Never. They're a r¡p-off .

You're just
Yes. I didn't want them to realise how
little l'd spent.
t) No, never" Why should l?
Yes. I didn't want them to realise how
F C
payino for the label"
Sometimes - especially if they are in
the sales.
All the time. Designer brands are just

much l'd spent. better.

E
t
F
F
h,
Not at all. Buying ihings doesn't make
E you happy.
a 5 pairs or fewer. Shopping ísn't the first thing I think of
h, b 6-1 9 pairs.
r c I've lost count. lt must be at least 20.
to cheer myself up, but it does work
sometimes.
Absolutely. l+ l m feeling down. going
shopping or buying something always
cheers me up.

a Yes. they have holes in, but they're OK to

i K if you go with friends, or have wear around the house.
ig else to do. b Yes. They're not fashionable. but they're
go all the time comfortable.
c No. You never know who will call at your Never. Holidays are supposed to be
house. I always look my best. relaxing and the last thing I want to do is
go shopping.
b Once I did, but it was an exception.
C I usually make sure I have plenty of
.'r I last a long time. space in my luggage before I go because
ook good on me. Not really, but I have one outfit I only wear I know I ll do loads of shopping.
on special occasior-ts.
-: :.: Yes. lt doesn't fit me at the moment, but it
; r.,. I i':,1;,.] i i ! ri li i:, ; r l.:-: :i I l,i, i I !,é,
will once I lose some weightl
Yes. One piece still has the price tag on.
:o witlrout it. I don't really need it Only if they fit me OK and they're really

: up and buy it when I have enough No. I can't stand the idea of wearing
'=. o. when it s in the sales. something that someone else wore
: r,vith a credit card. I don't mind a Yes, because I don't like the politics before mel
' : in debt for a week or two. connected with the shop. Of course! You can find some incredible
vrnfage clothes in second-hand shops.
'. - ;:irta:lt i.il|'!',i ¡i
-:-;.:trtrjr i; friii:,
-'ustrated, but I like to shop :,' ,r..j.tiir .t: i
. around
:-: best bargains and sometimes it Never. They are stupid. A complete
:: : Tne. waste of time.
- : mind. Sometimes it's nice just to Sometimes. lf they are in a waiting room
^dow-shopping. or someone else has bought them. I like
:: come back empty-handedl What,s to have a look.
:¡ nt of going shopping if you don't I regularly buy them.
:rything?

§..6*
"i?É'.:

§
 SOUVENIR SHOP
SPEAKING
3. Work in pairs. Look at the photos and discuss the questions.
. What part of the world do you think each of the souvenirs is from?
. How much would you pay for each of these things? Why?
. How would you put the souvenirs in order from the llest to the worst?

I
il
li¡

,,i

ii

VOCABULARY Describing souvenirs LISTENING

and presents 5 ffiilEil Listen to four people talking about gifts
and souvenirs. Match each speaker (1-4) to one
2 Put the words in the box into three groups: of the following. There are two you do not neei
1 material Which person:
2 how things are produced a threw away the gift?
J- UUleLr
^L:^^¡
b collects magnets to put on their fridge?
: carved leather printed silk woven :
c wasn't pleased with a gift?
clay magnet plastic mask straw : d was given a useful souvenir?
: doll pot wood glass model
: wool handmade rug
i
e prefers food or drink as souvenirs?
lalnled :':ill- -i f talk about a souvenir breaking?
Work in pairs. Describe the things in the photos 6 ffiI Work in pairs. Discuss which speakers ha:
using words from Exercise 2. these souvenirs, where each souvenir was fron:
Work with a new partner. What objects do you and how the speakers described them. Listen
have that are made of the materials in Exercise 2? again and check your ideas.
Tell your partner about them.
an apron a model a paperweight
a drink pannetone a tie

5ó
Work in groups. Discuss the questions. 5 My flatmates think l'm a bit weird because I keep a
. What are typical souvenirs from your country? bear my bed, but I don't care. lt
means a lot to me. (teddy / cute / yellow)
" Do you agree that the best souvenirs are things you
6 When Iwas on holiday in Tanzania, I boughtthis
can consume? Why? / Why not?
a devil. lt's my wall at
- / wood / amazing) on
mask
. Do you think the designer is being ungrateful not home. (hand-carved
wanting the gifts?
. What's the most useful souvenir you've bought or 10 Complete the sentences with your own ideas.
been given? Use a noun phrase.- Then work in groups and
share your ideas.
- Have you ever got upset about breaking something?
'l
What was it? What happened? My favourite piece of clothing is ...

2 When I was on holiday in ... I bought ...

3 My most precious possession is ...

n, p'hreSé§, ., ,, ,"'
oñen add,i nfó fm átion be:fore andriafterr: a, n ou n tó :h elp
:
DEVELOPI NG CONVE RSATIONS
iL T¡L longei gróútróf.,words,is calléd a nu'ún

Look at how some nouns from the listening are l

dded to. Then work in pairs and decide if the i:.
sñatements below are true. .

z The student bought me o tie.

t My wife'sstudent bought me q tie.
: My wife's student bought me q silk tie.
: My wife's student bought me o horrible silk tie.
* My wife's student bought me q horilUe bright silk tie.
F My wife's student bought me a horilile bright silk tie
with o picture.
My wife's student bought me o horrible bright silk tie
uith o picture of the Great Woll on it.
The compound noun silk tie describes a kind of silk
NOT a kind of tie.
Both nouns in the compound noun s¡lk t¡e can be
:nade plural (i.e. s/ks fies).
We use 's to talk about a particular person or thing
:elonging to or connected to a particular person,
enimal or organisation.
The general rule for the order of adjectives is opinion
irst and then facts such as size or colour.
We can add information after the noun using phrases
':\at start with different prepositions (e.9. with, of,
*om, in, e|c.)
Fut the words in brackets into the correct order
üefore the nouns. Add correct prepositions after
the nouns where necessary.
" My favourite piece of clothing is a _ hat
Peru that my dad bought for me. (lovely
ruool)
i. My most precious possession is my _ ring.
tgold I grandmother's i old)
3 Feople there often cook in _ pots
a top like a kind of chimney. (clay / wonderful)
I I recentlv bouqht this _ coat
winter. (leather / nice / brown)
11 E[ Decide if a seller or a buyer would say
these phrases. Then listen to a negotiation about
a leatherjacket and check your ideas.
'l That's very expensive.
2 lt's top quality.
3 lt's genuine.
4 lt'll last forever.
5 I won't make any money like that.
6 l've seen similar ones that are cheaper.
- 7 I don't have much money left.
8 Take it or leave it. I can't go lower than that.
t2 Write three more things either the buyer or seller
might say to justify their price.
PRONUNC¡ATION
13 EE Listen to some pairs of numbers and
notice the change in intonation when we
express surprise. Then listen again and repeat.
t4 Work in pairs. Look at Track 31 on page 200
and decide who will take which role. Read out
the conversation, using intonation to express
surprise where necessary. Then change roles
and repeat.
/
SPEAK¡NG
15 Work in pairs.
Student A: you are a tourist thinking of buying one
of the things in the photos in this lesson.
Student B: you are the seller.
Negotiate the price.

Unit 6 Buying and selling 57

 :S.ri';:
I

Work in pairs and look at the photo. What kind 4 ffilm Work in pairs. Which of the things in
of place do you think it is? What are the people Exercise 2 does the word if refer to in each
selling? sentence? Watch again to check your ideas.
1 Someone ... turned it into a target and just started
Check you understand the words in bold below. shooting at it ...
Which of the following is good advice for selling
in a place like this? Why? / WhY not? 2 ... there's some stickers that have an'O'and a'K'or
them throughout the frame. Erm, I had four on it. I

1 Don't try to sell things that are broken or 'garbage' would probablY take three on it.
2 Be quite aggressive and decisive when negotiating. 3 ... everything is set up right. lt's organised. lt's
3 Don't worry about having a display that is very disciplined.
organised or disciPlined. 4 I like the colour. I like the beat-up look. lthink it was
4 Make sure you have a price tag on everything. a fair deal.

5 Put the most expensive things at the front of the 5 ifyou came here like an hour ago, itwas emptyor
...
stall. nothing sitting on toP of it ...
6 Always give a price that is higher than you think it's 5 Work in groups. Discuss the questions.
worth.
. Are there any similar markets where you live?
ffi reality TV show where two men
Watch a . Do you like looking round these kinds of markets?
are selling things in a flea market to raise money Why? / WhY not?
with the help of an expert. Complete the table . Would you be any good at selling in a flea market?
for the two men.
. What reality shows like this do you have on TV?
: Steve (man in Trent (man with Do you watch anY? WhY? lWhY not?

,-Yni!"-.t...:.==h.il,t]..- :"=:*-b_--gv:-!.111 - ,: .-.-

:-='....=--:*.=-
, Raising I buy a boat 1

UNDERSTANDING FAST SPEECH

: money
: to... 6 ffiE Read and listen to this extract from the
video said at natural pace and then slowed
i Best sale , $'?-- for down. To help you, groups of words are marked
with / and pauses are marked //. Stressed
Fails to sounds are in CAPITALS.
sell : white chairs l've ACtually seen OTHer things that are THIS / BUllet,'
: Ar::"ll:1]"-1?L- . SCULpted // KIND of appeal / and its JUST inCREdible
Good , negotiates well : gooO '- that this / GOssamer OBject / HOlds toGEther AFter
salesman : :-organisedand having been abUSed I for llyou know / HUNdreds of
disciplined
YEARS // with Bullets shot through it / so // it's GREAT
not decisive enough
Now you have a go! Practice saying the extract
:

shouldn't put
e-on at natural pace.
;

58
 4 EE Listen and write the six sentences you hear.

EVIEW 3
5 Match the verbs (1-8) with the collocates (a-h).
1 take a to chemicals / to huge risks
Complete the dialogue with one word in each
2 ignore b 500 voicemails / up to 32GB
ryace. Contractions count as one word.
I: What do you do?
3 introduce c my phone / to the latest version
3: ll work1- a construction company.
4 sign d a lot of abuse / used to it
yeah, 2- what?
5 store e the rules / health and safety
-a: Oh
E: I'm an electrician.
6 upgrade f a new rule / an offer for customers

.!; Really? I thought most electricians are self-employed.

7 be exposed g them to court / it or leave it
3: Yeah, they are. I mean I was, but with this job my
8 get h a six-year contract / below
hours are a 3- more regular. l4- Decide if these words are connected to work,
have to work weekends very often. Obviously, the phones or clothes.
money isn't 5- good. But I don't mind that.
& So do you do any private work? admin tcon gloves tap
3: We're not 6-
plug rewarding thick bonus
to, but I do occasionally - for plain swipe demanding tight
people I know, usually.
A: So it 7
be a big company you work for. Complete the sentences. Use the word in
3: Yeah, it 8- lt's huge. They're involved
. brackets to form a word that fits in the space.
all sorts of projects here and abroad, so
1 There's a leoal
I
to oive workers two weeks'
get to travel a bit.
-
1-: You 'o
holiday pay. (require)
eniov that.
2 The government doesn't do enough to enforce the
ed 3: I 11- sometimes, but it depends where it is laws. lemolov)
and if I "- get back home for the weekend.
3 There's still a lot of against women in the
K'o¡ Complete the second sentence so that it has workplace. (discriminate)
t.l a similar meaning to the first sentence using 4 I could never be a security guard in a museum. I'd
rhe word given. Do not change the word given. die of .lbore)
You must use between three and five words,
-
5 Being a waiter isn't a great job but it's
including the word given. well-paid when you include the tips. (relative)
1 The company dress code doesn't allow jeans. 6 My main is to make sure everyone gets
We at work. CAN'T paid on time. (responsible)
2
-
When we go to the toilet we mustn't leave our desks 7 We got this beautiful painting on holiday.
for more than five minutes. It really brightens up the room. (colour)
We a toilet break of more than five
- ALLOWED
minutes.
8 I bought this amazing mask from wood.
(carve)
3 I really shouldn't leave before six, but I could maybe
9 I normally don't let my kids buy what they want, but
>ts? go at five.
l'm - until six, but I could maybe go at five.
I made an this time. (except)
-
(et? STAY 1O I got into this field when it was still new, but it's far
4 more these days. (compete)
7 On this one, the design's nicer but the battery life is
shorter than on that one. Complete the - text with one word in each space.
On -this one, the design's nicer but the battery
The first letters are given.
doesn't on the other one. LAST
- manager for a supermarket chain and l'm
l'm a regional
5 Paris has around ten million people, compared with
in 1ch- of around 200 stores. lt can be very
he about twenty million in Mexico City. 2st- as we are under 3pr- to improve
Mexico city is Paris. SIZE
sales year on year, but generally I love it because
rked Complete the sentences by putting the words in it's very ava- - I travel and speak to lots of
different people.
brackets in the correct order.
1 He bought me-a (nice / really / scarf /
l'm quite unusual in that I left school when I was sixteen.
I worked as a sla- on building sites for a
JIlet i wool) yesterday.
couple of years but I only had temporary work so it was
lible 2 They sell a lot of (Big Ben lfacky I of / very 6in- . So then I got a job in one of the
plastic i models). supermarket's 7wa- . lt was still quite hard but
:er - at least I had a oermanent Bco-
sof 3 She was wearinq a ('Peace' I blue I . After a while
with / T-shirt / scruffy / written) on it. I started en¡a- a small team. I always thought
myself, so I 11ap-
I

IEAT - could dolobe-for

4 I like the leather jacket, but l've seen for the company's management training scheme and
ract (that / ones / far / cheaper /similar / are). thev 12of me a olace. lt's taken me twentv
5 His favourite piece of clothing is (a / shirt / years to get to my current position.
name / Barcelona / classic / with / Messi's) on it.
Review 3 59

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:

I
r
VOCABULARY Describing cou rses 6 Think of four things you might get training in at work
7 What things might help you maintain or increase yo
1 Match the questions (1-8) with the answers motivation on a course?
(a-h). Check you understand the words and
phrases in bold. With your partner, look at these different types
1 Why are you doing it? of courses and training. Tell your partner
about any that you have done. Ask each other
2 How's it going? questions like those in Exercise 1.
3 How was it taught?
4 Did you enjoy it? a degree course lT training
5 What were the tutors like? a postgraduate course first-aid training
an evening course leadership training
6 Did you have much coursework? an online course training in using a machine
7 Did you find it useful?
8 How is it assessed?

a 25% of the overall mark is on the coursework and

LISTENING
the rest is on the final exam. 4 f@ Listen to two colleagues on a break at
b They've introduced a new system at work so we're work. They talk about a course the woman is
all gett¡ng training in how to use it. doing. Take notes about the following:
c l'm struggling a bit, to be honest. I failed my last 1 type of course
module so I can't afford to fail another.
2 how they learn
d Yes and no. I guess it was good for my CV, but it
wasn't relevant to my current work as I never use 3 tutors and students
Excel. 4 length of course
e They were very encouraging and gave us a lot of 5 assessment & qualification
feedback.
f lt was all done through workshops, so it was all very 5 Do you think the course will be good for her
practical. career or not? Why? / Why not?
g Well, I started out quite keen, but I lost a bit of 6 fEE Listen again and complete the sentences
motivation as I wasn't making much progress. with three words in each space.
h Yeah, it was quite demanding. We had regular
1 Well, you learn . You know, how to listen
ass¡gnments and the seminars involved a lot of
and guide people through problems.
reading beforehand too.
2 lt's very practical. I mean, we have some
Work in pairs and answer the questions. Use a which are about theory ...
dictionary to help you if you need to. 3 Great. They're all very , but they present
1 What might you do for an assignment? Apart from things in a very clear way.
hove, what other verbs can go with osstgtnrnenf? -
Well, there are one or two guys that aren't as
2 Why might you struggle on a course? What's the supportive
opposite of struggling on a course? 5 I can imagine. You want !

