stopped to have a sandwich, but I
discovered that I’d left 4mv sandwiches at home.
Luckily, Ana was happy to share 5her sandwiches with
me, and I had some sweets, so I shared 6the sweets
with 7Ana!
After lunch, we continued to walk up and we finally
reached the top! I couldn’t believe 8we had finally
reached the top. From there we could see all the way
to the sea! 9Seeing all the way to the sea was beautiful.
There were some other people up there too and they
asked me to take a photo of them, and then they took
a lovely 10photo of Ana and me. That photo is on my
wall now. It’s a day I’ll never forget!
VOCABULARY
A dverbs of attitude
To show our feelings or opinions about something, we can
use a range of adverbs, e.g. unfortunately or luckily.
He took m e to a very special fish restaurant, but
unfortunately, when we got there, it was very crowded.
I complained and, luckily, they changed it really quickly.
7 Choose the best adverb.
1 N one of th e stu d e n ts could an s w e r th e last question
in th e test. It w as obviously / luckily too difficult.
2 I w a s going to g o skiing, but unfortunately/
amazingly, I b roke my leg in a car a c cid en t th e day
befo re I w as d u e to leave.
3 I w as late for school, but luckily / obviously, th e
te a c h e r w as late too!
4 I usually g e t really nervous befo re an exam, but
am azingly / unfortunately, this time I w as very calm.
5 S a d ly / Stupidly, Mike and Cristina have d e c id e d to
g e t divorced. It’s a sham e.
6 Stupidly / Fortunately, I left th e keys in th e car, and
s o m e o n e stole it!
8 Look back at the description of the climb in
Exercise 6 , and add at least three adverbs to
show how the writer feels.
9 Work in pairs. Compare your ideas. Did you use
the same adverbs in the same places?
PRACTICE
10 You are going to write an email to a friend.
Choose one of the experiences below and think
about the things that happened.
• a particularly g o o d or b ad e x p e rie n c e at a restaurant
• a particularly g o o d or b ad e x p e rie n c e on a d ay out
• som ething you achieved
11 Work in pairs. Tell your partner about what
happened to you. Ask each other questions
to make sure you both understand the
events properly.
12 Write an email of about 150 words. Use as much
language from this lesson as you can.
3 WRITING A p e r s o n a l p ro file
SPEAKING 2 Read the profiles from two students doing the
same online course. Answer the questions.
1 Work in groups. Discuss the questions. 1 W hat c o u r se do you think th e y are doing?
• Have you ev e r had to write a profile of yourself for
2 Do you think you would g e t on with e a c h p erson ?
o n e of th e following?
Why / Why not?
- a CV
- an application for a jo b or a c o u r se
- an introduction to a blog or social m edia site
- to introduce yourself to oth e r p e o p le on a c o u r se or
online forum
• Are t h e re any o th e r r e a s o n s y o u ’v e had to write a
profile of yourself?
• What kind of things might you talk a b o u t? Would th ey
b e different in e a c h ca se ?
• How d o you feel a b o u t writing a b o u t yourself?

Hi there. I'm Bronwyn. I'm 23 a n d I'm from

Wales. I finished University a y ea r a g o an d
m o v e d here. At t h e m o m e n t I'm working in
a coffee s h o p in W o o d G re en n e a r w h e re I
live. I g u e s s I'm d o in g t h e c o u rse b e c a u s e I've
always loved la n g u a g e s a n d this will give m e
an o p p o rtu n ity to travel a n d live a b r o a d . A s
w ell a s s p e ak in g Welsh a n d English, I s p e a k
s o m e Russian. I'm thinking of g o in g to th e
C zech Republic nex t y ea r (if I p a s s this cou rse
a n d can find a job)! In my sp a re tim e, I g o
running a lot a n d a lso play s o m e basketball.
A s w ell a s sport, I really love w atching films
a n d g o in g to t h e cinem a. O n e of my favourite
directors is a Czech called Ja n Svankmajer,
which is a n o t h e r reason I w a n t t o g o there.

So, I'm M aureen. I was a journalist until

recently, b u t I'm retired now. I mainly w rote
articles for lifestyle m agazines, b u t I was
a lso lucky e n o u g h to write a b o u t tennis,
b e c a u s e I'm a big fan. I'm m arried a n d have
t h r e e children a n d tw o small grandchildren.
My e l d e s t d a u g h t e r lives in t h e South of
France a n d has a large h o u s e th e re . Now
my h u s b a n d a n d I are retired, w e 're g o in g to
m o v e th e re . I'm d o in g this course b e c a u s e
I m ig h t d o s o m e te a c h in g o u t th e re to earn
s o m e extra m o n e y a n d m e e t s o m e local
p e o p le . I'm a bit nervous a b o u t te ac h in g ,
b u t hopefully, this course will give m e m o re
co nfidence. I'm a lso having classes to
im prove my French. A s w ell a s playing an d
w atching tennis, I like g a r d e n in g a n d growing
v e g e ta b le s . I a lso still d o s o m e writing, b u t
for my own p leasure, n o t work.

154
KEY W O R D S FOR WRITING
os well as and also
We often use as well as and also to add ideas:
/Is well as speaking Welsh and English, I speak som e
Russian.
Hopefully this course will give m e more confidence. I’m
also having classes to improve my French.
3 Work in pairs. Look at the sentences in the box
and in the profiles and discuss what you notice
about:
1 th e position of as well as an d also in th e s e n te n c e .
2 th e kind of w ords th at go before and after as well as
an d also.
3 th e punctuation in th e s e n t e n c e s with as well as and
also.
4 Now complete sentences 1-6 using as well as
or also.
1 l a m a friendly, o p e n p erso n and I a m _________ very
responsible.
2 _________ playing video ga m e s, I like writing
c o m p u te r program m es.
3 I started writing this b e c a u s e I have always loved
films an d have s e e n th o u s a n d s of them. I have
m a d e a few.
4 I w ant to learn to play th e drum s b etter and
m e e t s o m e new people.
5 __________our tw o children, my h u sb a n d an d I sh a re
our a p a rtm e n t with our lovely dog, Shep.
6 _________ jazz, I love a lot of electronic music.
5 What kind of profile in Exercise 1 do you think
each sentence in Exercise 4 com es from?
VOCABULARY
S e n t e n c e frames
It is often helpful to notice and learn whole se n ten c es that
you can adapt with your own ideas. For example, in the
text Bronwyn said:
I guess I’m doing the course because I’ve always loved
languages.
Look how you could adapt this when writing your own
profile.
I guess I’m doing the course because I’ve always loved
films.
I’m doing the course because I’ve always been interested
in history.
I’m doing the course because I’ve always wanted to
become a nurse.
I’m doing the course because it’s useful for my job.
6 Look at these sentences from different profiles.
Change them so that they are true for you.
1 Hi. I’m Kate an d I’m 24.
2 I’v e always w a n te d to g o travelling in India.
3 W hen I’m not working or looking after my baby, I like
to go cycling.
4 In my s p a r e tim e I watch TV a lot, but I also like
gardening.
5 I mainly listen to po p music, but I s o m e tim es also
listen to elecronic music.
6 To b e h onest, th e main r e a so n I’m doing this class is
b e c a u s e my work is paying for it.
7 I h o p e th e c o u r se will give m e th e opportunity to
d e v e lo p my skills.
7 Work in groups and compare your sentences.
GRAMMAR
Verb a g r e e m e n t
Look at th e se examples from the text. You can join two
verb phrases with and without repeating the subject.
I finished University a year ago and moved here.
My eldest daughter lives in the South o f France and has a
large house there.
I really love watching films and going to the cinema.
Notice how both verbs agree with the subject or follow the
pattern after a shared verb (love + -ing form of the verb).
8 Complete the sentences with the correct form of
the verb.
1 I really love golf a n d __________round my local
c o u r se m ost w ee k s, (go)
2 I s p e n d m ost of my S aturdays cleaning th e h o u s e
a n d __________th e gardening, (do)
3 I left school w h en I w a s e ig h te e n and t h e n __________
to work in a p a p e r factory, (go)
4 My wife is from a very big family in Tunisia and
six sisters, (have)
5 I have always loved travelling a n d __________ over 6 0
countries! (visit)
PRACTICE
9 Write a profile to introduce yourself to people in
one of these situations.
• in your current class
• a p en pal w eb site to look for friends to write to
• a c o u r se c o n n e c t e d to a ho bby
10 Work in groups. Share your profiles and discuss
these questions.
• Is th e re anything n e w you learned a b o u t e a c h other?
• Is th e re anything m ore y o u ’d like to know a b o u t your
partners?
• Do you think th e y are g o o d profiles? How could th e y
b e b etter?
Writing 155
4 WRITING Describing places
SPEAKING
1 Work in pairs. Put the places in order from the
best place to live to the worst, and explain why.

a big city a farm a seaside town

the capital city a regional town a village
tAv>

VOCABULARY Describing places i l 'N i_

2 Match sentences 1-6 with sentences a-f. m ,* * * - *
$V i "t
1 It’s really green.
2 T he climate’s very hot an d humid.

m
if E n
if' i1
3 You find lots of m ode rn buildings too, now.
■
4 It can b e a bit noisy.
5 It’s a very lively place.
6 T he lake is a bit polluted.

a It’s usually well over 2 5 d e g r e e s and you g e t a lot of

storms.
b T here are lots of parks and public g ard e n s,
c N obody swims there,
d T h e r e ’s a lot of traffic,
e T he city is changing fast,
f T here a re lots of ca fes an d restaurants.

3 Complete the sentences with words from

Exercise 2.
1 I love visiting cities with lots o f __________
architecture. I find it fascinating.
2 T he climate’s so hot a n d _____ in Jakarta that
I usually hav e th r e e or four s h o w e rs a day.
3 It’s a really__________city. T h e r e ’s always som ething SEARCH www.myhometown.blogspot.co.vn
happening!
4 T he air is so m e tim e s s o __________h e r e that th e
TV stations tell us not to go outside.
5 J u s t clo se th e window if it g e ts t o o __________.
THE CITY OF LAKES
I live in a city, but I love nature. T hat’s why I like living
so m e w h e r e with lots o f __________areas. Hanoi is a big city in th e north of th e country. I've lived
there all my life, so I know it very well.

WRITING It's a beautiful city. It's really green. There are lots of parks,
4 A student of English wrote a short description and you find trees and flowers everywhere. The climate is
of her home town for her blog. Match the topics very hot and humid, so everything grows really fast.
(a-d) to the paragraphs (1-4).
The centre is very old and it has lots of historic buildings,
a Things to s e e but now you find lots of m odern buildings, too, because
b W hat p e o p le like to do th e centre is changing fast. The city's very fam ous for th e
c Nature lake in th e centre, called Hoan Kiem. It's a bit polluted, so
n o bod y swims there, b u t it's nice to look at!
d W he re I’m from

5 Work in pairs. Discuss these questions. It always feels very lively. People spend a lot of tim e
outside, talking to neighbours, eating, studying or
• D oes th e description m a k e you w ant to visit Hanoi?
Why? / Why not? just going around town. However, it can be a bit noisy
at times, because so many people ride around on
• In w hat w ays is your h o m e town / city similar to
motorcycles.
Hanoi?
• In w hat w ays is it different?

156

%/.' ' | v /ev
K
: 3 T he buildings a re old.
l\
GRAMMAR
Modifiers
We use modifiers before adjectives to make them stronger
or weaker. To make an adjective stronger, use really or
very. To make it weaker, use a bit.
New York is a really / very busy city so it’s a bit difficult to
find a taxi at times.
Shanghai can be a bit noisy, but it’s really / very lively.
When an adjective is already ‘extreme’, you can add really,
but not very.
The weather is really (NOT v&y) excellent / fantastic /
incredible / wonderful / freezing.
6 Complete the first sentence in each pair with
a modifier. Use the information in the second
sentence to help you.
1 T he river’s __________polluted. It will ta k e y ea rs to
clean.
2 T he service at this resta urant i s _________ wonderful.
The p e o p le w ho work h e r e are so helpful.
3 The ro ad s can b e _________ d a n g e ro u s. You
s o m e tim es have to drive quite carefully, especially
after it rains.
4 The room can b e _________ noisy at times. It’s not
to o bad, but s o m e tim es I have to clo se th e window
b e c a u s e of th e traffic.
5 T he country has a __________am azing education
system. Every child can rea d and write by th e a g e
of six.
6 T he s e a th e re is a l w a y s __________cold. P eople
n e v e r swim there.
7 Add very, really or a bit to these sentences so
they describe places you know. Then tell your
partner about each place.
1 It’s a fantastic place.
2 It’s dirty.
4 The b e a c h e s are polluted.
5 It’s noisy at night.
KEY WORDS FOR WRITING
because an d so
We use because and so to join two parts of a sentence.
Use because to talk about why something happens.
It can be a bit noisy at times, because so many people
ride around on motorcycles.
Use so to talk about the result of something.
The lake is polluted, so nobody swims there.
8 Complete the sentences with because or so.
1 That part of th e city is n e w , __________you d o n ’t s e e
any old buildings there.
2 P eo p le d o n ’t go out b e tw e e n 12 an d 3 __________it’s
really hot.
3 T he city w a s very p o llu te d ,__________I m ove d to th e
country.
4 Lots of tourists visit th e m u s e u m __________it’s ho m e
to a lot of wonderful art.
5 I m oved to th e c o a s t _________ I love walking on the
b e a c h and looking at th e sea.
6 I love my h o m e t o w n __________th e re are lots of
parks, tr e e s an d lakes.
9 Change the second part of the sentences in
Exercise 8 to describe places you know.
That part o f the city is n ew b e c a u se the city has grown
a l o t / a lot o f n e w com panies have m o ved here.
PRACTICE
10 Choose your favourite town or city to write
about. Spend five minutes thinking about what
the place is like. Write a list of the adjectives
that you’d like to use.
11 Work in pairs and discuss your ideas. Tell your
partner why you chose each adjective.
12 Plan an article to describe your town / city.
Use the topics from Exercise 4, or choose other
topics. Then write your article. Try to use some
modifiers.
Writing 157
 5 WRITING Postcards
WRITING VOCABULARY
1 Work in pairs. Check you understand the words in
the box. What kind of holiday are all these words
connected to? Do you think this is a good kind of Postcard exp ress io n s
holiday for a honeymoon? Why? / Why not? We use lots of fixed phrases when writing postcards.
There’s often no subject for the verb - and sometimes no
captain movies port seasick sights verb at all.
galleries parties ruins ship tour Greetings from paradise.
Weather’s great.
2 Read the postcards from a couple on their
Writing this from a ship som ewhere near Italy.
honeym oon. Answer the questions.
1 How do Sara and Bruce feel abo u t their holiday? Why?
Put the words in order to make postcard
2 W hat do th e y have th e s a m e opinion about? expressions.
1 h e r e / w e re / you / wish
SPEAKING 2 all / y o u ’re / h o p e / well
3 Work in groups. Discuss these questions. 3 to / wait / you / tell / c a n ’t / a b o u t / it
• What kind of holiday do you think Bruce prefers? Why? 4 a r e / h ere / w e / in / Panam a
• D oes ev e ry o n e in your family like doing th e s a m e 5 forward / so on / looking / to / you / s e ein g
things on holiday? What usually h a p p e n s w h en you
6 from / g ree tin g s / G re e c e
go on holiday to g e th e r?
7 in / this / writing / cafe / a
• Is it g o o d for co u p les to have different ta s te s and
interests? 8 in / a / having / London / time / g re a t / h ere
• Do you know any co u p les w ho are quite different to
e a c h other? In w hat ways?

Hi Mum,
We\\, here- we- are on our cruise.. We get to a new port every two
da^s and go on guided tours and see all the sights - cathedrals,
ancient ruins, galleries, museums. It's a very full schedule!
Life on the ship is great - discos, parties, dinner with the
captain (the food's great), even movies and concerts!
charlotte Tenfcins,
Weather's great, although the evenings are quite cool. Wish 'fou
The Manor House,
were here.
&riardene,
Looting forward to telling -fou all about everything. (Have about
300 photos to show 'jou!). Oxfordshire,
Lots of love, England 0 4 VC
Sara m

Hi Mike,
Greetings from paradise! Writing th is from a ship somewhere
near Italy, although it might be Greece - everywhere looks th e
sam e to me! Ruins, cathedrals, and crowded a r t galleries and
museums - non-stop sightseeing tours!
Despite trying hard t o enjoy myself, I can’t say I’m having a good
time. W hat’s more, although it’s our honeymoon, we’re never alone
- th e re ’s always a crowd of ‘friends’with us. The b e s t thing is th e Mike Beardsley,
food - amazing! Unfortunately, I som etim es g e t seasick, despite 9 S hearer Way_
th e good weather!
Toonton,
Can’t wait to g e t back!
County Durham,
Hope you’re well.
England
All th e best,
Bruce

158
KEY W O R D S FOR WRITING
although and despite
Although and despite both introduce contrasts - often
something that shows the main statement is surprising or
unlikely. Notice the different grammar after each word.
Although it’s our honeymoon, we're never alone.
Weather’s great, although the evenings are quite cool.
Despite trying hard to enjoy myself, I can’t say I’m having
a good time.
I som etimes g et seasick, despite the good weather!
5 Complete the sentences with although or despite.
1 _________ th e horrible w eather, w e had a g re a t trip.
2 T he b e a c h e s are fa n ta stic ,_________ you have to
w atch out for sharks.
3 I enjoyed th e c r u is e , _________ I got seasick.
4 _________ getting very sunburnt, I enjoyed th e
holiday.
6 Complete the second sentence so that it has a
similar meaning to the first sentence, using the
word given. Do not change the word given. You
must use between two and five words, including
the word given.
1 We had a great time, although it rained a lot.
We had a great tim e ,__________ RAIN
2 Despite the crowds, w e enjoyed th e concert.
, w e enjoyed the concert. CROWDED
3 Despite being really tired, w e stayed up all
night and studied.
__________, w e stayed up all night
and studied. WERE
4 Although it w as really sunny, it w as still quite cold.
It w as quite c o ld , __________ BEING
5 Although I had a h e a d ac h e, I still w ent skiing.
I w ent skiing,________ . HAVING
7 Complete each sentence in three different ways.
Then compare your ideas in groups. Decide who
has the funniest / saddest sentence.
• The holiday w as great, although ....
• We m a n a g e d to catch our flight, despite ....
PRACTICE
8 You are going to write a postcard to a friend
or relative. Before you write, think about these
questions.
• W here are you on holiday?
• What type of holiday is it?
• What things have you d o ne?
• What are you doing at the moment?
• Are you enjoying yourself?
9 Write your postcard. Use 100-120 words. Use as
much language from this lesson as you can.
6 WRITING Plans and sc h e d u le s
SPEAKING WRITING
1 All the pictures below are from the same 2 Complete the email about a m eeting with the
meeting. Work in pairs. Discuss these questions. words in the box.
• W hat do you think is hap p e n in g in e a c h picture?
begin break continue is feed back
• W hat do you think th e p e o p le are talking about? gives m eet move present starts
• W hat is their relationship with th e o th e rs at
th e m eeting?

To: olga.williams@futuresforward.org
From: tom.petersen@futuresforward.org
Subject: Sales meeting in Oslo

D ear Olga,
I’m looking forward to s e e in g you at th e Sales
M a n ag e rs’ m eeting in Oslo on Friday 13th July.
T he m eeting 1_________ at th e Clarion Royal
Hotel.
P le a se find below th e sc h e d u le for th e day.

0 9 . 30- 10.00
A ll managers 2_________ in the h o tel
lobby.
The meeting 3__________ with coffee and
a sh o rt welcome from Liv Applund,
I n te rn a tio n a l Sales D irec to r.
1 0 . 00- 12.30
We 4__________ to the conference room
on the f i r s t flo o r.
Each n a tio n a l manager then 5__________
a p re s e n ta tio n on t h i s y e a r 's main
challenges and r e s u l ts .
P re se n tatio n s 6__________ u n t il
lunchtim e.
1 2 . 30- 13.30
Lunch in the h o te l re s ta u ra n t
1 3 . 30- 15.00
We divide in to small groups and
7__________ our brainstorm ing se ssio n .
Topic: s a le s s tra te g y fo r the
coming y ear.
1 5 . 00- 16.30
Groups 8__________ t h e i r id e a s .
We then 9 on the p re s e n ta tio n s
u n t i l 16.30, when we 10__________
fo r c o ffee.
1 7 . 00- 17.30
The f in a l se ssio n begins a t 17.00,
when Liv Applund answers any questions
and concludes the meeting.

H o p e this is all clear.

Let m e know if you hav e any questions.
All th e best,
Tom

160
GRAMMAR
The p r e s e n t simple for timetables
3 Read the sentence from the email. Choose the
best option (a, b or c) to com plete the sentence
below.
The final session begins at 17.00, when Liv A ppiund
answers any questions and concludes the meeting.
The p r e s e n t simple is u se d in th e email
a to d e s c rib e possible future events.
b to d e s c rib e e v e n ts that h a p p e n all th e tim e or
regularly.
c to d e s c rib e definite future events.
4 W ork in pairs. C om pare your ideas. T hen check
by reading the G ram m ar box.
6 Complete the sentences with then, after that
We can use the present simple to talk about things in the
future that are timetabled or scheduled.
We break for coffee at 16.30.
The train leaves at 4.45.
What time does the meeting finish?
5 Com plete the senten ces w ith the p resen t sim ple
form of the verbs.
1 W h e n _________ th e next regional sa les m eeting?
(be)
2 My flight_________ at 13.30. (leave)
3 I __________in Oslo until tw o o ’clock in th e morning.
(not / land)
4 W hat t i m e _________ your t r a i n __________ in Paris?
(arrive)
5 W e __________for lunch at one. (break)
PRACTICE
6 T he lunch b r e a k _________ from 1.30 to 2.45. (last)
7 You are going to write an email about a meeting
7 R e m e m b er - w e _________ until eleven tomorrow.
(not / start)
8 W h e n _________ th e m e e t i n g __________ ? (end)
8 Now work on your own. Write an email to the
9 When you finish, check your work carefully and
KEY W O R D S FOR WRITING
Time e x p re ss io n s
We use then / after that to show that o ne action follows
another. They mean the sam e thing. However, after that
usually begins a se n ten c e or a clause.
At 10.00, we move to the conference room on the first floor.
Each national manager then gives a presentation.
A fter that, each national manager gives a presentation.
To show the point in time when something will finish, we
use until.
Presentations continue until lunchtime.
S h e ’s in Britain until December.
or until.
1 T he hotel restauran t d o e s n ’t o p e n _________ six.
2 The p re se n ta tio n s finish at o n e . _________ , t h e r e ’s
an hour brea k for lunch.
3 We start at te n with a brainstorm ing session, which
c o n t i n u e s _________ twelve.
4 I h av e a m e e t i n g __________12.45 b u t __________ I’ll
call you back.
5 I’m afraid you hav e to wait h e r e _________ th e room
is ready.
6 The p resid e n t gives her w elc o m e s p e e c h at nine and
w e divide into groups.
7 We d o n ’t b re a k for c o f f e e _________ 4.30, I’m afraid.
8 T he resta u ran t is b o o k e d for one. W e’ll probably
finish arou nd 2 .3 0 and m a y b e _________ w e can find
a quiet place to disc u ss Asia.
at work, school or college. Work in pairs. Write
a schedule for the meeting.
people who are coming to the meeting. Use
the present simple to talk about timetabled /
scheduled events.
give it to your partner. Check each other’s emails
and make any changes or corrections you think
are necessary
 7 WRITING C om plaints
SPEAKING 4 Work in pairs. Discuss whether each problem in
Exercise 3 is very serious, quite serious or not
1 Work in groups. Discuss these questions. very serious. Give reasons.
• H ave you ev e r b o u g h t anything th at d idn’t work?
• If yes, w hat did you do? Did you return it to w h ere WRITING
you bo u g h t it from? What w a s th e result?
5 Read the letter of complaint. Choose the options
• If you have a problem with som e thin g y o u ’v e bought,
that are best for formal writing.
which of th e things below do you usually do? Why?
- go bac k to th e sh o p
- email
- phone
- se a rc h th e internet
B Tarlon
VOCABULARY Problems The Manager 45 Doone Street
Electronics Biz Adderbury
2 Label the photo below with the words in the box. Banbury 0X 17 3AZ
0X 15 1LN
button hea d p h o n es screen volume control
4th August 2016

Dear Sir / Madam,

1F urther to / A fter my email of 26th July I am writing
to 2ask / enquire where my replacement MP4 player is,
and to make a formal complaint about the quality of
service that your company provides.
On 15th June this year, I p u rc h a se d / bought an MP4
player from your store in Banbury. However, I soon
realised it was faulty and returned it on 19th June.
At this time, I ‘'asked f o r / requested a replacement
and a member of staff there promised to send one the
following day, but it never arrived.
After 5numerous / loads o f phone calls to your call
centre, I then sent an email last week, describing the
problems I was having. In the reply 1 6received / got,
I was told that a brand new player had already been
sent. However, I still have not received it. I am 7really
unhappy about / not a t all satisfied w ith the quality of
the after-sales service you provide.
If I do not receive the MP4 player by next Monday, I
3 Complete the sentences below with the words in shall take this matter to Consumer Affairs.
the box.
8A ll the best / Yours fa ith fu lly ,
battery dam aged properly recharge
crack faulty received slow 93xxixL.kxtxMl
1 T he s c re e n h a s a . . in it so you c a n ’t s e e th e Brad Tarlon
m enu or video clearly.
The delivery service w a s v e r y . It to o k a
long tim e to arrive.
T he box that it w as in w a s ____ 6 Work in pairs. Discuss these questions.
T he main button d o e s not w o r k . .. It g e ts • W here d o th e two a d d r e s s e s an d th e d a t e g o in
stuck an d you c a n n o t a c c e s s th e main menu. formal letters?
5 I paid for it four w e e k s ago, but I still have not • Is this th e s a m e w h en you write formal letters in your
it. lan guag e?
6 T here is som e th ing w rong with t h e ______ . The • Why d o you think th e letter starts with Dear S ir /
___it.
player s to p s working an hour after y o u _________ M adam ?
7 T he h e a d p h o n e s a r e _________ , so th e so u n d is • W hat kind of information d o e s e a c h of th e four
quite bad. p a ra g ra p h s contain?
• Why d o e s th e letter e n d with Yours faithfully ?

