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Logos
Logo and strapl ine in unit 5 from Fairtrade Foundation, copyright ©
Fairtrade Foundation, \\·wwJairtrade.org.uk; Logo in unit 5 from www.
earthmatters.org.uk/, copyright © Earth Matters Ltd.
Screenshots
Screenshot in un it 5 fro m The Mo neyless Man: A Year of Freeconomic
Living, O neworld Publications (Mat'k Boyle, 2011 ) copyright © Oneworld
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Text
Ext rac t in unit 1 from Bend it like Beckham , Hodder Children's Books
(01arinder Dhami , 2002 ) pp.82·84, copyright © Narinder Dhami, 2002.
First publi shed in the UK by Hodder Children's, an imprint of Hachette
Ch ildre n's Books, 338 Euston Road, London NWI 3BH. Reproduced
by pe rmi ssion of United Agents (www.unitedagents.co.uk) on behalf of
Narinder Dhami; Extract in unit 2 from Wild Swans: Three Daughters of
China , Harper Perennial (lung Chang, 1993) pp.4·12, copyright (c) Jung
Cha ng. Reproduced by permission of HarperCollins Publishers Ltd and
Aitken Alexander Associates; Extract in unit 3 from Dark Matter: A Ghost
Story, O rio n Books (Michelle Payer, 2010) pp.103·105 & inside cover.
Reproduced with permission from Th e Orion Publi shing Group Ltd,
London; Extrac t in unit 4 from "Classical to rap: music lovers have much
more in common than you would think': The Independent, S September
2008 (G reen, C), copyright © The Independent 2008, www.independent.
co.uk ; Quote in unit 4 from 'Watching the world go by' blog by Anousheh
Ansari on 26 September 2006, http:/ /s paceblog.xprize.org/2006/09/26/
watching· the- world·go -by/. Reproduced by permission ; Extract in unit 5
from "The man who lives without money", The Telegraph, 18 Augl!st 20 I 0
(Salter, j.), copyright © Telegraph Media Group Limited 2010; Extract in
unit 6 from At Home: A Short History of Private Life, Doubleday (Bill
Br yson, 2010 ) pp.190·191 , published by Black Swan , copyright © 2010 Bill
Br yson. Reproduced by permission of The Random House Group Ltd,
Doubleday, a division of Random House, Inc. and Doubleday Canada;
Extrac t in unit 7 adapted from "Pupils perform alarming feat': The Metro,
24 May 2006 (Davern, F. ), copyright © Solo Syndication 2006; Extract
in unit 7 from 'Mosquito Device: http://www.compoundsecurity.co.uk/
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security·equipment/m osquito-device. Reproduced with permission
of Co mpound Security; Extract in unit 8 from "Home keeps moving':
The Telegraph , I3 August 2010 (Sand· Hart, H. ), copyright © Telegraph
:-ledia Group Limited 2010; Extract in unit 9 fro m "Can Jamie Oliver
re\'olutiol1lse th e nation's schools?", Th e Observer, 13 February 2011
Tucker. I. . cnpnight '& Gua rdian i\'ews & .'v!edia Ltd 2011; Extract
Ir. Ul1!t q t'rom "Da\'id Starke\': Jamie's Dream School was a lesson I'll
ne\~r forget'. The Telegraph: 13 February 20 11 (Starkey, D.) , copyright
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Dream "choolcha nged my life': T he Guardia n, 06 March 2011 (Crosland,
R CO:'HIght Guardian :\e,,'s & Media Ltd 2011 ; Extract in 'unit 10
ir m Tee~age entrepren eurs get off to a good start in business", The
T.me,. 2t' Octob er 200- (Rachel Bridge ), copyright © The Times, 2007,
wW\\'.11IsmdrcatlOn.com; Extract in unit 10 adapted from "Flip-thinking:
the ne',' buzz,,"ord s\\'eeping the (;S': The Telegraph, 12 September 2009
Pink. D.I, cop\Tight If'; Telegraph ;'\.Iedia Group Limited 2009.
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 Unit Grammar Vocabulary Reading
1 get active pS Art icles p4 Parts of t he body p8 Bend it like Beckham
p7 Reference p6 Danger and prefe rences
p8 Describing sports REAL TIME p12

2 grow up! p 15 Past tenses p 14 Celebrations and special p 18 Susan solves your problems
p16 Modal verbs occasions
p 17 Domestic tasks
.
p141dioms REAL TIME p20
r--
active studyl p22 • Revision of g rammar and vocabulary from Units 1-2: • Reading : Read for gist
Learn collocations, Word formation, Exam practice - Sentence transformations

3 blue yonder p25 Linkers p24 Travel p28 Dark Matter

p27 Perfect verb forms p28 Colours

REAL TIME p32

4 image p3 5 Adjective patterns p34, p38 Describing clothes, p36 Tattoo you?
conscious p36 Multi-word verbs people and personal ity p38 Classical to rap

REAL TIME p40

.- I-
active study2 p42 • Revision of grammar and vocabulary from Units 3-4: • Reading : Read for gist
Learn compounds, Exam practice - Sentence transformations
i
5 changing p45 Continuous aspect p44Time p46 Green gossip
world p47 Cleft sentences and p46 Environment p48 The man who lives without money
inversion for emphasis p49 Global issues
REAL TIME p52

6 eat right pS 5 Rea l conditionals p54 Healthy eating p58 Wh at 's in your kitch en cupboards?
pS ? Int roductory it and there p56 Taste p56 Do you have good taste?
p58 Food p58 Where does food come from?
-
REAL TIME p60
r-
activestudy3 p62 • Revisio n of gra mmar and vocabu lary from Units 5-6:
Learn words in g rou
p,s Learn collocations Exam p ractice - Sentence transformations Ga p -fill

7 cogs turning p6S Moda ls of deduction and p64 Sequencers p66 The Mosquito Anti-Vandal System
spec ulation p68 Positive and negative p68 The invention of Dr Nakamats
p67 Pa ss ive adjectives
REAL TIME p72

8 culture clash p75 Relative clauses p74 Advertising and ma rket ing p?4 Would you buy a car called 'Killer?'
p77 Modifying comparative p77 Differences and similarities P78 Home keeps moving
structures p78 Culture
REAL TIME p80
-
activestudy4 p82 • Revis ion of grammar and vocabulary from Units 7- 8: • Reading : Read for specific informatio
Word formation, Exam practice - Sentence transformations,
Multiple-choice
!
9 a typical p85 Unrea l conditionals p84 Post-compulsory education p88 Can Jamie Oliver revolutionise
education p87 Nomin ali sati on p88 as and like the nations schools?

REAL TIME p92

10 working life p95 Gerund and infinitive verb p95 Aspects of jobs p94Job ads
patterns p98 Entrepreneurial qualities p99 Teenage entrepreneurs get
p9? Reported speech off to a good start in business

REAL TIME pl00

activestu dy5 p 102 • Revision of gramma r and vocabulary from Units 9-10: • Reaa-ing : Read for specific informatio
Learn collocations, Dependent prepositions, Word formation,
Exam prac t ice - Se ntence transformations

. ppl04- 123 Mini Workbook • pp124- 133 Grammar2know • pp 134, 135 Quiz answers and activities

2
frenglish.ru
 Speculating Defending a point of view

01 4 Special occasions p14 Discussing special celebrations

;:> 17 Learning life skills p 17 Talking about dealing with domestic situations

Developing an argument A formal email

026 Record-breaking t eenage rs p24 Discussing the advantages and disadvantages I p30 A narrative
of using a smartphone
p26 Giving an opinion (roleplay)

=xpressi ng surprise Expressing disappointment

p37 Giving opinions, agreeing and disagreeing

p39 Discussing personalities

I~r e ssi ng preference A magazine article

I--
• . srenin g: Listen for gist

C::..!.! A lecture on 'The future of Brazil ' p46 Agreei ng and disagreeing pSO A persuasive essay
p49 Discussing world problems

:::I.S 'uating: discussing importance Evaluating : expressing an opinion

,::55 Street interview about junk food in pS7 Describing food likes and dislikes
s.:::.....ools
~ --

t?r:::::>lem solving Describing process

• _5:eni ng: Listen for specific information • Speaking: Photo description

p::.! Inventions of the past p67 Giving opin ions and making an argument fo r p70 A for and ag ainst essay
and against something

::-=senting information Emphasising a point

t- ::: \\ul ti-cultural relationships p7S Discussing cultural behaviours

p79 Discussing living overseas

='-=xribi ng past experiences A review

o • Speaking: Collaborative task

nusua l degree courses pS4 Giving a presentation on post-compulsory p90 A problem and soluti ons essay
education
pS7 Discussing compu lsory school subjects

Predicting

~'1tern ships· good or bad? p9S Talking about how to get started in your career
9: "'ow to nail that job! p97 An interview (roleplay)

- :-: cnd don'ts Interviewi ng

QI • Speaking: Giving and justifying opinions

'. :::- 36-145 Wordl ist

3
frenglish.ru
1
get active
A B
Grammar

Phrases
Articles
Reference
Vocabulary Parts of the body
Danger and preferences
Speculating
Defending a point of view

Listening
1
&Vocabulary
In pairs or small groups, discuss the questions.
• What kind(s) of physical activity do you enjoy?
Walking, dancing, going to the gym?
• Do you prefer participating in sports, being a
4 a Check the Words2know. Then circle the
best words to complete the instructions for
spectator or neither? Why?
hula hooping.
• If you watch sports, are you an armchair fan or
do you prefer live sporting events? Why? Words 2 know 1.3
• What do you think are the best ways to keep fit
or have an active lifestyle? ankle belly button calf (calves) chest
chin elbow heel hips limbs lower back
2 a Look at photo C. What do you know about palm shins shoulders spine thighs
hula hooping? Do you think it is a good way of thumb torso waist wrist
keeping fit? Why? Why not?

b 1.2 Listen to a radio interview with a hula

hoop enthusiast. Put the topics in the order you
hear them.
a □ A definition of hula-aerobics
b □ Different kinds of hoops
c □ How hula hooping compares to running in
terms of calories expended
1 The longest hula hooping session ever
d □
e □ What parts of the body hula hooping
particularly benefits
f □ When hula hooping was first invented
3 1.2 Listen again. Tick (✓) true and cross (✗) false.
1 □ The world hula hooping record is
✗ extend your 10elbow/spine and neck. However,
eighteen hours.
2 □ Hula hooping is better exercise than running.
3 □ In the 1950s more than 100 million hoops
were sold in the United States.
4 □ Hula hooping was first invented in the
United States.
5 □ A toy hula hoop is heavier than a more
professional one.
Well, the first thing you do is to step into the
hoop, hold it with both hands and then place
the hoop round your 1ankle/waist. Pull it to
one side until it is pressed right up against you
and give it a good push. If the push isn’t hard
enough, it won’t work. Then you push your
2
hips/calves back and forth as you feel the hoop
against your 3belly button/palm at the front
and your 4shoulders/lower back. It’s really good
for building strength in your 5wrist/torso but
you also use your 6thumbs/arms, 7shoulders/
heels, 8knees/chin and 9thighs/belly button. You
need to press your feet down quite firmly and
you shouldn’t keep your 11chest/limbs rigid, you
need to relax into the rhythm really. As you get
better, you can do more complicated things. For
example, you can lift one 12foot/torso up while
you hula hoop or place two hula hoops round
your 13shins/hips going in different directions.
b 1.4 Listen to the rest of the interview and

MINI WORKBOOK exercise 3 page 105 check your answers.

4
frenglish.ru
 A B C D
5 a Look at the pictures showing a Qi Gong movement
1.5
called ‘painting a rainbow’. Listen to the instructions and
put the pictures in order.
b 1.5 Work in pairs. Using the pictures, explain how
to do the movement. Listen again to see how close your
instructions are to the original. Did you miss anything out?
Grammar Focus
Articles
6 Look at the extracts from the radio interview in exercise 2
and complete the rules with a/an, the or zero article.
… pull it to one side … and give it a good push. If the push
isn’t hard enough, it won’t work.
Patrice is also the winner of a recent hula hoop marathon.
… the world hula hooping record is over seventy hours.
[no article] Practice makes perfect!
1 a When something is one of many we use ___ .
b When there is only one we use ___ .
2 a When we mention something for the first time
we use ___ .
b When something is known (because it has been
mentioned before or because the context makes it clear)
we use ___ .
3 When we are talking about things in general we
use ___ .
Grammar 2 know page 124
7 Complete the extracts with a/an, the or zero article.
Presenter: And here in 1 the studio with us today we have
Patrice Neal … to talk about 2___ new fitness craze, hula-
aerobics.
Presenter: 3___ Hula hoops were popular in the 1950s,
weren’t they? Didn’t 4___ craze start in the United States?
Patrice: Yes, that’s right. Amazingly, 5___ company that
invented ___ plastic hula hoop sold twenty million hoops
6 b Work in pairs. Tell your partner
in the very first six months of production and more than
100 million over the next two years. They weren’t even 7___
original idea! No one knows who 8___ actual inventor was.
frenglish.ru
8 Complete the text with a/an, the or
zero article.
Probably 1 the first country that most
people think of when they hear the word
‘tango’ is 2___ Argentina but 3___ tango is
also very popular in 4___ Baltic States and
Finland. There are, of course, different styles
of tango. 5___ kind of tango danced by
ballroom dancers on TV is quite different
from Argentine tango, as danced in 6___
streets of 7___ Buenos Aires.
Tango is 8___ very passionate form of
dance. Discepolo, one of 9___ most famous
composers of tango music, once said,
‘Tango is the dance of 10___ hundred
secrets, 11___ thousand shadows and
12
___ million mysteries.’ In the dance, 13___
emotion is expressed without words.
Most people would agree that 14___ tango
was at its peak of popularity in 15___ 1930s,
with such world famous figures as 16___
Carlos Gardel, 17___ singer, songwriter and
actor, who sadly died in 18___ aeroplane
crash at 19___ height of his career. 20___
film about his life, Dare to Love Me, was
recently released and 21___ film has had
the effect of popularising tango once again
around 22___ world.
CA
9 a Decide on a sport, N
DO YOU
physical activity or dance ENG IT IN
LISH
which is popular in your ?
country and make notes
about these questions.
1 What happens in the activity?
2 What kind of people take part in the
get active
activity?
3 Why do you think it is popular?
about the activity you chose.
MINI WORKBOOK exercises 1–2 page 104
5
1active
get
A

Vocabulary
Danger and preferences
&Speaking
1 Look at the photos. Which of the words in the box
would you use to describe these activities and the
people who do them?

Words 2 know 1.6

brave dangerous exciting extreme foolhardy

hazardous risky thrilling thrill seekers

2 a Discuss the questions. 3 Does the idea of base jumping or a

• Why do you think that some people enjoy thrilling or similarly dangerous sport appeal to
dangerous activities more than others? you? Why? Why not?
• What factors do you think make people more likely to 4 a 1.8 Check the
enjoy thrill seeking? Age? Gender? Personality? Other? words in blue. Read the statements
and decide if you strongly agree,
b Read the text and compare your ideas with the
agree, disagree or strongly disagree
information in the text.
with each statement.

1.7
Just a craze … or crazy?
When an estimated one in sixty participants will die,
why would anyone want to base jump?
The world record for base jumping was recently broken
again, when Nasr Al Niyadi and his trainer Omar Al Hegelan Taking unnecessary risks really doesn’t
jumped 672 metres from the 160th floor of the world’s appeal to me.
tallest building, the Burj Khalifa in Dubai. They were not the
first ones to attempt this. In 2008, two other men illegally You would never catch me doing a
jumped from the building before it had even been finished. parachute jump.
Having got into the building dressed as engineers, they were I sometimes like to take a few risks.
arrested shortly after their jump. This is not unusual for base
jumpers though, who often act without permission. I love the feeling of going really fast.
For those who may not know, base jumping is an I prefer to swim in a pool rather than in
increasingly popular extreme sport which involves jumping a deep lake or sea.
off high buildings, bridges or cliffs with a parachute. It
is unbelievably dangerous. While a sky diver may have I’d never want to go base jumping.
up to three minutes to open his or her parachute, a base I quite fancy the idea of walking on a
jumper has only seconds. There is also the risk of hitting tightrope.
the building or cliff on the way down. Since its invention
in 1981 there have been at least 147 fatalities related to I doubt if I’d enjoy surfing.
the sport. Even fans of the sport estimate that one in sixty
I often wish I could fly a plane.
participants will die. Brave, or simply foolhardy?
I find it hard to understand the popularity of such I find roller coasters really exhilarating.
hazardous sports. Many psychologists believe that it is
all a question of individual personality. Men are more
likely to enjoy thrill seeking than women, and our desire b Compare your answers with a
to experience these sensations is highest in the late teens partner then check the results of the
and early twenties. But some people are naturally drawn to quiz on page 134. Do you agree with
enjoy thrills and danger, while others are not. Both types what the answers say about you?
are important in any society, as low-sensation seekers will
happily carry out relatively unexciting jobs, while high-
5 Change each phrase in blue in the
sensation seekers will work very well as fire fighters or on quiz to make statements that are
the stock market. true for you. Tell the class.

MINI WORKBOOK exercises 1–2 page 104

6
frenglish.ru
 B D
C
Grammar Focus
Reference
6 a Look at the first paragraph of the text in
exercise 2 again and decide what the words in
bold refer to, as in the example.
The world record for base jumping was recently
broken again, when Nasr Al Niyadi and his trainer
Omar Al Hegelan jumped 672 metres from the 160th
floor of the world’s tallest building, the Burj Khalifa in
Dubai. They were not the first ones to …
b Underline other examples of reference
pronouns and demonstratives in the text.
What does each one refer to?
7 a Look at the examples of substitution from
the text. What do the words in bold replace?
1 … Nasr Al Niyadi and his trainer Omar Al
Hegelan jumped 672 metres from the 160th
floor of … the Burj Khalifa in Dubai. They were
not the first ones to attempt this.
2 I find it hard to understand the popularity of
such hazardous sports.
b Complete the sentences with the words in
the box.
do does did one ✓ so such
1 As soon as a world record is broken, someone
will try to set a new one .
2 Nasr Al Niyadi jumped 672 metres and so ___
Omar Al Hegelan.
3 Older people don’t often like extreme sports,
while younger people frequently ___ .
4 I don’t fancy making a parachute jump but my
older brother ___ .
5 Thousands of injuries are caused by ___ sports.
6 Extreme sports are popular worldwide but
perhaps nowhere more ___ than in the US.
Grammar 2 know 1.8 page 124
frenglish.ru
8 Look at the examples of ellipsis and answer the
questions in brackets.
1 While a sky diver may have up to three
minutes to open his/her parachute, a base
jumper has only seconds. (What does a base
jumper only have seconds to do?)
2 Men are more likely to enjoy thrill seeking
than women. (What verb is ‘missing’ here?)
3 Some people are naturally drawn to enjoy
thrills and danger, while others are not. (What
is ‘missing’ here?) Both types (of what?) are
important in any society.
9 a Rewrite the statements to remove the
repetition using suitable reference devices
from exercises 6–8.
1 High-sensation seekers can be the kind of
people who do well in business as well as the
kind of people who enjoy extreme sports.
Society needs this kind of people.
2 People enjoy extreme sports because these
days ordinary life is a bit too dull and safe.
Because of the fact that ordinary life is a bit
too dull and safe, people need to get their
thrills elsewhere.
3 Enjoying extreme sports is a sign of immaturity.
The fact that it is a sign of immaturity is why
enjoying extreme sports is something people
grow out of as people get older.
4 When Nasr Al Niyadi and Omar Al Hegelan
jumped off the Burj Khalifa, they were watched
by a fascinated audience. I wish I had been at
the Burj Khalifa to see Nasr Al Niyadi and Omar
Al Hegelan jump off the Burj Khalifa.
5 High-sensation seekers are at one end of
the scale, while low-sensation seekers are at
the other end of the scale. Most people fall in
the middle of the scale. Most people like
get active
new experiences but don’t want to take
too many risks.
b Discuss the statements in small groups.
Do you agree or disagree? Why?
MINI WORKBOOK exercises 3–4 page 104
7
 get 1active
Reading
1
&Vocabulary
Discuss the questions.
• What sports do the photos show? Do you play any
of these sports?
• Do you think men or women are better at these
sports? Why?