3 lf tutors are encouraging, what do they say to you?

6 I think there are eleven weeks left. lt's
Think of two more adjectives to describe a tutor.
an evening a week.
4 When do you get feedback? Why do tutors give you
... - I don't have time
you could do more, but
feedback? mv workload here.
5 Think ofthree ways you can be assessed.

62
 DEVELOPI NG CONVE RSATIONS
10
44
IT
- -,','ork
in pairs. Discuss the questions.
. s encouragement always better than criticism?
Do you think you would be good at counselling?
Do you know anyone who has studied something
ihat they don't use anymore?
When do you think is a good time to stop studying?
EQAMMAR
6-
=-ture time clauses
, -:¡ we want to specify the time at which a future action
CONVERSATION
:appen, we often use a clause starting with a time
- :'ession such as when, ofter, once, etc. 12
-ook at these sentences from the
"inswer the questions below.
l'm going bock qfter I've hod this coffee.
So whot ore you going to do when it ends?
i might do onother course once I've finished this one
4s soon as lfind o proper job, I'll probobly stop
Coing any studying.
What are the time expressions in each sentence?
Do you know any other time words like when and
ofter that can join two parts of a sentence?
What tenses follow the time expressions?
Do the time clauses refer to now or the future?
Can the sentences start with the time clause?
Complete the questions with your own ideas.
Then work in groups and take turns asking and
13
answering your questions.
' What are you going to do after ...?
- Where are you going to stay when
I While you're on holiday ...?
': What'll happen once ...?
: How long is it before ...?
I con imogine, / bef, etc.
When someone makes a statement about how they feel
or how a situation is, you can show you believe them or il
sympathise with them by saying I'm sure, lt sounds it, I con
¡mog¡ne or I bet.
P'. They con be o bit more criticol thon the others. which is
o bit onnoying.
D: lcon imogine.
Look at Track 34 on page 201 and find examples
of the phrases in the box. What feelings or
situations does Daniel show he believes?
Complete the sentences about courses with your
own ideas. Then work in pairs. Take turns reading
your sentences and responding vnth I bet, etc.
A: We hove to do o huge omount of reoding ot home
every week so I'm struggling.
B: I bet. lt must be hord.
1 so l'm struggling.
2 which was annoYing.
3 - so l'm really Pleased.
4 which is really helPful.
5 -, , so it's quite demanding.
-,
- -.whichisapain.
PRACTICE
Work in pairs. You are going to roleplay a
conversation between two people who are doing
degrees. Either use your own ideas or choose
a roleplay card (Student A: File 5, page 188;
Student B: File 10, page 190). Spend a few
minutes deciding what you will say. Think about
t
how to answer the questions below
. What are you studying?
. And what does that involve?
. Why are you doing that?
. How's it going? Are you enjoylng it?
. What are your tutors like?
. And what about the other people on the course?
Do you have much coursework?
How's it assessed?
How long does the course last? When does it finish?
And what are you going to do once it ends?
Now roleplay the conversation. Ask and answer
the questions above. Use as much language from
this lesson as you can.
Unit 7 Education ó3
 with
PAY ATTENTION went
Then
your
1
SPEAKING
I Work in pairs. Look at the photo of a teacher 2_
and student and discuss the questions.
. Do you like the photo? Why? / Why not? a

. What do you think it says about teachers and

students? 4-
. Look at these qualities connected to teachers. Are go
there any you would add? Are any of them not
Worl
necessary to be a good teacher? What's the most
important? .wt
co
patient well-prepared .Hc
friendly strict Dt
encouraging knows their subject well
.H¡
tl . Look at these qualities connected to students. Are d

il
there any you would add? Are any of them not .Dt
necessary to be a good student? What's the most
important?
GRATY
i bright pays attention in class
i enthusiastic ambitious :

*--j
:
I

I i1=:i:.r :rsl- * --1 5": :"-A' Tera

j
We us(
itEir r€
VOCABULARY Education br¡seS
2 Complete the sentences below with these words. possib
Then work in pairs and decide if each sentence
refers to a school or a university. $ Loo
4 Work in groups. Discuss the questions. Thr
academic reputation school fees belt
:
How many of the sentences in Exercise 2 can you
research facilities alternative approaches
il entry requirements social problems
!

!
use to describe schools and universities you know or atl
bilingual school Master's programme have heard of?
:1 :
tl strict discipline What places have you studied at? What were they : trÍ
:
ii like?
It's a so some subjects like PE and :ri
science are taught in English.
i
It's very traditional. Pupils wear uniforms and there's
LISTENING :fi
very _ 5 fEEI Listen to four conversations about differeÉ -l
-, .

aspects of education. Who is the main speaker

r
It has a big that attracts a lot of
international students- in each conversation $-\? There is one persoü ,\
you do not need. ,

pupils to achieve high marks. a a parent ;\

-
5 lt's difficult to oet into because the are b a school teacher
very high, especially for Medicine. c a university lecturer
6 lt's in quite a rough area, so they have to deal with d an overseas student
ouite a few
fi e a postgraduate student
7 Lectures are very crowded, and _ are a bit
Iimited. 6 fEEl Work in pairs and answer the questions.
8 They have some to teaching and learning, Then listen again and check your answers.
which the headteacher introduced. 1 Why is the teacher annoyed? What advice is she
9 The are so high that only wealthy families given?
can afford to send their kids there. 2 Why is the overseas student unhappy? What is she
going to do?
With your partner, think of a word or phrase
connected to each of the words in the box in 3 What rule does the lecturer explain? Are there any
Exercise 2. Use a dictionary to help you. exceptions to the rule?
qcqdemic reputat¡on top university I hord to get ¡nto 4 Why is the parent happy?
-
 With your partner, try to remember which verbs 10 Complete the sentences with the correct form of
went with these nouns in the four conversations. the verbs.
Then look at Track 35 on page 201 and compare
A: What are you going to do when you graduate?
your ideas.
B: lt depends on my marks. lf I r-- a good
attention, to each other, degree, l2 a Master's in Business
their respect Administration. (get, probably / do)
¿ one of the questions, my score, A: And what if you don't?
the test
a deadline, an exception, 4- - I s--
B: l'm not sure. travelling for a while if I
I

in too much debt. (go, not / be)

any excuses
the kids, classes, a C: What happens if I lose the key for my room?
good reputation -.- D: '-- the security guard to open it. (ask)
i Work in pairs. Discuss the questions. C: And what if he 6_ at the front desk? (not / be)
' What do you think the teacher in the first D: 7-- around. Just 8_- the emergency
conversation should do? Why? number Someone from the main office e-- .

. How were difficult students dealt with in your school? (not / wait, call, come)
Do you think it was a good approach? 1t Write answers to these questions.
. Have you ever made a stupid mistake in an exam /
1 What are you going to do in the summer holidays?
a test? lf yes, what did you do?
2 What happens if l'm struggling in class?
' Do you know anyone who has changed schools? Why?
3 How do you think your life will change in the next
few years?
GRAMMAR
12 Work in pairs. Take turns asking the questions
in Exercise 11. Say the reply you wrote. your
partner should continue the conversation
Zero and first conditionals by asking And what iÍ ...? How long can you
rirr3 uSe conditional sentences to talk about situations
and continue each conversation?
:-=ir results. ln zero and first conditionals, we use present
-:-ses in the lf-clause to talk about general, present
and
::ssible future s¡tuations.

i Look at these sentences from the conversations. SPEAKING

Then work in pairs and answer the questions 13 Work in groups. Look at the rules below
below. connected to education from round the world.
= lf I try to exploin something, they sit whispering to Discuss the questions.
eoch other. . Do you have any of these rules - or similar ones _ in
lf they talk, send them to the heodteocher. your country?
lf they don't occepf me, t'll either retoke the fest or Which rules do you think are good and which do you
I might look for onother Moster's. think are bad? Why?
lf you hove ony problems which ore offecting Why do you think these rules were introduced?
your coursework, you should contdct the student
What results might these rules cause?
counselling service.
Do you think any of these rules should be introduced
Which sentence is about a situation that has already (or reversed) in your country? Why?
happened before and may happen again?
Which sentences show possible future situations?
What tense is used in the if-clause?
What's the difference in meaning between witt and
might?
Which two clauses give advice about possible future
situations?

- conversations, we often ask Whot (hoppens)if ... ? When

.'.3 answer these questions, we don't usually repeat the
--clause. We generally only say the result clause.
:: lf you miss o deodline thot your tutor hos set. you will
be given o zero.
i: ... but whot if you hove o fomily crisis or something?
\ Well, obviousty we'll moke on exception for certoin
coses.

Unit 7 Education ó5
 MAKING A DIFFERENCE
READING
1. Work in groups. What do you think the
following people worry or complain about when
discussing schools and the education system?
parents
politicians business people
Compare your ideas as a class. What do you
students
think is the biggest education issue in your
country at the moment? What solutions have
been suggested? Do you agree with them?
Read a short article about the academic John
Hattie, author of Visible Learning, and his
research into achievement in schools. Find out:
if any of the worries or issues you thought of were
investigated.
why the following figures are mentioned: 15, 60,000
250 million.
1
J what Hattie believes are the most important factors.
4 why his work is called Visible Leorning.
Work in groups of three. Below are nine factors
Hattie studied that the article goes on to discuss.
What do you think are the top two most effective
factors and what are the bottom two?
a Teachers having high levels of subject knowledge
b Programmes to extend students' vocabulary
c Setting up schools outside of government control
d Reducing class sizes by 50%
e Providing information on how students will be
assessed and feedback on what they did
f Talking about students' expectat¡ons
g Practising what you have learnt over time
h Doing homework
1
i Summer holidays
Work with the same group. You are going to
i
read about how effective the nine factors in
l
Exercise 4 are.
:
Student A: read File 6 on page 1BB.
Student B: read File 12 on page 190.
Student C: read File 13 on page 191.
ll;
i§
Then work together and rank the factors from
1 (= most effective) to 9 (- least effective).
b- With your group, discuss the questions.
. What do you think of the results of the research? Did
you find anything surprising or obvious? Why?
. How many of these factors were present in schools
you have been to?
. impror.ing perlormance and rvhich ones are less
Do you think the results would be the same in all
countries in the world? Why? lWhY not?
rl
I
66
I
I
lñJrlAT WORKS II{
:
:
EDUCATION
Few things cause more worry and debate than
education. Wherever you go in the world, you will
rarely find a place where everyone is happy with
the education system they have. Parents worry
about their kids' grades; businesses complain that
students don't have the right skills; politicians
look at other countries' education systems and see
only failure in their own. All want to see higher
achievement, but the debate is how to do it. Should
it be smaller classes or more homework, wearing
school uniform or better pay for teachers?
Not only are there a huge number ol thrngs that peopl.
say wr11 make educatlon better, but people also disagre.
about rvhether each lactor actually improves learning
or nol. So li,üo's right? This is the question that the
Neu, Zealancl academic John Hatrie tried to ans\\¡er ove
filteen years o[ rvork u,hen he analy'sed 60,000 studies
into student achievement carried out wiLh around
250 million sludents, mainly lrom English-speaking
countries alound the r'vor1d. It's an amazing piece of
u.ork and has proclucecl some surprtslng results.
Hattie discor.erecl Lhat, with only very lelv excepLirrns.
¿v¿rr factor r.vhich people think rvr11 improve sludenls'
achievement does rvork lo some degree, u'hen
compared r'vith doing nothing! He therefore quickll'
realised that ralher than asking r.vhaL policies and
actions are posltir-e, he needecl lo compare Lhe size ol
the improvements. fhis resulted in a league table of
over one hundred factors shou'rng that rea11y helps
and what is less effecLÍl'e.
Hatrie'-sinterpretation of this t-abLe is that i.t is passioni.
reacl-Lersthat make the brg dillerence These Leachers
don't har.e to be specialists in their field r'viLh \.'lAs and
PhDs, but thel need to understand r.vhat leve1 their
students are at and shor.v them how- to exceed thelr
expectations. In contrasl, t1-Le things lhat often cause
the loudest argumenls or cost the most money - such
as unrforms or reducing class sizes or investlng in 1T
- have a relatir.el). smalL impact. Hattie suggests lhey
continue to get more attention because these are the
things thaL parents and politicians can .se¿, whereas u'¿
don'l see leachers and students at work. This is r,vhy
he calls his anal,vsis Yistble LecLrning: he lvanls lo shou
those lactors that can make a brg dilference .
So r'vhat are the specific factors lhat score best rn
eilective?
 -ñ$.*!#.§r

. \.,I DERSTAN DI NG VOCABULARY

PRONUNCIATION
: ffiffi Listen to ten verbs and nouns with the
-^,'ming words same root and underline the main stress.
-= ,vay to build your vocabulary is to learn the
Notice how the position of the main stress
,-and the verb form of words, e.g. ochieve and
can change.
. a'/ement. Common noun endings are'. -ment, -t¡on,
-
-.. -once, -ence, -ist. Many words, such as worry, 1 know* knowledge 6 interpret - interpretation
- :cth nouns and verbs. Make sure you learn the 2 analyse - analysis 7 worry - worry
-
-.lnclation ond collocations that go with the different
*s to help you use them correctly. 3 assess - assessment B increase - increase
4 define - definition 9 refund - refund
iomplete the phrases (1-8) with nouns from the 5 inform - information 1O protest - protest
=:ticle that are based on the verbs in bold.
Practice saying the pairs of words.
¡eed further (improve standards)
:er a oood in the exam lteachers orade 1S Choose three pairs of words from Exercise 8
:he essays) and write short phrases like those in Exercise 7.
ra in data analysis (specialise in marketing) Then work in pairs and read out your examples.
- ¡ bio lletween them lthe effects differ TI Work in groups. Discuss the questions.
.videly)
. What improvements could bre made in your
i ¡easure
- students' (perform well in the
education system? Explain why and how.
:est)
. Do you use the knowledge you gained at school in
- ¡eet my (expect great things of you) your life much? ln what ways? ls there anything you
- :ne oroiect was a (fail an exam) think should bre taught that isn't?
: mprove your of the subject (know a bit of . What expectations do you have of your future life?
French) - Do you think they are high or low? Why?
. What protests have you heard about in education?
What were the people protesting about?
-

Unit 7 Education 67
 IN THIS UNIT YOU LEARN HOW TO:
. describe different dishes and ways of cooking food
. explain what is on a menu
. discuss experiences of foreign food
. make generalisations
. describe restaurants

SPEAKING
. Work in pairs. Discuss the questions.
. What do you thlnk this man is making? Where do
you think this photo was taken?
. Are you any good at cooking? lf you are, how did
you learn?
. What is the best dish you can cook?
. What kind of thing do you usually eat: ¡n the
morning? for lunch? in the everring?
. Are you a fussy eater, an unadventurous eater or
an adventurous eater?
. Do you prefer to eat out at a restaurant or at
home? Why?