162
7 Cover the letter of complaint in Exercise 5. Try 10 Complete the sentences with your own ideas.
to complete these sentences with three words Then compare your sentences with a partner.
in each space. Then look at the letter again and 1 I called your c o m p an y to complain, b u t __________.
check your answers.
2 I bo u g h t th e book from your online store over th r e e
1 I am writing to ... m a k e a _________ th e quality of w e e k s ago, b u t __________.
service that your com p an y provides.
3 I received th e ca m e ra yesterday, as promised.
2 On 15th J u n e this year, I p u rc h a se d an MP4 player H o w e v e r,__________
in Banbury.
4 You sta te d th e total co s t would b e £15. However,
3 A m e m b e r of staff th e re prom ised to s e n d on e
, but it neve r arrived.
4 I th e n se n t an email last w eek, describing the
p r o b l e m s __________.
PRACTICE
5 In th e reply I received, I w as told that a __________ 11 Work in pairs. Think of a situation that requires
had already b e e n sent. you to write to complain about something. Your
complaint could be about something you bought
6 I am not at all satisfied with th e quality of the
you provide.
or something you are trying to organise. Discuss:
• th e situation and why you are writing.
8 Work in groups. Discuss these questions.
• th e problem an d w hat h a s c a u s e d it.
• W hat would you d o if you w e r e in Mr Tarlon’s
situation? • w hat action you now w ant from th e p erso n /
company.
• Which of t h e s e adjectives do you think d e s c rib e Mr
Tarlon? Why? • w hat you will d o next if you d o n ’t receive a r e s p o n s e
that y o u ’re h ap p y with.
reasonable impatient stupid 12 Write an email or letter of complaint. Write
100-150 words. Use as much language from this
In your country, do you have a g o v e rn m e n t office
like C o n s u m e r Affairs that protects th e rights of
lesson as you can.
s h o p p e rs ? What d o you know ab o u t it? Is it effective?

KEY W O R D S FOR WRITING

but an d however
But and however both connect two opposing ideas, or
introduce surprising information.
But connects two clauses in one se n ten c e and starts the
seco nd clause.
A m em ber o f staff there promised to send one the
following day, but it never arrived.
However connects two se n ten c es and usually com es at
the beginning of the second sentence, or sometimes after
the subject.
I was told that a brand new player had already been sent.
However, I still have not received it.
We phoned to complain. The woman at the call centre,
however, said we had to send our complaint in writing.

9 Complete the sentences with but or however.

1 T he ca m e ra w a s d a m a g e d w h en I b o u g h t it,
th e c o m p an y w o n ’t give m e a n e w one.
2 I have a s k e d for my m o n e y b a c k __________ _ th e
c o m p a n y say that I c a u s e d th e d a m a g e to the
cam era.
‘If she doesn ’t get w ell, do I get a refund?’
3 I hav e tried to s p e a k to your sa les m a n a g e r th r e e
times. The lin e,__________, is always busy.
4 T he s h o p sa y s I d r o p p e d th e b o x ,_________ I d id n ’t.

Writing 163
8 WRITING Invitations
SPEAKING
1 Make a list of events, receptions or parties in the
last year that:
• you have b e e n invited to.
• you have invited oth e r p e o p le to.
2 Work in groups. Compare your lists. Explain:
• w hat th e e v e n ts were.
• w ho held e a c h e v e n t an d why.
• why you w e r e invited - or w ho you invited.
• if th e e v e n ts w e r e successful or not.
WRITING
3 Read the two emails. Decide if you would
accept each invitation or not. Then explain your
decisions to a partner.
To: Salma.Abad@ozmail.com
From: Carlos 66@ozmail.com
Subject: Housewarming!
Hi Salma!
How’re you? It’s b e e n so long since w e last talked!
What’s new with you? I’ve just moved into a new
flat in Bondi. It’s really great to live so near the
beach.
I’m having a housewarming party next Saturday.
I h o p e you can come. Bring your brother if you
like - h e ’s really funny! Unless it rains, w e ’ll have
a b a rb e cu e in th e garden! I’m going to make
so m e salads, and th e re ’ll b e drinks, but I’m
asking p eople to bring something to cook on the
barbecue, if that’s OK.
S end m e an email and let m e know if you can
come. It’d be great to s e e you.
Love,
Carlos
4 One email is more formal and the other is more
informal. Decide if the following show formality
or informality:
1 contractions (I’m, h e ’s, etc.)
2 longer, m ore com plex s e n t e n c e s
3 d a s h e s (-) an d exclamation marks (!)
4 direct qu estio n s
5 m ore p assives
5 Work in groups. Discuss these questions.
• How d o you show different levels of formality in your
la ngu age ?
• Do you think it’s OK:
- to as k g u e s ts to bring food to a party?
- to ask p e o p le to give to charity instead of giving a
p rese n t?
To: Marketing@BLTLtd.com
From: BMarchant@ BLTLtd.com
Subject: Reception for Simone Lacroix
Dear colleagues,
You are invited to a reception to mark the
retirement of our business manager, Simone
Lacroix.
The reception will take place in the main
boardroom on the first floor at four o ’clock on
Friday afternoon. Drinks and snacks will be
served.
Simone has b e e n with us for the last fifteen years
and has helped us through so m e difficult times.
I am sure you would like to join us in giving her
a proper g o o d b y e as sh e returns to her native
France.
If you are able to attend, I would be grateful if
you would respond to this email so that w e can
confirm numbers.
Simone has ask ed if people could make a
donation to the charity Southern Cat Rescue
rather than give her a leaving present. If you wish
to donate, p le ase contact Ken in Sales.
Yours,
Ben Marchant
Communications Director
VOCABULARY KEY W O R D S FOR WRITING

Formal and informal lan g u ag e if, when an d unless

Some vocabulary such as attend or Yours (to end an email) We can talk about the future using if, when and unless +
sounds quite formal. A less formal way to say th e se things the present simple.
is come and All the best. Recognising and learning more If shows something will possibly or probably happen.
and less formal ways of expressing ideas will improve your
writing. When shows we expect something to happen.
Unless means if... not.
6 Mark each of the following MF (more formal) or Bring your brother if you like.
LF (less formal). Give m e a call when you have time.
1 if you are able to Unless it rains, w e’ll have a barbecue in the garden!
2 D ear Mr Parker
3 Hiya 8 Match the two parts of the sentences.
4 if you can 1 If th e train is late,
5 if you like 2 Unless t h e r e ’s a problem,

6 Dear Pete 3 I’ll give you a call

4 You can bring th e kids
7 Love
5 Jo h n says h e ’ll c o m e to th e party,
8 Give m e a call
6 Give m e a call
9 R espon d by email
10 We look forward to se e in g you a unless he h as to work late,
b w h en y o u ’ve g o t a minute,
11 C h e e rs
c w h e n I g e t to my hotel,
12 If you wish
d w e ’ll give you a call an d let you know,
13 Kind rega rds
e t h e r e ’s no n e e d to reply to this invitation,
14 W e ’re having s o m e friends round f if you think th e y might enjoy it.
15 Yours sincerely
9 Complete the sentences with if, when or unless.
16 It’d b e g re a t to s e e you
1 Give m e a c a ll__________you arrive and I’ll o p e n th e
17 Let us know g a te for you.
18 P le a se contact us on 0 2 0 - 7 0 3 4 - 5 0 1 9 2 __________you would like us to a rra n g e collection
19 We are delighted to a n n o u n c e from th e station, p le a s e s e n d us details of your train
an d arrival time.
20 I would b e m ost grateful i f ...
3 You may bring a g u e s t __________you wish.
7 Work in pairs. Compare your ideas. Which five 4 I am afraid I will b e u n able to a t t e n d , _________ I can
phrases might com e very near the beginning c h a n g e th e d a t e of my flight.
of an invitation? Which phrases can you use
5 W e’re going to have a p a r t y __________w e finish our
already?
exam s.
6 W e’ll go swimming in th e river in afternoon,
__________it’s t o o cold.

PRACTICE
10 You are going to write two email invitations to
a reception or party. The first is an informal
invitation to something you are organising.
The second is an invitation to a formal event in
a school or company. Work in pairs. For each
invitation, think of:
• th e r ea so n for th e reception / party.
• w h e r e it will b e an d when.
• if g u e s ts should bring anything.
• anything else special a b o u t it.

11 Student A: write the informal invitation.

Student B: write the formal invitation.
12 Check each other’s invitations. Discuss anything
you think should be written differently in each
invitation.
Writing 165
GRAMMAR REFERENCE
3 A: What time do you start / are you starting work?
1 JOBS B: Eight - and my office is on the other side of town, so
I usually le a v e /I’m usually leaving the house around
PRESENT SIMPLE AND PRESENT seven and am getting / get up around six.
4 The business does / is doing well at the moment.
CONTINUOUS
5 I’m unemployed at the moment. I’m looking / 1look for a job,
P resen t sim ple but it’s difficult.
We use the present simple to talk about something that is 6 I usually work in Padstow, but I do / I’m doing a training
generally true, a habit or a permanent state. course in Hendon this week.
The present simple is the infinitive form of the verb (without to).
The third person form en d s in -s. DID YOU KNOW?
We live above the shop. These verbs are not generally used in a continuous form. They
She runs her own company. are used in the present simple, even to describe unfinished or
We form negatives with d on’t / d o esn ’t + the infinitive temporary states,
(without to). agree depend like own suppo se
I don’t really mind the travelling. believe hate n eed seem taste
He doesn’t really get on with his boss. belong know owe sound want
We form questions with do / does + the subject + the infinitive
Exercise 2
(without to).
Where do they work?
Decide which four sentences are incorrect then correct
them.
What does she do?
1 Is your friends staying in a hotel or with you?
The present simple is often used with adverbs such as usually,
generally, normally, often, sometimes, never, etc. 2 I’m sometimes cycling to work.
I usually come down to London every two weeks. 3 I hate my job at the moment.
I often do a sixty-hour week. 4 Karen knows the guy who is owning that restaurant.
5 We don’t g et much work at the moment, unfortunately.
P resen t con tin u ou s 6 They’re building a new shopping centre near here.
We use the present continuous to talk about actions we s e e as
temporary and unfinished. PRESENT SIMPLE AND PRESENT
The present continuous is a form of the auxiliary verb be + the
CONTINUOUS FOR THE FUTURE
-ing form of the verb.
S h e ’s working in Canada this month. P resen t co n tin u ou s for talking ab ou t th e future
They’re building a new sports stadium. We sometimes use the present continuous to refer to
arrangements with other people in the future. We usually add a
H e’s chatting to his mum. (for most verbs ending in a vowel +
time phrase.
consonant, double the last letter)
I’m meeting a customer at twelve.
H e’s using m y car while I’m away, (remove the final e before
adding -ing) I’m giving that presentation next week.
Are you going to that training session on Friday?
We form negatives with am / is / are + not + -ing.
What time are we having dinner?
I’m not working at the moment.
We’re going to Spain in the summer for our holiday.
H e’s unemployed, but he isn’t / he’s not looking for a job.
My friend Petra is having a party on Saturday night. Do you
We form questions with am / is / are + subject + -ing. want to come?
What are you studying?
Where’s she going? P resen t sim p le for talking ab ou t th e future
Some verbs and phrases like have got (have), have to, need,
We often use the present continuous with at the moment, this
month, this week, etc. there’s, etc. are not used in the present continuous when
talking about the future.
I’m working in Scotland at the moment.
I’ve got an appointment with the dentist at one (or I have an
S h e ’s doing nights this week.
appointment at one).
Exercise 1 I’ve got a test tomorrow (or I have a test tomorrow).
Choose the correct form. I need to leave at eight.
I have to go to a meeting later.
1 A: So what do you do? / what are you doing ?
There’s a training session on time managem ent on Friday.
B: I work for a bank.
2 A: How does your job go? / How’s your job going at the We also use the present simple to talk about future events
connected to a fixed timetable, but you can use the present
moment? OK?
continuous for this too.
B: Yeah, fine, but w e’re very busy. We work/ We’re working
on a new project this month. What time does your train leave tonight?
What time is your train leaving tonight?

166
Exercise 1
Make dialogues using the ideas in 1-5 and the present 2 SHOPS
simple or continuous. The first one is done for you.
1 A: What / you / do / Saturday? PA S T SIM P L E
What are you doing on Saturday night? Regular verbs
B: m eet / a friend for dinner. Why? To make the past simple add -ed to the infinitive (without to).
2 A: your boyfriend / com e / the party tomorrow? Note the spelling with some verbs.
B: No, he can’t, have to / work late. delay - delayed last - lasted work - worked
3 A: be / you / busy / afternoon? advise - advised organise - organised use - used
B: Yes. have got / several appointments / clients a p p l y - a p p lie d cry -cried try -tried
4 A: We / go / Italy / the summer fit - fitted stop - stopped travel - travelled
B: That’s nice. How long / stay there?
Irregular verbs
5 A: be / a meeting / later about the new computer system.
Many of the most common verbs in English are irregular.
you / go?
be - was / were get - got say - said
B: No. I / not need / go. I know about it already.
break - broke give - gave s e e - saw
P resen t te n s e after d e p e n d and ho p e bring - brought go - went sell - sold
We also use the present te n se to refer to the future after buy - bought have - had spend - spent
depend and hope. catch - caught keep - kept take - took
A: Are you going out tonight? choose - chose know - knew tell - told
B: It depends what time I finish work. come - came leave - left teach - taught
B: It depends how I’m feeling. cost - cost lose - lost think - thought
B: It depends if my girlfriend wants to. cut - cut make - made wake - woke
I hope I pass m y exam. do - did m eet - met w ear - wore
I hope I get paid tomorrow. drive - drove pay - paid win - won
I hope he likes his birthday present. e at - ate put - put write - wrote
fall - fell read - read
Exercise 2
find - found run - ran
Use your own ideas to complete each comment with three
different endings. Q u estio n s and n eg a tiv es
1 A: Are you going away during the next holiday? What you do?
B: Maybe. It d e p e n d s .... Where he buy it?
2 I’m starting a new job next week. I hope .... Who did she go with?
3 What time are you coming home tonight? When they arrive?
It d e p e n d s .... How long it take?
4 I’m working at a music festival this weekend, so I hope ....
you enjoy it?
You will learn more about present te n se s and the future in
Did he / she / they go?
Unit 5, Plans and arrangements; Unit 7, will/ won’t, Unit 15,
Time clauses. it take long?
1 hear you.
You say anything.
H e /s h e come,
didn’t
It cost much.
We do anything.
They win.

was he / she / it?

Where
were you / they?
Was it /s h e / he
OK?
Were you / they
1 happy.
H e / she wasn’t interested.
It very good.
We sure.
You weren’t here.
They very helpful.

Grammar reference 167

Exercise 1
Complete the sentences with the correct form of the
verbs.
1 A: W h a t 1__________yesterday? (you / do)
B: Nothing much. I j u s t 2__________at home. What about
you? (stay)
A: 13__________the day tidying the house. Some friends are
visiting, (spend)
2 A: ' __________anything nice? (you / get)
B: Yeah, I 2_________ this top. (buy)
A: That’s really cool. I love the design .3___________any
others like that? (they / have)
B: Not exactly the same, but t h e r e 4__________lots of nice
things, (be)
3 A: 1__________a nice w eekend? (have)
B: Yeah. It 2__________my birthday so w e 3__________ out for
dinner, (be, go)
A: Where 4________ ? (you / go)
B: Gambino’s. That Italian place on the High Street.
A: Really? 5_________ expensive? A friend 6__________ me it
is. (it / be, tell)
B: I d on ’t know. My girlfriend 7__________for everything and
she 8__________ The food 9__________ great though.
(pay, not say, be)
DID YOU KNOW?
Instead of repeating a past verb phrase we often replace the
verb with only did or didn’t.
A: Did you spea k to him about changing class?
B: Yes, I did and he said it was fine, (did = spoke to him)
A: I went shopping yesterday.
B: So did I. (= I went shopping too.)
They thought the film was really good, but I didn’t, (didn’t =
didn’t think it was really good)
Exercise 2
Decide which nine sentences are incorrect then
correct them.
1 I didn’t saw anything I liked.
2 I love your earrings. Where you got them?
3 What he say? I didn’t hear.
4 She told me not to say anything, so I didn’t.
5 He complained and I do too, but it didn’t make any
difference.
6 I breaked a glass and cut my finger.
7 It started to rain five minutes after we leaved the house.
8 Why w asn’t you in class yesterday?
9 A: I didn’t buy anything in the end.
B: No, neither do I.
10 It was broken when I taked it out of the box.
You will learn more about verb forms to talk about the past in
Unit 3, Past simple and past continuous; Unit 4, Present perfect
simple; Unit 11, Past perfect simple; Unit 15, Time phrases and
tense.
C O M P A R A T IV E S
-er, -ier or m ore
We add -er to the end of adjectives / adverbs of one syllable.
Notice the spelling changes are similar to past simple forms.
smart - smarter warm - warmer
nice - nicer large - larger
big - bigger hot - hotter
168
With one- or two-syllable words ending in -y, we change the -y
to -ier.
pretty - prettier easy - easier dry - drier
We use more before two- or three-syllable adjectives / adverbs.
expensive - more expensive complicated - more complicated
much and a bit
To say th ere’s a big difference, use much or a lot. To say th e re’s
a small difference, use a bit.
It’s a lot more expensive here than in Brazil.
I’m a bit taller than m y brother - maybe fwo centimetres.
N eg a tiv e com p arison s
Make negative comparisons using not as + adjective / adverb.
I never go to Bonds. I shop at Costsave. The quality isn’t as
good but it’s not as expensive.
With adjectives of two syllables or more you can also use less.
It’s less expensive.
Better and worse
Remember the comparative for g o o d / well is better and the
comparative for b a d / badly is worse.
Exercise 1
Choose the correct option.
1 A: I like this top. Have they got it in a more large / larger
size?
B: I d on’t think so. I can ask, though.
2 A: What do you think of this coat? It’s a bit more thick /
thicker than the other one.
B: Hmm - it’s nice - it fits more well / better too.
3 A: Do you want to sit inside? it’ll be more comfortable /
comfortabler. There’s a sofa which is free.
B: It’s nicer/ more nicer out here, isn’t it?
4 A: I prefer shopping online - it’s more convenient/ more
easy.
B: Absolutely, and it’s often not as expensive / cheap.
5 A: What time shall we leave? Eight? Eight thirty?
B: I think it’s better / more good to leave a bit more early/
earlier. Say seven thirty. The traffic isn’t as heavy I as light.
DID YOU KNOW?
Both quieter and more quiet are commonly used. People also
say more friendly or friendlier. You may s e e other two-syllable
words in either form.
Com paring tw o th in gs in a s e n te n c e
To compare things in the sam e sentence, use comparative +
than ... and not as + adjective / adverb + as.
Costsave is much cheaper than the other supermarkets.
Their selection o f clothes is less varied than at Harrods.
I don’t usually finish as late as this. I normally finish at six.
Exercise 2
Write sentences comparing the two things. Use the ideas
in brackets.
1 The market / the supermarket (much / cheap)
2 My new job / my old one (well paid)
3 This school / my local one (much / good)
4 People here / people in my country (not / friendly)
5 The shop / last year, (do badly)
6 The design of your phone / mine (not / nice)
 DID YOU KNOW?
We sometimes use a phrase starting with a preposition (on, in,
3 GETTING THERE etc.) instead of the past continuous.
I was going to work. I was on my way to work.
P A S T S IM P L E A N D PA S T C O N T I N U O U S She was coming home. She was on her way home.
P a s t sim p le They were having a meeting. They were in a meeting.
We use two or more verbs in the past simple in a se n tence to He was sitting next to us. He was at the table next to us.
show that the actions were completed one after another. We
often link th e se actions with and (then), before, after or when. Exercise 2
I checked in online and printed m y boarding pass. Complete the stories with the past continuous or past
We got to the airport and checked the departures board. simple form of the verbs.
When the plane landed, everyone stood up. 1 A few years ago, 1 1__________(go) to Singapore to visit
som e friends. T h e y 2__________(offer) to let me stay in their
P a s t c o n tin u o u s flat, but 13_________ (decide) to stay in a hotel instead. One
We form the past continuous with was / were + the -ing form of day, 14_________ (have) breakfast in the hotel restaurant
the verb. when suddenly Jackie Chan 5___________ (walk) in and
6 (sit) down next to me. I couldn’t believe it!
I/ H e /S h e was going home. 2 I 1_________(do) something really stupid last month. I
It was snowing. 2 (write) an essay for college and 13__________
We / You / They were leaving. (start) to feel tired, so 14__________(go) to the kitchen and
It wasn’t raining very hard. 5 (make) a cup of coffee. 16__________ (put) the
coffee next to my computer and 7__________(start) working
They weren’t listening.
again. Then the phone 8__________(ring) and 19__________
What were you doing? (jump) up to answer it - and 10________ (spill) coffee all
Where was he going? over my computer! It’s going to cost a fortune to repair it.
You will learn more about the past simple and past continuous
The past continuous shows an action started, but was in Unit 15, Time phrases and tense.
incomplete when another action (or other actions) happened.
We often link se ntences with when or while. We often use
the past continuous at the beginning of the story to show the
Q U A N T IF IE R S W IT H C O U N T A B L E A N D
general situation / background. UNCOUNTABLE N O U N S
1 When I got to the train station, they were doing repairs on Quantifiers are words we use before nouns to show quantity.
the line. Many and o few are only used with plural countable nouns
(The repairs started before I got to the station and w eren ’t such as people, sheep, animals and trains.
finished.) Not many planes can fly over France.
2 When I woke up, the woman from the airline was walking Quite a few flights are cancelled.
away from the gate.
Much is only used with uncountable nouns such as
(The woman started walking away before I woke up, and I
accommodation, advice, anger, chaos, help, information,
could still s e e her walking away.)
luggage, news, progress, traffic, water and work.
3 I was reading the last few pages when I suddenly heard
There’s not much hope o f a deal.
the last call for m y flight
(I started reading the last p ages before I heard the call, and I A bit o f is usually used with uncountable nouns. It can be used
still had som e p ages left to read.) with som e singular countable nouns.
Expect a bit of trouble there.
Exercise 1 Expect a bit of a wait there.
Choose the correct option. Some, any, a lot of, plenty o f and no go with both plural
1 I fell asleep when I got on / was waiting for the train and I countable and uncountable nouns.
slept all the way to London. There were some cows on the line, (countable)
2 I got to the airport very early, so I b o u g h t/w a s buying a few This follows some heavy rain in the area overnight.
things while I was waiting. (uncountable)
3 I was still packing / packed when the taxi arrived so he had There aren’t any more problems on the A6. (countable)
to wait fifteen minutes. It w asn’t any help, (uncountable)
4 My parents m et / w ere meeting on a bus in Chile when they There are terrible problems in a lot of places, (countable)
w ere both living there. They live back in the States now.
Come on! We don’t have a lot of time, (uncountable)
5 I drove / was driving back home from the office and a dog
There are plenty of flights to choose from, (countable)
ran in front of my car. I tried to stop, but I couldn’t.
Relax! We have plenty of time, (uncountable)
6 Where were you going / did you you go when I s o w / was
There are no trains today, I’m afraid, (countable)
seeing you yesterday?
There’s no parking in or around the ground, (uncountable)
V erb s n o t u s e d in th e c o n tin u o u s form
In negatives, use any, much or many.
The following verbs are not generally used in the past
I didn’t book any accommodation before I left.
continuous.
We didn’t take much luggage with us.
agree believe belong cost depend
There weren’t many cars on the road.
hate know like need owe
seem sound su ppose taste want