2 a You are going to read an extract from Bend it like

Beckham, a book (and film) about a women’s football
team. In this section, Jess, the main character, is
playing a game against a team in Germany. Read the
text and answer the questions.
1 What is the score at the beginning of the extract?
What word is used to describe this?
2 What is the score at the end of the second
paragraph? What phrase describes the score?
3 What is the score at full time? What word describes
this score?
4 Which team won in the end? How?

b How does Jess feel at each stage of the game?

Underline the words and phrases which tell you.

ded that it would be a 35

with penalties,, both sides had deci
1.9
nd half. All came on to the pitch to
1 I felt OK as we ran out for the seco nice idea. 2___ I hung back as Joe
t eno ugh seem ed to be wouldn’t choose me.
my fears about not being fi give us a quick pep talk. Maybe he
dea dloc k con tinu ed for the next briskly. ‘Then Mel,
unfounded. But as the ‘OK, Jules, you go first,’ Joe said
a bit. My pace
twenty minutes, I began to wheeze Tina, Hannah and …’ he turned
to me ‘ - Jess.’
5 started to drop, and I
was having to push myself hard tha t I was last. With any 40
I tried not to look relieved
to keep up with the flow of play. turn, if the match was
tled me. ‘Jess! luck I wouldn’t have to take my
Suddenly a shout from behind star decided before that.
ing hea rt, I realised ed. 3___ The
Mark her!’ Mel yelled. With a sink was The Germans went first and scor
y from me and . After a third
that my opponent had got awa I chased Germans scored again. So did Mel
pen alty area , unm ark ed. vous, but she was 45
10 dribbling towards the German goal, Tina was looking ner
up.. She banged the ball .
after her, but couldn’t catch her lucky because her shot went in off
the post
were one-nil down. over as Hannah
into the net past Charlie and we My stomach was turn ing over and
to put her arm ___ If Hannah
Mel saw my face and came over . 4
pen alty
said. ‘These things stepped up to take our fourth
round me. ‘Don’t worry, Jess,’ she n to the last Ger man penalty-
scored, it would be all dow 50
15 happen.’ taker … and me.
ed if I was fit and
Yeah, but it wouldn’t have happen Hannah sent the goalkeeper the
wrong way
was n’t fair on the rest of d corner of the
enough, I thought silently. It rolled the ball smo othl y into the left- han
the team. c to calm mys elf down. If
net. I tried to take deep breaths
1
I was almost on my turn. 5___
The match was nearly over and the next German scored, I’d hav
e to take my
20 last legs, when I saw
a chance. I picked the ball up from A loud roar round the stadium told
me that she’d 55
denly opened up in over
Sally and, as if by magic, a gap sud scored. The referee beckoned to me and I trud ged
d and headed for the incredibly tired, and
front of me. I got my second win to place the ball on the spot. I was
German penalty area. e mad e of lead. Behind me I
g as she ran my legs felt like they wer
‘Jess!’ I could hear Jules shriekin could hear the girls yelling encour 6
agement.
60
25 alongside me. ‘Pass!’ ‘Come on, Jess !’ Tha t was Jule s. ___
ard into space. s the
I glanced up and hit the ball forw I made a superhuman effort and
ran tow ard
ed it up and thu mped the ball was n’t right. I groaned
Jules ran on to it, pick ball but even as I hit it I kne w it
che ted into the
into the net.
I jumped on her, as the ball hit the crossbar and rico
Jules cartwheeled over to me and Gar eth Sou thgate,
crowd. Now I knew exactly how
30 followed by the rest of
the team. We were all screaming othe r play ers who ’d missed 65
k it up and hustle us David Batty and all those bed
with joy. The referee had to brea someone had grab
minutes after we penalties for England felt. Like
back to the centre circle, but two and ripp ed them out. Gutted, in
full time. A draw. hold of my insides
off, he blew the whistle
kicked off for
finish a friendly match other words.
Although it wasn’t usu al to
8
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 3 a Six sentences have been removed from the text.
Complete the text with the sentences below. There
is one sentence which you do not need.
a ‘You can do this.’
b I closed my eyes, willing her to fail.
c I had to make it up to them somehow.
d Now, with my legs wobbling dangerously
underneath me, I wasn’t so sure.
e This was easily the biggest crowd I’d ever played in
front of.
f So did Jules, with a cracking shot that nearly broke
through the net.
g The Germans hadn’t missed one yet.

b What do the reference words in bold in the

sentences refer to?

4 1.10 Check the words and phrases

in blue in the text. Then match them with the
definitions.
1 A chance to hit the ball into the goal, either
because the other team has broken a rule or to
decide who wins after a draw. penalties
2 Kick, throw or hit a ball to a member of your own
team.
3 Move the ball along with you by short kicks or
bounces.
4 Start or restart a game by kicking the ball.
5 Stay close to a player of the opposite team during
a game.
6 The speed at which someone walks or runs or the
speed at which something happens.
7 To come from behind and reach someone in front
of you by going faster.
8 To hit (two words with this meaning)
9 What the referee does to stop the game.
10 When something changes direction after hitting a
surface at an angle.

5 a Listen to two match reports for a volleyball

1.11
match and a hockey match. In each report:
1 Who won? London or Exeter? Hopewell or
Charlton?
2 What was the final score in each game?

b 1.11Listen again and note down some of the

sports-related vocabulary that you hear in each
report. Compare with a partner.
get active

6 SPEAKING Work in pairs. Tell each CAN

other about a real sporting event DO YOU
ENG IT IN
that you have watched or taken LISH
?
part in.

MINI WORKBOOK exercise 4 page 105

9
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1active
get

Writing
Describing data
&Vocabulary Chart A: The chart gives information about participation in
different sports or physical activities on at least one occasion
in the last four weeks, looking at different age groups.
1 Discuss the questions in pairs.
• How often do you take part in sport or other % 90
physical activity? 80 2002
• Who takes the most exercise in your family? 2006
70
2011
Children? Teens? Parents? Grandparents? 60
• Do you take more or less exercise than your 50
parents did at your age? Why? 40
30
2 Look at chart A and compare the data with your
20
answers to exercise 1. Does anything surprise you?
10
3 a STRUCTURE Read the report. Match the 0
30–44 45–59 60–69 70+
16–19 20–24 25–29
paragraphs (1–5) with the topics (a–e).

1.12 Summarise the information by selecting and reporting the main features and make
comparisons where relevant.

1 The chart shows how many people in different age groups took part in a sporting
or physical activity at least once in a four-week period, and how this changed
between 2002 and 2011.
2 Generally speaking, the younger age groups participated in sporting or physical activities much
more than the older age groups. Around eighty percent of those aged between 16 and 19 took
Chart
part in some activity, compared with less than twenty C: Theofchart
percent those aged
shows the 70 of Americans (in millions)
plus.
number
had participated in various extreme sports at least once in each
3 Overall, for most age groups there was not a verywho
noticeable increase in activity levels over
year.The figures are for an eight-year period between 2002 and 2010.
the nine years. Participation by most of the age groups climbed between 2002 and 2006 but
this had dropped back down by 2011.
25 mountain biking
inline skating
4 A striking point is that for the 60 to 69 age group activity levels rose steadily over the artificial wall
paintball
period and there was quite a significant increase for
20 the other two older age groups between
climbing
2002 and 2006, though this fell a little in 2011.
15
5 In contrast, the youngest age group were the only group participating less in 2011 than
they did in 2000, despite a brief rise in 2006.
10

a 4
□ An important point about the older 4 The introduction
0 should not use the same words
age groups 2005 2006
2004examples 2008 2009
2007 the 2010
as the title. Look
2002 at the
2003 of how
b □ Summarising what information is introduction to the description (B) paraphrases
given in the chart the title of the chart (A). What other examples of
c □ An important point about the paraphrasing can you find in B?
youngest age group
d □ Comparing overall exercise levels A The chart below givesBinformation about participation in
Chart
among different age groups different sports
% or
80 physical activities on at least one
occasion in four weeks, looking at different age groups
percentage of
e □ Describing activity levels for all age over a nine-year70period. people taking part
groups over the period
B The chart shows60how many people in different
b In pairs, point out the features of the age groups took 50part in a sporting or physical activity
chart which relate to each of the paragraphs.
at least once in a four-week period and how this
c What comparisons can you see in the changed between 40 2002 and 2011.

report? 30

20

10 10

frenglish.ru 0
2005 2006 2007 2008 2009 2010 2011
 % 90
80
ipation in
Chart A: The chart gives information about partic
one occasion 70
2002
different sports or physical activities on at least 2006
s. 60
in the last four weeks, looking at different age group 2011
50

% 90 5 LANGUAGE Read Language4writing. 7 Now look

40 at chart C and complete the sentences using the
80
Underline the phrases used2002
in information.
30

70
the report. 2006 20
1 Overall, the number of people participating in extreme
2011
60 sports
10 over the period.
50
Language 4 wr iting 2 There0 was a in the number of people participating
16–19 20–24 25–29 30–44 45–5
in mountain biking after 2005. 9 60–69 70+
40 Describing increases
30
rose/climbed/increased (gradually/
3 The most popular sport of the four was consistently .
20 steadily/slightly/noticeably) 4 The number of people taking part in fluctuated.
10 5 Apart from a small dip in 2005, remained at about
soared peaked
0
25–29 30–44 45–59 60–69 70+ cant)
a (gradual/slight/noticeable/signifi the same level of popularity throughout the period.
16–19 20–24
rise/climb/increase 6 Interest in peaked in 2006, after which there
was a sharp fall until 2009, when the drop in numbers
Describing decreases
participating became less pronounced.
fell/dropped/dipped/decreased
(dramatically/slightly/sharply/steadily)
plunged plummeted
Chart C: The chart shows the number of American
a (dramatic/slight/sharp/small) fall/ who had participated in various extre s (in millions)
me sports at least once in each
drop/dip/decrease year.The figures are for an eight-yea
r period between 2002 and 2010.
Lack of change
25
remained stable/flat/steady/about the inline skating
mountain biking
same level er of Americans (in millions) paintball
Chart C: The chart shows the numb 20 artificial wall
Frequent
who had participated in variou s extreme sports at least once in each
change climbing
year.The figuresflare for an eight-year period between 2002 and 2010. 15
uctuated/was erratic
a fluctuation in
25 mountain biking 10
inline skating
paintball artificial wall
20 climbing 5
6 Complete the sentences to describe
15 the sections of chart B, using 0
both verb and noun phrases. Use 2002 2003 2004 2005 2006 2007 2008 2009 2010
10 Language4writing to help you.
1 Between 2000 and 2002 … .
5
2 In 2002 … . 8 a You are going to write your own answer to the
0 3 The percentage of people taking writing task.
2004 …2005
2003 part 2006before 2008 2009 2010
2007 … Chart B
2002 in 2003 in 2004. • Remember you should simply describe the chart and
% 80
4 Between 2004 and 2009 … . not include your own opinions or ideas.
5 From 2009 onwards … . • Write70 an introduction which summarises what
percentag e of the chart
shows but uses different words. people taking part
60
• Decide what is the key information shown in the chart
Chart B and50what comparisons you can make. Begin with more
% 80 general points and then give a few key specific details.
percentage of 40
70 people taking part • Try to use a variety of the phrases in Language4writing.
30
60
20
50 Look at chart C. Summarise the information
10
by selecting and reporting the main features
40 and make comparisons where relevant.
0
30
get active

2000 2001 2002 2003 2004 2005 2006

Write at least 150 words. 2007 2008 2009 2010 2011

20

10

0
b Write the final draft of your report.
2009 2010 2011
2000 2001 2002 2003 2004 2005 2006 2007 2008
MINI WORKBOOK exercise 5 page 105

11
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 A L T I M E
RE SPECULATING

1 Look at the photo, read the caption

and answer the questions.
1 Who are Jess and Pablo and where are
they from?
2 What do you think the poster is about?
a The gym might have to close because
there aren’t enough members.
b The gym wants more members to raise
money to buy new machines.
c The university wants to encourage
Jess and Pablo are students
students to exercise more.
at the university. Pablo is from
2 true and
Listen to Jess and Pablo. Tick (✓)
1.13
cross (✗) false. Correct the false
Granada in Spain. Jess is from
Manchester in the UK.
statements.
1 □ Jess thinks not very many people are using the
gym at the moment. . They didn’t look
Pablo: I’ve just seen Jack and Amy
2 □ When Pablo went to the gym, he thought there very happy, I wonder why .
was plenty of equipment. of these posters.
Jess: It’s 1____________ because
3 □ Jess asked the receptionist at the sports centre It seems like the prices mig ht go up.
what the poster was about. is it that they’ll
Pablo: Oh no. How ____________
2

4 □ The sports centre wanted the message on the go up?

poster to be very clear.
Jess: I’m not sure.
3 afrom
Read the Phrases2know. Then complete the extracts
the conversation with the correct words.
Pablo: 3____________ they just wan
membership numbers for the
t to increase
sports club or
the gym.
2 know y be the case. The
Jess: That ____________ possibl
4
Phrases alw ays bus y. Although, it’s
sports centre is
Speculating 5
______ ___ ___ that few er peo ple are going to
Definitely the gym.
(I’m) absolutely certain that
It’ll certainly be … true Pablo: I had to wait age s to use the machines last
they
week. So, it’s ____________ because
6
(They) must (be) … ey for new equ ipm ent. That’s
want to raise mon
peo go,
ple
It’s probable that … the most likely explanation. If more
the pric es.
It’s probably (because) … then they won’t have to put up
ly discourage
It’s (very) likely that … Jess: Putting up the prices will real
It’s possibly (because) … people.
ain people
Pablo: Yeah, I’m ____________ cert
7
It’s possible that … poster
(He) might/may/could (be) … wouldn’t come as often. Actually, the
part of the univ ersi ty
8
____________ be
(She) might/may/could have (been) … enc oura ge peo ple to get fit.
campaign to
ing fi t and
It’s (highly) unlikely that … Use it or lose it might refer to gett
staying fit.
(It/That) can’t possibly (be) …
______ – that
Jess: I think that’s highly ______
9
(He) can’t possibly have (been) … ht be price
doesn’t explain why ther e mig
Asking questions increases.
How likely is it that …?
Definitely
Is it certain/probable/likely/possible that …? not true
b 1.13 Listen again and check.

12
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4 following
In pairs, ask questions and speculate about the
situations, giving reasons where possible.
1 Your friend Jane didn’t come to the party last night.
How likely is it that she was ill?
It’s possible that she forgot – she’s got a bad memory.
2 Your friend Pete looks angry.
3 Your son/daughter got home very late last night.
4 Your friend Dan looks very excited.

5 Inthegroups, look at the photos of some unusual sports. Describe

photos and speculate about what is going on using the
Phrases2know.
This photo shows someone swimming outdoors in
muddy water. I think it’s highly unlikely it’s a sport!

DEFENDING A POINT OF VIEW

6 questions.
Listen to the rest of the conversation and answer the
1.14

1 Why isn’t Jess happy with the things in the vending machine?
2 Does Pablo agree with her?
3 What do they decide to do in the end?

7 who
a Look at the Phrases2know and try to remember
1.14
said each phrase, Jess (J) or Pablo (P). Then listen
again and check.

b In pairs, use the Phrases2know to give and defend your

opinion about the following ideas.
1 People shouldn’t do dangerous sports. Phrases 2 know
2 Schools should offer more sports.
Giving opinions
3 Extreme sports are much more fun than ordinary sports.
J As I see it, a sports centre should try to
□
4 Team sports are better than individual sports. promote healthy eating habits.
5 Young people should do sport at school. CAN
□ In my opinion, this vending machine
DO YOU
8 defend
In pairs, look at the website and give and
your opinions. Add your own ideas.
ENG IT IN
LISH
? □
should sell some healthy drinks and snacks.
Everyone’s entitled to a point of view!
Some people prefer chocolate.
Student A: You think it’s a great idea – it helps
young people to develop and become more independent. Defending your opinion
Student B: You think it’s a terrible idea – it’s too dangerous □ Well, I still believe that they should have
and it’s irresponsible of parents to encourage this. some fruit, too.
□ I hear what you’re saying, but not
everyone’s interested in healthy eating.
Can you imagine kayaking across the Channel – alone? □ It doesn’t matter what you say, I think the
Or climbing the world’s highest mountains? vending machine should have more choice.
These are tough challenges but we believe young people □ I agree up to a point, but fruit doesn’t stay
can do these and other similar challenges – not just adults! fresh for long.
After all, George Atkinson climbed the seven highest □ That may well be so, but most people
mountains in the world before the age of seventeen and want things that give you instant energy.
Christian Hosie holds the record for the youngest British
person to cross the Channel by kayak.
□ I’m not so sure.
□ I don’t really agree.
Contact us with the challenge you want to do and we’ll
help you organise it. www.youthchallenges.org
13
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 Listenin ocabulary
1 a Look at the photos. Why do you think the people are dressed up?
b On what occasions do you dress up or wear special clothes?

2 G:TI) Listen to three people describing a special occasion and match

each person with one of the photos. What do all three occasions
have in common?

3 ,w@tjf ~ Check the words in blue. Then listen again

and complete the sentences with no more than three words and/or
a number.
Girls usually celebrate reaching adulthood in Argentina when they
are 1
In the candle ceremony Andrea chose 2_ _ people w ho had influenced
her life and made a speech to explain w hy they had been so special.
In Japan you come of age at 3_ _ •

The Seijin no Hi festival is held on the 4 _ _ of January.

People often hire traditional dress because it is very 5 _ _ •

Aki's 6 _ _ threw a party after the ceremony.

Amy and her friends hired a 7 _ _ because they wanted to make it a night to remembe r.
She also spent a small fortune on 8_ _ •

The venue was decorated with a large number of 9 _ _ •

Amy's best friend was over the moon because she was 10 _ _ •

4 Discuss the questions.

• When do you celebrate coming of age in your country? Is there a special festival or
ceremony? What happens?
• Have you ever had to make a speech? Where? What was it about?
• Have you ever worn traditional dress? Where and why?
• Would you spend a small fortune on clothes for one special day? Why? Why not?
• On what occasions might you throw a party? Who would you invite? What venue would
you choose? What could you do to make it a night to remember?
• When was the last time you were over the moon? Why did you feel that way?
MINI WORKBOOK exercise 2 page 107
14
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 Grammar Focus
Past tenses
5 Work in pairs. Decide which tense or structure is used for 1-6. Then match the
descriptions (1-6) with the examples (a-g) of different past tenses and structures.

Describe actions in progress at a point a I celebrated my quinceafiera a couple of years ago.

in the past.
2 Tell the main events of a story.
3 Talk about actions and states which
happened or were true in the past but no
longer happen.
4 Talk about actions (not states) which
happened in the past but no longer happen.
S Refer to an action completed before a
certain time in the past.
6 Talk about the future from a viewpoint in
the past (two different structures).
b I knew I would remember this day for the rest of my life.
c I remember it had taken us weeks to buy everything
because it had to be just right.
d It used to be on 15 January.
e Maybe there would be a disco in the school hall but
nothing like the American school 'prom' with full
length dresses and tuxedos.
f Meanwhile, my mother and her sisters were getting
the food ready.
9 We all knew that our li ves were going to change now.