§:'*
ilt .irtr:
 I'LL Gf) Ff)R THAT
VOCABULARY Describing food Work in pairs. Think of two examples of food
for each of the adjectives below. Can you see an'
1 Label the picture with these cooking verbs. food in the picture that could be described usin.
these adjectives?
deep-fry steam mash sllce grill
marinate stir-fry grate boil roast bland filling juicy sour tasty
fatteninq greasy raw spicy tender
Work in groups. Discuss the questions.
. Which of the ways of cooking in Exercise 1 are most 4 Work in pairs. Look at the photos in File 14 on
used in your house? To cook what? page 191. Discuss the questions.
. Which do you think is the easiest to do? Which is the . Which of these things do you eat most often?
most complicated? Why? . Are there any things here you have never eaten?
. Are there any ways of cooking you can't do or have . What's the best way to cook each one?
never tried?
. Which could you describe using the adjectives in
Exercise 3?
Do you know anyone who can't - or doesn't - eat
any of these things? Why not?

I
i
ll
lr
ti
il
i
i

I
70
I

i
 S T ENING
-: ck at the menu from a Peruvian restaurant.
- : you know what kind of dishes they might be
-: rvhat might be in them? Do any of the words
. ::-ind similar to food or dishes in your language?
Dopo lQnllnno Sopo Jn Co"nn
EíI Listen to a conversation between Aurora,
. ?eruvian businesswoman, and Claes, who
, ,,'isiting Peru. Tick the dishes he decides to
Anf i.r.ho, Tollonrn con \4o,"iscos
. ler and take notes on the reasons he gives for
"='ecting the dishes below.
r:pa Rellena
Cnui.hn
- - -ticuchos
" -rmo Saltado

EE Listen again and complete the sentences

-.rh one word in each space.
-rey don't have an English menu, l'm
':i.l'lljust have to talk me _ it.
--at's balls of mashed potato, with beef, . Birln. AponoJo . Lo-o SoltoJo
-: sins and olives.
. s sliced cow's heart, very _ and _ .

go that. Anno. con l\4o,.isc,rt Sn.o Jn Cob"¡fo

--¡at's steak, sliced very and then fried
, -d with rice.
:s a bit
- a Spanish paella, but Anno. .on Dolo
: .Sa of stew with goat meat in.
, -rey- serve it with beans on the
. -'¡at sounds very _ .

','crk in pairs. Discuss the questions.

,',/ould you order any of the dishes mentioned? lf yes,
,'¡ich ones? lf not, why not?
)c you like steak? lf so, how do you usually like it? Anno, .on Ln.[',n l-lnloJo Jn Lú.u-n
)c any of the dishes sound similar to any dishes
'-cm your country?
)o you think your country has a national dish? Cnn*o VolnoJo Mo.o.onno VlonoJo
)'d they mention any ingredlents you often / never
,se in your own cooking? t ütr w
T §ffi
ñ
ñ Eñ
§ §§§§ &g

: CONVERSATIONS
=.VELOP¡NG
CONVERSATION PRACTICE
- =scribing dishes Write a typical menu for a restaurant in your
-=. we have to explain different foods or dishes, we country. Write it in your own language. Include
-:- use the patterns below. two or three dishes for each stage of the meal.
' : c kind of vegetoble I side dish I spice. Work in pairs. Roleplay a conversation like the
' : a bit like on oyster, but smoller I but not ds b¡g. one you heard in Exercise 6.
" s mode from plums or peors I o speciol kind of beon.
Student A: you're visiting the country on holiday or
" : cooked with tomotoes ond onions ond splces. on business. You don't speak the local language.

Student B: talk Student A through the menu.

lhink of four different kinds of drinks, dishes,
::uit or vegetables from your country. Decide
:.ow to describe them using the structures above
=nd any other useful language from this lesson.
',\Iork
in groups. Take turns to describe your
:cod. Can the rest of the group guess what you
are describing?
Student A: reject at least two things. Explain whyr.
Then decide what you'd like to eat for starter, main
course and dessert.
When you have finished, change roles and have
another conversation.

Unit 8 Eating 71
l

li

:
CULTURE CLASH
SPEAKING Now work in pairs: one Student A and one
Student B. Ask and answer the questions in
Work in pairs. Read the introduction of an Exercise 2 about the texts you read.
article about foreign food culture and living
abroad below. Then discuss these questions. With the same partner, complete the sentences
. with words and phrases from all four texts. The
What foreign cuisines can you get in restaurants in
your town / city? Do you ever eat in any of these
definitions in brackets will help you.
places? lf yes, what do you usually order? 1 lan said 'stinky tofu' smells like sweaty socks and
. Are there many specialist shops selling foreign food
rotting fish and it's really . (making you r ,
want to eat it)
l where you live? Why? / Why not?
Do you ever buy foreign / imported food? lf so, what?
2 lan said Americans usuallyjust the bill.
(divide equally)
ii lf not, why not?
What food from your country would you miss if you
3 lsabella didn't like having dinner at six in the even -
She was always by bedtime. (really
went to live abroad? ls there anythlng you wouldn't
hungry)
miss?
Do you agree with the author's opinions?
' :
,..g1
,fr*

Some ol them har,e per}raps been set up b1. adventurous

locals tr;,ing to introduce sornething lresh and neu..
Hou,ever, in most cases lhey urere probably' set up by
loreigners r.vho simp11' couLdn't cope u'ith Lhe lood oi
their host cor-lntr)i These places represent everything therr
o\\¡ners miss about their home countries. Essentialll'they
sar' '1 ma¡' love y'our people, 1.our.1ob opporlunrties. r-our
chmare, but 1et me shon.,vou r,vhat rcal lood isl' In fact,
maybs we can say,' Lhat 1'ou har.e on1,v 1u111, integrateci
into ¡'or-rr ne\v countr)'rvhen 1ou har.e accepLed its lood
culture. So if you're llving abroad, horv are you fi.nding rts
food culture? Are you used to it 1.s¡... is fu11 integration I mor.ed to Tairvan f,r.e ,vears ago because m,v rvile is lr;
some u,a), olf? faipei, and I lor,e it here. \\¡e eat out a 1ot and there ar¿
ol good. cheap restaulants and street snacks. I m r-eget,'
and t1-ieres a long tradition of r,eggie food 1-Lere so it's gr.
READING for m.e. Har-rng said that, 1'11 never get used to 'stinkl- i
Work in groups of four: two As and two Bs. You The name is r.ery accurate - it smells like su,eat). sock.
are going to read the rest of the article. mixed u'ith rotting fishl 1 tried il once. The sauce r'r-as
actuall1. OK, but that sme11 is just so off-putting!
Student As: read the texts on these pages.
\\Ihen,vou llo Lo restaurants here, generalll. speaking. '
Student Bs: read the texts in File 15 on page 192. all just orcler lots ol dillerent di,.hes and lhen er,er)'on¿
shares, r.ihich is nice. The ñrst trn-re I u'ent out lvith n:
With the person who read the same texts, answer
r'r,'ile's lamili, m1' laLher-in-lau-insisted on paf ing, r'i'hr:'
the questions.
is pretti.normal 1 suppose. \\,.hat is stiil a brt slrange '
1 Where are the two people in your texts from? me, though, is i,vhen ).ou go oul \\-ilh people ol;'our i
2 Where are they living now? Why? age and all the n.ren ahva,vs olfer to pa,v lor evervlhins
3 What do they like about the food and the way people Theres somelimes almost a fighr to get hold ol the bri
eat there? firstl Genera111, speahing, back home rve just spliL the l
4 ls there anything they miss about their home? belu'een ever\rone.

5 ls there anything they still find strange or annoying
about the host country?
6 ls there anything they'll never get used to? Why?
72
One frnal thing I find a bit annoying here is horv
surprised ever),one is that I can use chopstLcks. I m;--
just because 1or-L're loreign, it doesn't mean )'oLL .an
learn hou.to use chopsticksl
 J She said she was _ about eating new food
before going to Scotland. (not brave)
5 Ya-Wen described blue cheese as _ cow fat.
(rotten)
6 She said she sometimes ordered things that didn't
very nice. (end up being)
:
Alan is now happy either pouring olive oil or
butter on his bread. (putting)
3 He says people in Britain eat a lot of _ 6
nneals instead of cooking fresh food. (pre-cooked)
Work in groups. Discuss the questions.
. Have you ever experienced any ofthe foods or
eating habits mentioned in the texts?
. Does your country share any ofthe foods or eating
habits mentioned in the texts?
. What do you think was the strangest thing mentioned?
- What food and eating habits in your country do you
think foreigners might find strange?
ELm {§pmn§sh}
teen studylng in Glasgow for two years noq and it's
ciry When I first moved here, i spent six months
E ¡,,ith a host family and they provlded me with my
sperience of the food. British food has got a bad
, but they served great sruff. They introduced me
realIy interesting things 1lke the Scottlsh narlonai
i*ggrs. it's a bit like a Spanish blood sausage ca1led
Ia. but bigger.
nere a couple of things l jusr couldn't get used ro,
The frrst thing was that they aiways ate everything
bread and butter. It really made me miss olive oi1! The
úing was that they used to have dinner at six o'clock
er ening. I was starving by bedtime and it didnt give
l:-t:e to do anything beforehand!
:er cultural difference is that lots of people here go
s irink after work. They tend nor ro eat while they're
rüd:eg, and only get something to ear when the pub final1y
: usually fish and chips, pízzas, rhat kind of thing. I've
-en deep-fried bars of chocolatel With food like rhat,
u'onder there are so many foreign restaurants here!
said that, I think I was actually quite
turous before coming here, but the Scottish have
me to food from other countries - Indian, Thai,
- al1 of which I love now.
GRAMMAR
i$jiii,lli$i,§§!s:r.i:=:,='=.:=:.:ii*í$$liñli§.1üü
General isations a nd,,fend.fo
We'can'show that something is generally true b)1 usihqr the .
structure tend to (+ infinitive'rwithout to); an,adVerbial phrase, ,
r
like §ene1o//y speoking, o.r an adVe¡b like usuolJ¡t:or:horpl¡t.
Look at these sentences from the texts. Answer
the questions below.
a The portions here tend to be enormous.
b They tend not to eot while they're drinking.
c People usuolly order things individuolly for
themselves.
d Generolly speoking, back home we just spl¡t the b¡ll.
1 How do you make the negative of tend to?
2 Where does an adverbial phrase like on the whole or
in generol go in the sentence?
3 Where does an adverb like normolly go in positive
sentences?
Rewrite the sentences using the words in
brackets.
'l As a rule, I eat ready meals, because I can't be
bothered to cook. (tend)
2 We don't normally keep food which is left over after
dinner. (tend)
3 People here tend to eat food with their hands.
(general)
4 On the whole, I skip breakfast during the week
unless I wake up particularly early. (normally)
5 Generally speaking, our family doesn't eat out unless
it's a special occasion. (hardly ever)
6 People don't usually leave tips here unless it was an
exceptionally good meal. (rule)
7 I hardly ever have a dessert when I go out for dinner.
(tend)
8 Most of the time people here avoid making any
noises while they're eating. lt's seen as bad manners.
(normally)
9 I don't usually have time to have a big lunch, so I
normally just have a sandwich. (whole, tend)
Work in pairs. Discuss which of the sentences in
Exercise 7 are true / not true for you and your
country.
I tend not to eot reody meols unless l'm reolly busy.
I normolly buy fresh food qnd cook most evenings.
Write five sentences about the culture of your
country tusing tend (not) to. The sentences could
be about food, eating, shopping, work, education
or character. Then work in groups and compare
your ideas. What ideas do you agree with? What
ideas are you surprised by?
ln the villoges, peop/e tend to eot with their right hqnds,
rother thqn with forks or spoons.
lf they hove money, most people tend to do most of
their shopping in big molls.
Unit I Eating 7X
 i

ijl
rll
tl:

rll
t,

WHAT A PLACE!
SPEAKING
tr Work in groups. Discuss the questions.
. How often do you and your family eat out? Where do
you usually go? Why?
. What's the best / worst restaurant you've ever eaten
in? What was so good / bad about it?
. Are there any restaurants you've never been to but
would like to try? Why?
Work with a new partner. Think of places you
know that fit the descriptions in Exercise 2. Say
as much as you can about them to your partner,
LISTENING
4 ffi Listen to four conversations about
restaurants. Match each conversation (1-4)to
one of the topics below. There is one topic you
do not need.

VOCABULARY Resta u ra nts a rhe restaurant's poor service

b a crime that's maybe happened
2 Work in pairs. Read the sentences below and c sending food back to the kitchen
discuss whether you would like to visit each of
the restaurants described. Explain your ideas. d noticing a health issue
1 lt's always packed. e the quality of the dishes they're eating
2 lt's always deserted. 5 ffiEEtr Work in pairs. Choose the
correct option,
3 lt looks out over the sea. Then listen again and check your answers.
4 lt's got very trendy décor. 1a I was wondering ¡f it might be a screen I front for
something.
5 The portions are very generous. b I don't think l've ever seen o single I on only
6 The food is beautifully presented. person eating there.
7 The food's very rich. 2a The sauce is quite rich so it realiy overcooks I
8 lt's all organic. overpowers the taste of everything else.
b I think l'll stick I stoy with my one.
9 lt's home-style cooking. 3a It's been ¡n the papers quite o bit I little.
10 lt only does seafood. b We arrived and sat down and demonded I qsked
1 1 lt's very fancy, very posh. fcr the menu.
'1
2 The service is outstanding. 4a The restaurant doesn't deserye I meilt the money
b The portions weren't very greot I generous.

7l+
 MAR 10 Complete the sentences so they are true for you.
'l lf I had to wait half an hour to pay the bill, l,d ...
2 lf I spilt cola all over someone,s clothes, l,d ...
ond conditionals 3 If a waiter was being very rude to me, l,d ...
use second conditionals to.speculate About situalions
possible results. They usually have two parts: an 4 If I forgot my wallet and couldn't pay for my meal,
i:éferring to thé s-itúation,ánd a.second ctause t'd ...
results or consequences. 5 lf I was undercharged, I'd ...

11 Work in pairs. Ask each other what you would

Look at these sentences from the conversations.
do in each of the situations in Exercise 10. Then
Complete the rules below.
ask and answer four more questions starting
a lt wouldn't surprise me if it was. with What would you do if ...?
h / guess it might be better ¡f it didn't hqve so much
souce on it.
You wouldn'tgo there if you were poying yoursetf.
Whot would hqppen if they cqiled the potice? SPEAKING
,[ 12 Below are eight sentences connected to food and
The f-clause uses _ or past continuous.
drink. Decide if you agree or disagree with each
2 The iÉclause refers to a situation in the or one - and why. Think about what the results of
future which is impossible to change or is not going
to take place. -- each could be.
lf they bonned the sqle of chocolate, ...
3 The other clause explains the imagined results
... shops would lose o lot of money
or consequences. You use + infinitive ... it might domoge the economy
(without fo) for a more likely result or +
-- likely result. ... people might lose their jobs, etc.
infinitive (without fo) for a Iess
1 lf they want to improve public health, they should
-- ban the sale of chocolate and ice cream.
2 School students should be given two free pieces of
Complete the exchanges with the correct form fruit a day at school.
of the verbs.
3 The legal age for drinking should be raised to 2.1 .
:1 A: How's the soup?
B: lt's a bit bland, to be honest. lt _ lbe)
4 All the extra food produced in rich countries should
better if it (have) some spices in it. be donated to developing countries.