Grammar reference 169

DID YOU KNOW?
Any is used in positive se n ten c es to mean ‘it’s not important
which one or how little’.
Any passengers who are flying in the next few days should
ring their airline.
In formal written English, m any and much are also used in
positive sentences.
Many town planners believe that we should limit car use.
There is much talk about creating more cycle lanes.
Exercise 1
Complete the sentences with one word in each space.
1 There a r e __________places to stop on the way, but not very
2 Let me give you a . . of advice: avoid the
underground at night. It’s not safe.
3 The sto p’s just over there. T a k e_____ . bus. They all go
into the centre.
4 There are usually__________of buses. They com e every ten
minutes or so.
5 I d on’t h a v e _________ information yet - just the time of the
flight. I nee d to speak to a __________people first and find
out what’s happening.
6 There’s a _________ of anger about the train strike.
7 I usually only have hand luggage. I d on’t like to have
bags to check in.
8 I waited for ages, but there w e r e __________taxis. In the
end, I decided to walk!
DID YOU KNOW?
To express negative ideas, w e often use too many, too much,
too few and too little.
There are too m any motorbikes on the road. It’s crazy!
There’s too much traffic. They n eed to do something about it.
There are too few buses after ten at night. We n eed more.
There’s too much to do - and too little time to do it in!
Exercise 2
Complete the second sentence so that it has a similar
meaning to the first sentence. Use one word in each space.
1 There w eren’t many people on the train this morning.
There were only ____________________ people on the train
this morning.
2 There’s too much traffic on the roads.
There a r e ____________________ cars on the roads.
3 There w eren’t any places to park.
There w e r e __________places to park.
4 There’s too little time! I n eed more hours in the day.
There a r e ____________________ hours in the day. I need
more time!
5 Most drivers are fine, but there are som e who drive really
badly.
Most drivers are fine, but there a r e ____________________
who drive really badly.
6 You can park there. There’s plenty of space.
You can park there. There’s a _____________________ space.
170
P R E S E N T P E R F E C T SIM P L E
The present perfect is have / has + past participle. The past
participle is usually the sam e as the past simple form, but look
at the present, past simple and past participle forms of these
verbs:
is - was - been forget - forgot - forgotten
break - broke - broken give - gave - given
choose - chose - chosen go - went - gone / been*
com e - came - com e know - knew - known
do - did - done run - ran - run
drink - drank - drunk s e e - saw - seen
drive - drove - driven take - took - taken
eat - ate - eaten wake - woke - woken
fall - fell - fallen write - wrote - written
The present perfect is often used to start a conversation and
find out about other people’s experiences. You do NOT have
to use the present perfect in the reply. Look at th e se different
answers to A’s question
A: Have you ever tried horse meat?
B: No, I don’t like the idea o f it.
No, but I’d like to.
Yeah, we eat it quite a lot in our country.
Yeah, I ate it when I was in France a few years ago.
I’ve had it a couple o f times, but I don’t really like it.
Don’t use the present perfect with a past time phrase such as
yesterday or a few years ago. Use the past simple.
Have you gone out Did you go out last night?
We:ve~he4 We had dinner there the other day.
I’ve spoken I spoke to him two minutes ago.
We have never eaten out We never ate out when I was a kid.
You can make the present perfect negative with not or never.
Never m eans ‘not in my life’.
I’ve never heard o f it. Where is it?
I’ve never tried snake. What’s it like?
We often use haven’t / hasn't with still and yet to mean ‘not
before now, but probably in the future’.
You still haven’t seen m y new apartment. Why don’t you come
round for a coffee?
A: Sorry I'm late, I was waiting for the bus for ages.
B: Don’t worry. We haven’t ordered anything yet. Here’s the
menu.
DID YOU KNOW?
The past participle of go is sometimes been when we want to
say went and came back. When the person hasn’t com e back,
we use gone.
I’ve been to that restaurant several times.
B en’s not here. H e’s gone for lunch.
Exercise 1
Choose the correct option.
1 A: We w en t/ have been to a Thai place on Grove Lane
yesterday. Did you g o / Have you been there?
B: Yeah, lots of times. We often have g o t/g e t a takeaway
from there during the w eek too.
2 A: Have you had / Did you have anything to eat yet?
B: Yes thanks. I’ve made / 1m ade myself a sandwich before
I left home.
3 A: Have you ever eofen /a te snake?
B: Yeah. I have h a d / had som e on holiday last year. It
ta sted / has tasted a bit like fish.
4 A: Are you visited / Have you visited Romania before?
B: No, this is / has been my first time. It’s great.
5 A: Sorry I’m late. I was / have been stuck in the office sorting
out a problem.
B: Never mind. I was / have been late too and Jam es still
hasn’t arrived/ didn’t arrive either.
DID YOU KNOW?
You can use have / haven’t, etc. on it’s own to avoid repeating
the whole verb.
I haven’t been to that restaurant, but Javi has (been there).
A: Have you talked to Karen recently?
B: No, I h a ven ’t (talked to her). Have you (talked to her)?
We also use the present perfect simple with som e verbs to talk
about the duration of events that are still not finished now.
A: How long have you lived here?
B: Not long. We m oved here in February.
Exercise 2
Complete each pair of sentences with the correct form of
the verbs in bold. Use the present perfect in one sentence
and the past simple in the other.
1 lose
a I __________my mobile two w eeks ago, so I’m in a mess!
It had all my contacts on it.
b My b ro th er__________his mobile about five times.
2 have
a I love your car. How lo n g _________ y o u __________ it?
b I __________a car for years, but then I decided It was too
expensive to run.
3 try
a I __________n e v e r __________ coffee. I don’t like the
smell.
b I got th e se je a n s on holiday, but I __________(not)
__________them on and they d o n’t fit very well.
4 see
a __________you e v e r __________ that film B abette’s Feast?
It’s on tonight.
b __________y o u __________ the news last night? I was on it!
5 know
a I__________Ken for years. We’re really good friends.
b W e _________ each other at all before w e started
working here, but we get on great.
6 go
a Luigi_______________________to the meeting, but I didn’t.
b I __________ there, but I think Steffie has, so ask her what
it’s like.
Exercise 3
Write present perfect questions using the prompts (1-6).
Then match the answers a-f to the questions.
1 you / be / here before?
2 you / ever / eat / chicken feet?
3 you / try / that new restaurant round the corner?
4 Dave / speak / to you about tonight yet?
5 you two / b e introduced?
6 how long / sh e / live / there?
a Yeah, I had them once when I was in Hong Kong,
b Yeah, w e ’ve met before actually,
c Yeah, I came on holiday here a few years ago.
d No, but I’ve had my phone switched off.
e About six years now.
f No, but I’d like to go there. It looks nice.
You will learn more about the present perfect in Unit 12, Yet,
already, still and ju st ; Unit 13, present perfect continuous and
how long; Unit 15, Time phrases and tense.
TOO / N O T ... ENOUGH
too, too much, too many
Use too + adjective / adverb when you want / need less of
something. It is often followed by the infinitive with to to show
something is not possible as a result.
I’m too lazy to cook for myself.
He was driving too fast to stop in time.
Is the music too loud?
Use too much + uncountable noun or too many+ countable
noun (see also Unit 3).
My doctor says I’m eating too much sugar.
I don’t feel well. I think I had too much ice cream.
Too many people these days eat fast food.
I can’t go out tonight. I have too many things to do.
n o t... enough
Use not + adjective / adverb + enough when you n eed more.
It is also often followed by the Infinitive (with to).
My daughter helps me cook, but sh e ’s not old enough to be
left on her own in the kitchen.
You didn’t cook it long enough. It’s still raw in the centre.
Use not enough + noun (either uncountable or countable).
They’re closing down the restaurant on the corner, because it
d o esn ’t m ake enough money.
The match was cancelled because we didn’t have enough
people to m ake a team.
Q u e s t io n s
You can use enough in questions. It m eans ‘is it OK or is more
needed?’
A: Do you have enough food?
B: Yes thanks.
Are you comfortable enough?
Exercise 1
Complete the sentences with too, too much, too m any or
enough. Then match the sentences with the responses a-h.
1 Do you h a v e __________chairs for everyone?
2 It’s b een c o o k e d __________long. Look, it’s almost burnt!
3 Are you w a r m _________ ?
4 Have you h a d ________________ dessert?
5 I think we m a d e f ood. People haven’t eaten a lot.
_
6 Are you sure you’re n o t __________hot in here?
7 Wow. That’s a big portion. I think w e ’ve o r d e r e d _________
dishes.
8 Is the volume lo u d __________?
a Yes thanks. It was lovely. Shall I help you clear the table?
b Actually, no. Could we sit inside instead?
c You’re probably right. Shall w e ask the waiter to cancel a
couple?
d We don’t actually. Could you bring a couple of folding ones?
e It is very warm. Could I open a window?
f Not really. Could you turn it up?
g Oh yes. Shall I ask the waiter to change it?
h I know. Would you like to take some home with you?
Grammar reference 171
COMMON MISTAKES DID YOU KNOW?
Enough go es after an adjective / adverb, but before a noun. When we talk about possible future plans, we sometimes use
I am not enough patient patient enough to be a teacher. may instead of might. In this context, it m eans the sam e thing.
I don’t have m oney enough enough money to eat out every I may go shopping in the morning.
week. I’m not totally sure yet, but I may leave quite early.
Don’t use too to describe positive feelings. Too m eans you I may go out somewhere later tonight.
want less. Use really / very / so or an adjective like great,
fantastic or amazing ! Exercise 1
I love m y Mum’s cooking too much. S h e ’s tee-good. I miss it Complete the sentences with the correct form of the
now I live on m y own. verbs in the box.
I really love m y Mum’s cooking. S h e ’s fantastic.
You d on ’t need for before an infinitive with to. do get have (x2) hire
meet se e play (x2) watch
Leave it to cool down, it’s too hot for to eat now.

Exercise 2 1 A: I’m g o in g __________the Madrid-Malaga match at a place

in town.
Decide which five sentences are incorrect, then correct
B: OK. What time are you g o in g _________ there?
them.
A: Quite early, so I can get a seat. Seven?
1 The restaurant we went to for my birthday was great value.
2 A: W h a t_________ y o u __________ later?
The food was delicious and it was too cheap.
B: W e __________Gary and Sam to go to the cinema -
2 Have you put salt enough in that soup? Just check.
would you like to come?
3 It tasted disgusting. They put too much chillies in it for
A: Yeah, that sounds good. What are you g o in g ___________ ?
my liking.
B: Juniper Love - the one that won the Oscar.
4 I find it too bitter for to drink If I don’t add any sugar.
3 A: We’re thinking o f _________ a party to celebrate finishing
5 It didn’t taste too bad, but it w asn’t spicy enough for
school.
my taste.
B: That’s a good idea. Are you thinking o f ______________ it at
6 I d o n ’t think this pan is enough big to cook pasta for
your house?
everyone. I might need two pans.
A: I d on’t know. We m ight_________ a room somewhere. It
d ep e n d s how expensive it is.
5 RELAX 4 A: Simon and Matt told me to tell you t h e y _______ tennis
tomorrow if you’re interested.
B: What time are they g o in g __________?
PLANS AND ARRANGEM ENTS
We can use both be going to + infinitive (without to) and Exercise 2
the present continuous to talk about future plans and Write positive sentences (+), negative sentences (-) or
arrangements. To talk about definite personal plans for the questions (?) using the ideas below and the structures in
future, we generally use be going to.
brackets.
I’m not going to do anything tonight. I’m ju st going to take it
easy.
1 I / call you later. (might/+)
I’m going to go for a walk after dinner. 2 What / you / do. (be going to / ?)
3 We / have / a meeting about it. (be thinking of / +)
To talk about definite arrangements with other people - usually 4 I / go on holiday this year. (be going to / -)
in the near future - we generally use the present continuous. 5 I / be in class tomorrow. (m ig h t/-)
However, be going to is also possible. 6 Where / you / stay. (be thinking of / ?)
A: What are you doing this weekend? 7 I / go fishing this weekend. (be going to / +)
B: Well, I’m playing / I’m going to play basketball on Saturday. 8 What / you / go / to see. (be thinking of / ?)
What about you? 9 I / come. It d ep e n d s how I feel. (m ay/ -)
A: Som e important clients are coming / are going to come so I
need to go to the airport to m eet them.
S U P E R L A T IV E S
To talk about possible plans in the future that are not fully In general, we use most with two- or three-syllable adjectives
decided, use might + infinitive (without to) or be thinking o f or adverbs.
+ -ing. Football is the most popular gam e in the world.
I might go shopping in the morning. Moscow is one o f the most expensive cities in the world.
I’m thinking of leaving quite early. It was one o f the most boring matches ever!
Note that might is not usually used in questions. Instead, we We add -est to adjectives or adverbs of one syllable.
often use be thinking of. That’s the longest film in the series.
A: I might go out som ewhere later tonight. S h e ’s the youngest person to ever win an Olympic medal.
B: Oh, OK. Where are you thinking of going? H e’s the oldest person to ever play for his country.
With two-syllable words ending in -y the -y changes to -iest.
The basic rules are among the easiest to grasp o f any sport.
I can’t stand him. H e’s the laziest player ever.

172
Note that for some short adjectives - big, fit, sad, etc. - we
double the final consonant when we add -est. Wimbledon is
probably the biggest competition in tennis. Also note that
6 FAMILY AND FRIENDS
som e two-syllable words can take either -est or the most.
Two o ’clock is our quietest / most quiet time o f the day. Q U E S T I O N F O R M A T IO N
When we make questions and negatives, we use different
auxiliary verbs. There are only three: be, do and have.
DID YOU KNOW?
We usually use the before superlatives, but sometimes we can Norm al v e r b s
use my, his, etc.
(Q uestion word) Auxiliary Noun / pronoun Verb
My best time for running a kilometre is four minutes twenty.
P resent sim ple
Exercise 1 Do you work?
Complete the sentences with the superlative form of the Do they live near here?
adjectives. What does he do?
1 It’s _________ film ever! (bad) P ast sim ple
2 It’s freezing outside so wear y o u r _________ coat, (thick)
Did you speak to him?
3 My mum’s probably _________ person I know, (generous)
Did your friends get home OK?
4 We’re usually_________ in the afternoons, so ring in the
Why did he go there?
morning, (busy)
5 Personally, I like cricket. It’s _________ sport there is! P resent continuou s
(interesting) Is she just visiting?
6 My cat died last week. It was really awful - __________thing Are they driving here?
ever! (sad) Where are you staying?
7 I tried it, but it w a s __________thing ever! (disgusting)
P resent perfect
8 Deano’s h a s __________selection of clothes in town, (wide)
Has she decided yet?
S up erlatives + p resen t perfect
Have your parents met her before ?
Superlatives often go with the present perfect.
How long have you been here?
It’s the best book I’ve (ever) read in my life.
I think this is the fittest I’ve ever been.
Be
H e’s the most successful striker who’s ever played for us.
That’s the most exciting match I’ve seen in a long time. (Q uestion word) Be Noun / pronoun A djective,
adverb or noun
Exercise 2 P resent
Write sentences with a superlative + the present perfect.
Who is your favourite singer?
It / long time / he / be / away from home. Are your parents OK?
It’s the longest time h e ’s been away from home. Is your sister married?
1 He / nice person / 1/ ever meet. How are you?
2 It / exciting race / I / take part in.
Past
3 That computer / reliable / we / ever have.
4 This / complicated gam e / 1/ ever play. Why weren't they there?
5 It / funny book / 1/ read / in a long time. Were you very annoyed?
6 That / smart / 1/ ever s e e / you look. Was he OK last night?
Where was the party?

DID YOU KNOW?

We DON’T usually use full se n ten c es or auxiliaries to answer
questions.
A: How old are you?
B: 23. (NOT I am 23)
A: Do you like learning English?
B: Not really, but I need it for my job. (NOT I don’t really like it,
but...)

Grammar reference 173

Exercise 1 Exercise 3
Complete the questions with the correct auxiliary verb or Write H ow . . . ? or W h a t ...? questions using the words in
write X if no auxiliary is needed. brackets. The first is done for you.
1 A: W h e r e _________ she work? 1 A : ______ ___ ? (old / be / your gran) How old is your gran?
B: In a cafe in the centre of town. B: 83.
A: Oh, OK____________she worked there long? 2 A : _____ . at the w eekend? (kinds of things / you / do)
B: No. She started quite recently. B: I always play tennis on Saturdays. Apart from that, I go to
2 A: _ _ _ _ _ you like football. the cinema, watch TV, nothing much.
B: Yeah. I’m a Leeds fan. You’re a Milan fan, aren’t you? 3 A : _________ last Friday? (film / you / see)
A: No, who told you that? B: Forever. It’s a romance. My wife wanted to s e e it.
B: The guy in class with the long hair. So w h o __________ 4 A : _________ here? (long / you / live)
you support? B: About six months now. We moved here in January.
A: Fiorentina. 5 A : _________ in the exam? (questions / they / ask)
B: Oh, OK_______________ they play last night? B: How old are you? Where do you live? Things like that.
A: Yes. We lo s t... to Milan! 6 A : _________ tomorrow morning? (time / you / leave)
3 A: W h a t_________ you do? B: Four o ’clock! Our flight’s at seven and it’ll take at least an
B: I’m a student. hour to get to the airport.
A: Oh right. W h a t. . you studying? 7 A : _________ to get to work? (far / you / travel)
B: Civil engineering. B: It’s 50 minutes by train and then a ten-minute walk.
4 A: I’m going to Brazil in May. 8 A : _________ in your class? (many students / there)
B: Oh really? How lo n g __________you going for? B: There are twelve of us, I think.
A: Two weeks.
B: OK__________ you been there before? SIM ILA RITIES A N D C O N T R A S T S
A: No, it’s actually the first time I’ve ever been abroad. Number
Q u estio n s w ithout auxiliaries Both and neither refer to two people or things.
Did you notice this question in Exercise 1 above? All and none refer to three or more.
Who told you that? neither and none
We sometimes ask questions without an auxiliary b ec au se we We use neither and none to show that the people / things are
want to know who or what did an action (the subject of the the sam e in riot doing / being something. We d on ’t follow all or
verb). These questions usually start with who, but sometimes both with negatives.
other question words are used. Neither o f them take no for an answer.
Who organised it? Both o f thorn don’t take no for an answer.
Who took that photo? None o f us want to take over the business.
Who told you to come here? All o f us don’t want to take over the business.
What happened? both of, all of, etc.
Which o n e’s better? If both, all etc. is before the pronoun, we have to use both of,
all o f etc. Then we use the pronouns us, you and them.
Exercise 2
Look at the ways of saying the sam e thing.
Cross out the auxiliary where it is not needed.
We both work as waiters. Both o f us work as waiters.
Who did told you that?
They’re all very confident. All o f them are very confident.
1 What did you buy?
They’re both quite short. Neither o f them are very tall.
2 Which battery do lasts longer?
We all hate to sit still. None o f us like to sit still.
3 Who did gave you this?
4 Who was at the party last night? whereas
5 Who did you speak to? Maybe I can talk to them. Whereas has a similar meaning to ‘but’. Use it to show a
6 What did hap pe ned to you? You’re really late. contrast - how people / things are different.
7 Why did it happen? It normally works fine. My da d ’s quite religious, whereas my mum isn't.
8 Who do wants coffee? Put your hand up. Neither o f m y parents speak English, but I do.
9 Who’s moved my bag? It was here a moment ago.
Exercise 1
Q u estio n s with how or what Complete the sentences with one word.
We sometimes use how and what with other words when we 1 I’ve got two brothers and a sister and w e ’r e __________
ask questions. doctors.
We use how with an adjective or adverb. 2 I s e e my two grans a lot because th e y __________live nearby.
How old is he? 3 My girlfriend and I often play tennis to ge th er.___________of
How far is it from here? us are very good, but we enjoy it anyway.
We use what with a noun. 4 Although they’re twins, they’r e _________ quite different.
What kind o f films do you like? 5 B oth_________ you, can you stop screaming and shouting?
What time did you get home? 6 My family are all very friendly, but none o f ____________ like
going out very much. We’re happy with our own company.
7 I didn’t know any of my grandparents. T h e y __________ died
before I was born.
8 He had six children but none o f __________w ere interested
in taking over the business.