OJ.'f1i fDm!,
• page12S

6 Discuss the differences in meaning, if any, between the pairs of sentences.

a I knew I wou ld remember this day for the rest of my life.
b I knew I was going to remember this day for the rest of my life.
2 a It used to be on 15 January.
b It would be on 15 January.
3 a Meanwhile, my mother and her sisters were getting the food ready.
b Meanwhile, my mother and her sisters got the food ready.
4 a I had to choose fifteen people who had really influenced me.
b I had to choose fifteen people who really influenced me.

; 7 Complete the story about a birthday party with the correct form of the verb in brackets.

Last year we ' trle.a (try) to organise a surprise party for my best friend. The idea was that I
2_ _ (will) invite her to go shopping for the day, then bring her home at the right time,

when she would be surprised by lots of people. But I overslept and by the time I woke up
she 3_ _ (already go) shopping with someone else. I 4 _ _ (rush) into town to look
for her but, while I was running around the shops, she 5_ _ (be) actually at a nearby
restaurant. Eventually I caught up with her and came up with a reason why she should go
home. However, when we arrived, no one 6 _ _ (hide). I 7_ _ (forgot) to warn them
that we were on our way. It was a disaster. I 8_ _ (think) that I was good at organising
parties - not anymore!

8 SPEAKING Tell your partner about a memorable celebration that you have had or
attended. Use this structure.
Introduction or background (Who? Where? When?)
2 Main events
3 A complication or unexpected event
4 Conclusion and evaluation (This often brings the listener back to the present.)
MINI WORKBOOK exercises 1- 2 page 106

15
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 Grammar Focus
Modal verbs
1 In pairs, discuss the questions.
• When did you or do you plan t o leave hom e?
• What do you thin k are or wi ll be t he best
th ing s abo ut li ving away from your parents?
• What t hings do you or mig ht you find
cha llenging or diffic ult to manage at first?

2 Read the leaflet. Do you think it offers good

advice? Why? Why not? What other advice
would you include?

Living away from home for the

fi r st time can be daunting.

1: BUDGETING
You must make a budget and stick to it. This is
essential. You should also make sure you have
some money put aside for unexpected expenses.
'When I got to the end of the first term at university I
realised that I shouldn't have spent so much. I had
already spent most of my first year's money! I learnt
(the hard way) that I didn 't have to spend a lo t of
money to enjoy myself. '
2: KEEP ING HEALTHY
You don't have to get takeaway food to save having
to cook. It's expensive and often unhealthy. Instead ,
you ca n make a rota and share the cookin g.
nd get som e exercise!
;.: 'rst I thought that I didn 't really need to do all
::-e SDorts I had done at school but then I realised
: -::: 'T" issed them. So I joined the University
--- e::;s Club - and made great friends, too!'
: : ?R IENDS
: : =- - : _' eel shy, you ought to make an effort to
--- ~ ::; - s easy to become isolated . University
~ - -:=.--~" . : :; 8Portunity to make new friends. But
-----_=_ --::: ,o. ile you need t o get on with your
- :;: : -::: needn't be your best friends. It's
- - ~ -: : -a you are able t o agree on house
= :: -::.Jse with three people who
: : - "3e. I thought it might not work
:: ;: C1rried. We all got on really well
::5 dO od to get away fro m talking
3 Put the words in bold in the text into the following
categories.
1 obligation/necessity 4 ability
2 lack of obligation/ necessity S regret
3 advice
~Em1!ffl.D ~ page 125
4 (1.17) Listen to a student welfare officer talking about
the challenges of living away from home for the first
t ime. Compare his advice with your ideas.
5 a Complete the extracts from the recording with an
appropriate modal verb.
1 I finished university last year and realised that I'd learnt
a lot, mostly about what 1_ _ done differently!
2 I thought 1_ _ know how to do them.
3 You really _ _ start by creating a budget.
4 Make a list of all the things you _ _ pay for - rent,
bills, food.
S Try to be realistic about what you w ill _ _ spend
on food.
6 Actually, you _ _ always try to cook fresh food for
yourself.
7 And remember that you _ _ spe nd all you r money
every week.
8 Do you really wa nt t o share a house w ith them
when you _ _ be revisi ng fo~ an exam?
b 0 Listen again and check your answers. If you
have chosen a different verb, decide in pairs if this is
also possible and if it changes the meaning in any way.
MINI WORKBOOK exe rci ses 3-5 pages 106-107

frenglish.ru
6 a Complete the extracts from the recording
with the correct form of an expression from
the box.
succeed in
-
be required to manage to
[ be supposed to feel obliged to
After 1 _ _ get into debt in the first month,
I realised that ...
2 Don't _ _ cook for everyone else.
3 If you rent a house you will usually _ _ pay a
deposit.
4 You _ _ be studying as well as having a
great social life!
5 You may _ _ making some friendships that
last a lifetime.
b 0 Listen again and check.
7 Imagine you are sending an email to a younger
friend or relative. Tell them about what you
have learnt about leaving home and give some
advice. Write a few sentences using a variety of
the modal verbs in this unit.
I cOl//(d Mc.ve woy/::.ed Mc.ydey . . .
YOl// 5MOl//(dr. r woynl c.bOl//t . . .
ocabula~1!l.istening
:::>omestic tasks
8 a Check the Words2know. Divide them into the
three categories. Add any other domestic tasks
you can think of.
(1.18)
take out the rubbish unblock the u-bend
pu t a piece of flat-pack furniture together
dust the surfaces vacuum the floor
ch ange a plug sew on a button
pu t up a picture redecorate a room
rem ove a stain change the washer in a tap
o this [ I do this TI have never
all the time occasionally done this
b In pairs, compare your answers. Are there
any tasks that you have never done that you
would like to be able to do? Why? Why not?
9 a ~ Listen to a radio presenter and some
students talking about the life skills they learnt
when they left home. Which of the domestic
tasks in exercise Ba do they mention?
MINI WORKBOOK exercise 1 page 107
frenglish.ru
b ~ Listen again. Choose the best ans wer.
1 Why does the presenter regret telling her
]
housemates she enjoyed domest ic tasks?
a They didn't take her seriou sly.
b They took advantage.
c They thought she was strange.
2 How does Adam feel about carryin g out
domestic tasks?
a His ability to do them has improved .
b It's better to let his mum do them.
c He will never do the washing again .
3 Which statement best reflects Jane's attitu de
towards putting together flat-pack furniture?
a It's quite good fun so long as you are
properly prepared .
b It never seems to quite go together properly.
c It is probably easier than chang in g a plug.
4 Which task is Claire not prepared to do for her
housemates?
a taking out the rubbish
b doing the washing-up
c making their beds
5 Why does Richard think that the bathroom is
usually dirty?
a Because some of the housemates are not
very clean and tidy.
b Because no one wants to take responsibilit y
for cleaning it.
c Because the sink is full of disgusting greasy
water.
10 SPEAKING In pairs, look at the photos below (A)
and on page 134 (B). Take it in turns to talk about
the following points for two minutes.
• What is the problem in each picture?
• What should the people do?
• Which situation would you find the most
challenging and which the easiest to deal wit h?
Why?
17
Z uP!
Susan solves OfA~problems
(1.20)

Problem 1:
My layabout brother is taking
advantage of my parents.

~" S~s.M,
1 My brother, Steve, is twenty-one and a full-
time student at university, just about to start
his third year. I am seventeen and studying
for my A levels. I have a part-time job as well
5 and, although my parents obviously provide
me with somewhere to live and all my food,
I am glad to say that otherwise I'm financially independent. My
brother, however, not only has his student accommodation paid
Your comments:
for by my parents but expects them to pay for everything else, Newbie1 03/07
10 including spending money. He comes home during the holidays I can 't help thinking that whatever arrangement you r
and spends most of his time watching television or going out with brother has made with your parents is their business, not 35
friends . He doesn't lift a finger. yours. I hate to say it but maybe it's you who needs to
Mum and Dad say they prefer to give him the money rather than develop a bit more maturity?
see him get into debt but isn't that his responsibility? It doesn't
Superhero 03/07
15 seem fair and I can't help wondering if he plans to come back
home when he's finished his degree and carry on lazing around and It looks to me as if Steve is taking advantage of your
sponging off Mum and Dad. Cathy, Exeter parents' good nature. He definitely needs to start taking 40

responsibility for himself, for his sake as much as for

~"GtA~~,
Reading your letter I can't help wondering if you might be a little bit
20 jealou s of the support that your brother is getting. Perhaps you feel
that your parents are not treating you equally?
I get the impression that Steve probably is being a little over-indulged
but you don't mention what he's studying or how well he is doing at
university. If he is working very hard during term time, perhaps both
25 he and your parents feel that he deserves a break in the holidays.
Of course that does n't mean your parents should be waiting on him
your parents'. They say they don't want him to get into
debt but at twenty-one that's surely up to him? Why is it
that boys always expect their parents to run round after
them? I think your brother needs to learn to stand on his 45
own two feet. Are your parents going to bail him out for
the rest of his life?
Just me 02/07
Your brother is very lucky to have such supportive
parents and I don't think there's anything wrong with 50

hand and foot.
\oate\'er the nuth of the maner, you clearly feel q uite resentful
and I really think you might consider talking to your parents abo ut
0= it. The i ue i not reall\' about whether th ey are wrapping your
brother in conon \\' 001 but about h ow you feel about it. Sus an
what they're dOing. However, I also think by not working
at all he's missing out on the opportunity to get some
work experience, make new friends and learn new skills,
as well as the satisfaction of supporting himself.

Problem 3:
Although I am My parents are really over-protective.
eighteen, I still have
I am seventeen and all my fri ends are pretty much allowed
to share a room with
to do whatever they want. My p arents wo n 't let me stay
my sister, who's
out past 11.00 p.m. and I always have to tell them where
fourteen.
I'm going.
We used to get on OK I know it's because
but now we are constantly arguing. She is really untidy they care about
and she is always poking her nose into my stuff. I don't me but it's driving
feel like I have any privacy at all. me mad. They're
The house is quite small but we do have a spare room. treating me like a
I have asked if I can have this room but Mum wants to kid and it makes me
keep it as a guest room. She doesn't seem to understand look stupid in fro m
how much sharing with my sister is upsetting me. I can't of my friends .
go on like this much longer.

frenglish.ru
 Readin ocabulary
1 a In pairs, disctl ss the questions.
• Do you ever read problem pages in newspapers, magazines or online? Why? Why not?
,; 1 • Why do you think they are popular?
b Look at the photos. What problems do you think they show?

2 Read problem 1. Which photo does it relate to? What answer would you give to Cathy's problem?

3 Read Susan's answer to Problem 1 and the comments by other readers.

Do they agree with you?

4 Read Problem 1 and the comments again. Answer the questions.

Which person (or people) ...
1 thinks Steve might enjoy getting a job? ]//15'(- Me

2 thinks Cathy should grow up? _ _

3 is proud of earning their ow n money? _ _
4 thinks Steve is behaving badl y? _ _ and _ _
5 believes that girls are usually more independent th an boys? _ _
6 feels that the parents are doing the right thing? _ _
7 thinks that Steve may continue to depend on his parents in later life? _ _ and _ _
8 thinks that Steve may be putting a lot of effort in to his studies? _ _

5 NOTICE IDIOMS Rewrite the underlined part of the sentences using an idiom from
the text which means the same as the underlined words.
(line 12) Mum does all the work around the house. Dad never does anything!
Dc.d never kft-5 c. /i'r>.!}er!
2 (line 17) Some people are happy to just let other people pay for everything.
3 (lines 26-27) It's ridiculous! He does everything for her, while she does nothing.
4 (lines 30-31) You can't protect him from everything all his life. How will he learn to look after himself?
5 (line 39) You're too trusting. Don't let him use your good nature to get what he wants.
6 (line 44) Whenever you've got a cold you expect me to do everything for you!
7 (lines 45-46) She's old enough to look after herself.
8 (line 46) He'll never learn to be good with money if you keep helping with his financial problems.

6 Look at the Phrases2know. Then read the reply and the

comments about problem 1 again and underline the
Phases2know.
I can't help thinking that .. .

7 Read problems 2 and 3. Complete each of the Phrases2know I can't help wondering if .. .
with an opinion about the two problems. I get the impression that .. .
You might consider .. .
8 In pairs or small groups, choose one of It looks to me as if .. .
the situations on this page or make up I hate to say it but .. .
your own problem. Explain the problem
and give advice.

MINI WORKBOOK exercise 3 page 107

19
frenglish.ru
 h r anisers for the
Jess is one of t e.o gcamp aign . She's
. F Educatio n
MusIC or . he s t udents'
. ' a spee ch In t .
gIVing h the o rg anisatIon
o u
Union ab : w Y k nd their latest
started , t he Ir wor a
fundra ising activit y.

. welcome everyone and I

. explain outline of talk -
'Baciground Inrormatlon
1 a Look at the photo, read the caption and answer
when MFE was: s:tarted and who by
the questions.
reas:ons: kids: didn't like mus:ic
Where is Jess and what is she doing?
they thought it was: irrelevant to their lives:
2 Wh at three areas is she going to talk about? they couldn't afford ins:truments: or les:s:ons:
2
b (1.22) What do you think Music for Education does?
Listen to Jess's talk and check your ideas. Ol?iectfve~
buy ins:truments: and pay for c1as:s:es:
1 (1.22) Look at the expressions from Jess's talk. Which
are used for starting a talk (5) and which are used for
s:ome members: give free clas:s:es:
~rganis:e an orches:tra for kids: to play in
finishing a talk (F)? Listen again and check.
D Good evening everyone. . give muS:ic works:hops: for older kids: (s:ongwriting)
D Thank you for coming. 'Be.n~
D Does anyone have any questions? builds: kids:' s:eif-es:teem
D I'd like to welcome you all. brings: together kids: from different cultural and
economic backgrounds:
D Let me introduce myself and outline what I'll be 4
talking about today.
practiCClI s:kills: for kids: who want to go into mus:ic
(1.22) Listen again and complete Jess's plan for her indus:try
talk with the phrases a-e. VVhat people can do
. 5
a kids who learn an instrument do better at school
b organise a concert each year . talk about ways: people CCln help
c introduce myself Flnlsh
d explain about concert thanks: for coming
. any ques:tions:?
e kids only interested in pop music
4 Look at the Phrases2know and write sentences using '~=-~~~~III!I!PI!!!!!!I!!~"!IIIiII!~~_ _ _ _ _ _ _ J
the expressions and ideas from Jess's plan.
!here l'Vere 5everal rea50h5 the I:Jd5 d'-dht- e;yo"! GhtMJ"Q t.G
M "15IC. F'-r5f("!, the,,! tho"1!jhr t'r l'Va5 Irrelevahr ro Introducing ideas
theIr Itve5. Whar 15 More, . . . Firstly, .. . Secondly, ... Fina lly, ...
This brings me to my next/fi nal point, ...
Complete the text with the Phrases2know.
Adding information
Living away from home while you are at university is
It's not only ... but also ...
a good idea. ' _ _ a good way to help you grow up,
2_ _ it teaches you responsibility. 3_ _ that you
(You) also need to co nsider ...
have to learn to make your own decisions _ 4_ _ What is more, ... Fu
do you stay in and study or go out with your friends? ... and so on
5 _ _ , it is a great time to form some important Giving exam ples
friendships. 6 _ _ , for many people it's when they One example 0 5 S
learn to cook, which is a great skill. For insta nce, .. . :: ·£'..A2......, le, ...

frenglish.ru
 ~ 00 '1"'1f/
6a Choose a topic to give a talk about and write a plan. Use Jess's plan in exercise 3 to help you. ~If/Gl.'S"?
Imagine you are a membe'r of a charity. Give a talk about it.
- ~
You are a sports teacher. Give a talk to parents about the benefits of doing sport at school and w hy it
shouldn't be taken off the timetable.
Is it a good idea for university students to live away from home? Give a ta lk expressi ng your opinion .
b Plan and practise your talk. Use the
Phrases2know. Then give your talk. " $ 8 ' "'1:d' 'e >fJ ' 0.1

To: kjones@un i-adm in.ac.uk

A FORMAL EMAIL Subject: Enqui ry about Student Union Hal l

7 Read the email from Jess to the university

administration manager, Ms Jones, and
answer the questions.
• Why is Jess writing?
2 Which organisation is she writing on behalf of?
3 How many questions does she ask?
~ What information does she req uest?
STRUCTURE Match th e ite ms 1-9 w ith parts
A-I of the emai l.
• ~ close the email
- =:J begin with Dear + Mr/ Mrs/ Ms + surname
. =:J write your full name and any relevant
information (e.g. your position in the
organisation you are writing on behalf of)
- =:J explain who you are and why you are writing
_ =:J ask any additional questions and request
information
- =:J give the email a title
- '=:J ask the main questions
~ ,=:J w rite the email address of the person you are
w riting to
-: 0 say you are waiting for a reply
Dear Ms Jones,
I am writi ng to you on behalf of M us ic for Education. MFE wou ld
like to organ ise a fundraising concert on Saturday 24 Novembe r
to raise money to buy musica l instruments for local children . I
am writ ing to enquire about usi ng the Student Uni on Ha ll for the
concert and to requ est some further information.
Firstly, we would like to know if it woul d be po ssibl e to hold a live
music event in the ha ll . Secondly. we are wondering if use of the
ha ll wou ld be free since this is a charitable event. If not. could
you tell us what it wou ld cost and if there are any red uction s for
events like these? Although we have not fina lised the date , we
have provisionall y arranged it for Saturday 24 November. Could you
confirm that the ha ll is ava ilable for this date? Finally, could you
explain the procedure for booki ng the ha ll?
In add ition, we were wondering if we need to apply for any special
licences or permissions to hold an event like this and if so, who
we should contact. Lastly, although we would supply the electri ca l
equ ipment, we would li ke to know if t here is someone to do the
lighti ng or if t hat wou ld be our responsibility.
We look forward t o hea ring from you .
Yours sincere ly,
I
j) Jess Price
\ MFE President

LANGUAGE Read the email again and find ...

- e expressions for asking questions or requesting
·ormation politely
,'~e W OI/1!c( fr"f:.e ro Kp>.OW tf ...

- ::'1 expression to say why you are writing

- ::'1 expression to say you are waiting for a reply
::'1 expression to close the letter.

ewrite the questions using the expression in brackets.

- ow much do you charge? (could you tell me)
-:;"0I/1(d '101/1 rei! Me how Ml/1ch '101/1 cht?lr!}e?
- :an you play on the 24 November? (I would like to know if) ~C05r?
- - ow long do you usually play for? (could you confirm) -df-Wti'! th e,? pltJo'? for free m " ft.1hdrtJoI 5/h9 evehT?
.', -"at sort of music do you play? (could you explain) (good pt.1bkc/fiJ for theM/)

- ,',ould you consider playing for free? (I was wondering if) *AvtJoti'tJoble 24 NoveMber?
>l:.. '0pe of Mt.15IC?
_o ok at the advert and notes and imagine you are
a member of MFE. Write an email to enquire whether * N tJoMe of btJohd?