2A: Would you like any more? 5 Children should discuss issues connected to nutrition
B: No. Honestlyl I couldn't eat another thing. more in school.
I

--(explode) if I _ (eat) any morel 6 Fast food restaurants should be taxed more - and
3A: They told us we'd have a table in five minutes, the money should go towards health care.
but we had to wait for an hour. 7 The government should stop telling me what to eat
B: That's awful! I hate it when that kind of thing and howto live. It's nottheirjob!
happens. lf they just
at times like that, everyone
(teil) the truth 8 People who get ill because they eat or drink too
(be) far much should pay more for health care.
happier.
They should do something about the décor. It 13 Work in groups. Compare your opinions about
looks so cold and bare in there. the sentences in Exercise 12. Use second
B: I know. lt _ (look) a lot more inviting if conditionals and some of the language below.
they (paint) it a warmer colour and
(change) the lighting. . lt's not a bad idea.
5 A: I tasted this crunchy thing in my pasta and spat it . I agree with this up to a point.
out - and then saw ¡t was a fingernail! .
- Oh, that's disgusting! I _
Seriously? (die)
That's completely mad! / That's a stupid idea!
,tr- if that (happen) to me. . Can you imagine what would happen if they did that?

6A: Do you like it? Is it OK? . lf they did that, they'd create all kinds of problems.
for B: Yeah. lt's delicious! lf I (cook) as well as For example, ...
you, I
- (open) my own restaurantl . lt'd solve a few problems. For example, ...
--
PRONUNCIATlON
-
tr*El Listen and write down the six sentences
you hear. Look at Track 39 on page 203 and
check your answers.
EEI Listen again and notice the contraction
of would. Then practise saying the sentences
as quickly as you can.

Unit 8 Eating 75
 Cc
Cc
Ge
at
co

w(

m)
lor

m{
10-

pr
gc

n cl
1

Work in groups. Look at the photo and discuss When the berries ripen in early fall, the growers
the questions. t-the marsh beds. They use machines called
. 2- to remove the berries, which then float to
Do you eat much fruit or drink much fruit juice?
Why? lWhy not? the surface and are collected together.
. What fruits are grown in your country? ln what area? They have to keep an eye on 3_ because a
hard frost can destroy the crop.
. Have you ever eaten cranberries? Did you like them?
When the berries are in danger of 4_ , the
. What do you know about where they grow and what growers turn on an irrigation system to keep the 5
the tree / plant is like? temperature above 5_ and to produce a
. How do you think they are harvested? bumper crop.
6- dykes and ditches store water to provide
6
triltr Watch the first part of the video (0.00- ,
an adequate supply at a 7_ .
7
2.20). Are the sentences true (T) or false (F)?
'l Mary's job starts at dawn. Mary thinks the cranberry harvest is not just good I
for her business but also good for 8_
2 Mary always wanted to have both a career and a
. She
sees herself as a mother to both her children and the
3C
family. environment in which she lives. a
tI
3 The cranberry vines live on average for seventeen 5 Work in groups. Discuss the questions. Y
years.
. ln which areas of your country is there most farming? ir
4 Mary is the boss of the cranberry business. What are the main crops? 1

5 Cranmoor is the biggest producer of inland . Have there been any problems for crops in recent
cranberries in the world. years because of the weather? What happened?
6 To grow well, cranberries like water, acid conditions . Do you think farming benefits or damages wildlife in 2
and sand. your country? ln what ways?
7 Mary inherited the cranberry farm.

Work in pairs. Discuss the questions. UNDERSTANDING FAST SPEECH

. ln what ways is Mary lucky?
. Do you know anyone who is similar to Mary in any
way? How?
. Would you like to be her? Why? lWhy not?
4 tr!!tr Read the short summary of how they
harvest the cranberries. Then watch the second
part of the video and complete the summary
with one or two words in each space (2.21-4.04).
6 trre 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.
when PEOple would ASK me / what I WANted to BE /
when I grew UP / I KNEW / all aLONG / there were TWO
things I WANted t"o DO // um / be a MOM /i and WORK
outSlDE.

7 Now you have a go! Practice saying the extract

at natural pace.
76
 5 Write a sentence before and after the sentences
from Exercise 4 to create short dialogues.
REVIEW 4
6 Match the verbs (1-8)with the noun (a-h) they
Somplete the text with one word in each space. both collocate with.
,Contractions count as one word. '1 make / slow my a an excuse
3=nerally 1- , when I was growing up we had 2 pay / give plenty of b progress
: :-aditional Sunday lunch. As a 2- . my mum
::oked some roast meat like chicken or beef served 3 make / accept c an assignment
'- some boiled vegetables and a sauce which 4 ask for / split d the bill
.= call grovy.l loved it, but now I live on my own 5 have / hand in e my motivation to study
ever have a Sunday lunch 5-
I

I visit
'.._,' parents. Basically, cooking a roast dinner takes a 6 lose / increase f the fish
-"9 t¡me and l'm usually too tired on Sunday as I 7 give / receive good g attention to someone
to go out till late on Saturday. Maybe if
cooking for more than one person I
I

8 marinate / steam h feedback from my tutor

'- make an effort, but it's not worth it just for Decide if these words are connected to food /
- =. Mavbe ' I ever oet married and
restaurants or teachers ./ courses.
'- my own family, 11- make them a
:'f,oer Sundav lunch. but I bet it12 taste as patient
::od as my mum's. : OlanC fee mash :

¡ deserted g rate module raw :

lhoose all the correct options. , -ol::ll'll-"

lectu re organic supportive
' lf you are ill, foke I you should toke I you would toke
e day off.
Complete the sentences. Use the word in
brackets to form a word that fits in the space.
li lhey improved I improve I hqve improved lhe
Cécor, maybe more people would come in. 1 The universitv has lowered its
requirements to attract more students. (enter)
lopefully, l'll get a job after I groduote I
i'll grqduqte I I hove groduoted. 2 | have to say, the course didn't really meet my
. (expect)
lf I don't find anything soon, / might look I I'll look I I
ook f or a job abroad somewhere. 3 lt's more important to be _ and have
oassion than have hioh . lenthuse. oualifvl
olmost never I tend not I don't tend to eat out. lt's
The school has faced a lot of over its
-ust too expensive.
ouoils' Door exam . lcriticise. oerform).
L ll let you know os soon os I when I if I hear anything.
It needs to adopt an approach to improve
I call you when I once / lf l'm ready. students' grades. (alter)
What if he finds out I found out I will find out?
-
The headteacher went on a course to improve his
. but he s still not very good! (leader)
Iomplete the second sentence so that it has -
a similar meaning to the first sentence using The initial results of the changes are quite
::re word given. Do not change the word given. and there are many signs of _. (encourage,
':'ou must use between three and five words, improve)
:rcluding the word given. They said her coursework was - some of
' My main meal of the day tends to be lunch.
the best they'd had. (stand out)

WHOLE
my main meal in the middle of the day. I Complete the extract from an email with one
word in each space. The first letters are given.
- First, l'm going to speak to this gentleman. Then l'll
Did I tell you Tim's gone back to college to 1tr
as a chef? As you know, he 2str_
deal with your problem.
at school,
I ll deal with vour oroblem to this but he's doing really well on this course. Obviously,
the course is verv 3or
gentleman. ONCE
so most of the lessons
He'll never pass his final exams because he hardly are awor- to learn the skills they need such
ever goes to class as 5sl- vegetables quickly without chopping
lf he classes, he might actually pass his your fingers off! But he's even enjoying the more
final exams. SKIP 6ac subiects like maths and bioloov- I ouess
The only reason you are allowed to miss a deadline
it's because thev make them 're to what
he wants to do, which is to have a good business
is serious illness.
We - if you are seriously ill. EXTEND
and not poison anyonel Anyway, the college has a
restaurant and we went last week. lt doesn't look very
- My plan is to retire at the age of 60. 8fa-
l'm I'm 60. WORK
- I don't think they've changed the décor
for years - but the food was amazing. I had this lamb
: which had been ero- really slowly, so it was
- that my parents can afford to pay for my
l'm lucky
so iuicv and rote- . And it came with a lovelv
university fees.
university now if my parents didn't have
ttri- sauce - fantastic. The meal was actually
part of Tim's 2as
I
the -money to pay the fees. BE and of course he oassed! I

was so proud of him.

EIZE Listen and write the six sentences you hear.
- Review 4 77
SPEAKING
1 Work in pairs, Discuss the questions.
Where do you think this photo was taken? Why?
. What do you think would be good / bad about
living in a place like this? Think about:
- the house
- where it is
- the local facilities
- the people who live there
- the way of life
Would you like to livethere? tvhy? lWhy not?
rl
t
!
t
_t
ii

!i
HOME SWEET HOME
]l
i:

i,
VOCABULARY Describing homes 6 The rent's very affordable.
:i
7 l'm renting a Toom in a shared apartment.
:i
:, Label the picture with these words. 8 I live in a newly-built apartment block.
i:

wood floor garage swimming Pool 9 lt's quite cramped with four of us living there.
, patio gas central heating open fire 1O lt's quite old and run-down.
, back garden balconY attic
: tiled floor roo=f.t-u=rtu.:.. bu:-".nl".!t a lt's the biggest place l've ever lived in by a long wa'.
.
b I don't need that much space and it's easy to keep
:. Work in groups. Discuss the questions' clea n.

. Which of ihe things in Exercise 1 do you have where

you live?
. Of the things you don't have, which two would you
most llke? Why?
. one bathroom.
Which two things could you most easily live without?
. Which things make the blggest difference to the
price of a house / flat in your country?
r, Match the sentences (1-10) with the follow-up
comments (a-j).
1 lt's lovely and bright in the summer.
2 lt's nice and comPact.
3 lt's very central.
4 lt's very convenient for transport.
5 lt's very spacious.
c l'm only paying €80 a week plus bills.
d Luckily, I get on OK with the five other students
e I can walk into town in ten minutes.
f I mean, it's only a two-bedroom flat and there's onli
g lt's great - and obviously I don't need to do any wc
on it!
h lt faces south, so we get a lot of sunlight.
i We'll need to do some work on it.
j There's a station five minutes'walk away and seve'.
buses go into town.
Work in pairs. Discuss which of the words in
bold in Exercise 3 describe where you live.
Explain why.

t:,
. STEN¡NG Correct the mistakes in these sentences. You
may need to add extra words.
DIil Listen to two people - Gavin and Lynn 1 His bedroom's tiny. lt's about half size of this room.
- talking about their friends' new apartment.
,{nswer the questions. 2 The kitchen is huge. lt's three t¡mes the size of my.
Why did Nick and Carol move? 3 The bathroom's OK. lt's about same size as yours -
maybe a little bit bigger.
- What is nice about their new place?
4 They've got a huge garden. lt's twice the size of your.
: What are the problems with the new place?
5 They've got a small basement. lt's a similar size of
E![ Listen again and complete the sentences this room - maybe a bit smaller.
-,r'ith two words in each space. They've got a lovely front room. lt's twice as wide as
' Did I tell you I _ to see Nick and Carol the this room and maybe a little bit more long.
other day? It's not that big - maybe about from here where that
- I haven't seen them desk is.
They said 'hello' to you. lrl Think of how large the different rooms in your
That must be nice for them now the kids are house / apartment are compared with the room
you are in now Then work in groups. Share your
They wanted for the kids ideas, using the patterns in the box.
t's on the of an old block
t has got , though. CONVERSATION PRACTICE
I must go round and see them f" i. Work in pairs. You are going to roleplay a
',^':ork conversation like the one you heard in Exercise 5.
in groups. Discuss the questions. Together, invent a person and details about their
-low many times have you moved in your life? Why? new home. Think about the following:
.lave you ever done any work on your place? What? . the location: where they live, who with, when they
i-lave you ever shared a room? How was it? moved there, and why
. the best / worst things about where they live
. the size of the place - and of the individual rooms
DRONUNCIATION . the local area and facilities
EEE Listen to six phrases said slowly. They ig Now work with a new partner and roleplay
.11 have an added /j/ sound to make it easier
the conversation. Start by asking Did I tell you
:3 move from one vowel sound to another. I went round to see ... the other day? When you
?ractise saying the phrases in the same slow have finished, change roles and have another I
,,,'ay. Then practise saying them as quickly as
','cu can.
conversation.
I
:

: NG CONVERSATIONS
=VELOPI

:,:plaining how big a place is

- :ften explain the size of places by comparing them
:- rhings both speakers know, including the room we
r = r. We may also point and use gestures. Look at the
:::3rns we often use:
-- tront room is huge. lt's obout twice the size of this
=
:_'1.
' . ,ot o greot k¡tchen. lt's a similor size to yours moybe
-
: )it b¡gger.
-=' gorden's nice. lt's about the size of mine. / lt's obout
r-e sorne size as mine.
--:;r bothroom is enormous. lt's obout from that wall over
;-€re fo here, / guess.

==
rl
!'
,

:i

l
Unit 9 Houses 81
lll
il
!t
t!
t,¡
lit
lj
¡§
iñ GRAI
EL;l

iit
:li
HOIISING BUBBLE
ill

:'l SPEAKING VOCABULARY Social issues

.i
iE
!B
ü

:L Work in pairs. Discuss the questions. 5 Complete the sentences with these words and
phrases.
IE
r'!
. What age would you normally expect to do the
ti
following things? Does your partner agree? cost of energy house Pr¡ces
- leave home ; climate change
II : immigration crime rate divorce rate
- meet your Partner for life
- buy a home The sharp rise in .- is largely because of t'=
- earn a good salarY
economic problems in nearby countries.
- start a familY
I heard the increase in the is mainly due
. Do you think the average age to do these things has
to conflicts going on in oil-producing regions.
changed in your country? Since when? ln what way? --
The fact that couples work such long hours may
have something to do with the high .

READING must have something to do with all this

Read this article from 2015 about housing in the recent strange weather.
UK and China. Then work in pairs. In what ways The sharp fall in -- -
has something to do
are the situations in the UK and China similar to with the fact that banks are lending less money.
your country now or in the past? In what ways The is going down due to better policing
are they different? --
and the fact that the economy is doing well.
Work in pairs. Decide if the sentences below are
about the UK, China or both. Read again and
check your answers.
1 Many young people don't have the money to buy a
home even if theY're working.
2 Property prices have risen quickly in the last year
WAITING FOR THE
3 There aren't enough places for people to live.
4 ln general, people prefer not to live too close to
others. BUBBLE TO BURST
Wages are generally increasing for middle-class
people. ir:'tr*ii ñui. üÍ:li* mxrktt
A lot of foreign people are buying property as an LiJian is a 2S-year-old salesman lrom Guangzhou, Chl¡-
investment. He rs a member of China's growing mrddle c1ass, whcr
are highly educated and in good jobs with rising salane.
The current situation will probably change soon
because of economic reasons. but rvho cannot al'ford to buy a home. Propertl' prices r:
China have been rising steadily for over a decade and ti-'.
8 Many people try to stop big building projects near price ol a home is currently 25 times the average r'vage
where they live. Li Jian is lrustmted by the situati.rn:
J]; Work in groups. Discuss the questions. 'It's impossible for me to buy a home nor.ri I wili need th¿
. help oi my parents, but I also need to find a wrfe and th¡:.-'
What do you think of the following solutions to
rroi.my li all I can offer is lile in a liry apartment l har-e
the problems talked about in the article? What
seen one or two places on sale r,vith a discount, so ma1üe
consequences might there be to each ofthese
now the market is beginmng lo slow down, but then tha- -'
solutions?
a ner.v problem. When do you knolr'' the market has hlt t:.
- Let house prices crash.
- Make it more difficult for foreigners to buy housing. bottom? 1 don't r,r''ant to buy somewhere and flnd rt's rvor-
less a year later!'
- Let poor people live in empty homes for free or at a
discount.
- lf houses are empty for more than six months, the
government can take them.
- The government gives money to help young people
buy a home.
Can you think of one more solution?
How much do house prices vary in your town / city /
country? Where is the best place to buy?
lf you could live anywhere you wanted, where would
you choose? Why?