174
e ith e r and a n y
We use either or any after a negative form of the verb instead
of neither or none.
I don’t get on very well with either o f my neighbours.
He had five exams and he didn’t pass any o f them.
Exercise 2
Choose the correct option.
1 I’ve got two older sisters, but I’m not very close to eith er/
both / none of them.
2 Neither / Either of my parents speak any / none foreign
languages at all.
3 Can you believe it? A n y /N o n e of my brothers or sisters
rem embered my birthday.
4 I d o n ’t know both / none / any of the people in my street.
5 I d on’t talk to either/ both / none of my ex-husbands
anymore!
6 I never really s e e any / both / neither of my cousins
anymore. They live too far away.
7 Neither/ Either/ Any of my brothers are very fit. They hardly
ever do none / any exercise.
8 I hate networking and managing people. I’m no good at
either/bo th / none of them.
7 YOUR PLACE
HAVE TO, DON’T HAVE TO, CAN A N D CAN’T
have to
To talk about rules or things that are essential or necessary to
do, use have to / has to + infinitive (without to)
We have to pay a m onth’s deposit before we can move in.
I have to walk about ten minutes to g et to the train station.
Do you have to do much housework?
My brother has to help my dad run the family business.
don ’t have to
To talk about things that are not essential or necessary, but that
you can do if you want to, use don’t have to / d o esn ’t have to +
infinitive (without to).
/ don’t have to do any housework, but I like to do the cooking.
It’s Sunday tomorrow, so I don’t have to get up early!
It’s OK for her! She doesn’t have to work evenings!
can
To show something is possible and you are free to do it if you
want, use can + infinitive (without to).
I live near the river and you can walk along the banks, which
is nice.
Can ive stay with you when we come to Berlin?
can ’t
To show something is not possible and you have no choice,
use can’t + infinitive (without to).
I can’t help you, I’m afraid.
Exercise 1
Choose the correct option.
1 I have to / don’t have to /c a n share a room with two other
students! Luckily, we all get on OK.
2 Do you have to / Can you travel far to work?
3 You can / have to /d o n ’t have to tell me if you d on’t want to.
It’s your choice.
4 Unfortunately, we can’t / don’t have to / has to use the pool
that’s connected to the block of flats.
5 I think she can / has to / d o esn ’t have to pay about 100
euros a w eek rent.
6 I have to /d o n ’t have to /c a n always talk to my flatmates if I
have a problem.
7 Do you have to / Can you have friends to stay in your flat?
8 We have to /d o n ’t have to /c a n ’t do military service. We
have to / can / don’t have to choose to do social work or
community work instead if we want to.
DID YOU KNOW?
To talk about ability / inability at a particular time, we sometimes
use be (not) able to instead of can / can’t. It’s usually used in
more formal contexts and in written English.
Exercise 2
Rewrite the sentences using is / are (not) able to + verb.
1 I’m afraid we can’t help you with that.
2 It’s not a palace or anything, but at least I can pay the rent!
3 We have five bedrooms, so we can invite friends to stay,
which is nice.
4 I think there’s som e kind of problem b ec au se I ca n ’t enter
the site.
5 She ca n ’t sleep at the moment b ec au se she has very bad
pain in her leg.
6 You’re lucky you can stay with friends. It saves you a lot of
money!
7 The clients called earlier and said they can’t make the
meeting today.
8 He has to work overseas, but he can visit four times a year.
Exercise 3
Correct the mistake in each sentence.
1 We have to telling our landlord three months in advance if
we want to move out.
2 My sister cans stay with my uncle w henever she visits the
capital.
3 My friend Juan have to find a new place to live.
4 You d o e s n ’t have to do it if you d on’t want to.
5 If you want, I can to drive you home.
6 I’d love to g et my own place, but I do n ’t can afford it.
WILL / W ON’T
We use will/ won’t + infinitive (without to) to talk about future
actions or give opinions about the future. We often use will/
won’t as an immediate response to situations / things people
say, and to talk about now or the immediate future.
Offers
A: Can I use the washing machine?
B: Oh, I’ll do it for you, if you like.
A: Is it OK if I have a shower in the morning?
B: O f course. I’ll get you som e towels in a moment.
O pinions ab ou t th e future
You’re welcome to watch TV. Although you’ll probably have
to watch repeats o f The Big Bang Theory as that’s all my son
Theo seem s to watch.
A: H e’s sixteen.
B: Oh yes? Like m y baby brother. He’ll remind me o f home.
A: I think you’ll be warm enough but I can get you a blanket,
if you want
B: Oh no. I’ll be fine.
D ecisio n s (m ade at th e tim e o f sp eak ing)
A: And here?
B: Oh that’s Oliver’s study, but we won’t go in there.
It’s a mess!
A: The dog’s very friendly
B: I’m sure, but maybe I’ll go out the front next time.
Grammar reference 175
P rom ises
A: Your dog scared me.
B: He w on’t bite you. I promise. H e’s very friendly.
A: Do you have your homework?
B: No, but I’ll give it to you tomorrow.
Q u estio n s
Most questions with will are about opinions, and they often use
do you think.
Do you think y o u ’ll be warm enough?
Do you think Spain will win tonight?
What time do you think y o u ’ll be here?
Exercise 1
Complete the dialogues with 7/ or won’t.
1 A: I need to wash th e se clothes.
B: OK. Leave them there. I __________do them with the rest
of the washing.
2 A: Maksim. Can you hear me? I need to use the bathroom.
B: Oh, OK. I __________be long.
3 A: Do you mind if I use your computer?
B: Of course not. I__________just save and close what I was
working on.
4 A: Do you think y o u __________be home for dinner?
B: I d on ’t think so. I probably__________finish till late and
w e __________probably eat near there.
5 A: Shall I do the washing up?
B: No, it’s OK. I __________do it. Just leave the dishes in the
sink.
6 A: Have you se en my keys?
B: No, but I__________lend you mine if you like. I’m going to
be at home all day.
A: Are you sure? I promise I _________ lose them!
7 A: Be careful, and call me if you need any help.
B: I _________ ! But, d on’t worry. W e __________ be fine.
8 A: Do you think you _ _ _ _ _ _ go to the party later?
B: Probably not, to be honest. We probably__________get
back in time and I’m sure we _ _ _ _ _ _ be too tired
anyway.
DID YOU KNOW?
When we give opinions, we use will I won’t to show w e ’re
certain. However, if w e ’re less certain, we often add words like
I doubt, I don’t think, I’m not sure, it’s possible and probably.
I doubt I’ll go.
I’m not sure I’ll have time.
It’s possible I’ll finish early.
I probably won’t se e you before I go, so I’ll sa y goodbye now.
Will and other future form s
Remember that when we talk about plans and arrangements
we have made, we use be going to + infinitive (without to) or
the present continuous. We also sometimes use be going to for
opinions about the future.
Exercise 2
Choose the correct form.
1 I can’t meet you tonight. A friend of mine will come / is
coming to my house for dinner.
2 I need to give you an injection. It won’t hurt / it’s not hurting.
3 A: What are you doing tonight?
B: Nothing. I’m ju st going to go / I’llju st go home and have
an early night.
4 Our oldest son is getting / will get married next month.
5 That looks hard. I’ll help / I’m helping you if you want.
176
6 A: I n eed to send som e letters sometime today.
B: I’ll go / I’m going into town later, so I’ll post / I’m going to
post them for you if you want.
You will learn more about will / won’t in Unit 2, Developing
conversations (page 20); Unit 8 , First conditionals; Unit 15,
Time phrases and tense.
I EDUCATION
FIRST CONDITIONALS
First conditionals are sentences of two parts - one part to talk
about possible future situations or actions and the other to talk
about the results of those actions.
The /f-clau se
The /T-clause refers to possible future situations or actions, but
it uses present tenses. Don’t use will / won’t here to refer to the
future. The if-clause d o e s n ’t have to start the sentence.
If I will got get the grades I w a n t...
... if you w on’t don’t start working harder.
The result cla u se
We can talk about the result of the possible future action using
will /w o n ’t + infinitive (without to). Will / won't shows you are
certain about the result.
Well, if it all goes well, I’ll have two more years.
You won’t pass if you don’t start working harder!
You can use will probably or might (possibly) to show you are
less certain.
If I get the grades I want, I’ll probably do a Master’s.
I’ll probably go out later if I finish all m y homework.
If I can’t find a job here soon, I might go abroad somewhere.
Q u estio n s
Look at the ways of asking questions.
Where will she live if she gets into university in England?
What will you do if that happens?
What if you don’t get into university?
Exercise 1
Match the two parts of the sentences.
1 If you copy anything directly from the internet,
2 If I do well in the entrance exam,
3 I’ll give you a hand with that
4 If the bank won’t lend me money,
5 I’ll graduate next December
6 We’ll be late for the lecture
7 If you go to room 605,
8 I’ll probably do som e research for my project today,
a you’ll find the finance department. Ask there,
b they’ll then ask me to go for an interview,
c if I d on’t fail any of my finals,
d you’ll g et 0%.
e if you want.
f I might need to borrow some from you.
g if I’m not too busy with everything else!
h if we d o n’t hurry up!
DID YOU KNOW?
If we start a se ntence with the //-clause, we use a comma
after it. If w e start with the result clause, we do n ’t usually use
commas.
If I save enough money, I’ll take a few months off.
I’ll take a few months off if I save enough money.
Exercise 2
Decide which four sentences are incorrect, then correct
them.
1 If I’ll go to England, my English will get better.
2 You do n ’t do well at the interview tomorrow if you d on’t look
smart enough.
3 I’m sure your tutor will help if you ask her to.
4 If I find the website address, I send it you later.
5 If I’m still feeling bad, I w on’t come to class.
6 If I w on’t go to university, my parents will be really upset.
HAD TO / COULD
had to
Use had to + infinitive (without to) to talk about things that were
necessary to do. Use did + have to + infinitive (without to) in
questions.
Sometimes we ju st had to copy from the book.
Did you have to have extra Spanish lessons?
didn’t have to
Use didn’t have to + infinitive (without to) for things that were
not necessary to do.
We didn’t have to do much homework in England - a bit o f
reading or something.
could
Use could + infinitive (without to) for things in the past that were
possible - that you had a choice about.
My wife and I could organise our holidays to be at home with
the kids most o f the holiday.
couldn’t
Use couldn’t for things that w ere not possible because:
( 1) you didn’t have the ability; (2) b ec au se of a rule / law; or
(3) be c a u s e of a problem.
1 I couldn’t understand very much. It was horrible.
2 We couldn’t take mobile phones with us to my school.
3 I couldn’t see, because there were people in front o f me.
Exercise 1
Choose the correct option.
1 I could/ couldn’t go home for lunch when I was at school,
but now I’m working, I don’t have time.
2 I had to /d id n ’t have to g et up early when I was at school,
but at university the classes start later.
3 When I was living at home, I had to /d id n ’t have to cook, but
now I’m on my own, I had to / have to make my own dinner.
4 When I was at school, we couldn’t / could call a teacher by
their first name. We had to / have to call them ‘Sir’ or ‘Miss’.
5 Go now if you want to. You d on’t have to /d id n ’t have to
wait for me.
DID YOU KNOW?
Must has no past form. Instead, we use had to.
S h e ’s not here because she must had to go and see someone.
be able to
To talk about ability / inability at a particular time in the past,
we sometimes use wasn’t/w e r e n ’t able to instead of could /
couldn’t.
I wasn’t able to understand very much in the class!
We weren’t able to see much because we were at the back.
Exercise 2
Decide which six sentences are incorrect, then correct
them.
1 We can’t com e yesterday b ecause of the bad weather.
2 I’m going to the bank. I have to g et som e money.
3 We d on ’t have to study English when I was at school.
4 I’m sorry I w eren’t able to com e to class last week. I was ill.
5 When I was at school, we always must stand up when the
teacher came into the classroom.
6 Could you move, please? I ca n ’t s e e the board.
7 He has to retake the test twice before he passed.
8 The question was so difficult, I couldn’t to answer it.
9 In the past, teachers w ere able to organise the course how
they wanted.
9 MIND AND BODY
GIVING ADVICE
The most common way of giving advice - to say what you think
is the best thing to do - is should + infinitive (without to). We
often soften advice by adding m aybe at th e beginning of the
sentence. It’s also common to say I think you should.
Should is a modal verb. With modal verbs we use the sam e
form for all persons, w e do not add -s for the third person.
We do not use do / does in questions, or don’t / do esn ’t in
negatives. The negative form is shouldn’t.
Maybe you should go home and get som e rest.
You shouldn’t worry about it. It’ll all be fine.
What should I do if the medicine doesn’t work?
What do you think I should do?
Two other common ways of giving advice are why don’t you +
infinitive (without to) and ought to + infinitive (without to). They
basically mean the sam e as should.
Why don’t you get some sunglasses to protect your eyes a bit?
(Maybe) you ought to try it.
Exercise 1
Rewrite the sentences using the words in brackets.
1 You should go on a diet, (why)
2 You ought to put som e cream on that rash, (should)
3 What do you think we should do? (ought)
4 You should phone and make an appointment, (don’t)
5 Anyone taking drugs to improve their performance should
be banned, (to)
6 Why d on ’t you drink less coffee? (maybe)
Exercise 2
Complete the sentences with should / shouldn’t and the
verbs in the box.
do eat go ignore miss watch
1 You__________so much! You’ll g et fat if you’re not careful!
2 I’m not surprised your eyes are sore. You_________ less
TV!
3 If it hurts, you really_________ and s e e a doctor about it.
You___________ j u s t _________it. It might g et worse.
4 The go v ern m e n t__________more to sort the problem out.
5 I know you’re busy, but it’s an important appointment. You
really__________it if you can help it.
Grammar reference 177
IM P E R A T IV E S
We use imperatives to:
1 give instructions: Take twice daily with food.
2 give an order: Be quiet.
3 give advice: Go and se e your doctor if yo u ’re worried.
4 encourage: Come on! You can do it!
5 make an offer: Have a seat.
6 warn: Don’t buy that one. It’s bad quality.
7 reassure: Don’t worry. It’ll be fine.
Structures with im peratives
We often use imperatives in conditional sentences, especially
when giving advice.
Don’t worry if you find it difficult. (=you shouldn’t worry)
If you need anything, ju st email me.
If you can’t sleep, try counting backwards from 100.
We often use will after imperatives.
Hurry up or w e’ll miss the train.
Have a seat. I’ll stand.
Don’t worry about cleaning up. I’ll do it.
Don’t make so much noise. You’ll wake the baby!
We sometimes use imperatives as requests when talking to
friends, but it’s better to use could you / can you b ecause
imperatives can sometimes sound rude and too direct with
people w e’re not close to. However, in all the examples above,
imperatives sound fine.
Pass the salt, (with friends)
Could you pass the salt, please? (more polite, less direct)
DID YOU KNOW?
We often use so + adjective after negative imperatives.
Don’t be so lazy!
Don’t be so rude!
Exercise 1
Correct each pair / group of sentences by making one of
the imperatives negative.
1 Panic. Stay calm.
2 Whisper. Speak up. We can’t hear you.
3 Be careful. Slip.
4 Just sit there. Do something.
5 Take your time. Rush.
6 Be quiet. Make so much noise.
7 Get up. Be so lazy.
8 Wait for me. Go ahead. I’ll catch you up.
DID YOU KNOW?
We can use imperatives to give advice to friends - instead of
using maybe you should/ ought t o ...
Phone them and make an appointment, (with friends)
Maybe you should / ought to phone them and make an
appointment, (more polite, less direct)
Exercise 2
Rewrite the sentences using could for requests and should
for advice.
1 Pour me som e water, please.
2 Try talking to som e one about it.
3 Bring me the bill.
4 Help me carry th e se bags to the car.
5 Don’t drive if you’re taking that medication.
6 Don’t call him now. It’s too late.
178
10 PLACES TO STAY
S E C O N D C O N D IT IO N A L S
Second conditionals are se ntences of two parts. We use them
to talk about imagined situations or things that are unlikely or
impossible.
The if-clau se
In th e if-clause, use the past simple to talk about imagined
situations. It refers to now or the future.
... if she ate a nut by mistake.
(She d o e s n ’t plan to eat one, but imagine her eating one.)
... if I could.
(I ca n ’t move anyone, but imagine the situation is possible.)
The result cla u se
Use would + infinitive (without to) to talk about imagined results
or further actions.
She’d be ill if she ate a nut by mistake.
(She isn’t ill now, only b ecause she hasn’t eaten a chocolate
with nuts in.)
I would move them if I could. (I want to move them, but I can’t.)
might
You can replace would with might to show less certainty about
the imagined result.
They might attract more people if they weren’t so expensive!
(= maybe they would attract more people)
Exercise 1
1 Match the two parts of the sentences.
1 The company wouldn’t have th e se problems
2 I’d be more willing to try camping
3 It’s a nice hotel, but it’d be better
4 I think that if they opened a branch in Brighton,
5 I su p p o se if I had a lot of money,
6 If something like that happened to me,
a if the rooms were a bit more child-friendly,
b I’d complain. I’d be really angry about it!
c if they employed staff who spoke better English!
d I might stay in a top hotel, but there are other things I’d
prefer to buy.
e if the w eather here w as a bit better,
f it’d be a big success.
2 For each sentence above, say what the real situation
is now.
The company has problems because the staff do n ’t speak
good English.
A dvice
We often use a second conditional to give advice.
If I were you, I’d book online. It’d be cheaper. (I’m not you!)
If I was / were in your situation, I’d complain.
Note that we often only say the would part, b ec au se the
situation is obvious.
A: Do you think I should say something to the manager.
B: I would. He was quite rude to you. (= I would, if I were you).
Exercise 2
Choose the correct form.
1 I might think about staying there if it was / would be nearer
the beach.
2 I’d / I’ll pick you up from your hotel if it was / w asn’t so far
from the centre of town!
3 If I am / were you, I wouldn’t / d on’t have the hotel breakfast.
I'll / I’d eat som ew here else instead.
4 It’d / It’s be better if the website was / will be more user-
friendly.
5 I’m having a good time here, but it was / would be even
better if it w asn’t / wouldn’t be raining all the time!
6 If we was / were earning more money, we can / could stay in
nicer places.
USED TO
To talk about past habits, we can use either used to + infinitive
(without to) or the past simple.
They used to take us on day trips.
We went swimming all the time.
We also use both used to + infinitive (without to) and the past
simple to talk about past states.
My parents used to own an apartment on the beach.
It was so strict.
The most common way to form the negative of used to is
with never.
It sounds dull, but I never used to get bored.
You can also form the negative of used to like this:
It sounds dull, but I didn’t use to g et bored.
Note that when w e talk about actions that only happ ened once
in the past, we use the past simple. We cannot use used to.
We once made cornflake cakes.
There is no present form of used to. It is only used to talk about
the past. For habits in the present, use the present simple (see
p ag e 166).
My son usually spends his summers like this.
Exercise 1
Complete the sentences using used to, never used to or
usually.
1 We moved to Zagreb this year. W e __________live in quite a
small place on the coast.
2 I__________go to the beach every day, but now I’m working
I can ’t.
3 W e __________go to the cinema b ecause the nearest one
was 60km away!
4 Now that I’m in Madrid, w e _________ go out three or four
nights a week.
5 Although there w eren ’t many facilities, w e __________get
bored, b ec au se w e _________ make our own entertainment
at home.
DID YOU KNOW?
When we use the past simple, we often add time phrases.
However, when we use used to we often leave the time
phrases out.
My parents lived in Holland in the 8 0 ’s.
My parents used to live in Holland.
I didn’t like vegetables when I was younger.
I never used to like vegetables, but I love them now.
Exercise 2
Decide which five sentences are incorrect, then correct
them.
1 Last week, I used to have to study for my exams.
2 Before I started working here, I used work as a researcher
for a drug company.
3 He’s lost a lot of weight. He used to weigh 100 kilos.
4 I didn’t never used to have lunch at school. I always had
lunch at home.
5 I didn’t use to like swimming, but I go quite a lot now.
6 Most Sundays, me and my kids use to watch a DVD at home
together.
7 When I was a kid, we usually go to the mountains during the
summer.
8 My grandparents usually com e to stay with us at Christmas.
11SCIENCE AND NATURE
P A S T P E R F E C T S IM P L E
We use the past perfect simple to show that something
happened before another past action. The past perfect is often
used after the verbs realise, find out, discover and remember
to refer to an earlier event. It is usually used with other verbs in
the past simple.
I realised I’d made a mistake and changed the answer.
I suddenly rem embered I hadn’t bought any food for my dog.
When we describe actions in the order that they happ ened in,
we usually just use the past simple.
One day the owner heard the parrots copying his customers’
requests and trained them to actually take orders. (First he
heard them, then he trained them.)
Exercise 1
Complete the sentences using the past perfect simple
form of the verbs.
1 That’s it! We met at Mina’s party! I knew I __________you
som ew here before, (see)
2 I suddenly remembered I __________to bring my homework.
(forget)
3 When I got home, I realised I _________ my keys in the
office, (leave)
4 We found out w e _________ at university at the sam e time,
but w e __________ (be / not meet)
5 When we arrived at the hospital, they w ere ready to operate,
but there was a problem. Because t h e y __________me not
to, I__________breakfast that morning, (not tell / eat)
6 To begin with, they w ere surprised h e __________ so well in
his exams, but then they discovered h e ____________ ! (do /
cheat)
Exercise 2
Decide which actions happened first and change the verb
to the past perfect.
1 After they had one date, he asked her to marry him.
2 I rang you as soon as I heard the news.
3 I never went on a plane until I w ent to Japan.
4 They had an argument before I arrived, so there was a bad
atmosphere. It was quite uncomfortable.
5 I was fed up after I found out I didn’t g et the job.
Grammar reference 179
P A S S IV E S DID YOU KNOW?
In passive se n ten c es adverbs usually go between be and the
To make passive sentences, use a form of the verb toe + a past
past participle.
participle.
S ee Unit 4 pag e 170 for more on past participles.
This dish is usually served with rice.
I w asn’t badly hurt when I fell - ju st a few small cuts.
Subject be Past
participle Exercise 2
The process is repeated several times, Complete each pair of sentences with the verb given. Use
em ployed by the
one passive form and one active.
She is
government, 1 fund
You are left with a very thin a I think the government sh o u ld __________more research
layer. into Graphene.
Mice are used in experiments. b The s tu d y _________ by the company who made the
We are taught French in product, so I’m not sure you can trust the results.
school. 2 catch
1 am paid 1,000 euros a The government wants fishermen t o __________fewer
a month. fish.
b Their head scientist__________lying about the results of
Graphene was discovered by two Russian
their research.
scientists,
3 break
He was arrested for drink
driving, a I __________my arm when I was taking my dog for a walk.
1 was born in Berlin, b To test its quality, the s t o n e __________into tiny pieces.
We were asked to leave, 4 wake up
They were told about it. a __________y o u ___________ by that storm last night?
b I’ve been in a rush all morning b ec au se I _________ late.
Question be Subject Past participle 5 allow
word a W e __________n o t __________ to use the internet at work.
Present Who are you em ployed by? b You heat the metal to a very high temperature and then
__________it to cool.
Past Where were you born?
Was he arrested?
6 give
a My g r a n _________ me som e socks for my birthday.
b It__________to me as a leaving present.
M odals
Passives after can / could / should use toe + past participle. Intransitive verbs
Experiments on animals should be banned. You can only make passives with verbs that take an object.
The verbs below d on’t take an object and can’t be used in the
Could those things be replaced by Graphene?
passive form. Verbs like th e se are often marked with an [I] in
W ho or w hat d o e s th e action dictionaries. This means they are intransitive,
The most common reasons for using passives are b ecau se a pp e ar com e exist happen progress seem
we don’t know exactly who d o e s an action, or bec au se it’s behave disappear go last rise sleep
unimportant who d o e s it.
However, you can introduce who or what d o es the action in Exercise 3
passive se n ten c es using fay. Decide which four sentences are incorrect, then correct
Graphene was discovered by two Russian scientists. them.
We were stopped by the police when we were walking home. 1 How was the accident happened?
A voiding p a ssiv e s 2 The internet didn’t exist when I was at university.
Passives are used a lot in formal writing. In speech, w e often 3 A dog was suddenly appeared in front of me.
use you or they as a general subject to avoid using passives. 4 Fortunately, none of us badly was hurt.
Experiments on animals should be banned. 5 Prices in the shops have risen a lot recently.
They should ban experiments on animals. 6 Those batteries w eren’t lasted very long.

E xercise 1
R e w rite th e s e n te n c e s u s in g passives.
They told me I couldn’t work in there.
I was told I couldn’t work in there.
1 You repeat the test a number of times
2 They send me junk emails all the time.
3 You usually make it with lamb, but you can use beef.
4 You could use Graphene in mobile phones.
5 They introduced new stricter limits on pollutionlast year.
6 They arrested two men after they found a bomb in their car.

180

12 ON THE PHONE
JUST, ALREADY, YET, STILL
Just, already and yet are often connected to the present
perfect (although they can be used with other tenses). Still is
sometimes used with a negative present perfect, but is more
common with other present tenses.
ju st
Just + the present perfect simple shows an action is recent. It
often g o e s with only.
A: Is Gary here?
B: You’ve just m issed him. H e’s just walked out o f the door.
A: Sorry, I'm late
B: Don’t worry. I’ve only just got here,
already
Already + the present perfect shows something happened
before, often sooner than expected. It’s usually in positive
sentences.
I’ve already spoken to m y boss and h e ’s fine with the price.
I can’t believe yo u ’ve already finished those biscuits.
ye t
Yet + the present perfect in a negative se ntence shows
something hasn’t happened, but we expect it to happen. We
also use it in questions.
He's not got up yet. Shall I wake him?
Have you seen the latest Almodovar film yet? You’ll love it.
still
Still shows an action or situation continues unchanged.
I’m afraid there’s still no answer. He must still be in his
meeting.
H e’s 45, but he still lives with his parents.
DID YOU KNOW?
When yet and still are used with present perfect negatives,
they both have a similar meaning but the position in the
se n ten c e is different.
I still haven’t got through to him. I’ll ring him again.
I haven’t got through to him yet. I’ll ring him again.
Exercise 1
Write sentences with ju st, already, y e t and still using the
prompts below
1 you / speak / the bank yet?
2 I / have / time yet. I’ll do it tomorrow.
3 she / only just / graduate.
4 she / still / try / to decide / what to do with her life.
5 I’m afraid he / be / back yet.
6 do n ’t worry! I / already / sort out / everything.
7 she / just / hand / the work to me this second. I’ll put it in
the post now.
8 he / already / make $1 million / and h e ’s only 26!
R E P O R T IN G S P E E C H
When we report what people said, we often move ‘one ten se
back’.
present simple ■* past simple
present perfect ■» past perfect
past simple * past perfect
will •* would
can * could
Direct speech: I’ve cancelled your cards.
Reported speech: The guy I spoke to told m e he’d cancelled
them.
Direct Speech: They’ll be with you within three or four days.
Reported speech: He said the new cards would be with me
within three or four days.
Direct speech: I’m very sorry.
Reported speech: He said he was very sorry.
Note that the time phrase may also change.
‘This w eek’ ■*Last w eek / That week
‘Today’ ■» Yesterday / That day
Exercise 1
Complete the reported speech sentences.
1 ‘We’re installing a new computer system.’
I phoned last month and the man I spoke to told me you
__________a new system. Why is it still so slow?
2 ‘We’ve tried to deliver the order twice this week.’
■* The man I spoke to on Friday said y o u __________to
deliver my order twice that week, but that’s impossible!
I was at home all last week.
3 ‘A ccording to our records, the package arrived in the country
on May 1st.’
The last time I called, I was told that the package
__________already__________ in the country - and now
you’re saying it hasn’t!
4 ‘Your cards will be with you by Friday at the latest.’
■+ I called two w eeks ago and was told that my cards
__________with me within a couple of days, but I still
haven’t received them.
5 ‘We can offer you a full refund.’
■» Last time I called, the guy told me y o u _________ me a full
refund, but now you’re saying there’s nothing you can do!
DID YOU KNOW?
When we report questions that start with a question word, we
don’t use do / does / did. The word order becomes subject + verb.
‘Where do you live?' ■*She asked m e where I lived.
‘How old are you?’ ■*He asked me how old I was.
For yes / no questions that start with do, can, would, etc. add if
‘Can you hear me?’ ■*He asked if I could hear him.
‘Have you seen it before?’ ■*She asked m e if I’d seen it before.
Exercise 2
Complete the reported questions.
1 ‘Why do you want to work for us?’
■* They asked me w h y __________.
2 ‘What are your career goals?’
They asked me w h a t __________
3 ‘Who did you speak to last time you called?’
■*They asked me w h o __________the last time I called.
4 ‘Where did you go to school?’
■+■They asked me w h e r e __________
5 ‘Have you had many other interviews?’
■* They asked m e __________ .
6 ‘Is there anything you want to ask?’
-*• They asked m e ___________.
Grammar reference 181
 Exercise 2
13 CULTURE Look at the student’s text and write the correct noun
phrases (1-7). The first one is done for you.
NOUN PHRASES I’m very interested in the 1industry o f fashion bec au se my
These are som e common patterns for noun phrases. The main oldest sister is 2a shoes designer. 3The shoos o f m y sister are
noun is in bold. Notice its position in the two patterns. very beautiful. I often watch the 4channel fashion on TV. I love
the beautiful models. I have been to a few 5show o f fashion
noun + noun a Nollywood film with my sister bec au se sh e sometimes gets invitations. I also
(compound nouns) a film cameraman go shopping for clothes every week. Really, I spend too much
money b ec au se the 6clothes cost is quite high here and I
the film industry
always have a big 7bill o f card o f credit at the end of the month.
a traffic jam
1 fashion industry
noun + preposition a work o f art 2 __________
+ noun the issue o f stolen art 3 __________
the latest DVDs o f the Nigerian film 4 __________
industry
5 __________
an interest in modern art
6 _________
7
Plurals
We usually only make the main noun plural.
PR ESEN T PER FEC T C O N T IN U O U S
You get a lot o f traffic jam s in the city.
The present perfect continuous (have / has + been + -ing) is
The cameramen work very long hours. used to talk about activities that started in the past and are
We are dealing with the issues around illegal copying. unfinished.
WeVe been rehearsing The Rite o f Spring recently for a
DID YOU KNOW? concert.
There are no clear rules about when you can make a I think sh e ’s ju st tired because sh e ’s been working so hard,
compound noun and when you have to use a prepositional
phrase. for and since
a gym member OR a member of a gym For is used to give an amount of time.
the film industry the industry o f film I’ve been playing the trumpet for ten years now.
life quality quality of life. For the last few weeks, they’ve been showing a series on TV
You just have to notice common patterns and follow the rules based on the books.
above. Since is used to say when the period of time started.
I’ve been learning Turkish since 2012.
Exercise 1 I’ve been playing the violin since I was about twelve.
1 Match the noun phrases in the box with the correct We m et at school and w e’ve been good friends since then.
group of words below.
Verbs not in p resen t perfect con tinu ous
bookshelf life guard university gym Some verbs are generally used in the present perfect simple -
cookery book member of a gym war film not the present perfect continuous, e.g. be, believe, hate, like
friend from university quality of life world war and know.

1 watch a / make a / a lo n g __________ Exercise 1

2 experience a / fight in the / end t h e __________
3 improve my / a good / reduce t h e _________
4 work as a / have a / call t h e __________
5 put up a / be on the / fall off t h e __________
6 write a / buy a / a useful__________
7 Join the / go to the / do exercise in t h e __________
8 becom e a / be a / a regular__________
9 m eet a / an old / visit a __________
2 Make the noun phrases from the box above plural, if
possible.
’s / ’
To show that something belongs to a person, animal or
organisation, w e generally use ‘s after a singular noun
[Andrew’s) or irregular plurals (children’s rights) and ’ after a
plural noun (my daughters’school). We use a noun w ith's o r '
instead of his, her, their, etc.
I m et Andrew’s / his parents yesterday.
Bigelow’s / Her best film is The Hurt Locker.
It’s against Google’s / its policies.
I need to tidy the children’s / their room.
My daughters’/ their English is very good.
Write sentences in the present perfect continuous or
simple with fo r or since, using the prompts below.
1 I / learn Chinese / 1was eight.
2 I / go to the gym every day / the last two months.
3 They / be together / quite a long time.
4 The Social Democrats / be in power / the last election.
5 He / live there / last year.
6 I / try to find / a job / months.
7 She / make amazing films / quite a while now.
8 I / not really like / much of her work / her first album.
DID YOU KNOW?
We use the present perfect continuous to talk about how
long - and to focus on the activity. We use the present perfect
simple to talk about how many - and to focus on finished
achievements in the time up till now. Compare:
I’ve been phoning him all morning, but h e ’s not answering.
(= how long)
I’ve phoned ten shops, but none o f them had the book! (= how
many)
They’ve been m eeting since April to discuss the project.
(= how long)
We’ve m e t several times before. (= how many)