~h e band would be interested in playing at the -df- Hopv MtJoh,? people 1:'-' btJohd?
. ndraising event. ~ Wt1tJoT /;Ihd of exper/ehce do the,? t1tJove
pl"",? lh9 tJoT b/9 eveht>.;?
frenglish.ru
 activestudyl
Vocabulary Grammar
Learn collocations 4 Choose the correct form of the verbs to complete
the text.
1 Match the verbs and nouns to make
€t~u r ra y, Britain's number one tennis player,
collocations.
egan had begun playing tennis before the age of five
reach _______ a a party and so did his older brother, Jamie Murray. Until his
2 spend "'-- b adu lt hood teens, Jamie was the second best junior player in the
3 decorate c a speech world and everyone expected that he 2will be/ would be
the champion of the fami ly. However, when Andy was
4 throw d a fortune
eleven, he 3had beaten/ beat his brother in a tourna ment
S make e a venue for the first time and a fight 4was breaking/broke
2 Complete the collocations with make or do. out between the boys. Accord ing to the story, they
swere returning/returned home on a minibus and Andy
1 w.c./::.e the bed
6 used to tease/ was teasing Jamie about the fact that he
2 _ _ the washing-up 7 was beating/ had beaten him. Andy 8 was sitting/ sat

3 housework behind Jamie with his hand over the seat and Jamie
4 _ _ a suggestion 9turned/ was turning round and l°hit/ was hitting him
really hard on the hand with his fist. Their mother, who
S a contribution
llhad driven/was driving the min ibus, ended up driving
6 some research them to hospital as Andy was quite badly hurt. These
7 _ _ a profit days, however, they both laugh at the rivalry t hey
8 one's best 12had felt/used to feel as children.
9 _ _ up one's mind
Sentence transformations
10 _ _ something clear
5 Complete the second sentence using the word
Word formation given so that it has a similar meaning to the first
sentence.
3 Complete the sentences with the correct
It wasn't necessary for you to wear a t ie.
form of the word in brackets.
NEEDN'T
Hang-gliding is a rather hc.Zc.raOI//5
(hazard) sport. You ",e-ea", r- hc.ve wor", a tie.
2 There is a cons iderable _ _ (fluctu ate) in 2 He managed to pass the exam the second time he
the exam pass rate year on year. took it.
3 Student numbers have dropped _ _ SUCCEEDED
(drama). He the exam the second time he took it .
4 It is too _ _ (risk) to make a parachute 3 You shouldn't feel you have to run a marathon, a
jump in this weather. shorter distance is just as good.
S Dropping the price has had a _ _ OBLIGED
(notice) impact on sales. Don't _ _ run a marathon, a shorter distance is
6 With a winn ing goal in the final minute, it just as good.
was a _ _ (thrill) victory. 4 You shou ld have worked harder.
7 He felt _ _ (resent) about doing most of OUGHT
the work.
You worked harder.
8 Julie is always very _ _ (support) if you
S You must wear your ID at all times.
have any problems
REQUIRED
You _ _ your ID at all t imes.
6 Kaya went to France and her friend, Alice, did, too.
SO
Kaya went to France and _ _ Alice.

22
frenglish.ru
~,

11lf~
# eading skills
I , ~ih!)tnil.tiili;Mii.ji.!ti'
6 Complete the extract with the
sentences a-f. There is one extra
sentence.
a The final qualification was artistic
talent.
b An explicit offer of his daughter's hand
would lower her price, and there was
also the possibility that he might be
turned down.
c My great-grandfather had planned well.
d This time she was much more dressed
up than in the temple.
e He had one valuable asset, his
daughter.
f The locals said she stood out 'like a
crane among chickens'.
Speaking skills
7 More teenage girls give up playing sport tha n tee nagE:
boys. Look at some of the reasons given by teenage
girls and discuss which reasons you think are most va li
and why someone might feel this way. Add any other
ideas of your own.
• None of my friends play anymore.
• It is too competitive.
• I don't like wearing the kit they make us play in.
• It's getting in the way of my schoolwork.
• Sport is something boys do.
• I don't like being shouted at by the coach .
Now think of three solutions or suggestions to increase
girls' participation in sport. Think about what the
government, schools, sports clubs, coaches and parents
could do.
/he 5CMOO/5 Clhd 5porr-5 c/l/Ib5 5MOl/l/d lhT-rodl/lce
rv. ore hOh - corv.pefifi've 5porl; 5l/1CM Cl5 exerCI 5 e
c/Cl55e5.

-U)t/iM~~
y grandmother was a beauty. She had an oval
I I face, with rosy cheeks an d lustrous skin. Her
long, shiny black hair was woven into a thick
- 2.ir reaching down to her waisL She could be demure
':t'n rhe occasion demanded, which was most of the time,
_: underneath her composed exterior she was bursting
:::, sup pressed energy. She was considered the belle of the
'n . I In 1924 she was fifteen and her fath er was
."i ng worried that time might be running our on his
- :' real asset - and his only chance for a life of ease. In
': ~'ear General Xue Zhi-heng, the inspector general of the
As she was prayi ng, her father arrived with General
Xue. The two men watched from the dark aisle. 3_ _ The
position in which my grandmother was kneeling revealed
not only her silk trousers, which were edged in gold like her
jacket, but also her tiny feet in their embroidered satin shoes.
The next step was to engineer a more direct encounter.
A couple of days later, Yang rented the best theatre in to\\'n
and pur on a local opera, inviting General Xue as the guest of
honour. He had arranged things so that his daughrer was in a
place where General Xue could see her easily.
4_ __ She was also displaying her natural vivacity

.~rro p olitan Police of the warlord government in Peking
·J...--:1e [Q pay a visit.
Ya ng, my great-grandfather, knew that his approach
General Xue had to be indirecL 2_ _ _ In those days
-!!-,:-ecrable women could not be introduced to strange men so
~ t'ncounter had to seem accidental.
[n Yixian there was a magnifice nt 900-year-old Buddhist
_~?le m ade of precious wood and standing abour a hundred
_:0: aigh . It was an obvious place for Yang to take the visiting
~~ ,-\Dd temples we re among the few places wo men of good
.L.-;;il ies could go on their own.
'\ly grandmother was told to go to the temple on a
__ =-..ain day. She wore a duck-egg blue jacket, its edges
_, _;)roi dered in gold thread to show off its simple lines, with
-' ::erfly buttons up the right-hand side. Her long black hair
...s woven into a single plaiL Peeping our at the top was a
::.:-' peony, the rarest kind.
and energy, laughing and chatting with her women fri ends.
General Xue hardly looked at the stage.
After the show there was a traditional Chinese game
called lantern riddles. This took place in two separate halls,
one for the men and one for the women. In each room wt'r,
dozens of elaborate paper lanterns, stuck on which were "-
number of riddles in verse. The person who guessed the mosr
answers won a prize. Among the men, General Xue was the
winner, naturally. Among the women , ir \\'as rn,' grandmorher.
Yang had now given General Xue a chance [Q appreciare
his daughter's beauty and intelligence. ' ___ Two nights
later he invited the general to his house for dinner. After
dinner my grandmother was sum moned [Q pla\' the qin in the
courtyard. Sitting under a trellis, with the scent of syringa in
the air, her performance enchanted General Xue .
Before the evening was over he had proposed - not to my
grandmother of course, bur to her fa ther.

frenglish.ru
 Speakin ocabulary
1 In pairs or smal l groups, discuss the questions.
• When you are planning a t rip ...
how do you find ou t about a destination?
Word of mouth, guidebooks, magazines,
onlin e information?
do you read reviews of places to stay, eat or
visit? Online or in a guidebook?
• How do you think new technology can help a
traveller? Think about .. .
• Twitter
• blogs
• user-generated websites
apps
• location-based software.
(1.24)
2
3
Read the article and compare it with your ideas.

a Look at the list of possible disadvantages to using a

'tweet
smartphone or similar device to get around on holiday. Which
ones do you agree and which do you disagree with? Why?
• Using these devices takes all the fun out of just wandering
around .
• It stops you interacting with real live people you might
otherw ise meet.
• It could be dangerou s - you might get mugged .
• You r phone bi ll wil l end up costing as much as your hol iday!
b Can you think of any other advantages or disadvantages?
4 a •• (1.25) Check the phrases in blue in the text.
Then match them with the definitions.
1 short holidays in urban locations Clft-; bret?tl:.$
2 accidentally found something/somewhere amazing
3 not well known and far away from the places that people
usually visit
4 get your energy back
5 expensive places visited by many tourists
6 somewhere which is both expensive and in terrible condition
7 paying much more than something is really worth
8 go somewhere different to have a restful holiday
b Tell your partner about a trip you made using some of the
Phrases2know.
Lt?t$r 1et?tr I wehr ro Ibt'zt?t. The hore! Wt?t$ t?t bd- of t?t
dvrw-.p bvrr the ht'ghtllfe Wt?t$ brt!!t't?tht!
MINI WORKBOOK exercises 1-2 page 109
Tips on 'IWitter, blogs, user-generated
websites, apps and location-based
software are set to change the way
we travel forever. Or are they?
The new approach to travelling probably
began with TripAdvisor, a web site with
almost exclusively user-generated
content giving reviews of
accommodation, restaurants and tourist
attractions. A few years ago, I always
used TripAdvisor before I planned any
kind of trip. It seemed a good way to
avoid getting ripped off by an over-
priced dump of a hotel, and sometime.s
I even stumbled upon a hidden gem, lIke
the unique Chapito, in Lisbon, a circus
school which has the most stunning
views over the city as well as a great
restaurant.
I still use TripAdvisor but now there are
simply too many reviews, often
completely conflicting. More worryingly,
some hotels are said to bribe guests
so that they will write a favourable
review on the si te . Blogs can be a better
source of information since they tend to
be written by local people so they can
help you avoid the tourist traps .

24
frenglish.ru
Grammar Focus
Linkers
5 a Complete the sentences from the text with
the most appropriate linker(s).
1 It seemed a good way to avoid getting
ripped off by an over-priced dump of a hotel,
(because/and/too) sometimes I even stumbled
upon a hidden gem ...
2 . . . a circus school which has the most
stunning views over the city (as well/too/as
well as) a great restaurant.
3 ... some hotels are said to bribe guests
(so that/so/in order to) they will write a
favourable review ...
4 Blogs can be a better source of information
(as/since/because of) they tend to be w ritten
by local people .. .
5 .. . they tend to be w ritte n by local people
(so/ so that/ because) they can help you avoid
the tourist traps.
Alt ernatively, try just throwing questions
at fellow Twitter users. On a recent visit to
Paris I got around the city just using
helpful tweets from the locals and
managed to see a lot more than just the
Eiffel Tower, too!
But perhaps the best technological
development yet is the growth of location-
b ased apps. These apps, such as
Foursquare, can automatically display tips
on r estaurants and tourist attractions
nearby, because they always know where
you are . I like the way this allows you to
w ander off the beaten track while your
phone acts as your local tour guide.
However, while I think that mobile
technology is amazing, it really works best
fo r bustling city breaks . You can find out
all about the culture around you or get
re commendations for hip clubs and bars .
If you wanted to travel to a remote,
unspoilt desert island to get away from it
all , however, you'd probably find that your
phone didn't have a signal and, if it did,
th e cost would be astronomical. But then,
if you were looking to just rest and
r echarge your batteries , probably the last
thing you'd need would be your phone!
7 WRITING Write a text about somewhere you know
frenglish.ru
6 (Or/ Alternatively/ Nevertheless ), try just throwin g
questions at fellow Twitter users.
7 I managed to see a lot more t han just the Eiffel
Tower, (too/as well/also )!
8 These apps ... can automatically display tips on
restaurants and tourist attractio ns nearby, (sin ce/
so as/because) they always know w here you are.
9 However, (while/ whereas/ in spite of) I th ink that
mobile technology is amazing, it reall y works best
for bustling city breaks.
10 You can find out all about the culture aroun d you
(or/alternatively/yet) get recommendations for hip
clubs and bars.
11 If you wanted to travel to a remote, unspoilt
desert island to get away from it all, (however/
nevertheless/ despite ), you 'd probabl y find th at . ..
b Check your answers in the text.
I3h,j,tfI.fl!nmr page 126
6 Complete the text abou t Santi ago de Ch ile with
suitable linkers .
.W.~~~.~~.~~.~~.S.0~t\~~~ ..
Visit the sights
Culture may not usually be your thing . 1_ _ ,
you shouldn't miss La Chascona , the house of the
Chilean writer, Pablo Neruda. 2_ _ the house
itself is stunning, it truly comes to life when you
hear the stories about his life (and love life!).
Eat and drink
With a coastline stretching nearly 6500 kilometres
it's no surprise that seafood is popular. Whether
you like more common dishes 3 _ _ would like
to try sea urchins or eels, it's all on offer. Oddly
Chileans love to eat seafood in restaurants 4 _ _
they rarely eat it at home.
Go shopping
5_ _ there are plenty of shiny new shopping
centres, I'd recommend visiting the flea market at N
Bio Bio 6 _ _ you won't find anywhere better to ,~
buy antiques and other interesting items. •
•
Get away from it all
Santiago is surrounded by mountains 7 _ _ why
not go walking in the Maipo Valley to really get
away from it all? You can 8 _ _ relax in the natural
hot springs .
well. Use a range of linkers and suitable vocabulary.
MINI WORKBOOK exercises 1-2 page 108
25
 gvu.: 7
~par­
mind
gisla-
mber

ohn-
L Mr
had
Hhe
l his
n the
they
each ~ - l.
- his Cl

)f it. Teenager Conquers Everest Ir

C~
ding. nt
her' R mero from Califorma has eu
13-year-old Jordan 0 t limb Mount Everest.
€500
Clan- become the youngest person 0 c ,as \
~nhl _

3 (1.26) Listen again and tick the Words2know

you hear.

'There's huge public interest in deputy Jack Warner from provided do(
. . --.... ''''~Q we have to be as TrJn1fI~rl W~rnpr ....-dth Rlatter's t.h ~t Blatter (

D I'm convinced that ...

Listenin peaking D If you ask me .. .
D I honestly feel .. .
1 Discuss the questions.
D The truth is ...
• In w hat ways do you think Jessica Watson
and Jordan Romero are or are not normal
D You will never convince me that ...
teenagers?
D I just don't see ...
• Why do you think they wanted to break these
D There is no way that .. .
records? Do yo u think their parents should D At the end of the day, .. .
have stopped them? Why? Why not?

2 a Look at the statements. Do you agree or 4 a Look at the list. Which of these would you
disag ree with them? Why? be happy to do alone? Why? Why not? Do you
a D It's important that parents shouldn't be think your parents would be happy for you to
too over-protective w ith teenagers. go alone? Why? Why not?
b D Teenagers shouldn't do these things just • Travelling around the world
to get famous. • Hitch-hiking around your country
c D I don't really understand why anyone • Going on a foreign exchange (where you stay
wo uld have a problem with teenagers doing with a family in another country and then their
things like this. son or daughter stays with your family)
d D They 're probably only doing these things • Visiting a city or country considered to be
because their parents want to live their dangerous
dreams through their kids.
• Going to live abroad for a year or more
e D Other people end up suffering when
teenage sailors get into trouble. b Work in pairs. Choose one of the trips and
make a list of reasons why it would or would
f D The issue isn't how old you are, it's
not be a good idea.
whether you have the right skills and
experience. 5 a Work in pairs. Student A wants to
do the trip. Student B is St ~dent A's
b (1.26) Listen to the opinions of some people
parent, who is not keen on the idea.
stopped in the street and asked about teenage
Act out their conversation. Try to use
record breakers. Match the speakers (1-5)
some of the Words2know.
with the opinions (a-f) above. There is one
statement that you do not need. b Change roles.
26
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 Grammar Focus
Perfect verb forms
6 Read the extracts from Jessica's blog, written
while she was sailing around the world. What
difficulties did she face?
7 ·.... ,...
Sunday, 18 October, 2009
Well yesterday was the big day, leaving Sydney and
crossing the start line . I was off to sail around the
world!
Monday, 26 October, 2009
The comfortable routine I had been getting very used
to fe ll apart today with the wind picking up to 25
knots . The sea has been making life, I wouldn't say
uncomfortable, but certainly different to some of the
quiet days we've had.
Saturday, 23 January, 2010
My quite sunny conditions ended with a bit of a
bang, Ella's Pink Lady and I have been having a
very interesting time out here. The wind had been
expected to rise to a near gale, but none of the
computers or forecasts picked that it would reach
he 65 knots that I recorded , before losing the wind
Instruments in a knockdown!
After having cleared up the worst of it and despite
fi nally managing some good sleep, I still feel like
a giant marshmallow. Physically, I have a lovely
collection of bruises! Mentally, I fee l like I've aged a
good 10 years, but I'm back to normal now and in
good spirits as we approach the half way mark.
7 a Look at t he blog again and und erline ...
seven examples of the present perfect s',.... - =-
• three examples of t he present pe rfec
continuous
• one example of the past perfect sim ple (pass l .e
• three examples of the past perfect co ntinuous
o
• one example of a perfect -ing fo rm .
b Complete the sentences with t he correct fo rm
of the verb.
This time next year she will have been
completing/will have completed her trip.
2 By this time next week, she will have been
sailing/had been sailing for nearly a yea r.
3 Jessica wanted to ha ve been breaking/
to have broken th e record before she
reac hed eighteen .
(rir\ .. \.. tlt~ page 126
8 Complete the newspaper articl e about
Jordan Romero with the correct form of the verb
in brackets.
It
a
s:
~
Teenager Conquers Everest
Thirteen -year-old Jordan Romero from California 1
hC,5 becorv..e (become) the youngest person to climb r.
Mount Everest. n
s
2_ _ (reach) the summit, Jordan 3_ _ (ring) his E
mother to tell her the news. The team 4_ _ (reach) the ~
summit hours earlier than expected and Jordan 5_ _ ~
(break) the record. IT

Saturday, 22 May, 2010 Thrilled and relieved, his mother also wanted to
B
e'
What a week! Time has flown , but at the same time know if he had done the Maths homework he 6_ _ N
tl
it feels like I've been away from Ella's Pink Lady and (promise) to do during the trip. She is probably used Cl
bac k on land for years. Maybe it just feels like that I to these situations. Jordan 7_ _ (climb) his first
c;
because so much has happened . I major mountain, Kilimanjaro, at the age of ten. He is a:
Coming up to the finish line, the excitement was I attempting to climb the seven major peaks of the wo rld ~
really building. Stepping into the arms of my family and hopes that he 8_ _ (complete) them all by the ' D
C.
was what I'd been dreaming about for so long but at time he is fifteen. IJ
th e same time , letting go of Ella's Pink Lady was so c:
Jordan says that he 9_ _ (learn) a lot about himself n
hard . over the last few years. Some critics feel that he is too el
a;
Si nce then, I've had a chance to catch up with young 10_ _ (climb) these peaks but he argues that if
I E
everyone and do all those things I'd been longing to he 11 _ _ (train) hard for it and that he is more than s;
do for so long. My first hot bath was heaven! Eating capable of anything most adults could achieve.
fresh food was out of this world, but best of all was
just looking at everyone's faces.
I've slowly been sleeping better, waking up less and 9 Work in pairs. Tell your partner about an
managed a good sleep-in this morning. Thanks to achievement in your life.
everyone who sent me a card, gift or letter. I rea lly • What happened?
appreciate them, but more than anything, I love
• What had happened before?
earing about other people's dreams and how my
oyage has shown them that ANYTHING IS POSSIBLE! • What has happened since then?
':1 MINI WORKBOOK exercise 3 page 109
27
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 Readin ocabulary 2 Read the first part of an extract from the book
--=~"'" and answer the questions.
1 Read the blurb from Dark Matter, a best-selling
1 What time of day is it? How do you know?
book for teenagers and young adults, and
answer the questions. 2 What different colours are used to describe
the scene?
1 Where and when is the
book set?
2 Who is the main (1.29)
The black bones of the mountains jutted
character and what through the snow. On the shore, the whale ribs
, happens to him in the glinted with frost and the rocks sloping down to
book? the sea were white and smooth. The water was
3 What kind of book is it? dark purple, vivid and strange.
We saw the sky turn bloody and inflamed as the
sun struggled to rise. We saw a sliver of fire. An
abortive dawn. The sun sank back, defeated.
Gone.
II (1.28)
r shut my eyes and it was still there, blazing
What is it? What does it want?
behind my eyelids. r opened them. Gone. All that
Why is it angry with me ? remained was a crimson glow.