82
 3RAMMAR Write sentences about trends using the prcrnpts
below and a word from each box.
Population I 57 lo 60 million / 10 years
)resent perfect simple and present The population has been rising grcrdually over the lctst
:erfect continuous ten yeors.
--re present perfect simple and the present perfect
nd fall go down r¡se go up
:ntinuous can be used to talk about changes or trends
' lm some time in the past to now.
CS gradually slightly dramatically a lot
.e Look at these sentences from the article. Then
work in pairs and answer the questions below. 1 The crime rate / 250,000 to '1 7O,O0O / twenty years
of t' 2 Unemployment / 8% lo 15% / two years
a Property prices in China hove been rising steodily
for over ct decctde. 3 House prices / down 27Y" I year
due
c Over the lost year prices have increosed shctrply. 4 The birth rate / down from 2.4 Io 1.9 I ien years
v' r I hove seen one or two ploces on sole with o 5 The average wage / up €2 lthree years
d¡scount.
6 Petrol prices / up one dollar a litre i two morrins
ihis 1 Which two phrases show a period of time when the :1-_:i-:.::i:.i: i:::.:::::: ::.:i-t:::i:j:_:-: :l
change took place?
lo 2 Can both the present perfect simple and continuous
be used with these phrases? SPEAKING
c in: 3 Why is the continuous used in sentence a)? Think of four social or economic changes that
-i Which of the two forms is used to show finished have taken place in your country. Then work in
events before now? groups. Discuss the changes you thought of. Use
some of the phrases in bold in Exercise 5 to say
:=----==.*=:=:-=-:.:=--:'§:--:--
what caused them.

Tim Gsrdon

iT .., is r-rot alone il-L

rouse plices. Fror-n Londc¡n to Scoul
erpe rie ncir-rg proble ms

-)slo tr-r Taipei. ,voung people rn u orh

t-)
-.,1a-:

:t
r.lirru l ,tt tlr. rr',,1'1,,,r'trrn,ric- rn
ic- be ing limitecl b; l'rigl'i l'rousing
. Rese..rrch in rhe LIK has louncl a
,ng gilp be ir.r,e en reaLit;' and pe oplt-'.s
-taLlons for 'Lile goals . In generrrl.
r

L
:,,§
m§ §& *,-t:
{ pe ople e.xpect tLr earn f-30.00t1 a
§w.*
ffi
:¡r'the time thel're J1.lJor.r,cvcr. or-et *.§J

w
.ail to reaci'r this targeL. InteresLingh, *."
i.,hen Ll-Lev clo. nrr¡st pcoplc can stiLl
**§
w
: trrrci to bur, the housc of their dle rrns É-'
:. l)1,,¡r'tr¡ 1rr i..r l-ll\. t't.t i' >,' t§,
faster- than \\.¿rges. It rs. Ll-Lere fi¡rc, nol ksÉ
isrng Ll-rat aLLhough the avrrage person 1"ffi
is to lear-c home be lirrc Lhel''re 22. :{re§
. I (-l(/o ol aclults agecL betu'e e n J0 ancl ffi*
§s.=
ffi
,11 live u'ith the ir par-cnts. Sinrilarlv
nrost pe oplc hope t,r l-Lele lbuncl love
m
ffi

l age o['2J, one rhircl arc actua111. still

I 5 r,errs lalcr

1r-rthe U1{. Lhe prtrble nr is clille renL. Thcrc is ¡ shortrrgc tf housm:,,u'hicl'r

.r;lt hope is there lor people like Li Jian?
the re are pe o¡rle u'ho belier-e tl-i¿rt the
rope rs lor ihc propert)' bul¡ble to l¡urst
' believe tl-Lat the cLrrre 11t high price
,rl est¡te is r-lol- goocl lor stande«ls r,f
i or Lhe econom)' ancl rr'ith ovcr 2ll9o oi
¡rnes rn Cl-rrr-1..r! nrban rreas currcnLll'
it is cniire 11. possible tl-Lat prLce s cotrlcl
.r-.
r in the ncar futr-rrc
generally keeps prices hrgh ar-Ld over the Last ¡-eul plrces harc incrc¿rsccl sh;rrplr'
-l-hc
- to l5 tinres the a\-er¿rse inconre . proirler-r is particularl¡, l¡rrcl in I-t¡ncLrn.
rr'hcre inlestt¡r's lit¡m al¡ro¡cl rre bur-rng huge rmonnts of ¡rrolre rtv H(-r\\'e\cr.
thcre ¡ire also cr-rltnral irttituclcs that Llre\-ent change . Take , lt¡r insLance , L1-Le
sry ir.rg'An Er-r91is1-rman'-s hrrmc js his casLle . As it sr-Lggests. nlAlrv peoDlc in ihc
LIK Like LheLr spaee rrr-rcl prLvacl'¿rnd u'ill lighL lor iL. As sLrch. rrost ]rLLve rs J-.r'c[cr
tL) o\\n a housc u,ith a g¿Lrcicn. rathcr tlran lir-e in un apartnrrnt ]¡locl<. Fin¿rih"
lvhen thele are pLans Lo builci ner,r'Lalge bLr¡ehs. n'r¿rnr'lr.rcal peopic of l,:rr lllrllc:,1.
to prLrtcct their honrcs ti-onr tirc shrrclou-s ol 1ar-ge burldurgs ancl thc rncre ¿rse d
pcoplc. nc¡rse ancl tralfic thev bring \\/ithout r changc of rititudcs. trrlling frous¡
prices are Less LiLr-Ll Lhrn in Cl-Lina

Unit I Houses 83
 ROOM TO RENT
SPEAKING
I Work in pairs and look at the photos of Berlin.
What do you know about the city?
2 Read the adverts for six host families for foreign
students studying in Berlin. Rank them from
1 (= best) to 6 (= worst) according to your opinion.

8km from the city centre - neor oirport,
Loke Tegel ond woodlonds Huge ond
beoutifully decoroted house. This very
friendly fomily offers holf boord (€2ó0)
or self-colering (€190) occommodotion.
I
This cheerfuI househo[d consists of a
young coupte, two-year-o[d boy and
baby. Breakfast and evening meal
inctuded. Lovely, spacious room in a flat
in smart residentiaI area near Tiergarten
Park and embassies. (€290)
.\\
.\ BR¡GHT APARTM§NT
§\ ü*MPACT R§ffiM rvirh access
\\ in the up-and-coming area of
Freidrichshain. Self-catering
to own kitchen facilities. Large
old hor-rse owned by a retired
N rooms for two single students couple oflering quiet, cornfortable
.\\ sharing with a friendly lady Very cenLral. (€220
\\ Mrccommodation.
owner. Relaxed atmosphere.
N Within walking distance of
Iively nightlife. (€1 80)
'\
rn ior.ely big apartment.
il¡,,fi r!
L-)e:r.¡1 i :i ¿.q_ru¡: i ;,§ f¡cal5l
¡ ¡
A'l5-mrnute bus ride from
the centre. A very, pleasant
in village 35km from Berlin. lamily of lour (children 1ó
Very green! Young and friendly ancl 20). The flat is beautifull-
homeowner. lnternet access. dc.orrted. Hrll hoarJ rrerr
15 minutes to train station. (€170 good cursine). Tu'o dogs. Nor:-
with breakfast) smokrng girls only (€200)

3 Work in groups. Discuss the order you chose LISTENING

and why.
EEE Listen to a conversationbetween an Englis:
man, Shola, and a German woman, Anastasia,
VOCABULARY Describing areas who has a room to rent. Work in pairs and
4 Complete the descriptions of areas in a city with discuss the questions.
these words. 1 Which of the places in Exercise 1 is he visiting?

i rough isolated connected smart

: 2 Do you think he'll rent the room? Why? / Why not?
:

i dead multicultural filthy lively :

:
EllE With your partner, decide which of these
sentences are true based on what you heard.
There are a lot more bars and restaurants than there
used to be. so it's ouite
Listen again and check your answers.
at niqht now.
There's a lot of crime and quite a few social
1 Shola walked to the area to meet Anastasia.
problems, so it's a bit _ . 2 The flat is on a main road.
A lot of immigrants have settled there so it's a lot 3 The area has changed over recent years.
more than it was in the past. 4 The weather is sunny and warm on the day they mee_
It used to be a fairly cheap, working class place, but 5 The building where the flat is is old.
it's become a very residential area - and
very expensive! 6 Anastasia's been looking for a tenant for a while.
- 7 Anastasia suggests they can share the cooking.
It's in the middle of nowhere. You basically need a
car or vou'll be a bit
- 8 Shola really likes rap music.
6 The streets are . They're covered in litter
and there's graffiti everywhere.
GRAMMAR A
7 There's absolutely nothing to do around there so it's l.'.:
ln
pretty ho
at night. There isn't even a café.
-
8 lt's better than it was thanks to the new Comparing now and the past
S:

tram line. A:
We often make comparisons between situations and
WI
Write a -list of areas you know. Then work in things as they are now and as they were in the past.
we
pairs. Swap your papers and ask What's X like? There ore o lot more bqrs ond restouronts thon there
rec
Answer using language from Exercise 4. used fo be.

04

Look at these sentences from Exercise 4 and the
conversation. Then work in pairs and answer the
questions.
: There ore fewer cors on the rood thon before.
: fhereb much less crime now.
: lt's more populor thon it used to be.
: l'm much thinner thon I wqs.
: lt wos so much worse in the post.
' I'm not os fit os I used to be.
' Which sentences use nouns in the comparisons?
Which use adjectives?
I When do you use feyyerto compare and when do
you use /ess?
3 What time words and phrases are used to refer to
the past?
:. What usually comes first in the sentence - the
situation now or the situat¡on in the past?
I What do you remember about the rules for
comparative adjectives from Unit 6?
lÜ : _
1a
Work in groups. Discuss the questions.
. What's better and what's worse about your area now
compared with the past?
, What's better and what's worse about the city or
region you live in?
esa
' What's better and what's worse about your country
now?
. What's better and what's worse about your life
compared with five years ago?
, What's better and what's worse about the world than
it was twenty years ago?
J EVELOPI NG CONVERSATIONS
Asking about rules
- ihe conversation, you heard Shola check the rules of the
-:rse. For example:
: /s if OK if I cook here whenever I like?
- Sure - os long as l'm not preporing something.
,,1en we reply, we often say'no' using I'm ofroid not or
.3 suggest limits using as long os, it depends or within
: fSOn.
t t--'; .l;:dN*tt::f
á: ffi'
H're
+.%
10 Match the questions (1-6) with the replies (a-f).
Notice the phrases in bold.
1 Would it be OK if I have friends to visit?
2 Would you mind if I cooked for myself sometimes?
3 Do I have to be home before a certain time?
4 Can I use the washing machine whenever I like?
5 Would it be possible to move a table into my room?
6 ls it OK if I play music in my room?
a No, not at all - as long as you're quiet if you're
back Iate.
b l'm afraid not, no. The two we have are needed
downstairs.
c Not at all - as long as you clean up after yourself
d lt depends how long for. lt's fine if it's just a few
days.
e Of course, with¡n reason. Obviously, you shouldn't
play it too loud.
f Within reason. Obviously, I don't want you washing
clothes in the middle of the night!
PRONUNCIATION
¿ .t" ffiillr
Listen to the exchanges from Exercise 10
and check your answers. Notice how some
words are linked together.
t¿
Work in pairs. Practise saying the exchanges
slowly and concentrate on linking the words.
Then practise saying them as quickly as you can.
With your partner, roleplay a phone call between
a student and a host family. Use as much new
language from this unit as you can. When you
have finished, change roles and have another
conversation.
Student A: you are the student. Ask questions
about:
- the house.
- the area.
- rules.
- any special requests.
Student B: you are a member of the host family.
Unit 9 Houses 85
10
IN THIS UN¡T YOU LEARN HOW TO:
. talk about exhibitions, films and the theatre
. explain exactly where places are
. discuss nights out
. use idioms connected to different parts of the body
. describe different kinds of events
. tatk about plans that failed to happen and explain why

SPEAKING
1 Work in pairs. Discuss the questions.
. Do you like the art in this photo? Why? /Why not?
. What point do you think the artist is trying to make
with this piece?
. How often do you go to art exhibitions / the
cinema / the theatre?
. What kind of art / films / theatre do you like?
. Are there any exhibitions / plays on at the moment
that you would like to see?

2 Work with a new partner. Can you think of

an example of each of the different kinds of
people below? Do you have any favourites?

; a painter a sculptor j

¡ a director a DJ
a stTd-lu!_:on."dl:: a slng:r s-ols_*Jlt:i
¡
 liait{tilariili,
:r']f:lirit¡:::.

WHAT'S f)N?
VOCABULARY Exhibitions, films and
theatre
I Work in pairs. Decide what the words in each of
the groups below have in common.
1 a thriller/a classic/a documentary/a comedy
2 a musical /a tragedy/a historical play/a drama
3 an installation/a Iandscape/a portra¡t/a sculpture
4 soundtrack / special effects / photography / plot
5 acting / costumes / lighting / staging
2 With your partner, give examples of as many of
a They've got showings at 6.00, 8.50 and 1 1.00.
b Johnny Depp and Morgan Freeman.
C It's a drama about life in a rural community.
d Not much, really. There's a musical on at the theatre
that might be oK.
It's a collection of historical objects from Central
America.
It's on till next week and the gallery's open betwee-
1O.OOam and 8.00pm.
It was great. The staging and the lighting were
amazing.
Nobody l've heard of
h

the things in Exercise 1 as you can. i I think it's some kind of romantic comedy.
j There's the new film by that Swedish director Lukas
A: One of my fovourite thr¡llersis 'Shuffer lslqnd'. Do
you know it? Moodysson.

B: No, I don't think so. Who's it by?

k lt's a series of installations by a Danish artist called
Jeppe Hein.
Mortin Scorsese. lt come out moybe five or six yeors
ogo.
I lt was brilliant. The special effects were amazing.

Match each question (1-6) with two possible

4 Work in pairs. Think of one more possible
answer for each of the questions in Exercise 3.
answers (a-l).
1 What's on in town at the moment?
LISTENING
2 What kind of exhibition is it?
3 What's it about? 5 EE Listen to the first part of a conversation
4 When's it on? between two friends, Dan and Jason. Answer the
questions.
5 Who's in it? 'l What's on? 3 When's it on?
6 What was it like?
2 What's it about? 4 Where's it on?

88
 EilE Listen to the rest of the conversation. comrng back towards fa ci ng
Answer the questions.
' Where ls the cinema? Mark it on the map below. 6 lf you have your to the stat¡on, you turn
. What time do they arrange to meet? Why? left.
7 lf you're the station, the shop will be on
your right.
lf you're down the road away from the
¡risiii"
- )'
*iia-tiilr§i
.i4i:!rt:1rai.
i§i§i:::ij
:naaita¡:i¡t W
i lAr
station, Church Street's the second turning on the
left.
lf you're going up the road the station and
away from the river, Pemberton Road's the second
on the right.
'10 When you come of the building, you'll see
the cinema right opposite.

ifi.§si;:
§§t{lt

$ttl,Y{
u§ -
PRONUNCIATION
\¡ ffiE Listen to the sentences from Exercise
\ }\ 7
\
Y s and check your answers.
ffiil Listen again. Notice the pauses at the
;{!d$§§ \ punctuation marks. Practise saying the
sentences in the same way.
il-{'si.:ai*:tli§1lifst

[0 Work in pairs. Take turns to draw small maps

to illustrate each of the ten descriptions in
Exercise 7. As you draw, explain what your map
shows. How good are your partner's drawings?
1t Think of three places near where you live or
;t, l study that you can describe using language from
: in: Exercise 7. Then work in groups and describe
where these places are. Can the rest of your
group guess the places you rnean?