182
Exercise 2
Choose the correct option.
1 El Sistema is a social programme in Venezuela. It aims to
help children from poor backgrounds avoid problems like
crime and drug addiction by teaching classical music. It has
been running 'for/since over 30 years and it 2has been
producing / has produced several international stars, including
the conductor Gustavo Dudamel. He 3/s conducting/ has
been conducting the National Youth Orchestra for the last ten
years. Since 2007, Scotland ‘'has been having/ has had a
similar schem e and many other countries are also considering
adopting the idea.
2 Henning Mankell 'has been writing/is writing since the late
1960s. He 2has started/ started by writing plays, but then
becam e internationally famous through his crime novels. He
3has been winning / has won several awards for his books. In
1985, he founded a theatre in Mozambique and ‘'for/since
then, h e ’s been working there part-time.
3 I’ve always 'loved/ been loving the Eurovision Song Contest.
It’s great. I’ve been watching it 2for/since I was eight, when
a rock band from Finland won. Apparently, they 3have been
showing / have been shown it on TV every year since 1956
and it is one of the longest-running TV programmes in the
world. Abba and Celine Dion were both past winners.
U STUFF
RELATIVE C L A U S E S
We use relative clauses to add information about nouns. The
relative clause usually com es immediately after the thing /
person / place it describes.
I have a friend who lives near there. It’s a book that upset a
lot of people when it came out.
Relative clauses begin with a relative pronoun.
For things, we use that / which.
For people, w e use that / who.
For places, we use where.
Exercise 1
Choose the correct option.
1 That’s the woman which / who / where lives upstairs from me.
2 It’s o n e thing that / who / where just really annoys me.
3 That’s the shop which / that / where I bought my shoes.
4 He’s the guy which / who / where owns the whole factory.
5 English is the subject which / who / where I enjoy most.
6 That’s the room th a t/ who / where you get your lunch.
DID YOU KNOW?
The relative pronoun replaces the noun / pronoun it refers to in
the relative clause. Don’t write both!
The Boredoms are a group. The Boredoms are from Japan.
They have released about ten albums.
The Boredoms are a group that The Boredoms are from Japan
and who they have released about ten albums.
I spoke to a woman. The woman was the manager.
The woman who I spoke to her was the manager.
You se e that place. I used to work there.
That’s the place where I used to work there.
Exercise 2
Rewrite each pair of sentences as one sentence, using a
relative clause.
1 Sertab Erener is a Turkish singer. She won the Eurovision
Song Contest in 2003.
2 Storaplan is a very trendy area. There are lots of nice shops
and restaurants there.
3 Sue Briggs was an English teacher. She persuaded me to go
to university.
4 A campsite is a place. You stay there when you go camping.
5 Shostakovich was a Russian composer. He wrote some
amazing pieces of music.
6 Istanbul is a city. Europe and Asia m eet there.
7 What do you call those machines? They do the washing-up
for you.
8 I need to buy one of those things. You wear it round your
waist and keep money in it.
MUST / M USTN’T
must and have to
When must m eans something is essential, you can also use
have to. Must often sounds stronger than have to.
What goes up, has to /m u st come down.
If you have t o / must have soft drinks, buy them in recyclable
plastic bottles.
I have to / must go to the shops. I’ll be back in a bit.
You can’t use have to when must m eans ‘I imagine this is
definitely true’.
The packaging is biodegradable, so they have to must be OK.
You must be tired after your journey.
It must be a horrible job collecting rubbish, but I suppose
som eone has to / must do it.
m ustn’t and don’t have to
Mustn’t and don’t have to mean different things. Mustn’t means
it’s essential not to do something. Don’t have to m eans it
d o e s n ’t matter if we do it or not - it’s not necessary.
People don’t have to mustn’t leave rubbish outside without a
sticker on the bag.
I mustn’t be late. My teacher’s already unhappy with me.
I’m going to get up late tomorrow as I don’t have to go to
work.
Exercise 1
Choose all the correct options.
1 I must / have to rush. I’m late for class.
2 Oh, I must / m ustn’t remember to go to the cash machine
3 We don’t have to / m ustn’t forget to get your number before
you go.
4 I don’t have / m ustn’t to be back at any particular time.
5 He must / has to be very pleased that h e ’s finally found a
job.
6 I guess I’ll do the shopping, if I really must / have to, but I’d
rather not.
7 A: I’ve already been waiting for over an hour.
B: You must / have to be really fed up.
Grammar reference 183
DID YOU KNOW? P R E S E N T T E N S E S IN F U T U R E TIME
Mustn’t can sound quite strong, so we often prefer can’t or be CLAUSES
not allowed to.
We can talk about the future using time clauses that start with
People aren’t allowed to / can’t leave rubbish outside without words like when, as soon as, before, once, after and until. The
a sticker on the bag.
future time clause can com e first or second in a sentence. We
I’m afraid you’re not allowed t o/ y ou can’t eat food in here. generally use the present simple in th e se clauses.
You can pay halfback when you have the money, OK?
Exercise 2
You’ll receive your new PIN number after you get the card.
Complete the second sentence so that it has a similar
In the main clause, we can use modals such as will and can, be
meaning to the first sentence, using the word given. Do
going to or imperatives.
not change the word given. You must use between three
I’ll pay you back as soon as I get paid.
and five words, including the word given.
We won’t see any improvement until the economy gets better.
1 People must pay tax for throwing rubbish away.
I can help you with your homework as soon as I finish this.
P e o p le __________for throwing rubbish away. HAVE
When I leave school, I’m going to study Law at university.
2 You mustn’t leave rubbish bags on the street.
After you finish that, make me a cup o f coffee.
You__________rubbish bags on the street. ALLOWED
As soon as (and once) show that one thing will happen quickly
3 I must remember to call him.
after another thing.
I __________call him. FORGET
When shows we are sure that something will happen.
4 I imagine you’re very excited about going away.
Until shows something stops happening at this time.
You__________about going away. MUST
5 You aren’t allowed to enter the building without Exercise 1
showing your ID. Choose the correct option.
You__________the building without ID. CAN’T
1 I’ll email you when / until I get home tonight.
2 I’m not going to lend you any more until/ after you pay me
15 MONEY the money you owe me!
3 A fter/ Until this course ends, I’m going to visit my cousin in
the States.
TIM E P H R A S E S A N D T E N S E 4 I’m not going to talk to him u n til/a s soon as he apologises.
Present continuous currently 5 I’m staying late tonight. I have to finish this work before /
at the moment when I leave the office.
Present perfect simple over the last two years 6 We should book a hotel before / after we arrive in Paris. We
(and present perfect continuous) in the last few months arrive very late.
since last m o n th /yea r 7 S h e’s still in hospital. As soon as / Until I hear anything, I’ll
be going to and will in a few days call you.
in two w eeks’ time 8 My neighbours are going to look after our cat when / after
over the next few weeks w e’re away on holiday.
used to or the past sim ple in the past 9 I’ll do it as soon a s/b e fo re I have time, OK?
when I was younger
Exercise 2
when I was at school
Decide which five sentences are incorrect, then correct
Past ten ses (not used to) last night /y e a r them.
the other d a y /w e e k
five days /y e a rs ago 1 We’ll obviously discuss the deal with everyone before w e ’ll
make a final decision.
Exercise 1 2 When you’re ready, tell me, OK?
Which time phrases from the box can be used to complete 3 We will can have something to eat when we get home.
each sentence? 4 After you’ll register, you’ll be able to access your account
online.
over the last five years in three months’ time 5 I’ll be OK for money when this ch eque clears.
in two years the other week 6 I’ll com e and visit you as soon as I’m feeling better.
last month when 1was young 7 Inflation continues to rise until the government d oes
three months ago since last year something about it!
at the moment in the last six months
8 I will believe in UFOs until I s e e one with my own eyes!
1 Prices have gone up a l o t ...
2 Unemployment is falling ...
3 They open e d a new factory here ...
4 There’s going to be a general election ...

Exercise 2
Write sentences using the prompts below.
1 The prime minister / lose popularity / in the last year.
2 I / spend a lot more money / in the past.
3 I / get a loan from the bank / the other month.
4 The recession / get worse / at the moment.
5 They / invest more in schools / over the next five years.
6 He / lose his j o b / t h r e e years ago.

184

16 EVENTS
A R T IC L E S
the
We use the to show we think it’s obvious which thing(s) we
mean, and that th e re’s no other example.
It’s the ninth largest country in the world.
(There’s only one ninth largest.)
Islam was introduced by the A ra b s...
(There’s no other example of Arab people.)
... in the eighth century.
(It’s obvious which one they mean.)
the Soviet Union
(There was only one Soviet Union.)
the only thing
(Only shows th e re’s no other thing.)
a I an
We use a /a n to show a thing could be one of several
examples, and it’s not important at this stage exactly which
one.
They share a border.
(They have borders with several countries.)
It’s an exporter o f natural resources.
(There are many exporters in the world.)
Texts
Following the rules above, when we first introduce a noun in a
text we often use a /a n . After that we use the to show w e are
talking about the sam e thing.
There was a war during the 19th century. After the war a new
government was established, but the government w asn’t very
popular.
Exercise 1
Complete the short text with the, a or an.
I go to 1__________school near my house. It was established in
the 19th century by a wealthy doctor and is one o f 2_________
oldest educational institutions in 3_________ city. It was
4__________private school until 5__________ Second World War.
A fter 5__________war , 7__________ state education sytem was
created and fees w ere ended.
8__________school is going to celebrate its 200th anniversary
next year. We’re going to have several events o v e r 9__________
year, starting with 10__________amazing party on 20th
September, which is 11_________ exact date the school
o pened. 12_________ president of our region is going to attend.
N am es
We use the with many kinds of names to show they are the
only example:
The Soviet Union, The River Nile, The Hilton Hotel, The Bolshoi
Theatre, etc.
But for other kinds of place nam es w e don’t use an article at all:
Kazakhstan, Cuba, Europe, Asia, Oxford Street, Mount Fuji,
Lake Como
G eneralities
We sometimes use the to talk about the whole of a group of
people or things.
Islam was introduced by the Arabs.
However, normally we d on’t u se any article when talking about
things in a general way. We are talking about the whole / all
examples of the thing.
The Islam was introduced by the Arabs
The War is stupid and the people are stupid.
I don’t like the coffee.
Exercise 2
Correct one mistake connected to articles in each
sentence.
1 He died during Second World War.
2 I think it’s very important to study the history .
3 Our friends have the lovely cottage in the Black Forest.
4 I’m meeting the friend of mine later.
5 One day I’d love to try and climb the Mount Everest.
6 My father is pilot, so h e ’s away from home a lot.
7 The happiness is more important than money.
8 I d on’t like the eggs. I d on’t know why. Ijust d o n’t.
VERB PATTERNS
-ing and infinitive with to
When two verbs are used together, the second verb can
take the -ing form or the infinitive with to. The choice of form
d ep e n d s on the first verb. There are no rules for this. You just
have to learn the patterns.
Verbs which are usually followed by the -ing form include:
avoid enjoy miss
can’t stand finish practise
consider mind recommend
Verbs which are usually followed by the infinitive with to
include:
agree fail plan
arrange hope promise
decide offer refuse
Exercise 1
Choose the correct option.
1 My sister offered taking /to take me shopping for my
birthday last year.
2 I can still remember the day I decided becoming / to
becom e an architect. That was a big day for me.
3 I’ve just finished writing /to write my second novel. I’m
going out to celebrate!
4 I’ve got my Chinese exams next week, so I’m practising
speaking / to speak as much as I can.
5 I’ve promised taking / to take my girlfriend out somew here
tonight. It’s her birthday. Would you recommend trying / to
try that place near the beach?
6 If you can’t find anyone else to do it, I d on’t mind working /
to work late tonight.
7 I’ve arranged meeting / to m eet a few friends in town later
on tonight.
8 I usually avoid working / to work w eekends if I can help it.
My boss sometimes asks me, but I usually just refuse doing /
to do it. I need my time off!
Exercise 2
Decide which seven sentences are incorrect, then correct
them.
1 I’ve decided not going to university.
2 I thought we agreed not to talk about politics!
3 Do you mind to wait here for a few minutes?
4 I d on’t really enjoy to shop for clothes.
5 I spent nine months to travel round Africa.
6 A friend of mine recom m ended coming here.
7 I can’t stand going to office parties. I find them very stressful.
8 I’m considering to look for work overseas.
9 When I can afford to take som e time off work, I’d really like
to go to Peru.
10 Sorry w e ’re so late. We stopped having lunch on the way.
11 Can you please stop to make so much noise?
12 I must remember to buy som e stamps later today.
Grammar reference 185
INFORMATION FILES
FILE 1
Unit 2. page 19 READING

JOCHEM KRISTIN
It was my son’s thirteenth birthday a few weeks ago. I My car had a problem so I ordered
decided to buy him a laptop. I looked at lots of different sites a new part online so I could repair
and did my research. In the end, I found a great one in a sale. it. The part was out of stock and
It was £225 - reduced from £300. I paid online and a few the company needed to get it from
days later, it arrived. I didn’t want my son to see it, so I put it somewhere else - but they forgot to tell me,
in my bedroom. On his birthday, I gave him his present. He so I waited and waited. After three weeks and
was so happy! He opened the box in a rush - and dropped maybe ten phone calls, it finally arrived. My
the laptop on the floor! Of course, it was so badly damaged it car is now fine, but the service was terrible,
n i n n ’f w n r k - o n t n n n r p l so I don’t recommend that website.

FILE 2
Unit 3 page 27 CONVERSATION PRACTICE

POSTOFFICE COMPUTER ABC

SHOP CINEMA

WALCOTT AVE WALCOTTAVE

SUPERMARKET MOSQUE

ADAMS LANE ADAMS LANE

CHURCH
Student A
You w ant to go to th e following places. Ask for
directions and mark th e pla ce s on your map.
• th e big d e p a r tm e n t store
• a bank
• th e football ground
• th e tow n hall
• th e station

186
FILE 3
Unit 7 page 67 SPEAKING
Student A
You are th e host. Either draw a plan of your own
ho m e or u se your imagination an d invent one. Think
a b o u t w hat y o u ’ll say in th e conversation, including
o n e or two co m m e n ts y o u ’ll m ake a b o u t s o m e of th e
room s or th e oth e r p e o p le you live with. Also, think of
s o m e offers y o u ’ll make.
Start th e conversation by welcoming your g u e s t like
this:
(name o f your guest)! Com e in. Com e in. How was
your journey?
FILE 5
Unit 11 page 99 CONVERSATION PRACTICE
Student A
The police c a u g h t s o m e terrorists with nuclear
D material. T he police d o n ’t know w h e r e it c a m e
from. It’s not clear w hat th e y planned to d o with it.
T h ey ’re going to build a new zoo in a city near
you. It’s going to co s t around $ 3 billion.
It’s going to sn o w at th e beginning of th e w e e k e n d
an d th e n it’s going to b e cold and sunny.
FILE 4
Unit 10 page 89 CONVERSATION PRACTICE
Student A
Your p a r e n ts ’ friends are going to C a n a d a on holiday.
T here will b e tw o adults and two children - a g e d
fourteen an d nine. They have s e e n an advert for
four-bed ap a rtm e n ts c o n n e c t e d to a hotel. They are
in te reste d in going skiing in a place n ea rb y and th e
adults w ant to s p e n d s o m e free time on their own.
Ring th e hotel in C a n a d a an d ask for information.
Ask:
Did you s e e th e n ew s a b o u t th o s e
terrorists with th e nuclear material?
Ask:
Did you h ea r a b o u t th e zoo that th e y ’re
going to build in ... (say th e place)?
Ask:
Did you s e e th e fo re ca st for th e
w eekend?
Information files
FILE 6
Unit 3 page 27 CONVERSATION PRACTICE

STATION

WALCOTT AVE WALCOTT AVE

DEPT.
SUPERMARKET BANK
STORE

TOWN
HALL

WINTER RD

ADAMS LANE ADAMS LANE

CHURCH
Student B
You w ant to go to th e following places. Ask for
directions and mark th e pla ce s on your map.
• a b o o k sh o p
• th e p o st office
• th e police station
• th e m useum
• th e ABC cinem a

188
FILE 7 F IL E ?
Unit 15 page 135 CONVERSATION PRACTICE Unit U page 125 CONVERSATION PRACTICE

Student A Student A
You are from a country called Remonesia, which is
s o m e w h e r e in South East Asia.
• Invent exactly w h e re it is.
• D ecide w hat th e quality of life is like th e re and
give o n e or two re a s o n s for this.
• D ecide how th e e c o n o m y is doing an d give o n e or
tw o exam ples.
• Say you a re thinking of moving. Explain why.

FILE 8
Unit 12 page 107 CONVERSATION PRACTICE

Information files 189

FILE 10
Unit 7 page 67 SPEAKING
Student B
You are th e guest. Think a b o u t w hat y o u ’ll say in th e
conversation. In particular, decide:
• how to d e s c rib e your jo u rn e y to th e h o u s e /
apartm ent.
• w hat y o u ’ll give your host an d why.
• tw o or t h r e e r e q u e s ts y o u ’ll make.
Then have a conversation with your partner. They
will start.
FILE 12
Unit 10 page 89 CONVERSATION PRACTICE
Student B
You have friends w ho have found a hostel 20km
from Edinburgh in Scotland. They w an t to stay for
four day s an d go to th e arts festival in th e city. They
also w ant to go on a d ay trip round th e Scottish
countryside. T hey are stu d e n ts and d o n ’t w ant to
s p e n d to o much money.
FILE 13
Unit 7 page 64 READING
Student B
YOHANNES
Until last year, I lived with my parents in the capital of Eritrea,
Asmara, but here everyone under the age of 50 has to do
military service, so now I’m living in a big base out in the
desert. Luckily we’re not at war with anyone at the moment,
so I don’t have to fight. Mainly, we work on construction
projects: helping to build roads and airports and factories and
so on. I’m paid about $30 a m onth and I try to send most
of that to my parents as I don’t have to buy much for myself
here. Still, I worry about my parents because 1 was supporting
them more before.
Officially, we have to do eighteen months in the army, but
some people have been here m uch longer. Actually, some
of my friends decided to leave the country to avoid all this.
I understand them, but personally 1 hope I can help my
country develop - and then go home to help my family again!
190
FILE 11
Unit 15 page 135 CONVERSATION PRACTICE
Student B
You are from a country called Lidland, which is
so m e w h e r e in northern Europe.
• Invent exactly w h e re it is.
• D ecide w hat th e quality of life is like th e re and
give o n e or two re a s o n s for this.
• D ecide how th e e c o n o m y is doing an d give o n e or
tw o exam ples.
• Say you a re thinking of moving. Explain why.
ELSIE
My husband died three years ago after 50 years of
happy marriage and I decided that I didn’t want
to stay in our old house. It contained too many
memories. I think it’s one of the best decisions I’ve
ever made. I’m now living in an old people’s home on
the south coast of England. I know they don’t have a
very good reputation, but my family looked at lots of
places and chose very well.
I have my own room, which is very important, and
I don’t have to do anything I don’t want to. If I want
to spend the whole day in bed reading, I can. Having
said that, the home often organises nice trips out, and
of course I go and visit my family regularly. The staff
here are wonderful: they’re always polite and they
treat us with respect. They look after us really well.
FILE 14
Unit 11 page 99 CONVERSATION PRACTICE

Student B

They have found a cure for th e flu. It’s a n ew drug Ask:

that d e a ls with 90% of all c a s e s . It could sa v e Did you h e a r a b o u t th e new cure
th o u s a n d s of lives. for th e flu?

T h e r e ’s going to b e a storm this w e e k e n d . It’s Ask:

going to rain a lot and b e very windy. Did you s e e th e w e a th e r forecast
for th e w e e k e n d ?

The right w hale is alm ost extinct. T h ere a re only Ask:

arou nd 5 0 0 left in th e wild. Scientists d o n ’t know if Did you s e e th e article a b o u t the
th e re a r e e n o u g h to survive. right whale?

FILE 15 FILE 16
Unit 11 page 101 GRAMMAR Unit H page 125 CONVERSATION PRACTICE

Student B
Guards caught and arrested a pigeon in a jail. The
1 pigeon had carried drugs to prisoners at the jail.
Apparently, it had flown over 60 kilometres from one
prisoner’s home town.

Fishermen found a pet dog on a desert island. The dog

2 had disappeared when its owner was travelling on a
cruise. The dog had fallen into the sea and had swum
to the island. Fishermen who sail near the island found
the dog several weeks later. It had survived by eating
small animals.

A pet rabbit saved his elderly owners. The couple

3 hadn’t turned off the gas on their cooker properly and
the house was filling with gas. The rabbit detected the
smell, ran up the stairs and woke his owners, who
were sleeping.

Information files
AUDIO SCRIPTS
□ TRACK 3
UNIT 1 1
D TRACK 1 T = Tula, M = Martin
actor, engineer, journalist, lawyer, nurse, photographer, pilot, T: Hey Martin.
police officer, politician, sales manager, scientist, soldier M: Oh hi, Tula.
T: Are you busy?
□ TRACK 2 M: Well ... kind of. I’m just answering some emails. Why?
1 T: Oh, I n eed a break.
A: So what you do? M: Why? What are you doing?
B: I’m an engineer. T: I’m trying to write something for marketing, but I’m finding it
A: Oh, right. Where do you work? difficult.
B: Well, I travel around quite a lot, actually. M: Oh, right.
A: Oh, OK. T: Do you want to go for a coffee? Maybe you can give me
som e ideas.
B: Yeah, I’m working in Scotland at the moment - in Glasgow.
They’re building a new sports stadium there and I’m working M: I d o n’t know. I’m meeting a customer at twelve.
on that. T: You have time!
A: Really? So where do you live, then? M: Yeah, but I need to finish th e se emails and I’ve got an
B: Well, in London most of the time, but I’m renting an appointment with the dentist at one.
apartment in Glasgow while I’m there. I usually come down T: So, you can answer your emails this afternoon.
to London every two weeks, if I can. M: Yeah, but I’m giving that presentation on Friday and I need
A: And do you enjoy it? to start preparing.
B: Yeah, it’s great. I don’t really mind the travelling and the A: So you need a break now!
money’s good. Plus, I don’t really have much time to spend it! M: Oh, alright. Where do you want to go?
A: Well, I guess that’s good, then. What are the hours like? T: Just to the place on the corner.
B: Oh, I usually work quite long hours. I mean, I often do a M: Hey, by the way, are you going to that training session
sixty-hour week. tomorrow?
A: Really? That sounds hard. T: No. What’s that?
B: No, it’s good and I get on really well with the other people I M: Time management. There was an email about it.
work with. T: Really? Maybe I missed it.
2 M: It said all the sales staff have to attend.
C: So, what do you do? T: Really. What’s it about?
D: Oh, I work for a small company back in Korea, but I’m M: The usual thing, I imagine - using your time more efficiently,
actually a student at the moment. making lists, deciding what your priorities are. Things you
C: Oh, OK. What are you studying? probably know already.
D: I’m doing a Master’s d e g re e in Marketing. T: It’s probably a waste of time then.
C: Is that what you do in your company? Marketing? M: Almost certainly.
D: Yes, kind of. T: You ready?
C: So how long have you worked there? M: Yeah. Let’s go.
D: About two years now. 2
C: Only two years and they’re sending you to another country M = Mum, R = Rachel
to study! That’s fantastic!
M: Rachel? ... Rachel? ... Rachel!
D: Yeah, well, actually my father runs the company and he
R: What?
wants me to becom e the marketing manager.
M: I said it three times.
C: Oh, right. I see. So do you get on with the other people you
work with? R: I’m watching something!
D: Yeah, we get on OK, but it can be difficult sometimes M: I’m going. Can you do a couple of things for me?
b ecau se I’m the b o ss’s daughter, you know? R: Ohhhh. What?
C: Yeah, I can imagine. M: Don’t talk to me like that!
D: I sometimes feel like I have to work harder to show R: Just tell me what you want me to do. I’m trying to watch this.
everyone I can actually do my job. M: The washing machine’s on. Can you hang the clothes
C: I’m sure. outside?
R: OK.
M: And can you sort out your room. It’s a mess.
R: Ohhh. I’ll do it another day.
M: But you told me you d on’t have classes today.
R: Yeah, but I need to study. I’ve got a test tomorrow. And I
need to finish a project before Thursday. And I’m meeting
Ja n e tonight.

192
M: Why can’t you meet her at the w eekend? Or stop watching D: Thanks.
TV? You need to change your priorities, my girl. You’re C: Did you get any clothes, Keira?
nineteen, not a child! K: No, there w ere some really nice things, but I didn’t find
R: Mum! I have to relax too! I can’t work all day! anything that fitted me. Everything was either too big or too
M: I work all day and then do housework. small.
R: Yeah, but you get paid for your work. And anyway, you’re my
mum. That’s what mums do! □ TRACK 7
M: Is that right? did you What did you do?
R: I’m joking. did she Where did she go?
M: Well, I’m not. Please tidy your room! did it Did it take long?
R: OK. OK. w ere you Were you OK?
M: I’ll be back at seven. was it What was it like?
R: Oh! What time are we having dinner? I n eed to leave at were they Were they expensive?
eight.
M: I’ll get a pizza on my way home. □ TRACK 8
1 I love your ring. Where did you get it?
□ TRACK 4 2 That’s a great bag. Is it new?
/tra/, /drs/, /a:t/, /te/, /t i/, /di/, /stei/, /sta:/, /drai/, /trei/, /ant/, 3 Hey, cool phone! How long have you had it?
/end/ 4 I love your shirt. It’s a really nice design.
5 I like your boots. They look really comfortable.
D TRACK 5 6 That’s a lovely jacket. It really suits you.
1 You need to make an appointment.
2 Staff only get very basic training. □ TRACK 9
3 It’s hard to keep good staff. 1 recommended
4 I need to pass a test in English. 2 delivered
5 I’m phoning b ecause my train’s delayed. 3 ordered
6 S h e’s now the head of her department. 4 dropped
7 it d ep e n d s on the day. 5 arrived
8 They really need to develop a new policy. 6 n ee d ed
7 loved

UNIT 2 8 decided
9 looked
10 returned
□ TRACK 6
11 wanted
K = Keira, C = Claire, D = Dan 12 opened
K: Did you have a nice w eekend?
C: Yeah, it was good. □ TRACK 1 0
K: What did you do? 1
C: Oh, nothing much. I went for a walk with some friends round A: Is that all you have?
Sutton Park yesterday.
B: Yeah, it is.
K: Oh, nice. It was a lovely clear day.
A: Well, do you want to go first?
C: Yeah. It was a bit cold, but it was great. I was taking photos
B: Are you sure?
with my new camera.
A: Yes, of course. I have a lot to get.
K: That one? Let’s have a look. Wow! That’s really neat. Where
B: Great. Thanks.
did you get it?
C: In Je ss o p s in town. I’m really pleased with it. It’s really good 2
quality and it’s got quite a few different functions. C: Would you like it wrapped?
K: Really? Is it complicated to use? D: Um ... what’s the paper like?
C: No, not really. There are a few things I do n ’t know yet, but C: It’s this green paper.
it’s OK. D: Hmm, it’s a bit plain. Do you have anything a bit prettier? It’s
K: Yeah. Well, the pictures look good and it’s nice and light as a special present.
well. C: Well, th e re’s quite a big selection in the stationery
C: Hmm, yeah. It’s cool, isn’t it? Anyway, what about you two? department. Do you want to choose something and bring it
Did you do anything? here and I’ll wrap it for you?
D: Yeah, we went shopping. D: Really? You do n ’t mind?
C: Oh, OK. Did you buy anything nice? C: Of course not.
K: Well, I got th e se earrings. D: Thanks.
B: They’re lovely! They look quite old.
3
K: Yeah, they are. I got them in a second-hand shop near here.
E: Yes Sir. How can I help you?
They’ve got all kinds of things there - books, CDs, clothes.
F: I bought this the other day and it’s dam aged. When I got
Dan got that jacket there.
it home and took it out of the box, I found the button was
C: Really? I love it. It looks really nice and warm.
loose and it’s dam aged here. Look, you see?
D: Yeah, it is. It’s pure wool and it’s nice and thick. And it only
E: Are you sure you didn’t drop it or anything?
cost fifteen pounds.
F: No, of course not!
C: You’re joking! That’s fantastic. It really suits you as well. It’s a
great style and colour!