January 1937
Clouds of war are gathering over a fogbound 3 a Check the Words2know and match them
London. Twenty-eight-year-old Jack is poor, lonely with the definitions.
and desperate to change his life. So when he's
offered the chance to be the wireless operator on
an Arctic expedition, he jumps at it.
,'wit
Spirits are high as the ship leaves Norway: five azure bronze copper .l crimson gold
men and eight huskies, crossing the Barents Sea by indigo jade magenta maroon mauve
the light of the midnight sun. At last they reach the scarlet silver turquoise violet
remote, uninhabited bay where they will camp for
the next year. Gruhuken.
reddi sh brown copper 8 dark bluish purple
But the Arctic summer is brief. l\s night returns to
claim the land, Jack feels a creeping unease. One 2 bright blue 9 light grey
by one, his companions are forced to leave. 3 dark brownish red 10 deep red
Soon he will see the last of the sun as the polar 4 pale purple 11 yellowish brown
night engulfs the camp in months of darkness.
5 bright greenish blue 12 bright yellow
Soon he will reach the point of no return - when
the sea will freeze , making escape impossible. 6 very dark blue 13 reddish purple
7 bright red 14 light green
And Gruhuken is not uninhabited.
Jack is not alone. b What colours can you see in the photos on
this page and around you in the classroom?
Something walks there in the dark.
Use some of the Words2know.

MINI WORKBOOK exercise 3 page 109

frenglish.ru
4 a Now read the rest of the extract. Tick (.f) true and cross (X) 5 Read Active StUdy. Check t he
false. Underline the words in the text that helped you decide. meanings of any w ords you don :
D Gus felt uneasy about the light going. know and find any examp les in
the extract in 4a.
D
2 Jack stayed outside to make the most of the remaining
light. ----
~
3 D Jack first realised something was wrong when he saw
Verbs of speaking
the figure.
Said should not be overused
4 D The figure was completely silent. in writing dialogue. Here are ~.

S D Jack's instincts told him the figure wasn't alive. some words to use instead.
6 D The dogs howled at the figure. 1 Words that describe how
something is said
gasped, giggled, laughed, muttered,
ill screamed, shouted, sighed, snorted,
1 'So that's that,' Gus said quietly. stammered, whispered
Four months without the sun. It doesn't seem real.
2 Words that describe the
In the doghouse, the dogs began to howl.
'They feel it too,' said Gus. function of what was said
r forced a smile. 'Gus, r think they're just hW1gry.· added, agreed, answered, argued,
His mouth twisted. 'Well, they'll have to wait a few hours. begged, called, claimed, complained,
Are you coming in?' declared, exclaimed, explained, insisted,
'In a bit.' I still had time before I was due to transmit the pleaded, protested, replied, suggested,
readings. I didn't want to lose any of that crimson glow. urged, went on
Listening to the diminishing crunch of Gus' boots, I Don't use these verbs if the function is
watched it fade behind the cliffs, like embers growing cold. very obvious:
The moon wasn't up yet but there was still enough light to see 'I agree: Not: 'I agl ee; she agreed.
by. No wind. The dogs had stopped howling.
Also note that it is not always necessa ry
Out of nowhere, for no reason, I was afraid. Not merely
apprehensive. This was deep, pounding, visceral dread. My to use a speaking verb after direct
speech, if it is clear who is speaking.
skin prickled. My heart thudded in my throat. My senses were
stretched taut. My body knew before I did that I was not alone.
Thirty yards away on the rock, something moved.
I tried to cry out. My tongue stuck to the roof of my mouth.
=-: It crouched at the edge of the rocks. It was strean1ing wet. 6 Complete the sentences with a
It had just hauled itself from the sea. And yet the stillness was suitable function verb. More than
absolute. No sound of droplets pattering on snow. No creak of one answer may be possible.
waterproofs as it rose. Slowly. Awkwardly. 'But I didn't do it!' she
I knew at once that it wasn't some trapper from a nearby 2 'Don't leave me!' he
camp, or a polar mirage, or 'a trick of the light'. I knew what it
3 'You are so untidy!' he _ _ .
was. I knew, with some ancient part of me, that it wasn't alive.
Behind me the cabin door creaked open. Yellow light 4 'Take the short cut; she _ _ .
spilled on the snow. S 'Oh, go on!' she _ _, .
'Jack?' called Gus. 'It's nearly twelve thirty. The
6 'Well, it all started when . . .' he
transmission ... '
r tried to reply. I couldn't.
The rocks were empty. It was gone. 7 Imagine the conversation when
r stood breathing through my mouth. I stammered an Jack goes back into the cabin
:w er to Gus; r said I was fine, told him I was coming in after seeing the figure. What does
soon.
he tell Gus about what he has
seen? Write the dialogue, using
some of the words from the
Active Study.
b Discuss the questions. Jc.c/:. MJeht Ihto the cc.blh,
• What do you think might have happened if Gus hadn't 5MVTftthg the door beM/hd
opened the door? Mth--. . Are '10VT c.irigMt?'
• Why do you think Jack told Gus he was fine? c.5/:.ed QVT5 . .. .
• What do you think Jack saw?
MINI WORKBOOK exercises 4-5 page 109

29
frenglish.ru
 Writin ocabulary
A narrative
1 Discuss the questions in small groups. 2 Read the following narrative essay and answer
t he questions.
• What do you think is the most challenging
aspect of visiting another country? 1 What was th e writer's first impression of London?

• Different food 2 What was it that the ta xi driver found

amu sing?
Not speaking the la nguage (well)
3 Why did the writer decide that 'for the rest of
• Differen t customs or behaviour
my stay in London, I wou ld simply point at my
• Different w eather destination on a map:?
• Not understa nding the money
• Do you enjoy these differences? Why? Why not?
• What do yo u think a foreigner might find
cha llenging about visiting your country?

Cl.32)

1 Tripped up on a trip to London

As I came out of the railway station it was raining
heavily and the wind was blowing hard. The sky was
glowing a dark bronze, lit up by the streetlamps, and all
5 around me people were rushing to get home, huddled
under umbrellas or half hidden by their hoods and hats.

It was my first visit to London and I had stupidly arrived

there at rush hour. Keen to start seeing something
of the city, I hailed a cab and asked to be taken to
10 Leicester Square. 'What square?' grunted the taxi
driver. 'Lee-kester,' I replied, pronouncing it carefully.
'Oh,' he laughed, 'You mean Lester Square. The
pronunciation is a bit strange, I suppose.'

We drove off slowly through the rush-hour traffic . By

15 now the sun was setting, like a big scarlet ball behind
the black silhouettes of the London skyline . I looked out
of the window, hoping to catch a glimpse of some of the
famous sights. Big Ben, perhaps , or Buckingham Palace.

'First time in London, is it? ' asked the taxi driver,

20 chattily. I nodded, catching his eye in the mirror. 'Nice
day tomorrow, they say' he added helpfully.

'That'll be good,' I said. 'I was thinking of going to

Greenwich. '

This time the taxi driver laughed so hard that I began to

25 worry we would have an accident.

'Green witch!' he snorted, 'That's a good one! Do you

mean Grenitch?'

Oh dear, would I ever master the English language? I

decided that, for the rest of my stay in London, I would
30 simply point at my destination on a map.

30
frenglish.ru
3 a STRUCTURE Look at the story again and decide which 5 Find the mistake in the sente nces
lines are: and correct it.
1 an introduction or background (Who? Where? When?) 1 She told me that sh e w as lea'. 0g
2 the main sequence of events gruffly.
3 the key event or turning point (may be unexpected, funny, SHe told fv-.e grl/Tffl'1 r-Mc;,f"5;'c
strange, etc.) Wt?l5 let?lvlhg .
4 the conclusion 2 The car drove away fa stl y.
b Choose the correct tense to answer the questions about 3 He asked me if rudely I was going
the story. to be much longer.
1 Which tense is most often used to give descriptions? 4 In the taxi I realised I had left my
Past simple or past continuous? wallet.
2 Which tense is most used to give the main events of the S How did the exam go? Do you
story? Past simple or past perfect? think you did good?
3 Which tense is used to talk about something which 6 I need to finish by the end of the
happened before the main events of the story? week this homework.
Past continuous or past perfect? 7 She ran befo re he arrive d quickl y
4 Which two structures are used to ta lk abo ut the fut ure? up the stairs.
Would, was going to, w ill? 8 She well plays the piano.
4 LANGUAGE Read Language4writing and find examples of 9 Sh e wai ted for ove r an hour
adverbs of manner, place and time in the story. patientl y.
10 She spoke to me friendily.

"jmtWm ~ 6 a Think of a story about

something which happened to
We use adverbs to add extra description to the verbs in a story. you or someone you know while
They can, for example, describe how someone does something travelling and make notes to
or where or when something happens. answer the questions.
Adverbs of manner Introd uction/backgrou nd
delicately, fast, heavily, quickly • Where and when does the
story take place? Who is
Adverbs of place
involved? What colours or other
abroad, everywhere, here, nearby, outside, somewhere, adjectives could you use to
underground, upstairs describe the background ?
Adverbs of time 2 Main events
early, in the morning, never, now, often, soon, then, today, • What are the main events of
tomorrow the story? What tense s will yo
There are three usual positions for adverbs. use to describe the m?

1 At the end of a clause - this is the most common position for • What could the cha rac ters sa] .
adverbs of manner, place and time How could they say it?
I'm sure I left it here. 3 Key event or turni ng point
• What happe ned t ha: . 25
2 In a middle position, next to the main verb - adverbs of
particularl y inte resT' '''g
manner can go in this position
su rprisi ng/ funn,,!
He quickly ran over to the desk and hid the papers in a drawer.
4 Conclusion
3 At the beginning of a clause - adverbs of place and time can
• How did the s:c'"'. ~ ~:: ,
go in this position, especially to add emphasis
Outside it was cold. b Now wr ite your ~o . •.
If all three types of adverb are used in the same clause, the
order is usually manner, place, time.
t stupidly left it here yesterday.

31
frenglish.ru
 a Look at t he photo and
caption and answer t he q uestions.
1 Where are t hey?
2 Who do you think Carm en is?
3 Why do you thi nk Pa blo is surprised
to see Carme n?
Pablo unexpectedly meets Carmen
b (1.33) Listen to the conversation
from Spain in the bookshop.
and check your answers.

2. (1.33) Listen again and answer the (1.33) Complete the extracts from the conversation with
questions. 4 Phrases2know. Then listen again and check.
1 Why is Carmen at the university?
2 Why is she disappointed?
3 What happened to Maria?
4 What do they arrange to do later?

3 Look at Phrases2know. Match the

headings (a-d) with the sections (1-4).
a Asking for reasons
b Giving positive reactions
c Showing you sympathise with bad news
d Expressing surprise

Phrases 2 know
Expressing reactions

What a nice surprise!

How lovely/ nice to .. ,
That's really good/fantastic/wonderful.
That's (really) good to hear.
2
That's (very) surprising. / I find ... (very)
surprising.
5 You are talking to someone. Use the Phrases2know to
respond to what they say.
I'm surprised to hear (that) .. ,
'I've failed my exams: (sympathise)
Really? 011 MO! f-Iow C'lWfM/!
3 2 'This hotel is a bit disappointing: (ask for a reason)
Is/Isn't ... what you expected/were
3 'I've passed my driving test: (give a positive reaction)
expecting?
4 'Kate and John aren't going out together now: (express
Do/ Don't you find it surprising?
surprise)
4 5 'Here's a present for you!' (give a positive reaction)
Oh no!
6 'My parents won't let me go to the PGLrty: (sympathise)
How awful/terrible!
That's really awful/terrible/ shocking.
6 Imagine you meet a friend unexpectedly. Think of four
pieces of news (good and bad) to tell him/her. In pairs, act
out the conversation between you and the friend. Use the
Phrases2know.

frenglish.ru
1 a Look at the pn oto and guess which
option completes the sentences.
Pablo is upset/happy after speaking to his
friend Maria.
2 Maria will/ won't be able to go on the skiing
holiday.
3 Maria's boyfriend wants/ doesn't wantto go
on holiday without her.
4 They will/won't have to cancel the holiday.
S Jess thinks/can't think of a solution.

b (1.34) Listen and check.

Complete the Phrases2know with the

phrases from the conversation.
What a pity! 9 Use the Phrases2know to write responses.
What's the matter? 'I'm feel ing ill . I ca n't come to your party.'
c I'm sorry to hear ... Wh?1T?1 5hMVle.! Ifv-. 50rnl To he.?1r M?1T '101/1 re.
fe.e. !t'h!) t11
d I'm really disappointed.
2 'There aren't any tickets left for the conce rt:
3 'My grandma's in hospita l:
4 'Are you OK? You look sad:
Asking about the problem
5 'I just heard that you can't go out tonight:

Are you OK? 10 In pairs or groups, write a,dialogue for

You look upset/sad, is everything OK? the next episode of Green Street. Use
Expressing your disappointment both Phrases2know. Then act it out.

I feel (really) upset.

Sympathising with someone
How disappointing/ awful!
3_ _ / That's such a pity.
TV challenge!
It's a shame/ pity (that) ... Have you got what it takes?
4 _ _ (that) ...
We are looking for talented scriptwriters for our
award-winning TV drama series Green Street.

. -.
• ... y'.lIIJIII •• t:T.111 t':,. r.

33
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 Grammar

Vocabulary ~~IfMi~EiOJri7
Phrases

Listenin ....... .". - ocabulary

1 Look at the photos and discuss the questions.
• Do you think any of the people in the pictures
look good? Why? Why not?
• What 'messages' do you think the
way they chose to look might give?
• In general, do you prefer to fit in or
stand out from the crowd? Why?

2 Check the Words2know. Are they used to describe people, clothes or both?

baggy casual designer fashionable frumpy lace laid-back

leather old-fashioned quirky scruffy shiny skimpy skinny
suede tight-fitting velvet vintage weird

3 a CID Listen to one of the pictures on the page being described

and identify which picture it is.
b CID Listen again and note which of the Words2know she uses.
C Now give a similar description of another picture on the page.
Try to use some of the Words2know.
MINI WORKBOOK exercise 1 page 111
34
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4 a CID Listen to an interview with Sophie, who
describes herself as an ' I ndie~ Put the topics into
the order in wh k h they are discussed.
a D How an Indie styles his/her hair
b DHow Indies spend their free time
c D Other youth cultures
d D The meaning of the term 'Indie'
e D Where an Indie buys his/ her clothes
b CID Listen again and complete the sentences
using no more than three words.
1 Indie music is not usually produced by _ _ . 2 Jon was wearing a black red striped
2 Sophie th inks that when an indie band becomes
popular they _ _ .
3 Sophie likes _ _ clothes because they're quirky
and different.
4 Sophie finds that the jeans she can buy on the
high street aren't _ _ fo r her.
S Soph ie plays _ _ in her ba nd.
6 Although a lot of her frien ds are vegetari an,
Soph ie isn't because she _ _ .
7 Soph ie says Indies and Emos are sometimes
confused because they both wear _ _ .
8 According to Sophie, the biggest difference
between Emos and Indies is thei r
9 Sophie says that Goths tend to wear black and
sometimes colours like
10 She thinks that the way Goths dress is _ _ .
5 Discuss the quest ions.
• Do you have Indies, Emos or Goths in your
country? If so, do you agree with Sophie?
• What other youth cultures can you think of? How
do they look? What do they do?
ram mar Focus
Adjective patterns
6 a CID Put the words in italics in the correct order.
Then listen again to check.
1 Indie music is music produced by small/record/
independent/companies.
2 I've got a(n) really/ old-fashioned/ record!Cool/
player/ big.
3 It's good if it looks like something a(n) old/ little/
lady would wear.
4 I've got a white/ from the sixties/fantastic/pair off
leather/knee-high/boots.
S There's a vegetarian/ nice/ really!cafe in town .
6 The most typ ica l sort of Goth wears a black/ velvet/
long/ dress.
kju'utJi f1 page 127
b Check that the examples in exercise 6a fit the
rules for adjective order.
frenglish.ru
7 Choose three item s of clothing that
someone in the class is wearing and
describe them using a group of adjectives.
Read your descriptions aloud. Can your
classmates guess whose clothes you are
describing?
8 Find the mistakes in the sentences and
rewrite them correctly.
1 The pearls were large perfect glowi ng.
the Ic.rge gloNlhg pec.r/; Nere perfect:
jumper.
3 The coat has a big and fur collar.
4 The jumper was quite scruffy, old .
S I would much rather buy vintage
something than new something.
6 He had bought it from a little, charity shop
in London.
7 She wore a gorgeous, full lengt h, and sil k
eve ning dress.
8 His hair was long bla ck messy.
9 Rewrite the following descriptions adding
more adjectives and/or adjectival phrases.
1 It was cold so he put on a coat and sca rf.
If" NC.5 cold c.hd dc.w-.p 50 Me pV/f" Oh c.
10hg blc.ci; coc.f" NI'fM c. fV/r collc.r c.hd c.
f f-lIei; 5TriP1 5CC.rf
2 She had green eyes.
3 His hair was brown.
4 His favourite shirt was red.
S She found herself in a large room.
6 The sky was blue.
10 Look at the extract from Sophie's ?::" -'011
interview. Underline the adjectives. • ~"'G.""'''' I
My favourite band at the moment is
"'s,,,• I
the Dodos. They're an American band
and the guys are just really low-key and cool.
They wear jeans and shirts mostly, often
vintage-looking check shirts and they have
messy hair, of course, and one guy even has
a moustache. But it's kind of seventies style.
And they wear trainers a lot so, reall y, they
look quite like the people I hang ou t with.
11 a Work in pairs. Tell your partner about
your favourite band or singer.
b Now write a short description of your
favourite singer or band, describing how
they look and the kind of clothes they wear.
MINI WORKBOOK exercises 1-2 page 110
35
 Grammar Focus
Multi-word verbs

1 Look at the phot os of tat toos. Can yo u match them with the
celebrity they belong to? . ~.~-- ....
[ Rihanna Eva Longoria Angelina Jolie Megan FOX]
2 Di scuss the questions.
• What other people do you know (of) with tattoos?
• Do yo u t hink t hat tattoos can be attractive? Why? Why not?
• Do you, or w ould you ever, have a tat too ? Why? Why not?