] EVELOPI NG CONVERSATIONS
CONVERSATION PRACTICE
Í2 Work in pairs. Think of a film / exhibition / play
-xplaining where places are you want to invite other students to tonight. It
', -:en explaining where places are, we often start by can be a real event or you can invent details.
---ntioning places that we think will be known and give Decide what it is, why you think it'll be good and
: -ections from there. For example, in the conversation where and when it's on.
.:: heard:
': L know Oxford Rood, yeoh? Well, thot's the moin street 13 Work with a new partner. Have conversations
',:ich goes post the roilwoy stotion. Well, if you hove your similar to the one you heard in the listening.
--:ck to the stotion, you turn right down Oxford Rood. Take turns being A and B. Use the guide below
to help you.
' Complete the sentences with the words in the Student A Student B
boxes.
Ask Student B if they
front off next at ha lfway fancy going out tonight.

You know Columbus Avenue? Well, the restaurant's Ask what's on.
about down there. Explain and say why you
think it'll be good.
The bus stop is right in of the main
Ask some other
entrance to the station.
questions.
- the post office? Well, St Ann's Road is the
You know Answer. Suggest
turning down from there, on the other side where / when to meet.
ofthe road. Agree to go. Ask where
it is exactly. Don't accept
You know the cinema? Well, there's a car park
the first meeting time
the back.
that A suggests.
You know the main square? Well, Hope Close is one
ofthe streets _ there.

Unit 10 Going out 89

 GR

BIG NIGHT OUT

3 Match the sentences below to the people and
READING places in the artiele.
tr Work in groups. You are going to read an article a The nightlife is restricted by the government'
about typical nights out around the world. First,
discuss the questions.
b They go out lnto the countrYslde.

. Which day of the week is the main night out for you?
c Their night out often finishes early.
. What do you normallY do?
d People sometimes get away with breaking the law'
. What time do you go out and get back home?
e They don't like the wealth gaP.

. How expensive is going out where you live?

f They think carefully about what they wear.

. g They have been given some useful suggestions'

What do you know about the places in the photos?
What do you think the nightllfe might be like? h They have changed a habit.
2 Now read the article. With the same group, 4 Work in pairs. Discuss the questions.
discuss your answers to these questions. . Do you think you are past anything? Why?
. Which night out sounds most like where you live? What restrictions are there on nightlife where you
. Which night out sounds the best to you? Why? are? Do you agree with them?
. Which sounds the worst? WhY? Do you ever go to sports events?
How do you like to clress when you go out at night?
G
:: .l.r"i..,,., , i,r,,r':'r out here in the summer is quite special, as
the sun never sets. I usually start with a light meal - a little
sushi or something like that - and then around midnight, l'll
go and play eighteen holes of golf' l'm normally back around
four a.m. Saturday I sleep in till the afternoon and have an
early dinner - some puffin or whaie. I usually go for a swim in
one of the natural hot springs till midnight. lt depends on my
mood what I do next, but these days l'm a bit past clubbing,
so I tend to go for a walk and just enjoy our amazing
landscape instead.

. : i.',:.i: i . , a Friday or Saturday night out

will normally mean a trip to see the Lotte Giants baseball team'
Before I came here, l'd had little interest in any spott, but one
trip to a game here was enough to convert me to baseball. I go
to every game now. The atmosphere is incredible. From stad tc
finish, most people are cheering and singing the team song, e\:-
when the team is getting beaten badly. There's dancing, food,
drink, good company - everything you need for a good night o-'
It usually finishes around n¡ne, but by then l'm exhausted and
head home rather than going on somewhere else.

i ,., r i,. :,., '..,.i .r . , to teach English,

Since the discoverY of oil, the
economy has boomed and attracted
a large foreign communitY, When
I first came here we used to go to
restaurants along the baY and theY
cost an arm and a leg! Even a simPle
burger is upwards of $20. lt's pretty
shocking when so few local PeoPle
could afford it and there is still so
much poverty. RecentlY, I started
doing some volunteer work in a
school. Through mY colleagues l've
been introduced to some Places
where locals eat, which are miles
cheaper. Afterwards, we might go
on to a party in someone's backYard
and dance till the earlY hours.

W.|':
GRAMMAR UN DERSTAN DI NG VOCABU LARY

Quantifiers ldioms
luantifiers are words that go before nouns, for example no An idiom is a fixed group of words that mean something
:1once, o lot of ploces, few people, etc. We use quantifiers different to the meaning of the individual words. You
:¡ show the quantity of the noun we are talking about. can sometimes work out the meaning of an idiom from
the words and the context. lf you look up the idiom ln a
dictionary, it's usually listed under the entry for the noun.
: Work in pairs. Match the quantifiers in bold in
ln the article, you read lt cost me on arm and a leg and
the article with the basic meanings below.
The police often turn o blind eye. We often use parts of the
1 not any body in idioms.
2 almost no
3 some E Complete the definitions with these parts of the
4a body. You will need to use some of the words
more than once.
5 almost all
5 all .?.1'........i"-:.1..:-.."_y--: ....1-1'_"_
* ....=!-?_1L__=:.§9_. . ._:

With your partner, explain the difference in use lf you turn a blind , you know people
between the following: might be doing something wrong, but you ignore it.
1 o few and o little 3 much and many lf something costs an and a leg, it is very
2 o few andfew 4 no and not expensive.
3 lf you give someone a _ , you help them.
4 If you are on your for a long time, you are
Decide which of the sentences below are true for standing. Afterwards, you will probabrly want to put
your up - sit or lie down and relax.
where you live now. Rewrite the other sentences
using different quantifiers to make them true. lf you try to catch someone's , you try to
Then work in groups and compare your ideas. get their attent¡on.
A lot of people go out on Fridoy n¡ght, but I th¡nk most lf you-can't take your off someone or
oeople usually go out on Saturday. Of course, some someth¡ng happening, you keep looking because the
coeple go out both nights! person or thing is so attractive or interesting.
1 Friday is the night that most people go out at night. lf you talk or do something behind someone's
, you say or-s
do something unkind when
2 There's very little entertainment at night round here. the person doesn't realise what you're doing.
3 There are a lot of good clubs near here. 8 lf you make or pull a , your expression
4 Not many people are interested in cinema shows you don't like something.
5 There are a few good restaurants here. 9 lf you say 'l'm just pulling your _ ', it means
that you are not being serious, you're just joking.
6 Not many parents go out on thelr own once they've -
had kids. 1O lf a situation or argurnent gets out of _ , ¡t
7 becomes a problem that is difficult to control.
There are no buses at night so most people drive.
8 Women don't get much hassle when they go out at I Work in pairs. Think of a night out you might
night here. have. Give examples of when you could use the
idioms in bold in Exercise 8.
When I go to q restouront, I try to cotch the woiter's eye
to ask for the bill.

'¡.
r,:.r:. 1,..,.¡.: ¡: :'ri i. r: _.i.: I occasionally
go and see a stand-up comedy
show, but at the weekend I
mainly go clubbing as I love
dancing. Because of the way I
am and the way I want to live,
I dress in a certain way, which
sometimes attracts people's
attention. But l'm not going to
change - as Oscar Wilde said,
you can never be overdressed or
overeducated! The only things I

don't wear are high heel shoes.

I can't dance like I want to in
them, and if you're out all night
yourfeet hurt too much by the
time you get home!
,l
 iffi
A CHANGE OF PLAN w
c(
1

SPEAKING e I was in tears by the end.

f The music, the audience, everything.

tr Write down three places you have been to in the
g I felt a bit out of place, actuallY.
evening recently and think about the following:
. where each place is who you went with h We actually left halfway through.

how often you go there what it was like Work in pairs. What are the opposites of the
words and phrases in bold in Exercise 2?
Now work in groups. Talk about your places and
ask each other questions to find out more. Work in groups. Think of examples of the
following:
VOCABULARY Describing events 1 two art¡sts / musicians / films that you think are quite
weird
2 Match the sentences (1-8) with the follow-up 1\i
2 two famous films / sports stars that you agree are
comments (a-h). overrated
1 lt was a great exhibition, but the pa¡ntings were qulte 3 two films / TV shows / news events that you found
weird. really moving
2 It's not a bad film, but I thought it was a bit overrated. 4 two s¡tuations when you might feel a bit out of plac:
3 It was really moving. 5 two other things you could leave halfway through,
4 It was completely sold out. apart from a concert
5 It attracts a much older crowd.
6 The headline band were rubbish - just very dull. LISTENING
GR
7 It was boiling hot in there. 5 HIE Listen to three conversations about what
It was an amazing night. There was such a great people did last night. Answer the questions
atmosphere. about each of the conversations.
TI
1 What kind of event was it?
a Honestly, \/e were really sweating and we could Th
hardly breathe. 2 Did they change their plans? lf so, why? pr(
tht
b I can't really describe them or say why I like them. 3 Did they have a good night? Why? lWhy not?
ha
C wasn't as great as everyone's been saying.
It 4 Did their experiences match what other people hac
said about the event theY went to?
d It was absolutely packed in there.
 EE Listen again and complete the sentences 8 Look at these sentences from the conversations.
with three words in each space. Contractions Answer the questions below.
eount as one word. a Hqns wos going to pick me up o¿ seven.
t a Really? l'd heard it . b I wqs going to stay in.
b Maybe it's because I didn't think it'd
c And then you go and you just end up thinking it c lt wos brilliqnt - much better than I thought it'd be.
WAS-. d I didn't think it'd be onything speciol.
2a Oh. we didn't oo - e I soid I'd go with her.
b Well, that's really good. lt's quite trendy, 1 ln sentences a) and b), did the plans actually
isn't it? happen? Why? / Why not?
c Oh dear. Maybe you just went on
2 What structure is used in sentences a) and b)?
3a I thought you said you were going to have a
- -'t What were the original thoughts / promises that
b She mentioned she had for this plav in sentences c), d) and e) are describing?
town. 4 What is 'd short for in sentences c), d) and e)?
c lt's had in the papers.
5 What tense is used in sentences c), d) and e)?
lYork in pairs. Discuss the questions.
. Who do you think had the best night? Why?
. Can you think of any recent films that had a lot of 9 Make sentences using the prompts below. Link
advance publicity? the ideas rusing but and so.
. Do you ever go to concerts? lf yes, what was the last I / go out / feel exhausted /just stay in and go to bed
one you went to? Was it any good? early
. Can you think of anything that's had great reviews in I wos going ta go out, but I felt exhausted so ljust
the papers recently? stoyed in ond went to bed eorly.
1 They / have a barbecue / start pouring with rain i
have to cook indoors instead
We / go to the beach for the day / miss the train / end
up going to the park instead
The future in the:past 3 She / give me a lift / car not start / get a taxi instead
fhere are seyeial different ways of talking about plans, 4 I / walk here / start pouring with rain / have to drive
fomises or predictions máde in the past. Often the reason 5 I / stay in and study / a friend call me / go out / meet
ú¡ese things aire méntioned is because they then failed to
him
happen.or to..co.me.true. l

10 Work in pairs. Think of as many different

endings for each sentence as you can.
1 We were going to stay with friends, but ...

2 I was going to stay in last night, but in the end ...

3 She said she was going to call me, but ...
4 I was going to buy a new one, but in the end ...
5 I really thought we were go¡ng to crash, but ...
11 Work in groups and discuss the questions. Use
the future in the past to explain your ideas.
. Can you think of a time you had a last-minute change
of plan? What happened? Did it turn out well / badly?
. Have you ever been very disappointed or pleasantly
surprised by a film, party etc. you went to? Why?
. Can you think of any predictions that have failed to
come true?
. Have your parents ever promised to do something
and then not done it? How did you feel about it?
. Has the government / local council in your country
broken any of its promises? What did they say they
would do?
. Have you ever broken a promise? What happened?

Unit 10 Going out 93

 Hffi
ffide
1C
lr
d

S1

l-
S

b
1',

2(
,1

Work in pairs. Discuss the questions.
. mother?
Where do you think this photo was taken?
. What do you think life there is like? What problems
might people have?
. Why might people from an area Iike this move to
a city?
. Why might people from a clty move to live there?
fmEl Watch the first part of the video about a
woman, Flora, who lives near where the photo
was taken (0.00-2.34). Are the sentences true (T)
or false (F)?
'1 Flora grew up in the city.
2 Flora is uneducated.
3 She had an arranged marriage.
4 The village they live in has no electricity or water.
5 Most of the Dorobo people raise cattle and farm
crops.
6 Her husband is often away from home.
7 Flora regularly sees her own parents and family.
8 She sometimes regrets the decisions she has made.
Work in groups. Discuss what you think of Flora
and her situation and what you think she will do.
ffiIE Watch the next part of the video, where
Flora visits her mother (2.35-4.26). Answer the
questions.
1 What kind of place is Arusha and why is it important?
2 How do you think Flora feels about the city?
3 When was the last time Flora saw her mother?
9l+
4 Did Flora have a good or bad relationship with her
5 What does her mother think she should do?
6 What do you think Flora will do?
5 fm Watch the final part of the video (4.27-
5.20). Find out what Flora decides to do - and
the reasons she gives for her decision.
6 Work in pairs. Discuss the questions.
. What do you think of Flora's decision and reasons?
. Could you live where Flora does? Why? i Why not?
. ln your country, where would you rather live: in the
city or in the country? Why?
. Do you know anyone who has made a big change ir
their lives? Why? What happened?
UNDERSTANDING FAST SPEECH
7 fXfEI 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.
FLOra's FAMily KNEW / that she was LEAving the
COMforts of the Clty llfor a WORLD without Electricity
or ALmost ANY / MOdern conVENiences // a WORLD
where it TAKES a FORty-MlNute WALK / JUST to get
WAter
E Now you have a go! Practice saying the extract
at natural pace.
REVIEW 5 5 Match the verbs (1-8) with the collocates (a-h).
1 feel a north
2 rent b the waiter's eye

Complete the text with one word in each space. 3 face c a face
ln general, the crime rate 1-- fallen quite
4 catch d a blind eye
dramatically 2- recent years. There are 5 pull e halfway through
t-
-- than there 4_five
robberies
ago and there's u--
years 6 give f out of place
violent crime. There were
any murders last year. This may well have 7 lurn s you a hand
something to do with the fact that there are 7 8 leave h a shared apartment
policemen on the street than there 8_- to be.
However, online crime has e-- increasing
steadily over the 10-.- few years. i 1-- 6 Decide if these words and phrases are connected
bank
.2-- account is completely safe anymore and to houses, the arts or areas.
bank is working hard to improve online
secu rity. : cramped an attic lively rough
, a classic compact a pat¡o staging
Choose the correct option. : a landscape a plot well connected dead
1 House prices have increosed / been increosing EOyo
in the last six months.
Complete the sentences. Use the word in
2 I have little lfew interest in politics. brackets to form a word that fits in the space.
3 All the I Every people I work with really love the new 1 We went to see this really funny new stand-up
boss we've got. last night. (comedy)
4 lt was much better than lthoughl"itwill I woutd be. 2 lt was an interesting . lt was a series of
5 The cost of energy isn't os I more low as it used to that all use mirrors in different ways.
be. (exhibit, install)

5 We ore I were going to go and see a movie, but we 3 lt was good. lt was a play set in the
1930s. (history)
didn't in the end. --
7 lt's not a bad area, but it's not as yyel/ I good asit 4 lt's an amazing play. The acting's wonderful and the
used to be. is very clever. (light)

E Unemployment hos I hos been fallen steadily over 5 l'd like to study at art college if I can.
recent years. (photograph)

9 Would you like a few l/itfle more cake? 6 lt's a nice place. lt's much more than her
'O l'm a bit fitter lhan I woutd be I wos this time last year.
old flat. (space) --
7 lt's not a cheap place to live, but it is quite
Complete the second sentence so that it has . (centre)
a similar meaning to the first sentence using 8 The government has recently changed its position on
the word given. Do not change the word givln. . (immigrant)
You must use between three and five words,
including the word given. E Complete the email with one word in each
.l space. The first letters are given.
lt's better now than it used to be.
It was than it is now. pAST Hi lan,
2 There are fewer jobs available these days. How are you? Hope you're well.
There -- iobs available. BE We're all on our last legs here. We,ve been looking
3 I - surprised by how good it was.
was really at houses for the last few weeks and it,s a very t¡ring
process. We saw a lovely 1pl--
_
I honestly didn't anything special, but it yesterday,
though. Do you know Church Street? Well, it,s in a little
was amazing. THINK
street 2o_- there, about halfway 3d_
4 They said they don't expect to find any survivors. on the left. lt's only two m¡nutes from the station, so it,s
They said there's not _ finding any aco-- for transport and the area's qu¡te smart
survivors. HOPE as well - not much sli_ on the streets and
5 I usually do portraits, but I also occasionally do no 69r-- on the walls or anything. Amazingly,
Ia ndscapes. though, the place itself is still quite 7af=-.- . I was
, I do portraits, but I also do some expecting everything round there to cost an
landscapes occasionally. TIME a8_- and a leg. Anyway, it's very modern -
6 newly-eb- , I think - and it's lovely and
lnflation was 5% at the start of the year and now it,s 10br- , with great big windows facing south.
almost 18%.
There's a 11ga-- for the car and a back
lnflation the start of the year. 12ga-- for the kids to play in.
DRAMATICALLY
We put an offer in this morning and we,re waiting to
filEI Listen and write the six sentences you hear. hear if it's been accepted.