Audio scripts 193

E: It’s just that this kind of dam age d o e s n ’t happen unless you
do something. It’s not a manufacturing fault. UNIT 3
F: Honestly, when I got home I took it out of the box and it was
already dam aged. D TRACK 1 4
E: Have you got a receipt and the box?
1
F: I didn’t bring the box. I’ve got the receipt, though.
A: Listen, w e ’re obviously lost. Ask this guy here.
4 B: OK, OK. ... Sorry. Do you speak English?
G: Is there anyone serving here? C: Sure.
H: Yes, but I do n ’t think you can pay here. B: Oh, great. Do you know the way to the museum from here?
G: That’s OK. I just want to find out if they have something in C: Yes, but it is far. It’s better to get a bus.
stock. B: OK. So how do we get to the stop?
H: Well, there was a guy here and he said he would be back in C: Go down this road. Take the second road on the right. Then
a minute, but that was ten minutes ago. cross, turn left and then left again and it’s directly opposite
G: Oh right. the town hall.
H: It’s typical! The service is always terrible here. B: OK, great.
G: Hmm. C: No problem.
H: Hatton’s is better really. Their service is much more reliable B: So did he say second right or second left?
and their things are generally better quality. A: l‘m not actually sure, you know. And what bus did he say we
G: Really? Well, why didn’t you go there? need?
H: Well, I do normally, but I saw in the window they had a sale B: No idea! Anyway, it’s down here somewhere, I think.
here.
2
G: Ah!
B: It’s your turn. Ask that old lady.
H: There he is! About time!
A: Excuse me. Is this the right bus stop for the museum?
I: Sorry.
D: Eh?
H: That’s OK.
A: The bus? Brmm ... To the museum?
5 D: Eh?
J: Excuse me. Do you have one of th e se in a smaller size? This A: To the museum?
o n e ’s a bit big.
D: Eh?
K: I’m afraid not. That’s why they’re at a reduced price.
E: You want the number 67 bus.
J: Never mind, Timmy. You’ll grow into it.
A: Oh, thanks.
L: But I d on ’t like it.
E: You need to go over the road. This stop, it g o es the wrong
J: Don’t be silly. You look lovely. It really suits you. way. Go over the crossing. It’s after the traffic lights there.
L: It’s not as nice as the other o ne we saw. A: I s e e it. Thanks.
J: That was much more expensive. This o n e ’s fine. E: They com e often.
L: It’s not fair. A: Thanks.
□ TRACK 11 3
/sa/, /J7, /i:s/, /st/, /ist/, /si:/, /Jt/, /J'sn/, /S3:/, /vis/, /J*3 :/ A: Excuse me, sorry. Do you spe ak English?
F: Sure I do. How can I help?
□ TRACK 12 A: Do you know the way to the museum? Is it near here?
1 I missed the last class. F: Yes, quite near, but you got off at the wrong stop, really. Go
2 They increased sales. down this road until you com e to a church. Then turn left. It’s
3 For the last several years ... quite a big road. Then go past a monument and a football
4 Ask for a receipt. ground - and just keep going. It’s maybe half a mile. It’s on
the right. You can’t miss it.
5 We need to rush to the station.
B: I told you that was it! Why do you never listen to me?
6 Make sure you wear a smart shirt.
7 They’ve got a good selection of shoes. □ TRACK 1 5
8 They’ve got an efficient delivery service. 1 I was going to work the other day ...
D TRACK 1 3 2 The other day, I was coming home ...
3 He was driving along the motorway ...
1 It d o e s n ’t really suit me.
4 She w asn’t looking where she was going ...
2 Do you have anything a bit bigger?
5 It was late and we were trying to get to sleep ...
3 It’s not as good as my old one.
4 What did you think of it? □ TRACK 1 6
5 I’m thinking of buying it.
6 I work late most nights. M = Mark, L = Lisa
M: And now, over to Lisa Verity for the travel news.
L: Thanks Mark. There’s not much good news, I’m afraid. For
many travellers today, getting anywhere could be difficult.
There are terrible problems in a lot of places out there at the
moment.
So, starting with the airports. Air traffic controllers in France
are on strike this w eek so expect a bit of trouble there.
Plenty of flights are delayed and quite a few cancelled
unfortunately. Not many planes can fly over France. Most

194
 have to fly a different route to avoid French air space. S: No. I’ve never heard of it. Where is it?
There’s not much hope of a deal any time soon, so any V: It’s about fifteen minutes’ walk from here. It’s just round the
passeng ers who are flying in the next few days should ring corner from the bus station.
their airline or check their airline’s website. S: Oh, OK. And what kind of restaurant is it?
Onto the roads ... a truck crashed earlier this morning on the V: It’s Turkish. It’s really good. I’ve been there a few times.
A 5 16 entering Milton Keynes and lost its load of fruit. Lanes S: Really? I haven’t ever had Turkish food.
in both directions are closed at the moment while police
V: You’re joking. You’ll love it. They do lots of grilled meat, but
try to clear up the mess - a big mess I would imagine too!
they also have a great selection of other dishes, so th ere’s
Avoid the area, if you can.
plenty to choose from.
Elsewhere on the roads, the M6 motorway between
S: It sounds great.
junctions 5 and 6 is completely closed for repair work. There
is a diversion, but you can expect some delays there all day. V: Yeah. The only problem is that it gets really busy, so
Traffic’s moving very slowly, so best to take other routes. sometimes you have to wait a while to get a table.
Large sections of the Northern Line in London are closed S: Oh right, well can we ring them to check they have a table?
today b ecause of continuing repair work to renew the tube. V: I g uess so. Let me s e e if I can find their number on my
A replacement bus service is in operation. phone.
Also on the underground, East Ham station is closed at
present b ecau se of a flood. This follows some heavy rain in
□ TRACK 2 0
the area overnight. 1 Have you ever eaten anything unusual?
Better news elsewhere. The rail service between London 2 Have you ever been to an expensive restaurant?
and Birmingham is now running normally after a cow was 3 Have you ever complained In a restaurant?
removed from the line. 4 Have you ever found a hair in your food?
And I’m pleased to say that there aren’t any more problems 5 Have you tried any of Jamie Oliver’s recipes?
on the A6 now that the traffic lights are working again at the 6 Have you watched Masterchef?
crossroads with the B761. The traffic’s moving freely there.
Finally, one event tonight to tell you about. Just to remind □ TRACK 21
anyone travelling to Wembley for the big concert there -
th e re’s no parking in or around the ground. Police in the Cl = customer 1, C2 = customer 2, W = waiter
area will remove any cars parked there, so go on foot or 1
take public transport. W: How many people is it?
That’s all from me - back to you, Mark. C 1: There are three of us.
W: And have you booked?
D TRACK 17
C 1: No. Is that a problem?
/ k r o / , / o k / , /k r a s /, /g r a u / , / k j u s / , / g e i / , / k j u : / , A \k /, /a e g /, / e k / ,
W: No, but do you mind waiting?
/a ik /, /ig /
C 1: How long?
D TRACK 1 8 W: Maybe ten or fifteen minutes.
1 They lost my bags when I missed my connection. C2: OK. That’s fine.
2 Don’t forget to set the alarm clock. C1: Could I change the baby somewhere?
3 There was a crash at the crossroads. W: I’m afraid we d on’t have any special facilities. You can use
the toilet. It’s not very big, though.
4 When we got to the gate it was closed.
C 1: That’s OK.
5 There’s a big queue to go through security.
W: It’s just at the end there, down the stairs.
6 The gam e was cancelled b ecause the ground was flooded.
7 The coach drivers are going on strike. 2
8 We got stuck behind a big truck. W: Is this table here OK?
C 1: Yeah, this is fine. Thank you.
W: Would you like a high chair for the little girl?
UNIT 4 C 1: That’d be great. Thanks. He’s actually a boy, though!
W: Oh, I’m so sorry! Anyway, here are your menus. I’ll get the
□ TRACK 1 9 chair.
S - Sarah, V = Victor 3
S: So Victor. Are you hungry? W: Are you ready to order?
V: Yeah, a bit. C 1: Not quite. Could you just give us two more minutes?
S: Do you want to get something to eat? W: Yes, of course.
V: I’d love to, yeah. Where are you thinking of going?
S: Well, th e re’s a really nice Thai place just down the road. C2: Right. OK. Could I have the grilled squid for starters,
Have you ever been there? please? And for my main course, I think I’ll have the
V: Yeah, I go there a lot. I actually went there yesterday. chicken.
S: Oh right. So maybe you don’t want to go there again today. W: Uh-huh, and what kind of potatoes would you like?
V: I’d rather not, If you d o n’t mind. And I actually d o n’t really C2: Roast potatoes, please.
feel like anything very spicy today. W: OK.
S: OK. No problem. I’m happy to go som ew here else. C 1: I’ll go for the aubergines stuffed with rice for my main
V: There’s a nice seafood restaurant near the big departm ent course, please. And the soup of the day? Does it contain
store. How about that? any meat? I’m vegetarian.
S: To be honest, I d on’t really like seafood. I prefer meat. W: Yes. I’m afraid it’s got lamb in it.
V: Well, why d on’t we go to Selale instead. Have you been C1: Oh, OK. Well, I’ll just have the tomato and avocado salad,
there? then. And could we get som e water as well?

Audio scripts 195

W: Of course. Sparkling or still? C: Hopefully about two.
C 1: Just tap water, please, if possible. M: That’s OK, then. I’m not going to be up before eleven
W: Sure. anyway and I’ve brought my trainers, so I might go running.
C2: And could we have a small plate for our son? We’d like to Is there anywhere to go near here?
share our dishes with him. C: There’s actually an athletics track just down the road.
M: OK. To be honest, though, I’d prefer a park or som ew here
4
like that.
C 1: Oh, dear - what a mess!
C: Hmm. There’s not much near here. I usually just run on the
C2: I’ll get the waiter. Er, excuse me. I’m really sorry, but could streets when I go.
you get us a cloth, please? My so n ’s dropped som e water
M: OK. Well, I’ll see. Do you have any plans for us at the
on the floor.
w eekend?
W: Certainly madam. I’ll just go and get one.
C: Well, a friend is having a party for his birthday on Saturday
C2: Thank you. night, if you’d like to go.
5 M: Oh great. You know I always like a dance!
W: Would you like to s e e the dessert menu? C: And the forecast is really good for Sunday, so w e ’re thinking
C 1: I’m OK, thanks. I’m really full, but if you want something ... of going for a walk in the mountains near here.
C2: No, no. I couldn’t eat another thing. It was lovely, though. M: Oh right. That sounds nice.
Could Ijust have a coffee, please? C: Yes, it’s great there. There’s a lovely river we can go
C 1: Me too. Thank you. swimming in.
M: Oh right. Do you have any spare swimming gear? I d o n’t
6
have anything with me.
C 1: Could we have the bill, please?
C: Yeah, I’m sure I can lend you something.
W: Yes, of course.
M: Thanks. Isn’t the water cold, though?
C 1: Great. Thanks.
C: A bit, but you soon warm up.
C2: That’s very reasonable, isn’t it? Shall we leave a tip?
M: Hmmm. I must admit, I’m a bit soft. I like a heated pool,
C1: No, look. Service is included. myself.
C2: Wow. Then that really is good value for money. We should C: Honestly, it’s not so bad and the water’s really clear. It’s just
com e here again sometime. beautiful with the mountains and everything!
M: OK. So what time are you thinking of leaving?
□ TRACK 2 2
C: Well, it’s two or three hours by car, so if we want to make the
/vju:/, /3:v/, /fi/, /bi/, /pi/, /bu/, /po:/, /fae/, /fei/, Ivel, /va/, /pa:/
most of the day, we need to leave early - maybe around
six o ’clock.
□ TRACK 2 3
M: Six in the morning?!
1 The cafe has a very nice view over the park.
2 They serve the fish with boiled vegetables. □ TRACK 2 6
3 I didn’t have enough money to pay the bill. Last night I watched the big gam e in England between
4 Have you booked a table for four people or five? Manchester City and Chelsea. I was one of a billion people
5 There’s a typical French cafe opposite my apartment watching in places as far apart as Peru, Saudi Arabia and
building. Vietnam. Now, when football’s good, it can be amazing ... but
6 They have half portions for kids. when it’s bad, it can be awful - and this gam e was maybe
7 Chips are bad for you b ecause they’re high in fat. the most boring gam e I’ve ever seen. It was a nil-nil draw and
8 It’s a fixed price so fill your plates. almost nothing hap pened for the whole 90 minutes. Honestly,
it was terrible! Football’s the most popular sport in the world,
□ TRACK 2 4 but it’s hard to understand why when you watch a gam e
like that. Knowing that the players earn millions a year just
1 Could you get us a cloth?
makes it worse! So why do we watch when there are plenty of
2 Shall we leave a tip? alternatives? The Olympics features around thirty sports; other
3 Could you show me the way? countries have different national sports such as cricket; and
4 Would you like anything to drink? new sports are being created all the time.
5 Could I have the vegetarian option? Maybe the main reason is because football is the simplest
6 Shall we call a taxi? gam e to play. The basic rules are among the easiest to grasp
of any sport. In contrast, d o es anyone really understand the
rules of cricket? In addition, football d o e s n ’t require expensive
UNIT 5 equipment. In fact, you need hardly any g ear at all and on top
of that you need no real skill to play - who can’t kick a ball?
D TRACK 2 5 So nearly everyone has played at least once in their life - and
of course once you’ve played a sport, you appreciate it more.
C = Corinne, M = Maribel Finally, football’s different every game. Last night’s gam e was
C: So what are you going to do while you’re here? boring, but next time Chelsea might win five-four, with a goal in
M: I’m just going to take it easy, Corinne. I guess I might go the last minute! You just never know.
shopping in the morning. You’re working tomorrow, aren’t
you? □ TRACK 2 7
C: Yes - and Saturday morning, I’m afraid. 1 It’s the simplest gam e to play.
M: Oh dear. 2 It’s not the easiest gam e to understand.
C: Yeah, I know. I’m sorry, but some important clients are 3 He’s the tallest person I know.
coming and I need to go and meet them at the airport and 4 S h e’s the fittest person I know.
make sure everything’s OK. 5 He’s the cleverest person I know.
M: Right. What time are you going to be back? 6 It’s the ugliest building in town.

196
□ TRACK 2 8
P = presenter, C = Clare Ellis, K = Karen Miller,
UNIT 6
T = Professor Townsend □ TRACK 31
P: Perhaps like me, you spent hours drawing and colouring
things when you were young, but then just stopped. L = Laura, M = Maya, A = Anna
Personally, I can’t remember when or why, but I supp ose I L: Maya.
felt it was childish and wanted more adult things - make-up, M: Hi Laura. Sorry I’m a bit late.
shopping, boys. So you might be interested to learn that one L: That’s OK.
of the biggest growth areas in publishing at the moment is M: How long have you been here?
colouring books for adults. These books have been around
L: Oh, not long. Ten minutes.
for a while, but in France they’ve becom e best sellers
thanks to som e clever marketing, as book trader Clare Ellis M: Sorry. The traffic was bad.
explains. L: Are you looking for something?
C: Several of th e se books were actually first published in the M: Another chair. Oh ... th e re’s one.
UK with only moderate success, but when French publishers L: So, who else is coming?
ad ded ‘anti-stress’ or ‘art therapy’ to the titles, there was a M: My friend Anna from Poland.
dramatic increase in sales. Thirty-three per cent of French L: Oh yeah? How do you know her?
people have taken pills like Prozac for depression, so M: I met her on an exchange trip.
th e re’s clearly a big market for anything that helps reduce
L: Really? Why Poland?
stress.
M: There was som e connection between the schools. Anyway,
P: Watching any child with pens and paper, you can s e e how
it was great and I got on really well with Anna. Here. I’ve got
the simple task of carefully filling in a pattern can completely
a picture of her on my mobile.
occupy their attention, and it’s that focus on the present
which Karen Miller - a lawyer and colouring fan - likes. L: OK.
M: Here. S he’s the girl on the right.
K: Law is a very stressful occupation and it’s difficult to stop
thinking about work, but colouring has really made a L: Oh wow! S he’s very pretty.
difference for me. Some designs are very detailed and M: Yeah.
complicated, so you really n eed to concentrate, and I quickly L: So is she just visiting?
forget about everything else. It really helps me relax. I even M: No, s h e ’s studying here.
sleep better. L: OK. Quite clever too, then.
P: And it’s not just colouring that’s coming back into fashion. M: Definitely. S h e’s one of those people w ho’s good at
In the States, there is a growing interest in making things - everything: studying, languages, sports ... . We play tennis
everything from clothes to furniture to cakes. The sometimes, but she always beats me.
sociologist, Professor John Townsend, sugg ests why. L: How annoying!
T: I think the maker movement is a reaction against life being
M: Isn’t it! No ... s h e ’s really nice. You’ll like her.
so commercial. We were sold the idea of retail therapy -
L: So, w ho’s the guy? Is that her boyfriend?
shopping as relaxation - but many people’s experience of
shopping is far from relaxing: it involves difficult decisions, M: No! That’s my brother!
debt and worrying about what others have. Making L: Really? You don’t look very similar.
your own things is the opposite: you follow a recipe or M: I know. He’s quite dark - but look at the nose and mouth.
instructions; it’s cheaper; and it involves sharing ideas and L: Let me see. Yeah, I guess. So what d o es he do?
helping each other. There’s nothing commercial about the M: He’s a nurse. He lives in the States.
outcome either - you’re not buying or selling it. It’s personal. L: Really? Why did he go there?
It’s yours. It’s you.
M: His wife’s from there.
P: Hmm, I’m not sure m y baking or making are ‘m e’, b ecause
L: Really? He’s married? How old is he?
I’m awful at it - but anyway here in the studio to discuss the
rise of making, I have Professor Townsend, Karen Miller and M: 24.
a keen maker, Lisa O’Sullivan. Lisa, if I could ask you first... L: OK. That’s quite young.
M: I guess.
□ TRACK 2 9 L: Do you g et on well?
/plei/, /u:l/, /gul/, /lae/, /rei/, /trae/, / 0ru:/, /eil/, /si/, /pal/, /tau/, M: Yes, w e ’re quite close. Although, obviously, I d on ’t s e e him
/trei/ very often now. We Skype a lot.
L: Right.
TRACK 3 0 M: I might actually go over there in a few months b ecau se
1 I play football every Friday in a local park. they’re having a baby.
2 There’s an Olympic-size swimming pool just round the L: Really? That’s great. A boy or a girl?
corner. M: A boy, apparently. My first nephew or niece.
3 The cycle race usually attracts lots of spectators. L: OK. So, Auntie Maya. Amazing.
4 I like to relax with my family at the weekend. M: I know.
5 I have to drive miles to get to the nearest athletics track. L: Do you have any other brothers or sisters?
6 He threw me his keys, but I dropped them down a hole. M: Just my little sister.
7 I bought th e se trainers in a sale. L: Is that the other girl in the picture?
8 The rules are simple and easy to follow. M: No, s h e ’s a friend from my Spanish class.
A: Maya!

Audio scripts 197

M: Anna! How are you? We saved you a seat. Anna - I d on’t □ TRACK 3 5
think you know my friend Laura. S he’s a friend from work.
1 friendly and open
Laura, this is Anna.
2 fit and healthy
A: Nice to meet you.
3 calm and patient
L: Hi - I’ve heard a lot about you.
4 clear and confident
A: All good I hope!
5 strong and determined
□ TRACK 3 2 6 p e a c e and quiet
1 Where do you live? 7 cooking and cleaning
2 Do you know anyone in this class? 8 more and more
3 How long have you known them? 9 bigger and better
4 Why are you studying English? 10 try and help
5 Have you studied in this school before? 1 1 go and se e
6 Are you enjoying the class? 12 scream and shout
7 Did you have a nice w eekend?
□ TRACK 3 6
8 What did you do?
/wiar/, /gsu/, /wei/, /wi:/, /we/, /wai/, /kwsu/, /kwi/, /gan/, /eig/,
□ TRACK 3 3 /w 3:/, /gae/
We have a wedding planning business which w e ’ve run for □ TRACK 3 7
almost twenty years now. I was a model when I was younger
and I did work for several wedding magazines, which is how I 1 We’re going away for the weekend.
first got interested in the business. I stopped modelling after I 2 I found a really funny quote on the web.
got married and had my two babies, but I never wanted only 3 His wife negotiated a special deal.
to be a mum and my husband was very supportive when I 4 We organised a quiz night.
decided to start my company. 5 It was a very vague answer.
I think he thought it would always be small - something like a 6 I need to go to work.
hobby - but it grew and grew - and eventually he left his job to 7 I want to go into the wedding business.
work with me as the finance director. We have three kids now 8 There’s a big age gap, but we get on very well.
and they’re all part of the business too. Even my little boy -
w ho’s only six - sometimes welcomes the guests. He’s so cute □ TRACK 3 8
in his little suit! The clients love him.
1 We might go running at the track.
I hope my daughter, Sophie, will take over the business
2 Is there a pool near here?
eventually. I think she combines the best of her parents. She
3 Who’s the guy with the basketball?
and I are both very determined - she d o e s n ’t stop until she
su c ce ed s at something! And then, she also shares her father’s 4 A friend from university is coming to stay.
head for figures. They’re both very good at negotiating prices, 5 How do you know each other?
w hereas I think maybe my son, Jerome, is a bit too soft. He 6 I’m going to watch the gam e with some friends.
loves fashion and design, but I d o n’t think he has the business
skills. We’ll see.

□ TRACK 3 4
UNIT 7
Sophie: Yeah, the wedding business, it’s OK. I g u e s s it’s nice □ TRACK 3 9
to do things together as a family. It m eans w e ’re pretty close,
1
I guess, and of course, we have nice things from the success,
but it is work and Mum can be quite strict sometimes. My A: Where are you from?
mum sometim es says things like ‘When you take over the B: Italy.
business, blah, blah, blah’ or ‘When I retire, you n eed to know A: Oh nice! Which part?
blah, blah, blah’, but I actually d o n ’t want to run the business - B: Treviso.
none of us do! Well, I g u es s Ben might, but h e ’s only six. I A: Oh. Where’s that?
want to make a difference in the world. I want to b e c o m e a B: It’s a small city in the north-east. It’s about 40 kilometres
scientist. Discover things. from Venice. So, say that’s Venice, OK? Well, Treviso is just
Jerom e: Did she say I w asn’t interested? I su p p o se I’ve never here - to the north.
really said anything to her when w e’ve talked, bec au se she A: Oh, OK. So what’s it like?
gets so, kind of, angry about it. It’s easier just to agree. S h e’s B: It’s great. The centre's very old with some beautiful old
like my mum. They’re very strong characters. Neither of them buildings, but the city’s also quite modern. You know
take no for an answer. Me and Dad, w e ’re more the calm, quiet Benetton? The clothes?
types. Anyway, I love the business. I like the fashion and design
A: Yes.
aspect, but also you meet people, you make this amazing
special day for them. It’s so happy and romantic. And you can B: Well, Benetton’s based in Treviso.
make money from it. What’s not to like? Of course I’d like to run A: Oh wow! OK. So where do you live? In the centre?
the company. B: Not exactly, but everything is quite near. It’s small - only
eighty thousand people. And it’s easy to get round. I live
near the river and you can walk along the banks, which is
nice. There’s a nice park too.

198
Conversation 2 O: You can just leave your bag and things over there for now.
C: So, where are you from Chuck? M: OK. Is it OK if I take my sh oe s off?
D: Texas. I: Sure. Go ahead. You d o n’t have to, though.
C: Whereabouts? M: I’ve brought som e - what do you call them? House shoes? ...
D: I doubt you’ll know it. It’s a little town called Harlingen. It’s I’ll find them ....
right in the south - by the Mexican border. I: Oh - sure. Slippers.
C: Yeah, I know it. In fact, I’ve been there! I have a friend who M: Oliver, I also bought you this. It’s a traditional knife from
lives in Port Isabel. Uzbekistan - it’s called a pich o k. And Mrs Isabel, this is a
D: Port Isabel! Wow, that’s real close. So what did you think of special hat - very traditional in my country.
Harlingen? I: Gosh - thank you.
C: Yeah, it was lovely. I mean, it’s a bit quiet, but for a holiday it M: And your son?
was great. I: He’s sleeping.
D: When were you there? What time of year? O: How did you g et this through security?
C: February, but the climate’s lovely. It’s so warm. We went to M: Oh, it’s not hand luggage.
the beach quite a lot. O: Doh. Of course. Ow! Wow, it’s sharp!
D: Sure. M: Yes - yes.
C: And we took a boat along the coast a couple of times and O: I think I’ve cut myself.
went fishing.
M: Oh yes. So sorry.
D: Did you catch anything?
O: No, d o n ’t be silly. It’s amazing, thanks.
C: Not much, but it was just nice to be on the sea.
I: Would you like a cup of tea or something to eat, Maksim?
D: So what’s your friend called?
M: No, no, thank you. I’m fine. Maybe just some water.
C: Harry Dancey.
O: Sure. Come through to the kitchen.
D: You’re kidding me! Skip Dancey? I went to high school with
M: Thanks.
him!
I: Are you sure you’re not hungry?
C: No! Really? What a small world!
M: No really. I ate on the plane, but e r ... do you mind if I
3 smoke?
E: Where are you from? O: Well, actually, I’d rather you didn’t inside. Isabel goes
F: Oman. outside.
E: Oh, OK. Oman. I’m really sorry, but where is that exactly? I: To be honest, it’s better - it means I smoke less. I’m trying to
My geography isn’t very good. give up.
F: It’s in the Middle East - on the Indian Ocean. So imagine M: Of course - no problem. I’ll go now, if you d on’t mind.
you’ve got Saudi Arabia here and then the UAE - the United I: You can go in the garden, if you like. The door’s here.
Arab Emirates - is up here and Oman g o es down here to M: OK, great, great.
the right.
E: Oh, OK. I think I know where you mean. And where do you D TRACK 4 2
live? 1 A: Do you mind if I open the window?
F: In the capital, Muscat - in the north of the country. B: No, of course not. It is quite hot, isn’t it?
E: Oh OK. And what’s it like? Is it a big city? 2 A: Do you mind if I use your computer?
F: Yes, quite big - it’s about a million people and it spreads B: No, of course not. One minute. I’ll just log off.
along the coast.
3 A: Do you mind if I borrow your phone for a minute?
E: Oh, sounds nice.
B: Actually, I’d rather you didn’t. I do n ’t have much credit.
F: It is. It’s beautiful because you have the sea and the
4 A Is it OK if I leave class early today?
mountains behind. And it’s a very exciting place becau se
B: Yes, of course. Just make sure you do your homework.
lots of people from different countries live there and, you
know, th e re’s lots to do there. 5 A: Is it OK if I close the window?
B: Yes, of course. It is quite cold, isn’t it?
□ TRACK 4 0 6 A: Is it OK if I leave th e se papers here?
1 We can walk there in ten minutes. B: I’d rather you didn’t. I’m trying to tidy up.
2 Do you have to pay extra for the bills?
□ TRACK 4 3
3 Friends can stay at my house if they want to.
4 She d o e s n ’t have to do any housework at all! O: Oh gosh. Sorry. I forgot to tell you about Boris. Did he
scare you?
5 I have to help with all the cooking and cleaning.
M: A little.
6 I ca n ’t talk to her.
O: He w on’t bite you. I promise. He’s very friendly.
□ TRACK 41 M: I’m sure, but maybe I’ll go out the front next time.
O: Sorry.
I=Isabel, O = Oliver, M = Maksim
I: Let me show you around the house.
O: Hi there Maksim. Come in, come in.
M: OK, yes. thanks.
M: Oliver, good to m eet you finally.
I: So you’ve seen the garden, and obviously this is the kitchen.
O: This is my wife Isabel.
Please help yourself to food.
I: Welcome. Nice to meet you. How was your journey?
M: Could I use the washing machine while I’m here?
M: OK, but very long.
I: Oh, I’ll do it for you if you like.
I: I can imagine. Anyway, you’re here now. Do you want me to M: Oh really? Are you sure?
take your coat?
I: Absolutely.
M: Oh, yes. Thank you.
M:Thanks