3 Read the text. What reasons can you find for and against having a tattoo?

• •

What kind of person gets a tattoo? Sailors, bikers,
criminals? Well, not anymore! Check out this information
from a recent survey: the number of Americans aged
5 eighteen to twenty-five with tattoos has gone up to thirty-
six percent over the last few years. And tattoos seem to
be catching on in South America, Europe and Japan, too,
a trend possibly encouraged by the number of celebrities
proudly showing off thei r tattoos. People are getting
10 tattoos to celebrate the birth of a child or to show the
world a symbol or a phrase with some personal meaning.
But how many of those following this latest fashion will
end up regretting it? Julie, now 25, is having her tattoo
removed by laser surgery. 'My mates egged me on to do it
15 while I was on holiday a few years ago; she says, 'and now
'I feel that I've.grown out of it: Laser surgery isn't a cheap
or easy optiQo.JlOwever. Julie originally paid £100 for her
tattoo butjs o.ow having to cough up over £1000 to get rid
36
.t~- '
of It and tfie process will take about six months.
frenglish.ru
Stacey, 22, is find ing that she is getting passed over for promotion
at work and wonders if this is anything to do with her twelve
tattoos. 'They've told me to wear long sleeves whatever the
weather!' she says. 'It's ridiculous but they won't back down so
I've had to give in:
And a recent survey showed that less than thirty percent of
employers in the retail, hospitality, office or beauty sectors would
take on someone with a visible tattoo.
And then you need to bear in mind how the tattoo might look
when you're getting on a bit. What looked cool on you at 18,
might just look sad at 50. Your tattoo can also fade and, if you
put on weight, stretch. Or you might just go off it.
If all this doesn't put you off and you ca ~ summon up the courage
(it hurts), make sure you shop around for a reputable tattooist.
Ask to see a portfolio of their work and certificates of training and
hygiene. Where possible, get a personal recommendation from
someone you trust. And think it over first. Hard. <:.
,..J
...,
4 a Underline all the multi-word verbs in the text. eaking
GM .. i.. bi ~ page' 27 7 What is your reactio n to
b Match the multi-word verb to the definitions. the picture? Do you think
Is each verb a) intransitive, b) transitive and it is artistic or do you find
separable, c) transitive and inseparable or it unattractive? Why?
d) transitive and inseparable but with two particles?
8 @ Listen to Tom talking
1 become more popular (line 7)
about his piercings. Tick
cc.rch Oh (.f) true and cross (X)
2 make sure a lot of people see something false.
because you feel good about it (line 9) D In the UK it is illegal
3 be in a particular situation, perhaps to get piercings before
unexpectedly, after a series of events (line 13) you are eighteen.
4 encourage someone to do something, especially 2 D Tom's mum was
something unwise (line 14) happy for him to have
s stop doing something as you get older (lin e 16) his ears pierced.
6 give someone money or information when you 3 D Tom regrets
do not really want to (line 18) having all his piercings done.
7 not be chosen, when you should have been 4 D Tom regrets havin g had a tattoo of
(line 20) his girlfriend 's name.
8 admit that you are wrong (line 24) S D Tom thinks it isn't a good idea to
9 stop liking something (line 31) have tattoos when you're still growing.

10 compare the price and quality of different things 6 D Having an illegal tattoo can be
before you decide to buy (line 33) dangerous.

5 Put the words in italics in the correct order to 9 Work in pairs. Discuss the questions.
make sentences. • What age do you have to be to get a
1 Julie was proud of her engagement ring. She tattoo or a piercing in your country?
kept waving her hand to off/show/it. Do you think this is the right age?

2 When I started I had no idea I/up/would/where/end.
3 He wouldn't have done it if friends/his/hadn't/on/
him/egged.
4 It's just a phase. She'll out/ grow/ of/it.
S The tickets are expensive, you'll need to up/
cough/ nearly £ 700.
• How do/would your parents feel about
you getting either a tattoo or a piercing?
10 SPEAKING Look at the opinions and rank
them in order from 1 (completely agree)
to S (completely disagree). Discuss your
opinions in pairs.

6 Although she did her job well, when the time D Companies have the right to make up
came for promotion was/passed/she/over. their own policies about visible tattoos
7 I don't think that hairstyle/on/will/catch. or piercings.

8 I used to love chocolate ice cream, but recently D Howa person looks has no effect on
how well they do their job.
have/gone/I/it/off.
9 It's important to when/ buying/shop/an expensive D Some customers might find a tattooed
or pierced person threatening to
item/around.
deal w ith .
10 He knew he was wrong but he still back/
wouldn't/ down.
D Only older people would ha ve a
problem with other people's tattoos or
6 Complete the sentences in ways which are true for piercings.
you. Then compare your sentences with a partner. D Where possible, people shoul d cover
1 Recently, I have grown out of _ _ . up tattoos or remove piercin gs at work.
2 I will usually back down if _ _ . r-
I covrldh c.gree More .
3 If I had a _ _ , I would be proud to show it off. fhc.r'<.; jvr5r whc.r I WC.5 tfllh/::.th g .
4 I know someone who was egged on to _ _ .
Ye 5, Mc.r'5 qvrtf'e frvre, bvrr . . .
S It puts me off someone if they _ _ .
r-
Perhc.p 5, bvrr dOh '10vr M th/::. M c. r . ..
MINI WORKBOOK exercises 3-5 page" 0
37
frenglish.ru
 Readin.~~ocabulary
1 Discuss the questions in pairs.
What different types of music are represented in
the three pictures below?
Music lovers have much
2 What other types of music can you name?
" more in common than
Which do you love/ quite like/ dislike/ really hate? you would think
Pe..ople who listen to indie bands are miserable
shaggy-haired layabouts while fans of rap
music are bold, brash and brimming with self-
confidence.
Rather than mere narrow-minded stereotyping,
these are the results of an extensive psychological'
survey of more than 36,000 music lovers, which
, confirms, once and for all, that our musical
tastes really do reflect our personality. But
-the's tudy's most remarkable discovery is that
lovers.of classical music share a high number of
personality traits with those who prefer rocking
out to heaVy metal. . '
The research asked people worldwide to describe
.!'J
'r . -:theit
.
'personality and then to list their filVoutite
,2;;;:. ,musicatgenres: The results show a distinct
< • " • - ' . •

, ,;j;~ correlation betWeen people's personality traits

'<. and the ,style .ofmusic they enjoy.
2 Check the Words2know. In pairs, find other words
or phrases which have a similar meaning to the
• ~F~$ 'odildje music, fOl;' i~stance,
words and phrases below. What differences are
"~wer~ found to have low se!f=- .
there between the words in each pair or group?
)k<' esteem ,an1little motiv~tion but
" ,'. , 'described themselves as creative.
1 Miserable: -~ ~.~;, Rap enthusiasts, on the othe~ hand, .
2 Confident: _ _, _ _, _ _ , _ _ , ;'t end'to fee{good about themselves
3 Lazy: _ _ , _ _ ahd are extremely o'utgoing.j hose
who lovedanc.e music are equally
4 Kind : _ _, _ _
extrover,t but-are more likely to .
5 Creati ve: be, unfriendly and slightly
6 Selfish : self-centred.
7 Hard working : _ _
8 Extrovert: _ _ , _ _

rit@tf
at ease with yourself bold brash
brimming with confidence conscientious
generous gloomy (have) high self-esteem
(have) little motivation imaginative laid-back
outgoing self-centred unselfish

3 a Discuss the questions.

What kind of people usually like the different
types of music you listed in exercise 1?
2 Which two of the three people shown in
photos A-C do you think would have the
most similar personalities?
b Read the article and compare with your ideas.

MINI WORKBOOK exercises 2- 4 page 111

38
frenglish.ru
 4 Read the article again and choose the best
answer (a, b, c or d) according to the article.
Those who love rap and dance fans are
Professor Adrian North, who led the study, said, similar because
'What this research really tries to get at is why music
is such an important part of people's identity. People a they both tend to be a bit selfish.
ofte n define their sense of identity through their b they are both good at making friends.
musical taste, wearing particular clothes, going to c they both enjoy being around oth er
certain pubs and using certain types of slang. It's not people.
so surprising thaf personality should also be related
d they are both a little lazy.
to musical preference:
2 Professor North believes that
Professor North also suggested that the results
explain why so many people bond over music and a people often like others who have similar
also why some of us are very protective about the musical tastes.
music we listen to, since it is likely to be profoundly b people usually dislike others whose
linked to the person we are. musical tastes differ.
.-\ccording to Professor North, both heavy metal c people's musica l taste creates their
and classical fans are united by a shared 'love of the personality.
andiose; which means that a Metallica fan is far d people's clothes don't always ind icate
more lik~ly to listen to Mahler than an indie kid is to thei r musica l taste.
give Ijeggae a try ..
3 Accord ing to Professor North, both heavy
.-\side from their age difference, they're basically the
metal and classical music are ...
ame kind of person; he said. 'Lots of heavy metal
fans will tell you that they also like Wagmir, because a difficult to pla y well.
it's big, loud and brash. There's also a sense of theatre b popula r with young and old.
in both heavy rock and classical music, ang I suspect c popular with older peop le.
j}at this is what they're really looking to experience
d dramatic and a bit pompous.
h en they listen: .
, ~'-- 4 John Gregson has a passion for heavy metal
hn Gregson, 23, a classically-tratpectmusician
,ith a passion for heavy metal; agrees. 'As an because
-nstrumentalist, out of all of the main genres of music, a he thinks it is quite similar to classical music.
eavy metal and classical are the ones which require b he feels part of something most peop le
-he most discipline to play...: they're technically don't understand.
·ery difficult and involve playing at inhumanly fast
c he feels that heavy metal fans are more
5peeds; he said: 'You feel liKe you're in .on a secret -
creative than most people .
.·ou identify with if personally. It also;fe.eTs like you
:mow something that: other p~ople don't because you d he finds it challenging to play fast enough .
_ppreciate a style of music whi.c h is often. Vilified:
, ... . 5 SPEAKING In pairs, look at all the pictures on
the page and discuss the questions.
• What kind of person do you think each of the
hat your music says about you people in the pictures might be?
::;.(lie: Low self-esteem, not very hard-working, kind or • Which two people do you think would
?-1erous but creative
probably get on best together?
- ck 'n' roll: High self-esteem, very creative , hard-working
.=_:1 at ease with themselves but not very kind or generous
3lues: High self-esteem , creative, outgoing and at ease
themselves
-:l
assical: High self-esteem , creative and at ease with
:.-"mselves but not outgoing
eavy metal: Very creative and at ease with themselves
:_-: not very outgoing or hard-working
·i
eggae: High self-esteem, creative , outgoing, kind, V
;-='lero us and laid-back but not very hard-working
untry and western: Very hard-working and outgoing
ance: Creative and outgoing but not kind or generous
p: High self-esteem, outgoing
39
frenglish.ru
 Jess and Pablo go
clothes shopping
in London.

1 Look at the photo and answer the questions.

1 Where are Jess and Pablo and what are they doing?
2 Do you like this type of clothes? Why? Why not?
3 Do you enjoy shopping or do you prefer to buy
clothes online?

2 @ Listen to the conversation and answer the questions.

Does Pablo buy anything? If so, what? What about Jess?
2 What is Jess's opinion about wearing high heels?
3 What does Pablo want to do before looking at
more clothes?

3 a Complete the conversation extract with Phrases2know.

Giving your opinion

I prefer wearing vintage clothes to buying new
things.
I prefer the long skirt (to ... )
I'd rather buy clothes in the High Street (than shop
in a market).
I think shopping for a short time is preferable to
spending hours in shops.
I think casual clothes are preferable to smart ones.
I don't like flared trousers much.
I (don't) enjoy buying new clothes.
Asking about preference
Which do you prefer, the blue one or the green one?
Do you prefer shopping on line or going to shops?
What do you think of this coat?

b @ Listen again and check. 5 In pairs, ask about preferences and give your

4 Underline the correct answers.

I'd rather wear/wearing designer clothes than/to
other clothes.
2 I prefer buy/buying lots of cheap clothes than/to
spending a lot of money on one thing.
3 Which do you prefer/What do you think of these
jeans?
4 Which do you prefer, this dress t%r that one?
5 I like shop/shopping a lot!
•
opinion about these things.
vintage clothes or new clothes
• online shopping
making your own clothes or buying clothes
• spending hours in the clothes shops or buying the
first thing you find that's OK -
• the latest fashions
Do 101/1 prefer vthrc.ge clorhe5 or ",el1J clorhe51
I fllthK vthrc.ge c!otfre5 c.re preferc.b!e ro ",eM)
0",e5.

frenglish.ru

6 In groups, write Cl questionnaire about style. Then interview a student from another
group. Ask and answer your questions. Try to use expressions from Phrases2know.
1 Which do '101/7 prefeYi tt"ghr-fiftihgjet?rh5 or bt?rgg'1 ohe5?
£C! rt?rther J1Jet?rr .. .
MAGAZINE ARTICLE
1 Read the advert. Then read the article
What is the writer's opinion about wearing
fashionable clothes?
2 How many arguments does the writer give to
support her view? What are they?
3 What is her conclusion about the topic?
8 STRUCTURE Match functions 1-5 with
paragraphs A-F in the article.
o An engaging opening paragraph to catch
the reader's interest
2 0 Further arguments with examples!
explanations
3 0 A summary of arguments and opinion
4 0 An interesting title that makes you want
to read the article
5 0 The main argument with examples!
explanation
9 LANGUAGE Underline examples of:
phrases that are useful to say what you think
P er50h t?rII'1' . ..
2 specific examples (e.g. names of styles,
examples of clothes) to back up arguments,
not just general statements
3 informal language suitable for the reader of a
magazine for young people
4 questions addressed directly to the reader to
draw you in
5 phrases with 'I' that talk directly to the reader
6 an exclamation to emphasise a point
7 italics for emphasis.
frenglish.ru
~
Ail Is fashion
burning a hole
in your pocket?
B 'I'm always dressed in the latest cool gear, it's important
to look good' and 'Fashion's just a way to get you to spe nd
money' are two extreme views about fashion. Is it so
important to be trendy or is it just throwing money away?
C Pe rsonally, I don't think it's absolutely necessary to always
wear the latest styles. Of course, shops want you to spe nd
money. Styles change every fe w months and it can be
difficult to find anything else, as high street shops only
stock the latest clothes. But there are enough second-han d
and specialist shops where you can find alternatives when
you want to buy something - you don't have to buy what
the fashion industry dictates.
D Anyway, why should you wear a fashion that may not
suit you just because it's 'in'? Luckily, there are so many
different fashions today - Goths, Punk, Emo, to name a fe w
- that you can pretty much wear what you want. You don't
need to be a fashion victim!
E Too many shoppers ignore the environmental question.
Rushing out to buy the latest skinny jeans or trendy traine rs
is all very well but too many discarded clothes end up in the
rubbish. Surely it would be better to spend money on fewer
high-quality items, eco-friendly garments or second-ha nd
clothes?
F For me, buying new clothes just for the sake of being
fashionable is a complete waste of money. The most
important thing is to find your look - the clothes tha t
reflect your personality and that you feel comfortable in.
To my mind, that is definitely worth investing in.
10 a You are going to write an article for the same
magazine. Choose which article you want to write
and write the first draft. Then swap with a partner and
check the article follows the structure in exercise 8 and
includes examples of the things in exercise 9.
• Young people should be able to get piercings and
tattoos whenever they want. What do you think? Why?
First impressions count! What you wear and how you
look tells everyone about you. What do you think? Why?
b Write the final draft of your article.
41
 activestudy2 S
Vocabulary
1 Complete the text with words from the
box.
self-esteem laid-back ./ ease
unimaginative vintage skimpy
scruffy motivation designer
tight-fitting quirky miserable
Whatever you may be doing, what you wear
always matters. Even if you're just studying
at home, don't be too 1/t?la-bt?cK about
your outfit. Wearing pyjamas all day can
definitely affect your 2 _ _ !
If you are out and about meeting other
people, it's even more important to know
what message you are sending. If every
item of clothing has a 3_ _ label, people
may think that you are successful but they
may also think that you have low 4 _ _
or that you are too 5_ _ to think for
yourself.
On the other hand, if your clothes are
old and 6 _ _ , people will assume that
you don't care about your appearance or
anything else.
It's also important to dress appropriately
for the occasion. Wearing very short,
7_ _ or 8_ _ clothing might be OK at
a party but at the office it suggests that
you don't feel at 9 _ _ with yourself.
If you always dress in black, people may
assume that you are 10_ _ or angry
and if you like unusual, 11 _ _ clothes or
dress head to toe in 12 _ _ clothing from
the 50s, be aware that some people may
not take you very seriously as a result.
,~ ACTIVE STUDY: Learn compounds
2 Match the words to form compound
adjectives.
1 over ~ a back
2 out b fitting
3 self c priced
4 tight d going
5 laid e centred
6 user f minded
7 narrow g fashioned
8 old h generated
42
frenglish.ru
Grammar
3 Complete the text with the correct form of the verb
in brackets.
Nina Porter, Iht? 5 be eh tipped (be/tip) as the next
big thing in modelling. But, as she walked the catwalk
yesterday, she 2_ _ (attract) attention for all the wrong
reasons, by stumbling and falling.
Nina 3_ _ (be/ask) to close the show but her platform
heels were too difficult to walk in. The floor 4 _ _ (be/
polish) and was extremely slippery. Nina said, 'I 5 _ _
(walk) faster and faster as I got towards the end of the
runway and suddenly I 6_ _ (realise) that I 7 _ _ (lose)
my balance. The next thing I 8 _ _ (knew), I was on the
floor! It was really embarrassing but my phone 9_ _ (not!
stop) ringing since so maybe it's true that all publicity is
goo d publicity.'
Nina first 10_ _ (start) modelling two years ago. Since
then she 11 _ _ (appear) in both British and American
Vogue. Nina hopes to study fashion design at university
once she 12_ _ (complete) her A levels.
4 Put the words in the correct order.
Look at that _ _ (Iong/gorgeous/skirt/velvet/blue).
2 My favourite item is a _ _ (silk/Chinese/red/dress/tight-
fitting).
3 He lives in a(n) _ _ (stone/old/miles from anywhere/
cottage) .
4 I love those _ _ (old/big/yellow/taxis/New York).
S She is a _ _ (pretty/woman/young/with long hair).
EXAM PRACTICE Sentence transformations
5 Complete the second sentence using the word given so
that it has a similar meaning to the first sentence.
1 Sue was extremely confident about her exam results.
BRIMMING
Sue was about her exam results.
2 Although it was raining, I carried on playing tennis.
SPITE
I carried on playing tennis _ _ rain.
3 The last time I saw Josh was three months ago.
FOR
three months.
4 He wanted to be an actor but somehow he became a
teacher.
ENDED
He wanted to be an actor out somehow he _ _ a teacher.
S He didn't want to do it but she persuaded him.
EGGED
He didn't want to do it but she _ _ .