Review 5 95
 :**'*i

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IN THIS UN¡T YOU LEARN HOW TO:

. tell and participate in telling stories
. describe animals
. show emot¡ons through pronunciation
. talk about challenges and achievements
. discuss natural resources and the economy

SPEAKING
1 Work in groups. Look at the photo and discuss
the questions.
Why do you think the prisoners were given dogs?
Do you think letting prisoners look after dogs is a
good idea? Why? /Why not?
Have you got a pet? lf yes, what and why? lf not,
why not?

2 Look at the photos in File 16 on page 193 and

discuss the questions.
Which of these animals do you like? Why?
Are you scared of any of these animals? Why?
Would any of them make good pets?

W§
W
 GR,

SO WHAT HAPPENED?
VOCABULARY Movements and sounds
I Work in groups. You have one minute. Which
group can write down the most names of
animals in English?
2 Work in pairs. Check you understand the words
and phrases in bold in the sentences below.
Think of two animals for each sentence that the
speaker may have seen or heard.
1 Oh look, what are they? Can you see them circling in
thes§ above that cliff?
2 What was that? Did you see it? lt just disappeared
into the long grass.
3 Oh look, what's that lying on the rock?
4 Did you see that? lt just raced across the road.
5 Oh, Iook! What's that thing crawling along the floor?
6 Did you see that? Something leapt out of the water.
7 Can you hear that noise in the distance?
8 What's making that dreadful noise? Are they birds?
9 Can you hear that? There's something moving
around in the bushes.
10 Oh, what's that buzzing noise? lt's really irritating.

3 Tell your partner about six animals you have

seen in the wild or in your town. Try to use
language from Exercise 2.
When I went to Spoin lost yeor, I sow some vultures
circling qbove our compsite.
The other doy, I sow o rot crowl¡ng olong the roilwoy
trocks.

LISTENING
4 ffi*U Listen to three stories about animals.
Answer the questions.
1 What animal(s) is each story about?
2 Where were the speakers at the time? What were
they doing?
3 How did each speaker feel?
5 ffitl Work in pairs. Decide in which story you
heard the following. Explain how you think each
sentence is connected to the story. Then listen
again and check your ideas.
a I really thought they were going to eat me.
l b I managed to catch it and put it into a box.
c They were all making this dreadful noise.
d lt's so cute!
e lt must've escaped from somewhere.
f She crawled through a little hole.
g Honestly, I hope I never see another crocodile in my
life!
h We had to call the fire service in the end.
i Everyone ran away.
PRONUNCIATION
E*E Listen to eight sentences. Notice the
extra stress and long vowel sound on the
adverbs. They help to emphasise how we feel.
Then listen again and repeat.
Underline the adverbs below that you think
could carry an extra stress. Then work
in pairs. Take turns to say the paragraph.
Whose version sounds best?
I don't really like dogs, but I really hate some dog
owners. They can be so annoying - the way they
talk about their pets like they were actually human
beings! They say things like, 'Oh, my little baby. You're
so beautiful! Yes, you are. Yes, you are.' lt's so stupid.
What really annoys me, though, is the way they let
their dogs run out of control. They even let their dogs
jump on top of you. Then, if the dog bites you, they
actually blame you. They say you scared the dogl

98
GRAMMAR DEVELOPI NG CONVERSAT¡ONS

Past ability / obligation Helping people to tell stories

"','e use could with sense verbs like see, hear, feel, elc. Good listeners ask questions when people tell stories.
.',e use couldn'tlo talk about inability or a specific failure. For example. in the Iistening you heard:

,',e use monoged ¿o to show an ability to do something F: I reolly thought they were go¡ng to eot me.
: Íicult at a particular time. E: Reolly? Thot sounds terrifying! So whot hoppened?
,', e use hod to for past obl¡gations or for when there was F: Wetl, luckily. the guides monoged to stop the tizords.
- l choice.

10 Complete the conversations with these

: Work in pairs. Look at the mistakes crossed out questions.
in these sentences. Decide what the correct form
should be according to the Grammar box. What was that doing there? Seriously?
1 Imust put some fruit and seeds on the ground to What was that? What?
tempt it down and when it came down I ean catch it y_-!-i t h p p-"i-" !..]n_lh : ?
-s_: -1 '." ! 9
and put it into a box.
A: You'll never guess what happened last night.
2 We ean hear these little cries coming from D. Go on. r-_
somewhere, but we ea¡t see her anywhere. Well, I was walking home when I suddenly saw a
3 We must call the fire service in the end, and they ee+ horse standing there in the street!
get her out. 2C: I saw something really stranqe while we were
away.
D: Oh yeah?'?
('. We saw this whale stuck on the beach.
D: 3-
Work in pairs. Choose four of the situations
'i below still allve?
Write two sentences for each situation C: Yeah! lt was actually quite upsetting! We phoned
using had to, managed to, could or couldn't that the police to see if they could organise help.
might explain what happened and / or how you
3E: lwas just about to put my shoes on when lfound
resolved the situation. a scorpion hiding in one of the shoes!
1 Your cat got stuck in a tree. F: Really? 4-
E: I don't know. I guess it was just looking for
2 You were driving in the countryside and hit a sheep.
somewhere to sleep.
3 You fell and hurt yourself when walking in the
mountains. + \1.We spent hours trying to persuade the cat to
come down from the tree, but it refused to come.
4 Your bag was stolen just before you travelled home H: Oh no. That's awful!
from holiday. G: Well, eventually, we gave up, but an hour later it
5 You locked yourself out of your second-floor flat. walked into the kitchen, looking for its dinner!
1t Listen and check your answers. Then
ffiHEEI
work in pairs and practise reading aloud the
conversations.

CONVERSATION PRACTICE
12 Work with a new partner. Each choose one of
these ideas for a story and spend a few minutes
making notes. Then tell each other your stories,
starting with Did I tell you what happened ...?
Help your partner by making comments and
asking questions as in Exercise 10.
. a story about your pet
. a story about a time you saw a wild animal
. a story based on the ideas in Exercise 10

Unit 11 The natural world 99

 CHALLENGES AND ACHIEVEMENTS
SPEAKING LISTENING
f. Work in groups. Discuss the questions. 6 UEE Listen to someone talking about the article
you read. How does he answer questions 6,
Do you spend much time in nature? Where do you go?
7 and 8 in Exercise 5? Do you agree with the
Have been to one of these places? When? Where? speaker? WhY? / WhY not?
What was it like?
- a desert
- a glacier VOCABULARY Cha I lenges a nd
- the summit of a mountain
- the middle of the ocean
achievements
Do you know any stories of people doing the 7 Complete the sentences below with these pairs
following challenges? Were they successful? of words and Phrases.
Why? lWhy not?
- sailing round the world set myself a target + ach¡eve
- reaching the North Pole overcome many barriers + disabled
- crossing a desert scared + overcame my fear
- jumping from a high altitude
: peak + reached the summit
, ambition + reaching my goal
tough + get through the Pain
READING
, took several attempts + determination
2 Work in pairs. You are going to read an article.
First, look at the main photo opposite and discuss r--1511-llY=.91"-:1-:-:-:.1.-:,'ll-'-.=-.----.==.-
the questions. 1 I climbed the highest in Europe - Mont Br-
'l Where is it?
Blanc. I was so happy when I
--, I can't
Srl
express it.
2 What's happening? 2 A year ago I did the Marathon des Sables challenge Ht
3 What might be the Problem? which is a 254km race through the Sahara desert. t(r )

It was very , but I managed to -- \\'a

3 Read the first three paragraphs of the article and and finish. p1¡
answer the questions in Exercise 2.
..i 3 Until last year, l'd never been in the sea because I
1n
4 Work in groups. Choose six words from the box was so of drowning, but last year I had He
and discuss how you think they will relate to some swimming lessons and I finally I . o11

Wilson's story. Then read the rest of the article was so proud of myself! tri¡
and find out what happened. My biggest ever challenge was giving up smoking, . hrr
and a lot of strength and _- , but rel
barriers solo tent :
-
finally managed to do it. My son is very proud of me
shot achievement blind :
l've always of becoming a writer and
partially disguise supplies :
now because mY book is going to be
authorities expedition desperately
storm optimism
¡
published.
territory :

rl
Mv is to become a millionaire before l'm
Work with the same group. Discuss the 40 and l'm well on the way to
-
questions, based on your knowledge of the I of learning 50 words or phrases each
world, what you understand from the text and week. l'm sure I can it.
your opinions. l'm blind so lthink getting a degree and a good
1 Why do you think he was refused entry into Tibet job has been a big achievement as you have to
- when you're
and Nepal? -
2 Why do you think flying solo to lndia was described Work in groups. Discuss the questions.
as'a huge achievement'? . i
What do you think is the biggest challenge
3 Why do you think he ignored the climbing equipment? achievement in Exercise 7?
4 Why do you think he was starving, half blind and in . What examples can you think of of successful peop :
great pain? who have overcome a barrier or disability?
5 What do you think happened to the Sherpas? . Do you set yourself any targets for learning English?
6 What do you think drove Wilson to do what he did? Do you achieve them?

7 ln what ways do you think Wilson is the same
I
or different to the amateurs talked about at the
beginning of the article?
8 What do you think of Wilson?
. What are your three biggest achievements so far?
. What dreams or ambitions do you have? How close
are you to making them come true?

100
 THil §Tffi&NffiH
$TffiMY ffiF

lv§&Wm§ffiffi WW§tuffiffiM
T .roliing rrt the phuto - the clear blue sk,v ancl clueues
l- -ri pcrrple - i-ou mighr think rhar Lhis is a grourp ol
, .rers on a summer! dav clur-rbing a popular 1oca1 peak
, -ihis
inls 1S
is Ine sun.lmit Ol
the Sul-nnlll oI ñ"-Tlsrl::.i.,1
- -sL -.rl,notl o.0J0 nrcu<s lrigh rr ith
-l 5 and r,r.inds bloli,ing
.ler¿llures ol -15
:':reratures hlouing at at ,, ,§*iil
..:¡,/l-r on a 'goocl' clay What's n.r.ore, al
. ¡ltiLude Lhe lack of oxl.gen can cause
: '.rsion, slou';,our nror.ements and
,,.r¿ rt almost Lrnpossible to keep u,arm.
: :rr dangerolls they call this place 'the
.,'.:h Zone'.
.c argue that prctures like ihis create
,,se irnpression. T1-re;. attracl loo man\r
..Terlrs r,vho har.e a romantic
,..teurs ronrentic idea ol reaching 'Lhe Lop of
r¡['rer
'. rvorld'and are rich enougl'L to pay $70.000 to n-Lake
-. , clre¿rm come true . Hor,vever, tl-iey har-e no proper
::ept of the nsks r,,,hen the), climb Everest. They ¡¿ly
using fixed ropes ancl the support ol therr
heavi11, on
jes and thel.don't l-Lar.e the skill or experience to coile
-..n things go \\¡rong.
. :rnlateurs on Everest are nothing ner.ri ln the 1930s,
, :re eigl-Lty vears before this photo u,as taken, a man
,, .¡d N4aurice Wilsor-r attempte.l to chmb Evcrest.
. . plan rvas to I11, lrom B¡tain and land on lhe Gre at
, ::rgbuk glacler, and from the re go Lo the top. There
.,-e only ti,r.o problems - he didn'L knotv hor.v Lo fly a
.,i-Le and 1-Le'd never climbed belore.
barriers to achier,ing his goal
--rct tl-rese \\¡eren'L Lhe onlr,
-: lLacl been shot cluring the First \\¡orid \\Iar and could
-.,r partra1l1, r,rse his lelt arm. The Bltrsh goyernment
'-:cL to stop hrm er.en getting Lo lndia because thev sau-
:'n as dangerous, the authorities rn Nepal and Tibei also
. -rsed lo 1et him enter their territoni
-rediblr,, then, just two monrhs after his fi.rst flr-rng
-., n. h. rnana¿eJ to Ir s,,lu ¡ll tl-. rrr_r ro lndir iñ rt rrn¡
-.,'ond-hand plane - a huge achrer.ement ft¡r tl¡e tirne.
He then managed to enter Tibet b1, disgr:ising hirnsell ¿rs a
Tibetan monk and u,aLked ser.eral hundred miles to reach
the Rongbuk mLrnaster)r at the focrt ol Everest.
Wrthout a gr-ride, Wrlson set ofl up Lhe
glacrer. He irec¡uentl,v got lost among the
towers ol ice and iL took him three days to
reach Camp 2, u,hich had been established
by a prevLons erpedLlion. There r.vas climbing
ecluipn-Lent at the camp but he ignored iL and
conlinued Llp the mLruntain. At 6,500 metres
a storm hrt and he u,as lorced to sit in his
tent for trvo and a hall da,vs. \\rhen the storm
easecl he struggled back to the monasterv
>trri in{ hrll blin,l rrntl his rr n in grc.rt p:r'n.
Honever, he rested lor lust nvo clay belore he tned again.
Thrs tlme he persuaded tr,r,o locai Sherpas to hefu him
carr1, supplies up the mounlarn and gurde 1-rim through
the glacie r. With therr 1-Le1p 1-re went hrgher r-rp to Camp
3 but once again high r'vrnds and snow stopped them
gorng llLrther. As the weather cleared. \\¡ilson continlled
ulD the mountain on lris orvn, reaching arouncl 7,500
metres l¡efore returnrng to Camp 3. He s,as b), thrs time
exhausted and six cla,vs :rt sucl-r higl-i altitude u.¿rs gir-ing
him head¡rches. The Sherpas desperirtel,v tried to persuacle
hin-L to give up, but WiLson insisted on try'ing one more
time. The last r,vorcls in his cliar,v are sti11 fu1l ol optrrnrsm.
'O1'l agarn. Gorgeous day' I{e ne\.er returned. Hrs bodl i,vas
Iouncl a ).ear later. He r,vas rvearing green boots, :r grel- suit
ancl a purple lerse)'- almc¡st as ilreacll- lor a u.alk in the
park on a chillv Lonclon afternoon.
at nQeñnv
L¿¡-LrürJrill l
i¡ rnollL : a member of a group of religrous men rvho Lir-e alvay
lron'r other people
.r monii${f r)' = a religrcus place u,here monks liYe and pr a1'
a 5le rpe - a mountain person in Tibet ancl \epa1

,:;
-s' .
..4
*il-* ;
-
,,f''§-'1': I -*§
¡,f. .i

op.