Audio scripts 199

I: So this is the living room. You’re welcome to watch TV. B: Year eleven.
Although you’ll probably have to watch repeats of The Big A: So how long have you got left?
Bang Theory as that’s all my son Theo se em s to watch - or B: Well, if it all g o es well, I’ll have two more years.
play video games. A: What are you going to do when you finish? Have you got
M: Oh right. Like my little brother. And here? any plans?
I: Oh, that’s Oliver’s study, but we w on’t go in there. It’s a B: Well, if I can save enough money between now and then, I’ll
mess! So come up the stairs. The toilet’s in here. It’s a bit, er, try and take a year off. Dad d o e s n ’t want me to, though.
funny. Look - you need to press quick for the w a t e r ... Like A: No?
this.
B: No, he just wants me to stay in the system and go straight
M: Oh right. OK. Quickly. to university and study Business or something and graduate
I: This is the bathroom. We just have a shower. It was actually and becom e just like him.
installed last month. A: Yeah, well. He’s probably just worried about you.
M: Very nice. Do I use this? B: Yeah, right. Whatever!
I: Yes. There’s only one bathroom. We share it.
M: Oh, OK. So is it OK if I have a shower in the morning? 2
C: So what course are you doing, Pep?
I: Of course. I’ll get you som e towels in a moment. Just go in if
it’s free. There’s a lock on the door. OK, this door is our room D: Pure Maths.
and that’s T heo’s. C: Wow! OK. That sounds hard.
M: How old is he? D: Yeah, it can be, but I’m really enjoying it. To be honest, the
I: Sixteen. most difficult thing for me is doing the whole d e g re e in
English, but my tutors are great. Everybody has been very
M: Oh yes? Like my baby brother. He’ll remind me of home.
helpful.
I: I hope not. He’s very messy, too.
C: What year are you in?
M: Oh really? No. I think my brother is quite tidy. My mother is
D: My third, unfortunately. I’ve got my finals next April!
very strict with him.
C: Oh, OK. Well, good luck!
I: Yes, maybe I’m too soft.
M: Oh, no. I didn’t mean ... I’m sure you are a very good mother. D: Thanks!
C: What are you going to do after you graduate? Any plans?
I: I try. So this is your room.
D: Well, if I g et the grades I want, I’ll probably do a Master’s
M: Oh, it’s so lovely.
somewhere.
I: So, you can use th e se drawers and th e re’s sp a ce in the
C: Oh, OK. What in? The sam e subject?
wardrobe to hang som e things.
D: Maybe. I’m not sure. I’m thinking of maybe doing
M: OK.
Astrophysics, actually.
I: I think you’ll be warm enough, but I can get you a blanket if
C: Oh, right. Have you applied anywhere yet?
you want.
D: No, I haven’t, actually - not yet. But I probably will in the
M: Oh, no. I’ll be fine. It was minus six d eg re es in Tashkent this
next few weeks.
morning.
I: Minus six? Wow. I’m sure you will be OK then. 3
E: So, did you go to university, Dhanya?
□ TRACK 4 4 F: Yes, I did. The Paul Cezanne University in Marseille. It’s one
/ae/, /a:/, /ai/, /mae/, /ma:/, /mai/, /bae/, /fa:/, /fai/, /kaen/, /ka:n/, of the oldest universities in France.
/kain/ E: Oh, OK. What did you study?
F: International Law.
□ TRACK 4 5
E: And did you enjoy it?
1 You can cycle along the path by the river bank. F: Yes, up to a point, I suppose, but to be honest, it was quite
2 The climate’s warm and the people are kind. theoretical. It w asn’t very practical and I think I’ve learned
3 My family have a farm where they grow rice. much more since I started working.
4 It’s a financial centre where many banks are based. E: I know what you mean! I mean, I left school at sixteen and
5 It’s a large island off the south coast of France. started working straight away. To begin with, I did lots of
6 I d on’t mind travelling, but I prefer to stay at home. horrible jobs, but I learnt a lot as well and it made me hungry
7 I can’t find it on a map b ec au se it’s so tiny. for success. I was running my own business by the time I
was 22. I’m not sure many university graduates can say the
8 There’s a market in the square on Fridays.
same!
F: You can’t beat the university of life, eh?!
UNIT 8 a TRACK 4 8
□ TRACK 4 6 I = Interviewer, R = Rebecca
design, economics, geography, graduate, history, interested, I: So, how did you find school when you came here?
nursery, primary, secondary, university R: A bit mixed. I made friends quickly. I knew a bit of Spanish
and people w ere friendly, but I remember that to begin
□ TRACK 4 7 with, my brother just stood in the corner of the playground
watching everyone play. It was sad!
1
I: But he made friends in the end?
A: So, how’s school, Ollie? Your father told me you’re doing
well. R: Yeah.
B: It’s OK, I suppose. Some bits are good. I: So you spoke Spanish?
A: Yeah? What are your favourite subjects? R A bit, but in class I couldn’t understand very much. It was
horrible.
B: Spanish and art. And history’s OK as well.
A: And what year are you in now?

200
I: Did you have to do extra Spanish classes? □ TRACK 51
R: Not really. There was another girl in the class who spoke 1 They rejected my application for university.
English so she translated a lot at the beginning. Then Mum
2 We need to change our traditional approach.
and Dad helped me at home with my homework. And, oh my
3 You need to challenge students to succeed.
gosh, we have to do so much here!
4 Did you check your work after you finished?
I: Really?
5 All children have religious education in primary school.
R: Yeah - I remember really crying about it when I first came
b ec au se we didn’t have to do much in primary in England 6 I have to do a project before I can graduate.
- a bit of reading or something. Even now my friends 7 The website has a jobs section for teachers.
in England complain when they have to do 45 minutes 8 You can’t mention som e subjects in conversation.
in secondary school, but I often have two hours - and
sometimes study for tests on top of that. □ TRACK 5 2
I: OK. So are classes different? 1 I’ll do it in a minute.
R: Primary was. For som e reason, I did the last year of primary 2 Is it OK if I use it?
here, although I’d already done it in England. Maybe it 3 It w on’t happen.
was b ecause they have five years of secondary school in 4 Sorry, I had to leave early.
England, but there are only four here. Sorry, what was the
5 I couldn’t hear anything.
question?
6 I’ll let you know.
I: Are classes different?
R: Oh yeah. Basically, in primary in England we had the same
teacher all day, but here we changed teachers. I liked some,
but som e - like Don Miguel - were really boring! Sometimes
UNIT 9
we just had to copy from the book. We didn’t use textbooks □ TRACK 5 3
much in England and we did more projects and arty things.
I: Right. So which do you prefer? 1
R: It’s difficult to say. Now I’m at instituto ... A: Hi, how are you?
I: Instituto? B: Not very well, actually. I think I have the flu.
R: Sorry, secondary school. We finish at two o ’clock every day A: Oh no! You poor thing! Are you sure it’s not just a cold?
and then we get almost three months off in the summer, B: It might be, I suppose, but it d o e s n ’t feel like it. I’ve had it for
w hereas in England my friends finish at four and they only a few days now. Ijust feel really weak and tired all the time
get six w ee k s’ summer holiday. I chat to my friends in and my muscles ache a lot.
England still or read their updates on Facebook and they A: That sounds horrible. Maybe you should go home and get
say school is boring too, and they get stressed with exams som e rest.
and stuff, but then they have this thing here, where if your B: Yes, maybe you’re right.
teacher fails you in som e subjects, you have to repeat the
A: No-one will thank you if you stay and spread it!
whole year! I d o n’t like that stress.
B: That’s true. Could you tell Mr Einhoff I’m sick?
□ TRACK 4 9 A: Yes, of course.
You hear politicians and parents here saying education is bad, B: Oh, and could you give him my homework?
but you get the sam e complaints in Britain, where there are A: Yeah, of course.
generally more resources. Parents send their kids to private B: Thanks.
schools or move house to be near good state schools. A: No problem. Well, you take it easy and get well soon.
From what Rebecca says, her te achers here are generally more B: I’ll try! Bye.
traditional in the way they teach, but I d on’t mind that. Students A: Bye. S ee you.
probably learn to listen and concentrate better. Anyway, no
method’s perfect. There’s good and bad everywhere. Luckily, 2
Rebecca’s very responsible and she has som e great teachers. D: Atchoo!
S h e ’s happy and the school has a good atmosphere, small C: Bless you!
classes, and th e re’s no violence or bullying - that’s the most D: Oh! I am sorry! That’s the fifth time in as many minutes!
important thing. And if we stay, university will be much cheaper C: That’s OK.
here. Fees in England are very high, even though nearly all D: I always g et like this at this time of year! It’s awful, b ecause
universities are state run. I hate winter, but then as soon as the sun com es out, I can’t
The only policies I really d on’t like here are textbooks and stop sneezing! And my eyes get really sore as well. I really
holidays. I spend 4 00 euros on books every year. In Britain, want to rub them, but that just makes them worse!
they’re free. Schools buy the books and the students borrow C: Oh, that sounds horrible. Are you taking anything for it?
them. And the summer holidays here are too long when you D: Yes, I went to the chemist’s last year and they recommended
both work! When w e were in the UK, my wife and I could th e se pills so I take four of th e se every day, and they help,
organise our holidays to be at home with the kids most of the but they do n ’t stop it completely.
time, but here it’s impossible!
C: Well, why d on’t you get some sunglasses to protect your
eyes a bit?
□ TRACK 5 0
D: That’s not a bad idea, actually ... but I think I might feel a bit
/d 3s/, /t Je/, /tjei/, M3D/, /Jan/, /tji/, /ijt/, M 3/, /i:tj/, /autj/, funny walking round in sunglasses all day!
/tjae/, /d 3u/
C: Yeah, I know what you mean, but maybe you ought to try it.
You never know. It might work for you.
D: Well, maybe if things get really bad.

Audio scripts 201

□ TRACK 5 4 F: Don’t worry. It was very stupid!
1 It’s just a question of mind over matter. E: Nurse, could you dress the burn after I’ve done these
stitches?
2 What’s the matter?
G: Of course.
3 I d on’t mind.
4 It d o e s n ’t matter. □ TRACK 5 6
5 Never mind. /bli:/, /fi:/, /ni:/, /bre/, /swe/, /be/, /he/, /tje/, /pei/, /rei/, /eik/,
6 To make matters worse ... /fei/
7 You do n ’t mind?
8 I’ve got a lot on my mind. □ TRACK 5 7
9 That’s a matter of opinion. 1 My eyes ache and I n eed to sleep!
2 I ca n ’t bend my knee very well.
□ TRACK 5 5 3 She was bleeding from her head.
1 4 Can you take a d e e p breath for me, please?
A: Are you OK? 5 These sho e s really hurt my feet.
B: Hie! Yeah, I’ve just got hiccups. Oh gosh! Hie! It’s really 6 I had a terrible pain in my chest.
annoying. 7 Raise your head and face me, please.
A: Here. I know a cure. It never fails. 8 The bed was w et with sweat.
B: Hie.
A: Take som e water in your mouth, but d on’t drink it.
B: Mmm. UNIT 10
A: Now put your fingers in your ears. Bend down and put your
head between your knees and swallow the water slowly. □ TRACK 5 8
B: Mmmm? R = receptionist, D = David
A: Swallow the water! R: Hillborough Hotel.
B: Mmm. D: Oh, hello. I’m ringing on behalf of a friend. He wants some
A: OK. You can breathe now. Have you still got them? information.
B: Um, no. No, I d on’t think so. R: Sure. What would you like to know?
A: You see. It works every time. D: Um, well, do you have any triple rooms?
B: Maybe, but I wouldn’t want to do it in public! People would R: I’m afraid not. We only have doubles.
think I was mad! D: Oh, right. Is it possible to g et a double with an extra bed?
2 They have a small kid.
C: Yes. Can I help you? R: That should be possible.
D: Yes, I would like something for a bad stomach, please. D: And how much would that b e per night?
C: Does it hurt or have you been sick? R: For the room, that’s 110 euros per night, with a supplement
for a child’s bed.
D: Not sick. It’s more gas. It’s uncomfortable.
D: Sorry. Does that include the cost of the extra bed or not?
C: OK. It sounds like indigestion. It’s after you eat, right?
R: It d o es include it, yes.
D: Yes.
D: And breakfast is included too?
C: And you’re going to the toilet normally? No diarrhoea?
R: I’m afraid not. It’s 125 with breakfast. What d ates are they
D: Diarrhoea? No.
thinking of coming?
C: OK, so I think th e se are what you need. They’re indigestion
D: Um, Tuesday the twelfth to the seventeenth of August.
tablets. You mix them with water and drink them after your
meals. They’re the most effective, I think. R: OK. Let me just check our availability. Hmm, I’m afraid
w e’re fully booked that w eekend on the sixteenth and
D: OK.
seventeenth.
C: What flavour would you like? Orange or blackcurrant?
D: And what if they came the previous weekend?
D: Oh, orange.
R: Saturday night no, but from Sunday through to Friday we
C: That’ll be 4.25. Don’t take more than four tablets a day - currently have rooms available.
and if they d on’t deal with the problem, consult your doctor.
D: So that’s the tenth till the fifteenth - including Friday night?
D: OK. Thanks. I will.
R: That’s correct.
3 D: OK. I’ll need to check with them about that. And just a
E: The burn’s not too bad. We’ll give you some cream for it, but couple of other things.
you’ll need som e stitches in that cut. It’s quite deep. What R: Sure.
happened? D: They’re thinking of hiring a car. Can they get any reduced
F: Well, I cut my head dancing with my son. rates if they book through the hotel?
E: I’m sorry? R: They can, actually. We have a partnership with a local hire
F: I was dancing with my five-year-old son and I ste p ped on firm. The cost starts at 25 euros a day.
one of his toys and I fell and hit my head on the side of the D: OK. Great. Do you have parking at the hotel?
table. R: There is a car park, which is 20 euros a day, and there is
E: Oh dear. What about the burn, then? som e street parking nearby.
F: Well, my wife came in when she heard me shout and while D: Right. OK. Well, I think they’re travelling around Ireland after
she was helping me stand up, she knocked a cup of coffee Dublin, so maybe they could hire the car later in the week.
off the table and it went all over my leg. R: Of course, whatever suits them.
E: Oh dear. I am sorry. I shouldn’t laugh! D: OK. Let me just talk to my friends. Could you tell me your
name for when I call back?

202
R: Yes, it’s Jackie, but any of my colleagues can deal with the M: What Lady Zaza wants, Lady Zaza gets.
booking. R: Would it be OK if the cat was a different colour?
D: Oh wait, sorry - one last thing. Will they need to make a M: No. It n eeds to match the colour of the flowers. Oh, and one
payment when they make the booking? last thing. Can she get a wake-up call at four a.m., please?
R: Yes, w e’ll need to take a 10% deposit on a credit card. S he’d like to use the gym.
D: So if for whatever reason they didn’t come, they’d lose that R: Well, the gym d o e s n ’t usually open until six, but I’m sure we
money? can organise something for her.
R: I’m afraid so. The complete payment is made on arrival. M: Great. That’s it for now. Oh, wait. Just one second. S he’s
D: OK. Thanks. saying something.
L: They did it again! You’ve got to do something!
TRACK 5 9 M: Yeah, OK. OK. Hello?
R = receptionist, C = Customer R: Yes, hello.

R: OK, so can I take your credit card details for the deposit? M: Lady Zaza can hear the people downstairs. They’re talking
or watching TV or something and she wants them to be
C: Sure.
moved.
R: What kind of card is it?
R: Moved? I’m afraid that’s just not possible.
C: Visa.
M: Sure it’s possible. You’ve got hundreds of rooms in this
R: And the name on your card?
place.
C: Mr D E Gwaizda. That’s G - W - A - l - Z - D - A .
R: I know, but I’m afraid w e’re fully booked. We d on’t have any
R: OK. That’s an unusual name. other rooms available.
C: Yeah, it’s Polish originally. M: So you’re telling me you ca n ’t move them?
R: OK. And the card number on the card? R: I really would move them, if I could, but I’m afraid it’s
C: 1003 6 5 6 6 9 2 4 2 8307. absolutely impossible. I’m terribly sorry.
R: And the security number on the back of the card - the last M: Well, that’s just not good enough. I’d like to talk to the
three digits there? manager.
C: 718. R: S he’s not here at the moment, I’m afraid, but I’m sure that if
R: And the expiry date? she was, s h e ’d tell you exactly the sam e thing.
C 06 17 M: Is that right?
R: And can Ijust take a contact number in case there are any R: I’m afraid so, yes.
problems? M: OK. Well, I’ll tell h e r ... but s h e ’s not going to like it.
C: Sure. 0 0 4 4 796 883 412.
□ TRACK 6 2
□ TRACK 6 0 1 I never used to like camping.
A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z 2 I used to do judo when I was younger.
4 He used to smoke quite heavily when he was younger.
D TRACK 61 5 I used to have really long hair when I was at college.
R = receptionist, M = manager, L= Lady Zaza 6 It never used to be crowded before.
R: Hello. Reception.
M: Hi. I’m calling on behalf of Lady Zaza, in the presidential
□ TRACK 6 3
suite. /rAj/, /h d /, /luk/, /pu:l/, /mAn/, /pD/, /buk/, /lu:z/, /dAb/, /hms/,
R: Oh, yes. It’s a real pleasure to have her in the hotel. /kud/, /ru:m/
M: Yeah, well, there was no way we could stay in that last place.
The service there was a joke!
□ TRACK 6 4
R: Well, I hope everything’s OK with our rooms. We really didn’t 1 Could I make a booking for Friday?
have much time to prepare them. 2 We d on ’t want to lose our deposit.
M: Yeah, everything’s fine, basically, but there are just a couple 3 I never used to like group holidays, but now I do.
of things s h e ’s asked for. 4 Could I have a look at your book?
R: OK. 5 How much money did you spend?
M: Well, first, can you ask room service to send som e fresh 6 I spent the whole week by the pool.
flowers to the room? Lady Zaza enjoys arranging them. 7 I’d like to book a double room.
S he’d like a hundred bunches of red flowers and eighty 8 I lost my toothbrush som ew here in the hostel.
bunches of white.
R: Certainly. I’ll send som eon e up with them in a minute. D TRACK 6 5
M: And tell them to bring more of her favourite chocolates too, 1 Where would you go if you could go anywhere in the world?
please. And please remember to remove the ones with nuts. 2 I never used to enjoy camping, but I’ve grown to really
S he’d be very ill if she ate one by mistake. And the hotel love it.
wouldn’t want that.
3 Don’t have any more of that coffee if you want to sleep
R: Absolutely not. I’ll make sure they’re taken out. tonight!
M: S he’d also like the light bulbs in her room changed. She said 4 I do n ’t think you should worry too much about it.
it’s too dark.
5 I used to get terrible nosebleeds, and then one day they just
R: Oh ... of course. stopped!
M: And can you bring her a kitten? 6 I’d never go to work again if I didn’t really have to.
R: Er, a kitten?!
M: Yeah. Stroking it helps her relax. She wants a white one.
R: I doubt I can find one ...

Audio scripts 203

 □ TRACK 6 8
UNIT 11 P = presenter, S = scientist
a TRACK 6 6 P: OK. So the first question from listener Mary Martin is based
on a recent news story: Are there crime genes?
1 S: Well, yes and no. First, remember we share 50% of our
A: Did you read this article about bees? g e n e s with bananas, but you wouldn’t say humans were
B: No. half banana! There are studies that have found som e violent
A: They’re all dying, for som e unknown reason. criminals share a particular gene. But, BUT, this is one of
B: Really? That’s terrible! many, many factors. Many people have the gene, but aren’t
violent. Violence and crime can be learned. Home life,
A: I know. It’s really bad news bec au se we really d ep e n d on
culture, war, even the environment and pollution can be
bees. If b e e s beco m e extinct, we w on’t have any fruit or
factors.
vegetables.
P: OK. Something rather different now. Yevgeny from Russia
B: I hadn’t thought about that. They should do something -
asks: How do spiders walk on ceilings?
fund research or something.
S: OK, right, yes, well researchers have discovered that
A Absolutely.
spiders’ feet are covered in hairs. But then each hair is also
2 covered in hundreds of thousands of tiny hairs, each about
C: Did you s e e the forecast for tomorrow? an atom wide. Basically, when th e se tiny hairs move next to
D: No. the atoms of the ceiling material, it creates a small electric
charge so the hairs and ceiling atoms are attracted to each
C: It’s going to be nice - really hot and sunny.
other. It’s a bit like how you can rub a balloon on your hair,
D: Really? That’s great!
then stick it to a wall. The spider has so many hairs, the
C: I know. It’s good. It’s been so wet and windy recently. attraction is quite strong - strong enough to hold 100 times
D: We should go out, then - go to the beach or somewhere. the weight of the spider.
C: Yeah, that’s a good idea. P: Right, well, from some very thin hairs to Graphene and
3 Jamie Seguro’s question: What is Graphene?
E: Did you hear what they want to do in Morovia? S: Graphene, OK. Well, this is probably the most important
discovery of the last 20 years.
F: No. What?
P: Really? So what is it and who discovered it?
E: It said on the news that they’re going to pull down a lot of
the horrible houses they’ve built along the coast and create S: It’s the world’s thinnest material. It’s just one atom thick, and
a national park instead. it was discovered by two Russian scientists working at the
University of Manchester. The first amazing thing is, it’s very
F: Really? That’s great.
easy to find, b ecause it’s basically a very, very thin layer of
E: I know. It’s good news.
the stuff in a pencil.
F: They should do more to protect the countryside here, too.
P: What, a normal pencil?
E: Definitely. We need more green spaces.
S: Yep. That stuff is called graphite. Basically, you take some
4 graphite and put it on som e sticky tape - normal sellotape.
G: Did you s e e they’ve discovered a new way to kill the Then you take some more tape, press it on the graphite. If
mosquitoes that spread malaria? you peel this tape away, some layers of graphite com e off.
H: No. And if that process is repeated a few times, it eventually
leaves a layer one atom thick.
G: Yeah, it said it could save millions of lives.
P: So can you s e e it?
H: Really? That’s great.
S: Not without a microscope, no, but even though it’s so thin
G: I know. It’s really good.
Graphene is incredibly difficult to tear: it’s the strongest
H: It makes a change to hear som e good news. material we know. But then b ecause it’s thin you can bend it
G: Absolutely. easily. And it’s really, really good at conducting electricity -
much better than the wires that are used in our home or the
□ TRACK 6 7 chips in computers.
1 Really? That’s great! P: So could those things be replaced by Graphene?
2 Really? That’s interesting. S: Some day, hopefully, b ecau se it’s so easy to get and so
3 Really? That’s nice. efficient. We could save a lot of money. It’s an incredible
4 Really? That’s bad news. discovery and it was awarded a Nobel Prize.
5 Really? That’s awful.
6 I know. It’s fantastic. □ TRACK 6 9
7 Yeah. It’s good news. Haul , / b : / , / r o k / , /p D /, / p a o / , / f a u / , /s t D : /, /d n / , / k a : / , /b D /, / m o : / ,
/o:t/
8 Yeah, i know. It’s really bad news.
9 I know. It’s terrible. □ TRACK 7 0
10 That’s a good idea.
1 You’re not allowed to keep pets.
11 Absolutely.
2 They found the bomb before it went off.
12 Definitely.
3 They took it to court and won.
4 You ought to feed your dog less.
5 The last version was launched in October.
6 They have a policy to fund more research.
7 The rocket lost power and crashed.
8 The storm caused a lot of damage.

204
 C: That’s fine. So I’ve cancelled your cards and ordered new
UNIT 12 ones, and they’ll be with you in the next three or four days.
We’ll also send you a new PIN.
□ TRACK 71 B: Oh, that’s great. Thank you so much for your help.
C: You’re welcome. Is there anything else I can do for you
1 today?
A: Hello. B: No. That’s all for now. Thanks again. Bye.
B: Hi, it’s Brendan. Is Neil there?
2
A: No, h e ’s not got up yet. Is it urgent?
D: OK. So can you just tell me how it happened?
B: No, it’s OK. Just tell him w e ’re meeting earlier - at seven,
not eight. And tell him h e ’s very lazy! Twelve o ’clock and still B: Yes. I was walking from the bus stop to my friend’s house
in bed! and I was talking on the phone so I w asn’t really paying
attention. Then som e o ne came past me on a bicycle and
A: Well, he was out late last night. Has he got your number,
just grabbed my bag and rode off. The strap on the bag
Brendan?
broke b ecause he pulled so hard.
B: Yeah, he has. So what time will he be up?
D: And can you give me a description of the person on the
A: I imagine in about an hour. He didn’t g et back home till four.
bike?
B: Oh right. Well, I’ll s e e him later. Thanks.
B: Not really. Young. Maybe fifteen or sixteen. Wearing dark
A: That’s OK. I’ll give him your message. Meet at seven, clothes. And a hood.
not eight.
D: Anything else?
B: Yeah.
B: I’m afraid not. It all happened so quickly, you know.
A: Bye now.
D: OK. Well, I can give you a reference number so you can
2 contact your insurance company, if you have one.
C: Good morning, DBB. How can I help you? B: OK. And what about my bag?
D: Yeah, hi. Could I speak to Ja n e Simpson, please? D: Well, it’s a big city out there and obviously we d on’t have the
C: Of course. I’ll just put you through to her. people to go and look for the person who did this, but if we
D: Thanks. do hear or find anything, w e ’ll let you know.
3
E: Hello. E: Hello. Abbey Locks. How can I help you?
D: Hi, Jane? B: Yeah. Hello, er, basically, my b a g ’s been stolen and it had my
E: No, it’s actually Poppy. I’m afraid J a n e ’s out visiting a client. keys in it, so I need to get into my apartment.
Would you like to leave a m essage? E: OK. Do you want us to change the lock or just g et you in?
D: Yeah, could you tell her Diane called? I’ve already spoken Was there anything with your address in the bag?
to my boss and h e ’s fine with the price, so we can go ahead B: Oh gosh, yes. I had my driving licence in my purse.
with the work. Can you ask her to phone me when she gets E: OK. You’ll want new locks then. Are you at the property?
back so we can sort out the details? B: No, I’m phoning from my friend’s house.
E: Of course. Has sh e got your number? E: Right, well I suggest you go back home. We can send
D: I d on’t think she has my mobile. It’s 0 7 7 2 9 651 118 so m e one within an hour. Can I just get the address, please?
E: OK. 0 7 7 2 9 651 118. And what was your name again? Sorry. B: Sure. It’s Apartment 4, number 72 Montague Terrace,
D: Diane Lincoln. L-l-N-C-O-L-N. So when will she be back? BR2 OSZ.
E: Probably later this afternoon. I think she said she was going E: OK. Got it. Som eone will be with you soon. Do you have
for lunch. proof of ID and proof of address?
D: Oh, right. Well, hopefully I can speak to her today. I’m B: No, I don’t. No. Everything was in my bag. I mean normally
actually away on holiday from tomorrow. I’d ask my landlady who lives next door, but s h e ’s away.
E: Oh, right. Well, I’ll let her know anyway. E: Wait, you rent the apartment?
D: OK. Thanks. Bye. B: Yes - is that a problem?
E: Bye. E: Well, we would normally talk to the owner of the property.
B: But s h e ’s abroad!
□ TRACK 7 2 E: Don’t you have a contact number?
A: No, h e ’s not up yet. Is it urgent? B: I did - in my phone ... oh what a nightmare!
B: Just tell him w e’re meeting earlier - at seven, not eight.
□ TRACK 7 4
□ TRACK 7 3 F: Hello there. You’re speaking to Alan. I understand you’re
1 calling about your cash and credit cards. Is that correct?
A: Hello. Better Banking. B: Yes, that’s right. I called last week. Som eone stole my bag
B: Oh, hello there. I need to cancel my cards, please. As soon and I phoned to cancel my cards.
as possible. F: OK.
A: OK, no problem, but I’m afraid I have to take you through B: And the guy I spoke to told me h e ’d cancelled them and that
security first. Can I get your full name, please? the new cards would be with me in three or four days ... but I
B: Um ... oh, yes. Of course. It’s Bettina Kraus. That’s B-E- still haven’t received them.
double T-l... F: Right. Let me just check. OK. I can s e e that the cards were
actually sent out as promised. Last Tuesday. And in fact,
your credit card was used just yesterday.
A: OK. That’s fine. I’ll just put you through to the right
department. One moment, please. B: No, that’s not possible.