~
Reading skills
'aiD; jIj·tiiiMOii·!i·W-
6 The blog has eight paragraphs A-H. Which
paragraph contains the information 1-5?
You may use the letters more than once.
1 D How farmland looks from space.
2 D Why Anousheh is having some trouble sleeping.
3 D One important difference between a map of
the world and how the world looks from space.
4 D Something Anousheh finds a little painful
but irresistible.
5 D Anousheh's preferred view of the Earth
from space.
7 Complete the sentences 1-4 with the correct
ending a-j.
1 D For Anousheh, watching t he world go by
now means
2 D The world from space differs from a map in that
3 D Anous heh finds the th understorms
4 D Anousheh is unable to sleep because she is
a an amazing spectacle.
b suffering from headaches.
c like precious sparkling jewels.
d no political borders are visible.
e observing the rotation of the planet.
f sitting back and putting her feet up.
g the cities are easily distinguishable.
h an unpleasant experience.
unable to tear herself away from the view.
you can see the vegetation.
Listening skills
8 @ Listen to five people talking about when
they took some time out to travel. Match the people
1-5 with what they say a-f. Use each letter once
only. There is one letter which you do not need.
D Speaker 1 .. .
D Speaker 2 .. .
D Speaker 3 .. .
D Speaker 4 .. .
D Speaker 5 .. .
a did something to help wildlife.
b came back feeling tired.
c was determined to soak up some sun .
d made new friends.
e didn't enjoy all the wildlife he/she encountered.
f used his/her own transport.
frenglish.ru
September 26
Watching the world go by
Filed under: Space Explorer - by Anousheh @ 9:10 pm
You have probably heard the expression 'watch ing
the world go by.' I guess it is usually used in the
context of just passing time , relaxing , and not doing
anything ... just observing ... Sort of a state of
inaction .. .
For astronauts this expression has a new meaning .
For them , it literally means watching the world go
by! As you stare out the window up here you see
the Earth slowly rotating in the opposite direction .
From the side windows in the little cabins and th e
docking compartment , where I sleep, you see the
complete curvature of the Earth against the dark
background of the universe. This view is actually my
favorite because you see the 'Wh ole' not the 'Parts.'
I always like to see the big picture before deciding
or worrying about the pi eces. I wish the leaders of
different nations could do the same an d have a world
vision first, before a specific vision for their country.
During sunlight (day time) you can see hundreds
of shades of blue in the oceans depending on the
depth of the ocean and how the sun is reflecting off
the surface ... You can see the land masses, mostly
without vegetation , with these veins running through
them in different shapes. These are either rivers
or reminiscent of water flowing on the ground and
making its mark as it travels down to the oceans ...
The cities are easily distinguishable because they
look like someone took a shovel and messed up
the ground in that area. The agricultural lands have
specific geometric shapes and demonstrate different
colors based on the crop and the type of soil. You
cannot see any borders ... you cannot tell where
one country ends and another one starts .. . the
only border you see is the border between land and
water.
Most of the nights when I look out, I can see
thunderstorms down below. I know it's not pleasant
for people experiencing the storm on the ground , but
from up here, it looks like a magnificent light show.
But that is not the best part. The best part and by far
my favorite view up here is the view of the un iverse
at night. The stars up here are unbelievable ... It
looks like someone has spread diamond dust over a
black velvet blanket. The Milky Way is easily visible
. .. like a rainbow of stars over the entire Earth ... I
cannot keep my eyes off them. I put my head to the
window and stay there until the coldness of the glass
gives me a headache ... then I pull my head back a
little and continue gazing out.
These are the most peaceful moments I have had in
my life and I feel a great source of positive energy. I
have a hard time sleeping too long because I keep
forcing my eyes open to just see this beauty and
take it all in .. . only a second longer ...
Good night! My Window awaits me so I can watch
the world go by and feel all your tears and laughter
from down below .. . Have an awesome day or night,
wherever you are .. .
43
 Vocabulary

Phrases

Listenin ocabulary
1 Which of the words in the box can you relate
to the photos? Give examples of how these
things have changed in your country since
5 i@ffimC (2.12) Check the words in blue then
complete the sentences (1-8) with the phrases (a-h).
your parents were your age.
Listen to the lecture again and check your answers.
economy fashion education ] 1 In recent times Brazil has been going through -----!JL- .
music leisure activities technology 2 Over the last few years we have seen Brazil _ _ .
[ food and eating habits shopping
3 _ _ which currently pays poor families if their
children attend school and receive vaccinations.
2 Discuss the questions.
4 Prior to this (the Family Allowance), many children
• What would you most like to change about
your country or where you live?
S Brazil is also in a good position nowadays _ _ .
• What is the one thing about your country
6 To add to this natural resource, not long ago there
you hope w ill never change?
was the amazing discovery of _ _ .
3 (2.10) Listen to four students talking about 7 w hich will need to be addressed in the near future.
changes in their country, Brazil. Which of the 8 As recently as the start of the 21st century _ _ .
topics in exercise 1 do they mention? Do you
a The Family Allowance (is) a system
think the changes they describe are positive
or negative? b spent their days on the street
c fifty percent of all fertile land in Brazil was owned by
4 [ID Now listen to the beginning of a lecture just one percent of the population
on 'The future of Brazil' and underline the
d climb up the list of the world's biggest economies
correct option to complete the sentences.
e large oil and natural gas reserves offshore
In the 1980s and 90s, the level of inflation
in Brazil went up to lOO percent/ 1000 f There are some environmental issues
percent. g a period of economic development
2 Thirty-one millionlTwenty million Brazilians h when it comes to energy resources
are now considered to be 'middle class'.
6 a How similar are the changes mentioned by the
3 Brazil has been using the biofuel ethanol students or the lecturer to changes in your country?
for nea rly twenty/fifty yea rs.
4 Brazil will soon be producing/is already
b Choose five time expressions-and write sentences
about your country. Compare your ideas with a partner.
producing four million barrels of oil per day.
Ih reCeh T- n fv, e5, w,t-; COV7hfr-t-; . . .
S Brazil has become the third/fifth largest
exporter of agricultural produce in the world. MINI WORKBOOK exercise 1 page 113
44
frenglish.ru
Grammar rFocus
Continuous aspect
7 a Match the verbs in the phrases from
the recordings (1-6) with the continuou s
forms (a-f).
1 D ... now it seems that its promise is
finally being fulfilled
2 D In recent times Brazil has been
going through a period of economic
development.
3 D By 2020 the country will have been
using this biofuel for nearly fifty years.
4 D A few years ago, everyone was using
Orkut but now more and more people are
starting to use Facebook.
5 D It was recently discovered that huge
plantations of soya crops had been causing
more deforestation than even cattle or
logging.
6 D I just wonder if we will still be using the
stadiums in, say, 2020.
a present continuous
b past continuous
c present perfect continuous
d past perfect continuous
e future continuous
f future perfect continuous
b Compare sentences a-d with sentences 1-4
in exercise 7a. How does the meaning differ?
a Now it seems that its promise is finally
fulfilled .
b In recent times Brazil has gone through a
period of economic development.
c By 2020 the country will have used this
biofuel for nearly fifty years.
d A few years ago, everyone used Orkut but
now more and more people use Facebook.
W'!!'!!fl t f.lJ2ml page 128
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8 a Underline the correct form of the verbs to
complete the presentation.
Traditionally, the Spanish, especially in the south,
'have taken/ have been taking a siesta. That's a kin d
of short nap in the middle of the day. It 2is gettin g/
gets so hot at th at ti me, th at it's better to wo rk ea rly
in t he morn ing and in t he evening. So, up until
abou t te n years ago, most shops and businesses
3c1osed/were closing for lunch - a long lunch from
about two 'til five. Everyone would then go back
to work until the evening. However, the tradition
4 now disappears/ is now disappearing, under
pressure to fit in with other European and
international businesses. Also, as more workers
Scommute/are commuting into the cities for work
these days, it is impractical for them to return home
for lunch . Increasingly, therefo re, many companies
6 are shortening/shorten the lunch break to allow
their workers to go home a little earlier. These
changes, how ever, have not yet 7 affected/ been
affecting the late-night lifestyle, with the Spanish
still tending to eat dinner between nine and
midnight. As a result, Spain Bis getting/ gets one
hour less sleep than the rest of Europe nowadays!
b (2.13) Listen and check your answers.
9 Choose one of the topics and make notes about
changes in your country. Use the time phrases
from exercise 5 and continuous forms.
• Transport
• Women and work
• Relationships between men
and women
• Holidays
• Eating out
• Crime
10 a Work in pairs. Use your notes from exercise 9
to give a short presentation (one-two minutes)
like that in exercise 8.
b Change pairs and tell a new partner about the
presentation that you listened to.
MINI WORKBOOK exercises 1- 2 page 11 2
45
PI,;, !i
chan ging world

Readin ocabulary
1 Discuss the questions.
• What do you know about the celebrities in the (2.14) All the latest eco-related news
photos? Are they good or bad role models? Why?
• Which celebrities do you adm ire? What do you
on film, TV, music, fashion,
admire them for? events and celebriti~s
2 Read the blog and write the initials of the celebrities
next to the statements.
Which cel ebrity . ..
1 . .. flie s his/ her ow n plane?
It's that time of year again. We pick out
2 .. . doesn't eat meat? and those most deserving of our praise
3 .. . is a frequent flier? and ... and our scorn.
.I
4 .. . lives in a mansion?

o Eco-hero
5 .. . has an environmentally friendly vehicle?
6 ... has done something creative to raise
eco-awareness? and
It had to be Natalie Portman who won
3 Do you think all these celebrities would be pleased with
this year. Beautiful, talented and vegan!
their awards? Why? Why not? What we liked best was her new range
4 a iWftiaf (2.1S) Check the words in blue and of fashion conscious but
tota lly vegan shoes, Go girl!
answer the questions about the blog.
The proceeds from sa les of
1 How will Natalie Portman's shoes help to protect these shoes will go towards
the environment? protecting the environment.
As if that wasn't enough
2 What does Natalie suggest can help reverse t he
for one year, Natalie has
effects of greenhouse gases? a lso produced a short film
3 How has David Beckham managed to create the for National Geographic
biggest carbon footprint on earth? where she explains how
simply changing an
4 How many tonnes of carbon dioxide does the
ordinary light bulb for a
average British person create each year? low energy one can help
5 How did AI Gore make the world take more notice to reverse the effects of
of the problem of climate change? greenhouse gases.
6 What does AI Gore claim to offset by buying carbon credits?
7 What kind of renewable energy sources does the text
mention?
8 Why will Paul McCartney's new initiative help to save the Eco-villain
planet? And the award goes to .,. David
9 Why is a hybrid car supposed to be an eco-friendly choice? Beckham . According to the green group,
Carbon Trust, David Beckham has the
b Find other words and phrases related to the theme of biggest carbon footprint on Earth . What
the environment in the blog. Check their meaning. he has done to achieve this is to fly
1 O £Q~!!:' ffl'1-!!:.t:. 4 f _ ___ _ f __ _ more than 170,000 miles this year - the
equivalent of flying to the moon! Carbon
2 gl ____ w __ ___ _ 5 de __________ _
Trust estimates that he has crea:ed ~ore
3 s ___ _ P ___ _ 6 re em ______ _ than 163 tonnes of carbon diOXide thiS
year, compared
5 In pairs or small groups, discuss which of the with the British
opinions you agree with most? Why? average of 9.4
tonnes (and that
• I can't stand the hypocrisy of celebrities who tell does enough
the rest of us how to save the planet while still damage to the
hopping on and off planes themselves. ozone layer). How
Celebrities are human like the rest of us. They try does it feel to be
responsible for
to do their bit for the planet but they don't have
so much global
to be perfect to make a difference. warming, David?
46 MINI WORKBOOK exercise 2 page 113

frenglish.ru

G Eec-hypocrites
And a new category - the eco-hypocrites, for those
w ho are not as green as they say they are ...
It was his film An Inconvenient Truth
which made many people take
notice of climate change for the
first time. Former US Vice President
a nd Nobel Peace Prize winning
environmentalist AI Gore should be
ongratulated on this aChievement.
-!owever, his own home has
'10 less than twenty room s an d
eig ht ba throoms and uses more
electricity in a month than the
::JVerage American home does in
:J year. Definitely an inconvenient
o'uth for Gore. Gore argues that his
snergy use is acceptable because he offsets it
b uying carbon credits but we don 't buy that.
:-'1 Travolta recently spoke to a group of fans at
~ov ie premiere about the environment. What he
was that climate change was a serious issue
:: :J
~ :J that it was important to look at such renewable
energy sources as solar
power, wind power and
wave power. But ask him
what kind of power he
uses when he's piloting
his FIVE private jets,
including a customised
Boeing 707 . We're
guessing it's fossil fuel!
~. , Pa ul McCartney is famous for his
s'lvironmental activism . Not only is
-e a c ommitted vegetarian but he
=cently launched a new initiative
-: enc ourage people to give up
- eat for just one day a week.
- I N study has shown that the
estock industry is respon sible for
:~ unbelievable eighteen percent
:; 'nan's global greenhouse gas
=,issions, largely because of deforestation in the
,... l a zon. McCartney was recently given a hybrid car,
::ssig ned to use less fuel and reduce emissions. So far
: :: g ood. Little did he know that the company would
: ="d it by plane - 7000 miles .The amount of energy
_o--e d by this trip was equivalent to driving the car
::-Jund the world six times. Not exactly an eco-friendly
: ,-oic e ! Sir Paul was said to be 'horrified' . Quite.
frenglish.ru
Grammar Focu
Cleft sentences and inversion for emphasis
6 a Look at the pairs of sentences. How
does the structure change to make t he
second sentence sound more empha ti c?
a Natalie Portman had to w in th is yea r.
b It had to be Natalie Portman who won
this year.
2 a He has achieved this honou r by fl ying
more than 170,000 miles this yea r.
b What he has done to achieve thi s
honour is to fly more than 170,000 miles
this year.
3 a He is a committed veg etarian and he
recently launched a new initiative .. .
b Not only is he a comm itted
vegetaria n but he recently launc hed a
new initiative ...
b Find other examples of emphatic
sentences li ke these in th e bl og .
@f!"'!lW~ page 128
7 Rewrite the sentences to make the m
more emphatic. Use the Grammar2know
on page 128 to help you.
1 Paul McCartney is well-known fo r being
a vegetarian.
It is for _ _ __ __
What Paul McCartney is _ _ _ __
2 As soon as she became pregnant, Natalie
Portman started eating dairy and eg gs.
Nosooner _ _ __ __
3 But Natalie Portman would never eat meat.
But under no circumstances
4 I don't understand why Beckham flie s
that much.
What I don't understand _ _ _ _ __
Itiswhy _ _ __ _
5 It is unusual for anyone to fly as much as
David Beckham.
Rarely _ __ __
8 Complete the sentences in ways wh ich
are true for you. Then compare your
sentences with a partner.
What makes me most hopeful about
the future of the environ ment is
2 It is _ _ that dep resses me most
about the enviro nment today.
3 Under no circum stances
MINI WORKBOOK exercise 3 page 112
 ocabulary
1 a Make a list of all the things you have spent money on today.
b Discuss the questions.
• Which of the things on your list do you think you could have managed without? Why? Why not?
• Do you think you could be happy living w ith no money? Why? Why not?

2 a You are going to read an article about Mark Boyle, who decided to try to live without
money for a year. What difficulties do you think he might have faced?
b Read the article and check your ideas. How did he overcome the difficulties?

" .

THE MAli WHO LIVES WITHOUT MOIEY J

Mark Boyle, 31, has given up using money. He lives in
a caravan that he got from Freecycle. an organisation
which matches people who have things they want to get
rid of with people who can use them, thus keeping usable
items out of landfills. His caravan is parked at an organic
farm near Bristol where Boyle volunteers three days a
week. He grows his own food , has a wood-burning stove
and produces electricity from a solar panel (it cost £360
before the experiment started). He has a mobile phone for
incoming calls only and a solar-powered laptop. Boyle.
who has been vegan for six years , set up the Freeconomy,
an online network that encourages people to share skills
or possessions, in 2007 and it now has 17,000 members.
His book, The Moneyless Man: A Year of Freeconomic
Living http: //www.amazon.co.uk/Moneyless-Man-Year-
Freeconomic-Living/dp/ 185168 7548 , is out now.
1_ _ My friend and I were talking about all the
problems in the world, such as sweatshops, global
warming, factory farms , animal testing, wars over
resources. I realised they were all, in their own way,
connected to money.
2_ _ I sold my houseboat in Bristol and gave up
my job at an organic food company. I made a list of
everything I bought and tried to figure out which
I could get in another way. For toothpaste I use a
mixture of cuttlefish bone and wild fennel seeds.
Things like iPods you just have to knock off the list but
birds in the trees around my kitchen h~ve become my
newiPod.
Everything takes more time and effort in a money less
world. Handwashing my clothes in a sink of cold
water using laundry liquid made by boiling up nuts on
my rocket stove can take two hours, instead of half an
hour using a washing machine.
It was meant to be just for a year but I enjoy the
lifestyle so much that I'm just going to keep living like
this. 3
I ha4 a very normal childhood. I think at first my
parents wondered what on earth I was doing. Butmow
they totally ~upport me and they say that they may
even try it themselves.
4_ _ I grew up in Northern Ireland where it's a
show of manliness to buy your mates the first round.
But I invite them back to my caravan instead to have
homemade cider around the campfire.
I am single at the moment but, because of the book
and my blog, a few women seem interested in me.
5_ _ I'll be lucky if there's one woman in the whole

country who wants to gi~e up ca~h for life - and I

might not even fancy her.

frenglish.ru
3 Read the article again. Complete the article with
sentences a-f. There is one sentence which you do
not need to use:-
a I've never been happier or fitter.
5 What global problems does Mark think
b Just being a vegan cuts down the number of women
I'm compatible with, never mind being moneyless.
c It all started in a pub.
d My girlfriend isn't that keen on my lifestyle though.
6 'W'M!!!.t
e Sometimes it is frustrating trying to socialise with no
money.
f I decided to give up cash.
7 a (2.18) Look at the task. Listen to two
frenglish.ru
4 What do you think are the advantages
and drawbacks of Mark's lifestyle?
Make a list.
have been caused by money? Do you
agree? Why? Why not?
(2.17) Check the words in
blue and discuss the questions.
1 Do you know whether the clothes
you buy were made in a sweatshop or
using child labour? Do you try to shop
ethically? If so, how do you do this?
2 What do you think are the main causes
of poverty around the w orld?
3 Do you th ink t ha t GM foods and factory
farming are necessary to provide
enough food to feed the world? What
are the alternatives?
4 What endangered species can yo u name ?
Why are t hey hea ding for extinction and
what can be done about it?
5 Do you believe in freedom of speech ?
Are there any exceptions?
6 Do you think that there will be increased
conflict in the world over natural
resources? Why? Why not?
people beginning the task and answer
the questions.
1 Which two problems do they mention as
being most important?
2 What arguments do they use?
3 What examples do they give?
Put the list of world problems into
the order of importance, from
1 (most important) to 7 (least
important). If possible, you need to
all agree on the order.
Climate change
Conflict
Poverty
• Crime
Over-population
Pollution
• Destruction of the natural world
b SPEAKING In pairs or small groups,
do the task.
MINI WORKBOOK exercise 3 page 113
49
frenglish.ru
4 a STRUCTURE Find supporting points
and examples for the topic sentences in
each paragraph'!'
Example:
Topic sentence: The main idea was that the
workers who produced the goods should
be guaranteed a fair price rather than being
exploited by others higher up the supply
chain.
Supporting point(s): In order to achieve
this, Fairtrade products are sold at a slightly
higher price, so that more money can be
passed back to the producers.
Example: For example, a thirty-pence
banana may be sold at thirty-five pence.
b Which two 'of the tips for writing an
introduction to an opinion essay does the
writer use?
Mention how the situation has
developed or current trends
2 Mention the fact that the topic is
controversial or complicated
3 Provide an overview of the subject to be
discussed
4 Mention her own opinion
C Look at the tips for concluding an
opinion essay. Which does the writer use?
Commenting on the original title of the
essay and adding her opinion.
2 Summarising the main points and giving
her opinion.
5 LANGUAGE Read Language4writing then
underline the example phrases in the
essay.
Language
Giving examples
for example
for instance
such as
like
Take ... , for example.
A good example of this is ...
To illustrate this point
By way of illustration
... is a case in point.
frenglish.ru
6 a Match essay titles 1-3 to sentences a-c.
1 0 Rich countries have an obligation to help
poorer countries. Discuss.
2 0 It is vital that the population of the world is
not allowed to increase at its current rate. Discuss.
3 0 Fairtrade is a nice idea but neither the planet
nor the economy can afford it. Discuss.
a Most Fairtrade produce is made in developing
countries, which means it usually needs to be
exported by air.
It is certainly true that Fairtrade provides farmers
with a fair and stable price. However, it must be
said that Fairtrade is not necessarily good for the
environment. Fairtrade flowers are often flown
from Kenya to the UK.
b Countries with empires exploited many of these
countries for their natural resources.
Not least because rich countries often have some
responsibility for the problems in the developing
world.
Rich countries have a duty to help poorer
countries
c There are countries which have had some success
with reducing the birth rate.
However, this policy has caused other problems,
such as the increasing imbalance between males
and females.
China brought in a one child policy in the late
1970s.
b Order the sentences in a-c and write three
coherent paragraphs, using phrases from
Languge4writing to introduce the examples.
7 Look at the topic sentence and write the rest of the
paragraph, choosing one of the facts to use as an
example.
Topic sentence: Population growth is only one side of
the story, however.
Facts:
• The population of the world has doubled since
the 1960s.
• The population in Italy is expected to shrink by as
much as a third by 2050.
By 2050, India is expected to have a bigger
population than China.
S a Choose one of the essay questions from exercise
6a and make a note of three or four main ideas.
b Using the tips in exercise 4b, write a suitable
introduction to your essay.
C Now write a paragraph for each main idea, with
supporting ideas and examples as appropriate.
Write a short conclusion, summarising your
opinion.
51
1 Look at the photo and the things on the
stall and answer the questions.
1 Which of t hese things would you buy? Why?
2 How often do you buy these sorts of things?
3 Do you feel better about buying something
if you know the workers who produced it
w ill get a fair price for it?