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g'-. Unit 11
 tls

NATURAL RESOURCES
READING
Work in pairs. Discuss the questions.
1 Do you know which country has the nlost natural
resources (oil, coal, gas, etc.)?
2 Which countries do you think produce the most oil
and coal?
3 Where do you think the biggest oil companies are Russia is the richest country in terms of natural resources,
from? It has the biggest rg§er\Je§ of natural gas and wood. ln
addition, it has the world's second-largest reserves \rlrl
4 How long do you think the coal, oil and gas that we of coal and the third-largest reserves of gold.
q\ /é
still have will last? However, in terms of average wealth per person,
5 Do you think countrles rich in natural resouTces are ¡t's not even ¡n the top 50 countries.
wealthier than those without?
P Nigeria is the largest producer of oil in Africa. lt
Read the fact file. Find the answers to the ':*- is óne of the 20 poorest countries in the world.
questions in Exercise 1. 'i- Many people who live in its oil-producing
regions earn less than S1 a day.
Match the words in bold in the fact file to the
meanings below.
lndia is the third biggest coal producer. ln a
1 use a resource or product terms of average wealth per person, lndia
2 take something out of somewhere, often with difficulty comes 130'h in the world.

3 areas of a country where they take oil from the ground *!* China is the world's biggest producer of coal.
It rnínes over 47"/o of the world's total.
3F
4 the speed at which something is happening at the
moment
The USA is the biggest oil producer in the world,
5 the available amount or supply of something that a
bigger than Saudi Arabia.There's been some
country has controversy about how it drill§ for oil in the sea.
6 make a hole (usually round) with a tool or machine
Only three of the 25 biggest oil companies in
7 something causing disagreement or anger among the the world are American.The three biggest are
pu blic Saudi, Russian and lranian
B dlg a biE hole or tunnel in the ground to get gold etc.
lf we e0n§ume coal at the current rate it S
Work in groups. Do you find each fact in the will last for two hundred years. Some argue oil
fact file surprising, unsurprising, interesting or will run out in 50 years and gas will run out in 60
depressing? Explain why. years. Others say there is more than that, but it's
very expensive to extra§t from the ground.

102
ü.ISTENING 9 Look at these sentences from the talk. Answer
the questions below.
: ltrE You are going to hear the introduction of a
a This phrose wos first used in the 1990s by the writer
short talk on 'the resource curse'. What do you Richard Auty.
think it is? Listen and find out.
b Locol people ore often forced to leave their lond ...
i EGE Listen to the introduction again and c ... so thot resources con be extracted ...
complete these notes.
d For over 40 yeors now, profits hqve been invested in
heolth core...
-,,-.lll!ii-i.,ll§§--:::.-.,..,:-,,.,,......,....-- . li¡i¡l 'I What tenses are used in sentences a), b) and d)?
r:ople in resource-rich countries 2_ than others
=fur reasons: conflict, corruption, value of manufactured
2 What passive form follows modal verbs?
:':ducts, u- 3 Which sentence gives the person i thing doing the
action? Which word is used to introduce the doer?
rl-ll::l 4 Who or what do you think did the actions in the other
-:cal people
4- Ieave land. No compensation sentences?

'- want independence *, civil war

,tillirfl
10 Complete the sentences with the correct passive
l:mpanies pay officials to avoid 6
form of the verbs.
- .:it§l *{iti}I
1 Most of their gas and oil from abroad.
(import)
'.lanufactured goods like 7
_ more B
The citv orew a lot after oold near there.
" you have no resources ,*. manufacturing economy (discover)
-
Wind farms over the country at the
'*s! ts¡¡§.:a'; moment. (construct)

10 Solar energy is cheap here because it by

=,lonomic *. reduced investment the government. (subsidise)
l. ¡ac rrrn¡.
Locals don't want the drilling to take place because
fall ,.¿. crisis they believe theirhouses . (damage)
-
rise ** currency rises * impofts More could to exploit our resources, but
"-,
q'factories can't sell less the government often faces protests. (do)
exoortino 12 ',*
investment 7 A lot of money from our natural resources
but it wisely. (make, not / invest)
- Work in pairs. Discuss the questions. 11 Work in groups. Use the sentences in Exercise
. Had you heard of 'the resource curse' before? 10 to talk about places you know.
. Do you think it is always true? Can you think of any
- gos in our country is imported from obrood.
Most of the
examples where it is different? It moinly comes from Russiq.

. Have you any idea how it might be avoided? I think Duboi only grew ofter oil wos discovered there.

3 E-E Listen to a later part of the talk about a

country that has a natural resource. Find out:
1 which country it is. SPEAKING
2 what was discovered. 12 Imagine a natural resource was suddenly
3 what happened to the money. discovered in your country. What should the
4 what made this possible. money be spent on? Rank the ideas below from
1 (= most important) to 7 (- least important).

GRAMMAR . building more airports and motorways

. providing free university-level education for
everyone
Passives . building factories that can process the raw material
We make passives using a form of the verb be + past . giving $10,000 to every family
part¡ciple. . bringing as many women into the workplace as
We usually use passives when: possible
1 we want to focus on the person / thing affected by an . improving health care
action - rather than on the doer of an action.
. increasing wages of people enforcing laws (police,
2 we don't know who or what did an action. tax inspectors, judges, etc.)
3 when it's simply not important - or it's obvious - who
did an action. 13 Work in groups. Compare your lists then try to
agree on the best two ways to spend the money.

Unit 11 The natural world 103

 IN THIS UNIT YOU LEARN HOW TO:
. describe character
. talk about your friends and family
. explain how people you know are similar
. talk about memories
. express regrets
. talk about relationships

SPEAKING
i Work in pairs. Discuss the questions.
. What do you think the relationship is between the
different people in the photo?
. What are the advantages and disadvantages of
living with your extended family?
. Who are the oldest and youngest people in your
family?

:il Talk to other students and find who:

1 lives with more than one generation of their family.

. 2 has the most brothers and sisters.

3 has the most nephews and nieces.
4 has the oldest relative.
5 has a half-brother or half-sister.
6 has a step-brother or step-sister.
a::t . El
7 has family members living in another country.

i Work with your partner again and compare

what you found out. What was the most
interesting thing you learned?
 ;i §*ry I
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a

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ti
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FAMILY AND FRIENDS
::
i:
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:i
i
VOCABULARY Describing cha racter
I f. Complete the sentences below with the words in PRONUNCIATION
the boxes. Work in pairs. Say the adjectives in the boxes
creative intense loyal sensitive bright calm in Exercise 1 and decide where the main
:
stress is.
1 He's a great friend to have. He's very - creotive
always there for you when you need him.
ffi Listen and check your answers. Then
2 She's very . I mean, she draws, she paints,
practise saying the adjectives with the correct
she plays the guitar.
- stress.
3 He's one of the smartest guys I know - just very
clever. verv
- Work in pairs. Discuss the questions.
She's always very and relaxed, even when
everyone else is stressing about things. 1 Can you think of three other things creative people
might do?
He's very . I mean, he gets upset very
easily and he takes things very personally. 2 What kind of things might a very charming person
- often say or do?
Some people find her quite hard to get on with
because she's so focused. so 3 ln what ways is being ambitious a good thing? And 1r
what ways could it be bad?
ambitious charming competitive direct 4 ln what ways is being sensitive a bad thing? And in
diplomatic modest what ways could it be good?
Do you like people to be modest about their
He's a very man. I mean. he's very popular
achievements? Why? / Why not?
with the ladies.
Do you prefer people to be direct or a bit more
8 She's always very-. She never upsets
diplomatic? Why?
anyone or makes anyone angry.
Can you think of times when it's good nof to be very
She's verv . She alwavs savs what she
competitive?
means.
Can you think of times when it's a bad thing to be
10 He's hiohlv . He reallv oushes himself.
very loyal?
11 He's very successful, but he's also incredibly
. He never shows off or anything.
12 She's very sporty and very . She always
wants to win and she really hates losing!

-
 Work in groups. Tell each other which adjectives DEVELOPI NG CONVE RSATIO NS
you think best describe the people below and
explain why.
. other people in your family Thot's tike ...
. friends of yours When people tell us about the character or habits of
. yourself someone, we often compare the person to someone
:,,:simi.tei:liiáirü§:kñéi,iir,rórjñtis§üt§6ijit:Có,ñiiñ§iit', we often
. other students in the class use fhof 's /ke ...
,:,:J::,':r,órrCertib.sidris.rd#qa§¡¡{!;loes¡fi¡sgdg{ti¡t:ti¡.¡¡iiiiit:¡1¡t¡t¡ii1iiti.l¡ill
LISTENING ,,,,.¡¡¡'1ó[1¡¡ot!.i.i :mirina*i',§¡e:canlfeilk.far,hii¡i§ll;;tl;¡;1,1..
6 Eil Listen to a man called Lewis talking to his
friend, Jessica, about her family. Answer the 9 Match the sentences (1-6) with the comments
questions. (a-0.
'1 Why does Lewis start asking about Jessica's brother, 1 He never does anything around the house.
Noel? 2 He's only three and whenever he sees me, he runs
2 ln what way is Lewis's mum similar to Noel? up and gives me a big hug. lt's so sweet.
3 What's Noel like? 3 He's so serious. All he ever talks about is politics.
You can never just have a laugh with him.
4 What does Jessica think of her younger brother?
4 She just lets her son do whatever he wants. She
5 Why is she a bit annoyed at the end of the really spoils him.
conversation?
5 She's very shy. She's not very good with people.
7 úl Listen again and complete the sentences 6 She works really hard and she's very focused and
with three words in each space. Contractions ambitious.
count as one word.
a That's like my cousin. He finds it quite hard to make
1 Yeah, sorrv. I had to my brother, Noel. new friends.
2 I know. lwas only five minutes ... b That's like my brother-in-law. He's very intense.
3 OK, , but she is very talkative. c That's like my brother. He's only 23, but he's already
to -study Physics.
running his own company.
4 No, he
5 I don't think _ before.
d That's a bit like a friend of mine. He never says 'no'
either - and his kid's really naughty.
- know. He's just so sensitive. I seem
6 | don't e That's just like my sister. She's really lazy too.
a lot, anyway.
f Ah! That's like my niece. They're so cute at that age.
7 You need to be ambitious , or you'll never
make any money. 10 Work in pairs. Student A: read out sentences 1-6.
8 Well. I ouess vou oet in the art world ...
Student B: say the matching comment, but
change the people so the sentences are true for
I Work in pairs. Discuss the questions. you. Then change roles and repeat.
. As a child, which is worst: being the oldest, the A'. He never does onything oround the house.
youngest or in the middle?
B: Thot's just like my brother Don. He's reolly lozy.
. Do you know any brothers or sisters who are very
different to each other? ln what way?
. Do you know anyone who has won a scholarship?
CONVERSAT¡ON PRACTICE
Where to? 11 Think of three family members you want to
. Which of these sentences best describes what you talk about. If you have photos of them on your
think about Jessica? phone, find them. Decide how to answer the
a She's too hard on her brother. She should support questions below for each person.
him more. . How old is he / she?
b lt's fine to tell her brother what she thinks, but . What's he / she like? Do you get on well?
maybe she should be more diplomatic.
. Are you close? Do you see him / her a lot?
c She's right to be hard on him. He sounds like he
.
needs a push! What does he / she do?

d She actually sounds quite sensitive herself!

. Where does he / she live? ls it near here?

12 Work in groups. Talk about your family and

show photos if you have any. Ask each other the
questions above and any others you can think
of. Add comparisons with your own friends and
family when you can. Use That's like ...

Unit 12 People I know 101

THE OLDER GENERATION
READING
1 Work in groups. Discuss the questions.
. At what age would you describe someone as old?
. Do you think it's better to be an old person or a
young person in your country? Why?
. How often do you spend time with people of a
different generation?
. Have your grandparents played an important role in
your life? Why? lWhy not?

2 Check you understand these words, which are

from an article you are going to read. Then
work in groups and discuss which words you
associate with grandparents. Explain your ideas.

! career wrinkly childcare indulgent

! a pipe active sacrifice discipline
§

ffiWffiffiffiffifuffiffiffi Yffi ffiffi§ ffiffi§ffi

Wffiffiffi ffiffifuffi ffiffi ffiffi&ffiffiW

Jean Winship is finding it hard to adaptto life

as a grandparent - and claims she's not alone.
I am a grandma. I've been trying hard to get used to the idea
ever since my daughter gave birth last year, but fourteen
months on, I'm sti11 not quite sure how I feel. It doesn't help
that my daughter has started referring to me as GrannyJean.
Obviously, I'm happy for my daughter and think her son,
OI1ie, is gorgeous, but Granny? '- I only recently
turned 50. 1 stil1 have a career, big nights out and holidays in
unusual countries.
I suspect that one of the reasons I'm not yet comfortable
with my new status is that very litt1e about my iife matches
the vague memories I have o[ my own grandparents. My
dad's parents both died before I was born and the only thing
I can really remember about my other grandfather was that
he often smoked a pipe. I used to love the smell of the fresh
tobacco. '-After he died, Gran moved to a town by
the seaside and we'd go and üsit for a week each summer. I
have fond memories of her because she'd completely spoil us,
Iike we imapine srandmas are sunnosed lo do. '
She also looked like my idea of a typical granny: she was oid,
whlte-haired and wrinkly
who fought for the freedom to get out of the home and have
a career. we want our daughters to have the same freedom to
work, but are reluctant to give up our own jobs ln order to
help them. Wb might provide financial support instead, but
again that might mean making sacrifices, such as spending
less on the leisure and travel we enjoy so much.
On top of thls, my notion that the role of grandparents is
to be lndulgent also seems to be problematic. It's true that
many grandparents today are often reluctant to discipline
their grandchildren because it breaks the unspoken rule that
grandparents should never interfere with their children's
parenting. Yet at the same time, it's fairly obvious that a lack
of discipline can produce spoilt children who ruie the house.

'- Contrary to the common stereotype, the average
age for becomlng a grandparent is stl1l only 51 in the UK and
48 in the States. However, compared with our grandparents,
we're fitter and will live longer, which means we can
potentially play a more active role in helping with childcare.
With more women working and with the costs of chlldcare
rising, 1t's estimated that almost 20o/o o{ grandparents now
look after grandchildren for more than ten hours a week.
All of this poses a problem for women like me
Still, while there are complications, research also suggests
there'll be benefits for me in the longer relationshlp 1'11 have
with my grandson. A study tn Contemporaryt Grandparenting
found that such relationships are stronger and more two-
way than we perhaps realise. 7
However, research
suggests that grandchildren increasingly contribute to the
relationshlp by helping their grandparenrs sray up-to-date
with changes in the world and'keeping them young'. Now
-
that's somethlng I'd certainly feel good about.

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