Audio scripts 205

F: £1,845, spen t in IKEA in Aberdeen.
B: But I’ve never even been to Aberdeen. How did that
happen?
F: I’m not sure. I’m very sorry. I think I have to speak my
manager.
□ TRACK 7 5
/jua/, /staul/, /haum/, /aua/, /fau/, /Jua/, /faun/, /kjua/, /mau/
□ TRACK 7 6
1 He had to pay a 200-euro fine.
2 I usually work from home.
3 S he’ll be back in about an hour.
4 Do you have insurance for your phone?
5 I’ve lost my mobile somewhere.
6 Take a photo with your phone.
7 I’m lucky my jo b ’s quite secure.
8 My car was stolen from outside my home.
□ TRACK 7 7
1 We’ve only just left the house.
2 I suddenly realised I’d left my keys in my flat.
3 I was stopped by the police as I was driving home.
4 The lions are usually fed at about three in the afternoon.
5 I knew w e ’d met before, but I just couldn’t remember where.
6 They said the new battery would be here within three or
four days.
UNIT 13
□ TRACK 7 8
A: What a boring lecture!
B: I know. It w asn’t very good. I was starting to fall asleep near
the end!
A: So what are you doing this afternoon? Have you got any
plans?
B: Yeah, I’m thinking of going to s e e a movie and ... um ... listen,
would you like to com e with me?
A: Maybe. What’s on?
B: Well, th e re’s this film called In the Heat o f the Moment -
directed by Umberto Collocini. It’s supposed to be really
good.
A: Yeah, I’ve se en it already, actually. I saw it the other day.
B: Oh yes? What was it like?
A: Not bad, but not as good as everyone is saying. The
costumes were great and it’s set on an island in Thailand, so
it looks amazing.
B: Yeah, that’s what I’d heard. So what was wrong with it?
A: Oh, I d on ’t know. I just found it a bit too slow. I got a bit
bored with it after a while - and the ending was very
predictable.
B: Oh, right.
A: And that Scottish actor’s in it as well. You know. What’s his
name?
B: Bryan McFletcher?
A: Yeah, that’s him. Ijust find him really, really annoying. He
ca n ’t act! Anyway, what else is on?
B: Um ... let me see. Oh, there’s The Cottage.
A: Yeah? What’s that?
B: It’s a new horror movie. It’s sup posed to be really scary.
A: OK. To be honest, I d on’t really like horror movies. I’d rather
s e e something a bit lighter, if possible.
206
B: OK. Right. Well, how about this? It's a Love-Hate Thing. It’s a
romantic comedy set in Paris and New York and it stars Ellen
McAdams and Ryan Rudd.
A: That sounds more like it! Where’s it on?
B: The Galaxy in Cambridge Road.
A: OK. And what time do es it start?
B: There’s one showing at two thirty and then another one at
quarter to five.
A: So shall w e try the half past two one? We could go and have
a coffee or something first.
B: OK. Great.
D TRACK 7 9
cash machine, city centre, crossroads, flatmate, film industry,
football boots, heart disease, security system, success story,
sunglasses, tennis court, traffic lights
□ TRACK 8 0
1
I’m a big fan of a Turkish singer called Sertab Erener. I first
heard her when she won the Eurovision Song Contest and I’ve
liked her ever since then. I think s h e ’s got an amazing voice.
She actually trained as an opera singer. I’ve got five or six of
her albums and a couple of years ago I went to Istanbul to se e
her sing live. In fact, I’ve discovered Turkey through her music
and want to spend more time there. I’ve been learning Turkish
since 201 2 and I’m now starting to understand her songs
better too. My all-time favourite is Life D oesn’t Wait - Hayat
Beklemez. Excuse my bad pronunciation.
2
I’ve b een playing the trumpet for ten years now with El Sistema,
which is a programme that helps young people from poor
backgrounds learn classical music. I really, really love playing,
and without El Sistema I would probably be in a bad situation!
When Ijoined, I was only eight, but I was already in trouble with
the police. My favourite com posers are Russian - Shostakovich
and Stravinsky. We’ve been rehearsing The Rite of Spring
recently for a concert. It’s fantastic - the best.
3
My favourite author is the Swedish crime writer Henning
Mankell, especially his stories with the detective Wallander. The
stories are good thrillers. They’re unpredictable, but they’re
also about social issues and are a bit political which makes
them extra interesting. For the last few weeks, they’ve been
showing a series on TV based on the books. It’s OK, but the
main character is different to the character in my imagination
and, of course, th e re’s less su sp e n se b ecause I’ve already read
the books! I d on’t know if I’ll keep watching.
4
I’m at art school, where I’m studying Fine Art. I’ve known I
wanted to be an artist since I was three. I’ve always been more
of a painter, especially people - portraits, but recently I’ve
becom e much more interested in sculpture. I think my favourite
artist at the moment is an English sculptor called Henry Moore.
He did th e se beautiful, strange, abstract sculptures - often
based on human figures. I saw an exhibition of his work last
year. I d o n’t know why I liked it so much, Ijust did - especially a
sculpture called King and Queen.
D TRACK 81 B: I know!
1 How long have you been going there? A: We should charge the landlord for these things.
2 How long have they b een doing that? B: Oh, one more thing. Before I forget. We need the machine
that makes hot water - to make tea and coffee.
3 How long has she been learning?
C: Oh, yes, of course. A kettle! I can’t live without a kettle! I
4 How long have you been playing?
need my tea in the morning!
5 How long has he been training?
6 How long have you known him? □ TRACK 8 5
7 How long has she been going out with him? I must remember to call her later.
8 How long have you been married? You mustn’t forget to set your alarm.
□ TRACK 8 2 You can, if you must.
We mustn’t leave it here.
/haind/, /had/, /hDra/, /hi:z/, /hse/, /ha;f/, /his/, /hor)/, /hob/,
/h3:s/, /had/, /his/ You must be tired.
He mustn’t do anything till the doctor’s se en him.
□ TRACK 8 3 I must speak to them later.
1 The woman behind me had a horrible laugh.
2 He’s got som e really annoying habits. □ TRACK 8 6
3 I left about halfway through the film. 1 For my birthday this year, my big sister bought me my own
4 It’s quite sad, but it has a happy ending. website. S he’s really good with computers and I’m not,
5 It’s a historical drama set in Hong Kong. but the website has becom e something fun we work on
together. I also loved the way she told me. She sent me an
6 Everyone n ee d s to have a hobby.
email where she gave me clues about the present for me
7 I really hate horror movies. to guess what it was, but I didn’t know. Then she sent me
8 We rehearse every week in a hall near here. another email with a link to a website. When I clicked on the
link, I understood everything and I realised that the site was

UNIT U
□ TRACK 8 4
A: It’s nice.
B: Yes, it is, but it’s also very dirty!
C: I know. We’ll have to give everything a good clean and sort
the place out. Maybe we should go into town and buy some
stuff.
A: Yeah, it’s a good idea. One minute. I’ll get a pen and we can
write a list. OK. So ... .
B: Well, we need those things for cleaning. A brush and a ...
I d o n ’t know the name. The thing that you put rubbish in.
What’s the name?
C: Do you mean a rubbish bin?
B: No, not that. When you use the brush, what do you call the
thing that you use to get rubbish from the floor? The thing
that you put the dirt into with the brush?
C: Oh, you mean a dustpan. A dustpan and brush.
B: A dustpan and brush. Yes, that’s very useful.
C: And maybe we should get some cleaning stuff as well. Have
we got any bleach?
A: What is bleach?
C: Oh, it’s a kind of liquid that’s really good for cleaning things,
you know, like for cleaning the floor and the toilet. It’s a kind
of chemical. It’s quite strong.
A: Oh, we have some. It’s in the kitchen - in the cupboard
under the sink.
C: Oh, OK. I didn’t notice that, but that’s good.
B: We n eed to buy that machine that you use for the clothes.
After you wash them. I ca n ’t remember the name. Oh, and I
know this word as well.
A: You mean an iron?
B: Yes, an iron! And also the thing that you put the clothes on
when you use the iron.
C: Yeah, an ironing board. OK. What else?
A: Oh, for the bathroom we need a thing for the shower. You
know, the plastic thing that stops the water from leaving the
shower - and the metal thing that holds it.
C: A shower curtain and a shower rail. Yeah, I noticed there
wasn’t anything like that in the bathroom. It’s crazy, isn’t it?
Why doesn’t the landlord provide things like that? It’s so basic.
the present. I was really excited! It’s my favourite ever gift
because, as I said, it’s something we do together.
2 I got a mountain bike for Christmas a few years ago and it’s
been one of the most useful presents ever. Over the last
year, I’ve lived close enough to work to be able to cycle and
so I’ve saved loads of money on petrol. A birthday present
that also saves me money! Excellent. I’m also fitter and have
lost weight.
3 One of my ex-boyfriends was the king of bad presents. One
year, he gave me an iron for my birthday! An iron! I mean,
what kind of m e ssag e d o es that send about our relationship
and the way that he saw me? The following year, he bought
me a dress that HE really liked and told me that he wanted
me to start wearing more clothes like that from then on -
bec au se they would make me more attractive. I couldn’t
believe it! A couple of w eeks after that, we broke up!
4 A few years ago, I went out with a girl and as we were
getting out of the taxi to go to dinner, she suddenly said, ‘I
got you a present.’ I was quite em barrassed b ec au se it was
our first date and I hadn’t thought of getting her anything.
Then she handed me a rock from a beach. I was confused.
Why had she given me this thing? She said, ‘I wanted to
give you something you’d never forget and you could tell
your children about’. I said thanks to be polite, but I actually
thought it was a bit stupid and it was a bad start to the
evening!
Now, though, I use that rock to stop papers on my desk
blowing away and that girl is my wife!
□ TRACK 8 7
/e/, /a/, h:l, l‘3:l, /be/, /b3:/, /pre/, /pa:/, /zant/, /z3:rv/, /dra:/, /ta:/
□ TRACK 8 8
1 I burnt my hand on the cooker.
2 We found som e money buried in the garden
3 You mustn’t pour chemicals down the sink.
4 There’s a torch in the drawer over there.
5 There are strict laws to protect the environment.
6 I didn’t get any birthday presents this year.
7 The old church is perfectly preserved.
8 Where do you store all your food?

Audio scripts 207

□ TRACK 8 9
1 I’ve been wanting to s e e that for ages.
2 It’s just one of tho se things that happen sometimes.
3 I d on ’t have to work tomorrow, so I guess I can, yeah.
4 How long have you been working in the music industry?
5 He’s one of those people who can always make you laugh.
6 There’s been an accident on the crossroads in the city
centre.
that. Really, I had a happy childhood and I’m very happy now.
I remembered my parents reading us books they’d borrowed
from the library and the hours we played cards together. It was
fantastic what my parents had done. The love we had was
more important than money, but now maybe the money they
saved can bring some love to others.
The only problem I have now is what to do with a quarter of a
million pounds - when I honestly d on ’t really need anything!
□ TRACK 9 2

UNIT 15 1
2
Two million pounds
Seven hundred and eighty-one thousand
3 Six hundred and fifty-three
D TRACK 9 0
4 Nineteen sixty-five
L - Laima, A = Aidan 5 Four pounds twelve
L: So how long have you b een living here? 6 Two point seven
A: Almost two years. 7 A quarter
L: Wow! You must like it.
A: Yeah, it’s nice. I have a good quality of life here - warm D TRACK 9 3
climate, near the beach, not too much work. 1 The minimum w age at that time was five pounds seventy-
L: It sounds fantastic. three an hour.
A: Yeah, it’s great, but I’m actually going back to Canada in a 2 Inflation fell to three point four per cent last month.
few months. 3 The government is going to invest seven hundred million in
L: Forever? schools.
A: Yeah, I think so. 4 Three-quarters of the population own a car.
L: Why? It sounds perfect here. 5 The new factory will create eight hundred and twenty-five
A: Well, the econom y’s doing quite badly at the moment. I jobs.
mean, unemployment has gone up quite a lot over the last 6 The house cost three hundred and sixty thousand euros.
few months, so I’m not sure I’m going to have a job in a 7 We borrowed a hundred and ninety-four thousand from the
year’s time. bank.
L: Really? 8 We’ll finally pay back the mortgage in twenty fifty-one.
A: Yeah, and also salaries aren’t so high here, you know. I
could g et paid a lot more back home. □ TRACK 9 4
L: Sure, but I bet the cost of living’s a lot higher in Canada as 1
well. Everything’s so cheap here. I mean, eating out is twice
A: Yes, Sir?
the price in my country. You can g et a three-course meal for
B: Can we get the bill, please?
about six dollars here.
A: Certainly. One moment.
A: Yeah, that’s true, but it used to be cheaper in the past.
Inflation has g on e up over the last two years and if it stays B: Thanks.
high, well, you know, it w on’t be so cheap. C: How much is it?
L: I know, but it’s still a big difference, no? B: Don’t worry. I’ll get this. It’s my treat.
A: Yeah, maybe, but anyway, in the end, I miss my family and C: Are you sure? I d on ’t mind paying half.
friends and maybe money isn’t so important, but I’ll still have B: No, really. It’s fine. After all, I asked you out.
more opportunities back home, I think, so work might be C: Thanks. It’s really kind of you.
more interesting there. B: Oh no!
L: I gu ess so. It se em s a shame, though. It’s so nice here. Won’t C: What’s up?
you miss the heat? B: I’ve just realised I left my wallet in my other jacket. It’s got all
A: Yeah, probably, but I d on’t mind the cold w eather so much. my credit cards and cash in it! I’ll have to go and get it.
You get used to it after a while. C: Don’t be silly. It’s too far to go. I’ll pay today.
L: Mmm. B: Are you sure? I’ll pay you back as soon as I can, I promise.
A: So what about your country? How are things there? Is it a C: No, it’s fine. Honestly. Oh! Wow! Right. That’s a lot! I hope
good place to live? they accept my credit card!
a TRACK 91 2
The lawyer continued reading. It s e em e d Dad had actually D: That looks great on you.
been a good salesman. He earned quite a good salary, but he E: Really?
just preferred to save it. And he had been good at investing D: Yeah. Really suits you.
money too. The most expensive technology he had was a E: Maybe. How much is it?
radio, but he bought shares in som e camera and electronic D: Well, it’s vintage sixties.
shops. In 1965, the shares cost eight p en c e each and he sold
E: Sorry?
them 35 years later for £4.12 each.
D: It’s very old. From the nineteen sixties. It’s hard to find things
Of the 2.7 million pounds he was leaving, he had decided to
like that in this condition.
give two million to a charity that looked after te en a g ers with
E: Oh. Yes. So how much?
problems. The rest was divided between me and my sisters.
D: Let’s call it 200.
For a moment, I felt angry. Why hadn’t he said anything? Why
E: Pounds?
had we lived like poor people? Why was he giving the money
to other children? But then I thought, it’s stupid to think like D: Yes, of course pounds.

208
E: Two hundred pounds! But it’s not in perfect condition.
Look - th e re’s a mark here. UNIT 16
D: OK. So let’s say 180.
E: No, sorry. It’s too much. Thank you. D TRACK 9 7
D: OK, OK. The best price I can m anage is 150. Any lower than
1
that and I’ll lose money.
A: Did you have a nice w eekend?
3 B: Yes, it was great, actually.
F: But if I do n ’t buy it, som eone else will. A: Yeah? What did you do?
G: So you’ve said, but a thousand pounds is a thousand B: One of my oldest friends got married on Saturday, so I went
pounds. to the wedding in the afternoon and then the reception later
F: I know, but if I d on’t have a car, then I’ll have to keep getting on. It was really good.
the bus into town. And that’s not cheap either. Fares have A: Oh yeah?
just gone up. B: Yeah. They hired an old castle on the coast for it. It was an
G: OK, OK. Look, you did well in your exams and w e ’d be amazing venue. And they had a big buffet there, with really
happy to help, but it is a lot of money. You’re working now, good food, and a DJ and everything.
so why d on’t you pay half? A: That sounds great. What was the music like?
F: I would if I could, Mum, honestly, but I haven’t managed to B: Excellent. I was expecting typical wedding reception music,
save much yet! but this DJ played lots of modern things as well. The dance
G: Well, maybe w e can borrow som e money from the bank. floor was full all evening.
F: Really? Oh, that’d be brilliant!
2
G: And you can pay us half back when you have the money,
C: Did you do anything last night?
OK?
D: Yeah, I did, actually. I went to a friend’s house-warming.
4 S h e’s just moved into this new place. It’s an amazing flat - in
H: Your card was cancelled b ecause of some irregular activity a converted church. It’s a really impressive place.
that w e noticed. C: Oh, wow! So what was the party like? Was it good?
I: Irregular activity? What do you mean? D: It was great to begin with, yeah. All the other g uests were
H: Well, for instance, did you have lunch in Singapore last lovely. Everyone was really warm and friendly and very easy
week? to talk to, but then my ex arrived with his new girlfriend.
I: No. I’ve never been there in my life. C: Oh no!
H: Exactly. We suspect that your card was copied sometime D: Yes, and to make things worse, she was absolutely
last month and that som e on e then used it overseas. gorgeous!
I: Oh no! How did they m anage to do that? And will I get a C: Oh, you poor thing! That’s awful.
refund? D: I know. It ruined the night for me, to be honest. I didn’t stay
H: Everything is covered by your insurance and w e ’re sending much longer after that.
out a new card today. You’ll receive your new PIN number
after you get the card. They’re sent separately for security 3
reasons. E: So what did you do last night? Anything interesting?
F: Yeah, I had a little dinner party.
□ TRACK 9 5 E: Oh really? What was the occasion?
III, / oi l , h i , f a n/ , Irani, / b o / , I n d ^ l , / g i d 3/ , I r ansl , /J a n /, / d j o i / , F: There w asn’t one. I just felt like inviting som e friends round
/p b i/ and cooking for them.
E: Nice. So how did it go? Was it good?
□ TRACK 9 6 F: Yeah, it was lovely. It was nice to s e e people and chat.
1 What’s the average salary? E: How many people came?
2 Can I borrow fifteen euros? F: Twelve.
3 I d o n ’t know what the local currency is. E: Wow! That’s a lot of cooking.
4 They w on’t win the election. F: I know! It took me ag e s to get everything ready.
5 It was a joint decision to go. E: Did you cook everything yourself?
6 The interest on our mortgage is low. E: Yeah.
7 Thanks. I owe you a favour. F: You must be a good cook.
8 Youth unemployment is almost 50%. E: I d on’t know about that! Ijust follow recipes.
F: So what did you do?
E: Well, for starters, I did grilled aubergines covered in yoghurt
and served with a slightly spicy sauce and then ...

Audio scripts 209

D TRACK 9 8
1 We call April the 21 st Kartini Day. It’s the day that Raden
Ajeng Kartini was born in 1879. S h e’s very important in
Indonesia b ecause she fought for w om en’s rights and
against sexual discrimination at a time when we w ere very
much second-class citizens. She set up the country’s first all­
girls school and really helped to change the country for the
better. There’s still some way to go, sure, but it’s important to
remember her life and celebrate it every year.
2 My great-grandmother on my mum’s side was Ukrainian. We
never met, as she died before I was born, but a few years
ago my mum and I decided to go on a trip to the village
that she came from. We spent a night in the house s h e ’d
b een born in, which was very moving. The people w ere very
welcoming and I felt a real connection with the place. It was
incredible - a day I’ll never forget.
3 Ju n e the 25th will always be a very special day for me as
it’s the anniversary of the day that Michael Jackson died.
His death in 2 0 0 9 was a real tragedy and I still feel his loss
today. I know he was a controversial figure, but he touched
the lives of millions of people all over the world. One of my
biggest regrets is that I w asn’t able to go to Los Angeles for
his memorial service. I wanted to be there, but Ijust couldn’t
afford to buy a ticket from Bulgaria.
4 When I was 23 or 2 4 , 1spent six months travelling round
South East Asia. It was an amazing time in my life and I had
lots of great experiences, but perhaps the day I remember
best was when I climbed Mount Kinabalu in Malaysia, one of
the highest mountains in the region. We started climbing at
midnight, with a local guide, and we reached the peak just
as the sun was coming up. It was incredibly beautiful.
5 March the 24th is a very special day for me as it’s the
anniversary of the day that my sight was restored. Thirteen
years ago, my eyes were severely dam aged in an accident
at work and I was told I’d never s e e again. However, two
years ago, I agreed to have this special new operation. It
was still in the experimental stage, but amazingly, it worked,
and thanks to my surgeon, I can now s e e my two kids. I’ll
always be grateful for that!

D TRACK 9 9
/grao/, /klia/, /skri/, /stae/, /bli/, /fre/, /pre/, /spai/, /trs/, /aund/,
/end/, /ssts/

□ TRACK 1 0 0
1 They played some nice background music.
2 The DJ almost cleared the dance floor.
3 Women still face a lot of discrimination in the workplace.
4 A new government was established after the war.
5 On my birthday, I had som e friends round for dinner.
6 The organisation of the whole event was very impressive.
7 I cooked my special spicy chicken dish.
8 You should try the traditional breakfasts here.

□ TRACK 101
1 To be honest, I avoid talking to him if I can help it.
2 I guess it’ll take some time before I get used to it.
3 He’s a computer programmer based in the States.
4 I’m going to go back as soon as I save enough money.
5 He always promises to help, but then he fails to keep all
his promises.
6 I’m currently living at home, but I’m planning to leave after
I graduate.

210
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A cknow ledgem ents

The publisher and authors would like to thank the following teachers who provided the feedback and user insights on the first edition of Outcomes that
have helped us develop this new edition:
Rosetta d ’Agostino, New English Teaching, Milan, Italy; Victor Manuel Alarcon, EOI Badalona, Badalona, Spain; Isidro Almendarez, Universidad
Complutense, Madrid, Spain; Isabel Andres, EOI Valdemoro, Madrid, Spain; Brian Brennan, International House Company Training, Barcelona, Spain;
Nara Carlini, Universita Cattolica, Milan, Italy; Karen Corne, UK; Jordi Dalmau, EOI Reus, Reus, Spain; Matthew Ellman, British Council, Malaysia; Clara
Espelt, EOI Maresme, Barcelona, Spain; Abigail Fulbrook, Chiba, Japan; Dylan Gates, Granada, Spain; Blanca Gozalo, EOI Fuenlabrada, Madrid, Spain;
James Grant, Japan; Joanna Faith Habershon, St Giles Schools of Languages London Central, UK; Jeanine Hack; English Language Coach.com, London,
UK; Claire Hart, Germany; David Hicks, Languages 4 Life, Barcelona, Spain; Hilary Irving, Central School of English, London, UK; Jessica Jacobs, Universita
Commerciale Luigi Bocconi, Milan, Italy; Lucia Luciani, Centro di Formaziones Casati, Milan, Italy; Izabela Michalak, ELC, to d z , Poland; Josep Millanes
Moya, FIAC Escola d ’ldiomes.Terrassa, Catalonia; Rodrigo Alonso Paramo, EOI Viladecans, Barcelona, Spain; Jonathan Parish, Uxbridge College, London,
UK; Merce Falco Pegueroles, EOI Tortosa, Tortosa, Spain; Hugh Podmore, St Giles Schools of Languages London Central, UK; James Rock, Universita
Cattolica, Milan, Italy; Virginia Ron, EOI Rivas, Madrid, Spain; Coletto Russo, British Institutes, Milan, Italy; Ana Salvador, EOI Fuenlabrada, Madrid,
Spain; Adam Scott, St Giles College, Brighton, UK; Olga Smolenskaya, Russia; Carla Stroulger, American Language Academy, Madrid, Spain; Simon
Thomas, St Giles, UK; Simon Thorley, British Council, Madrid, Spain; Helen Tooke, Universita Commerciale Luigi Bocconi, Milan, Italy; Chloe Turner, St
Giles Schools of Languages London Central, UK; Sheila Vine, University of Paderborn, Germany; Richard Willmsen, British Study Centres, London, UK;
Various teachers at English Studio Academic managem ent, UK.

Authors’ acknow ledgem ents

Thanks to Karen Spiller and Clare Shaw, and to Dennis Hogan, John McHugh and Gavin McLean for their continued support and enthusiasm.
Thanks also to all the students we’ve taugh t over th e years for providing more inspiration and insight than they ever realised.
And to the colleagues w e’ve taught alongside for their friendship, thoughts and assistance.