2. a Read the caption and the leaflet extract

and answer the questions.
Do you think Jess and Pablo think ethical
certification is a good idea?
2 How does ethical certification help the
miners?
3 How does it help the local community?
Jess and Pablo discuss how ethical cert ificates for
4 How does it help the environment?
go ld mining can help miners in Latin America.
b (2.20) Listen and check.
3 a Read Phrases2know and then match the If you buy gold that has an ethical certificate you know:
beginnings of the phrases (1-5) with the
endings (a-e). .I the miners got a fair price fo r the gold

1 0 I'm not so sure how useful .I the profits helped improve local education and healthcare
.I experts helped the miners improve safety conditions
2 0 Don't you think
.I the local environment didn't suffer
3 0 What do you think about
.I no dangerous chemicals were used.
4 0 Why do you think
5 0 There's a lot to consider Do you really want to buy gold that doesn't guarantee all
these things?
a safety in the mines is also important?
b taking care of the environment is important?
c ethical certificates are. 4 Complete the dialogue with Phrases2know.
d when you buy something made of gold.
e these other advantages?

b (2.20) Listen again and check.

Discussing importance
What do you think of! about ... ?
Why do you think ... is! are important! useful!
essential?
Don't you think ... is! are al so important?
I'm not sure how important/useful ... is!are.
There's a lot to con sider ...

frenglish.ru
 In pairs, look at the information about the Belo
Monte dam project . Discuss the information
using the Phrases2know.

Belo Monte dam project, Brazil

proposal to build a dam to generate electricity -
~u t at what cost to people and the environment?

* Over 20,000 native people would be forced off their land

* The survival of indigenous people would be th reatene d
* Thousands of species of plants and animals would
be destroyed
* Experts say the dam would be very inefficient - it would
produce as .Iittle as 1000MW in the rainy season
'* The dam would cost over $10 billion
.~~""",.",", .•. ,",,!4','" .."" ..... ~~.

EVALUATING: EXPRESSING AN OPINION

Look at the poster and answer the questions.

ave you ever been involved in a campa ign? What
did you do?
Jo you think this is a good poster? Are the slogan
an d photos right?
ou ld you improve the poster? How?

'1 IID Listen to the conversation and answer the

q uestions.
Is Pablo happy with the poster? Why? Why not?
- N hat two slogans does Jess suggest?
_ .'Vhich slogan does Pablo prefer? Why?
." Nhich photos do they use in the end?

Read Phrases2know and then complete the extract

from the conversation. Listen again and check.

ressing your opinion

not) really happy/ satisfied/ impressed with ...
=::,'t li ke/ want (this).
--ese are) not what I want/ need.
-- 'S is) not what I meant/ had in mind/ wanted/ asked fo r.
-- 3t 'S) exactly what I had in mind/ meant/ wanted.
-- 3t is) not really what ...
-'=you ha ppy with ... ?
:; " w hat you wanted/ meant?

,Vork in groups. Discuss making a poster to campaign against the Belo Monte dam. t,;~,I))110 11'1111
\ ~IIICLls"?1J
.I
Ea ch person think of a slogan and decide which photo(s) you would use and Why. 1\\
Th en discuss your ideas. Use both Phrases2know. '\ ~
53
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 Grammar

Vocabulary

Phrases

@ What's in your
kitchen cupboards?
Dr Hilary Franklin takes a look at the favourite foods of the famous
and gives her verdict. This week she looks at some of the food choices
ofJake Starr, lead singer ofKLT.

If you want to eat healthily,
you need to make good
food choices. Biscuits
are basically junk food
but some are better than
others. The jaffa cake and
the chocolate digestive
look very similar but,
because the jaffa cake is a
light sponge, rather than a
biscuit, if you have chosen
the digestive, you will eat
nearly double the number
of calories and, worse,
more than fo ur times as
much saturated fat.
Smoked salmon and roast
beef are both quite healthy
choices for Jake. Both are
high in protein and fairly
low in fat. Smoked salmon
has fewer calories but if
you eat even just a normal
fifty gram portion, you can
consume as much as half
of your daily recommended
sodium chloride intake.
Salt can increase blood
pressure and most of us
already eat too much.
Just one teaspoon of salt
is five grams so, if you're
sprinkling it over food, you
have already used up your
recommended intake of five
Being on tour probably
means a lot of food is eaten
on the go. If you think the
prawn sandwich is healthier
than the cheeseburger,
think again! Thanks to the
mayonnaise, the sandwich
has 455 calories and
twenty-five grams of fat
and the burger actually has
421 calories and twenty-
one grams of fat. Both will
send your cholesterol sky
high of course.
It's true that if you drink
a glass of orange juice,
you may be getting some
important vitamins. But
you will also be getting a
lot of sugar. But if you eat
a whole orange, you will
also be consuming quite a
lot of fibre, which makes it
a much better choice than
juicing the fruit. Milk is
another supposedly healthy
drink. Dairy products
contain calcium so the
belief is that unless you
drink a lot of milk you won't
have strong bones. Recent
research, however, suggests
that if you consume too

. grams a day. much dairy, it might

actually have the opposite
effect. Provided that you
eat a selection of seeds and
pulses, you don't actually
need any dairy at all.

Vocabula isle
Healthy eating
1 a Look at the food in the photos. Discuss ' e questions. b Read the text·to check your ideas.
• Which items do you think are hea ~ ~ ... ~ . c Did any of the facts in the text surprise you?
• Which are unhealthy? Why?

54
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2 ffta E . - (2.23) Check the words and ph rases Grammar ocus
in blue in the text, then 'use them to complete the
Real conditionals
sentences. -
1 Cheese, milk and cream are exampl es of de- ' 1'";,- 5 Loo k at the text in exercise 1 again .
prOai/7Cr5 . Underline all the examples of
2 _ _ is found in bones and teeth and helps to maKe conditional sentences. Identify the
them strong. tense in each clause and decide if they
are zero or first conditionals.
3 Wholemeal bread is healthier tha n white bread
because it contains more If 101/1 MJ?1hr ro e?1r He?1!tllli11 101/1
heea ro 1v.?1F-e 3'0oa fooa cHOlce5.
4 _ _ are usually given a letter as part of their name,
such as A, B or C. pre5ehr reh5e -f" pre5ehr reh5e
5 is another word fo r salt. zero COhalti"Oh?1!

6 It is a good idea to eat five _ _ s of fruit and

W-~ page129
.vegetables a day.
7 Unsaturated fat is much better for you than _ _ . 6 a Complete the conditional sentences
8 _ _ are units of energy in the food and drink we with your own ideas. Try to use at
consume. least one modal verb and a variety of
possible tenses.
9 Meat, eggs and nuts are all _ _ .
10 High _ _ levels in the blood can cause heart disease. Zero conditional
11 The _ _ of saturated fat for men is th irty grams a 1 If you eattoo much, _ _ _ _ _ _
day. 2 If you try to stop people from eating
12 is food with little or no nutritional value. what they like, _ _ _ __
13 Lentils and beans are examples of _ _ . 3 ,if you are vegetarian.
4 If you exercise enough,
3 Read the newspaper headline. Has this happened at
your school or college? How do you/would you feel
about it? First conditional
5 You don't need to eat dairy products,
as long as you _ _ _ __
JUNK FOOD TO BE BANNED IN SCHOOLS 6 , provided you eat
The government has promised to ban fizzy drinks and processed well.
snacks from school shops and fried food from school kitchens. 7 , if we develop more
genetically modified food .
8 Should we develop more genetically
modified food, _ __ __
4 a (2.24) Listen to five people being interviewed in the
9 , un less we start
street about the ban. Match the opinions (a- f) with the
eating less meat.
speakers (1-5). There is one opinion you do not need.
10 Even if fast food chains are
a 0 People should be educated about what makes a
banned from giving away toys,
balanced diet.
b 0 Having vending machines in schools selling junk
11 Unless the government lim its th e
food encourages people to become addicted to it.
number of fast food restaurants
cOlt is OK to eat some junk food if you are burning off allowed in our town, _ _ _ __
the calories.
b Choose one of the statements and
d 0 There shouldn't be rules or law s about w hat people
discuss your opinion with a partner.
can or cannot eat.
e 0 If students learn about healthy eating at school they MINI WORKBOOK exercises 1-2 page 114
can then educate their parents.
f 0 It is part of a school 's responsi bi lity to look after the
health of its students.
b Which ofthe statements do you ag ree or disagree
with? Why'?
MINI WORKBOOK exercise 1 page 115
55
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 peaking
Taste
1 a In pairs, discuss the three questions in the article Do you have good
b Kt'M'ti" . (2.2S) Check the words in blue then do the Taste
quiz. Compare your answers in pairs.

2 a What do the quiz questions tell you about supertasters?

Pe ople WHO HC1 ve 5TrOh.g 1(/::.£5 C1h.d d(51(fe5 C1re /vIore
I(felt-; f"o be 5V7perf"C15f"er5 . . .

b Check your ideas by reading Super picky or supertaster?

Roughly how many food items do you strongly dislike? Up to five? More than twenty?
Have people ever commented that you are fussy about food? Do you think this is true? Why? Why not?
Are other people in your family fussy about food? Do you think that being fussy about food might be genetic?

Taste Quiz
Are you a picky eater? Perhaps you're jus~ a su~ertaster - someone with
more taste buds than average. Do our qUIz to fmd out.

I
. f d 'If you have strong likes and dislikes take four points.
20
When It comes to 00 , b
0 Take one point for each of the following vegetables that turn yo ur stomach: cab age,
Brussels sprouts, spinach. .
30 If you find the aroma of coffee disgusting rather than tempting, take one pOint. .
. k our mouth water: take one pOint.
40 If chilli makes your eyes water more t han It ma es y ,
50 If you find grapefruit too bitter to tuck into, take one ~oint.
60 If you think food is much tastie r with salt, take one POI~t.
70
80
If you find sugary or fatty food nauseating, take one pOint.
If you hate food which is slimy, take one point.
Didyou
90
10 0
If you are female, take one point. .
If you are Asian, African or South American take one pOint.
know ... .
'" supertasters tend to
The more points you have out of a total of I S, the more likely
be skinnier and healthier
that you are a supertaster. because they don't enjoy
fat and sugar, but they still
need to make sure they
eat enough green leafy
vegetables.
Why are some people fussier about food than others? It appears that some
.:. supertasters are also
people are actually born with a better sense of taste than others. So-called
lIkely to dislike the smell
supertasters carry a double copy of a gene that makes them more sensitive
and texture of certain food s.
to bitter tastes. There are also many more taste buds on their tong ue,
making supertasters three times more sensitive to certain foods, such as
coffee, spinach and grapefruit. So it isn't surprising ha they don't enjoy these foods. There is also
evidence that supertasters are also more sensitive fo uming sensations, making them less likely to
enjoy chillies or fizzy drinks. Generally, supertasters prefer savoury tastes to sweet ones and may use
too much salt.
Women are more likely to be supertas ers c en, about thirty-five percent compared with fifteen
percent of men . There also seem to be re'e ces according to race, with Asians being most likely
to be supertasters, followed by Africa s So Americans. It would seem that far from being a
choice, picky eating is a fund amen'a ...":, 0 w e are.
56
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3 a (2.26) Listen to three friends talking about foods they dislike. Whi ch three items offood
in the box do they describe?

[ banana Brussels sprouts cucum ber squ id lettuce mu sse ls orange ]

b (2.26) Listen again and make notes unde r the fo ll owi ng headi ngs. Compare your
answers in pairs. Do you agree with the op in ions you heard ?
Food Taste Smell Texture Opinion
-+---

-+---
2

4 a . In small groups, choose one item of food that you like and one that you don't like.
Describe the items to the other group members in a similar way to the recordings.
Can they guess what food you are describing?
b Do the members of your group have similar tastes or not?
MINI WORKBOOK exercise 2 page 115

Grammar GC 5
Introductory it and there f'ut\ tRl>.r~ t\~OU.r toO~ ------~
5 a Look at the examples from the article
of where the words it and there are used
as 'empty' subjects to introduce new
I A lemon has more sugar in it than a strawberry does.

information. Find four more examples There is More ;;VlJ! c,r Ih. c, (eMoh thC,h Ih. c,
in the text. 5trc,wberr'1'

I t c,ppec,r;; thc,t ;;OMe peop le c,re ~ Most people are surprised that cooked tomatoes have
c,ctVlC,((1 borh Wi th c, belter ;;eh;;e of more nutrients than raw ones.
tc, ;;te thC,h other;;. Itis _ _ _ _ __

{h ere c,re c,(;;o MC,h1 More tc,;;te bVld;; ; According to evidence, honey is the only food which
Oh their tOh!JVle. does not go bad.
There is _ _ _ _ __
b Now rewrite the sentences in the Fun facts
about food using it or there.
4- You may be surprised to learn that the smaller a berry,
the sweeter its taste.
I,," "'I 'mJot' flT:zmr page 129 It may _ _ _ __ _

6 a One of the sentences in exercise Sb is not t;" A few hundred years ago only purple carrots existed.
true. In pairs, discuss which sentence you It was _ _ _ _ __
think it is. ~ Brown eggs usually have more vitamins than white eggs.
b Complete the following sentences with There tend to be _ _ __ __
'facts' about food. These can be true or false. 1 Aubergines are actually fruits .
It is surprising that ____ _ _ It appears _ __ _ __
2 A few hundred years ago there ~ The number of chickens in the world is greater than the
number of people.
3 There tend to be _ _ __ _ There _ _ _ __ _
4 It takes
5 There are many _ _ __ _
to _ _ _ __ 1 Your body needs three days to digest a packet of crisps.
It takes _ _ __ __
6 It is doubtful that _ _ _ _ _
C In pairs, read each other's facts and
10 A banana contains over nineteen different vitamins and
minerals.
decide if you think they are true or false . Th ere happen _ _ _ __ _

MINI WORKBOOK exercises 3-4 page 11 4

57
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Readin ...."' :tI~ o a lary IWd
1 Describe the photo. What different kinds of produce can you see? aubergines .l avocados
beans cashews
2 a Check the Words2know. Complete the table. Some words may fit cassava chilli peppers
into more than one category. cinnamon cloves
ginger guava maize
fruit vegetables nuts seeds spices cereals marrow nutmeg
--j------r-
mace papaya peanut
pepper pineapples
pumpkins squash
sunflower seeds
sweet potatoes
tomatoes turmeric
wheat yams

b Which of these foods are popular in your country?

3 Which part of the world do you think the following foods came from originally?
Read the text and check your ideas .
• potatoes • tomatoes • chilli peppers • chocolate • turkey

(2.28)
Pepper has been appreciated since time immemorial in
its native territory but it was the Romans who made it
an international commodity. Romans loved pepper. They
even peppered their desserts. Their attachment to it kept
the price high and gave it lasting value. Pepper accounted
for some seventy percent of the spice trade but other
commodities from far afield, nutmeg and mace, cinnamon,
ginger, cloves and turmeric, began to find their way to
Europe and these became even more valuable. For centuries
spices were not just the world's most valued foodstuffs, they
were the most treasured commodities of any type.
All of these spices reached Europe through a complicated
network of traders, each of whom naturally took a cut.
By the time they reached European markets, nutmeg
and mace fetched as many as sixty thousand times what
they sold for in the Far East. Inevitably, it was only a
matter of time before those at the end of the supply chain
concluded it would be a lot more lucrative to cut 'out the
intermediate stages and get all the profits at the front
end. So began the great age of exploration.
On 5 Novemb er 1492, on Cuba, two of Christopher
Columbus's cr ewmen returned to the ship carrying
something no one from their world had ever seen before :
'r\. sort of grain [that the natives] call maiz which was
well tasted, bak'd, dry'd and made into flour.' And so
began the process known to anthropologists as the
Columbian Exchange - the transfer of foods and other
materials from the New World to the old and vice versa.
By the time the first Europeans arrived in the New World,
fa r mers there were harvesting more than a hundred
Idnds of edible plants: potatoes, tomatoes, sunflowers,
marrow, aubergines, avocados, a whole slew of beans and
squashes, sweet potatoes, peanuts, cashews, pineapples,
papaya, guava, yams, manioc (or cassava), pumpkins,
vanilla, four types of chilli pepper and chocolate, among
rather a lot else - not a bad haul.

frenglish.ru
4 Underline the key words in the statements about the 5 Read Active Study.
text. Then decide if the statements are true (T) or fals e (F)
according to the"text or ifthere is no information (NI ) in
the text relating to the statement. It is often possible to guess the
meaning of unknown words by
1 Pepper was expensive in Roman times becau se it was
looking at the context. For example:
taxed at a high rate.
All of these spices reached Europe
F - IT- Ne>'? expeh51ve beCc,V15e IT- NC,5 50 Vc,(V1 ed. '!her'r through a complicated network of
c,ftc,ch.w,ehr ro IT- I:.epr the prrce 0.130.. / traders, each of whom naturally took a
2 The great age of exploration began becau se people cut. By the time they reached European
wanted to find spices for themsel ves an d thus get them J11arkets, nutmeg and mace fetched as
more cheaply. many as sixty thousand t imes what they
sold for in the Far East.
3 When the Europeans arrived in the New World they
taught people to farm the land. What did each of the traders do that
resulted in the price rising by sixty
4. More than half of modern day fruit, vegetables and cereals
thousand times?
originally came from the New World.
Took a share of the money.
S The Europeans were disappointed at what they found in
the New World.
6 The type of potatoes the conquistadors brought home 6 a Find words in the text which
were those that could withstand the long journey. mean:
something sold for money
(paragraph A) cow,w,odlT-tl
2 profitable (paragraph B)
It has been estimated that sixty per cent of all the crops
grown in the world today originated in the Americas. 3 people who operate a ship
These foods weren't just incorporated into foreign (paragraph C)
cuisines . They effectively became the foreign cuisines. 4 added or included (paragraph D)
imagine Italian food without tomatoes, Greek food S very much (paragraph D)
\\ithout auber gines, Thai and Indonesian food without
peanut sauce, curries without chillies, hamburgers 6 predicted (paragraph E)
\\ithout Fr ench fries or ketchup, African food without 7 not having enough of something
cassava. There was scarcely a dinner table in the world (paragraph E)
in any land to east or west that wasn't drastically 8 noticeably (paragraph E).
im proved by the food of the Americas.
b What do you think these words
~o one foresaw this at the time, however. For the and phrases might mean?
Europeans the irony is that the food s they found they 1 since time immemorial (paragraph
mostly didn't want, while the ones they wanted they A)
didn 't find. Spices wer e what they were after and the
~ew World was dismayingly deficient in those , apart
2 harvesting (paragraph C)
from chillies, which wer e too fiery and startling to be 3 were after (paragraph E)
appreciated at first. Many promising New World foods 4 on the old side (paragraph E)
failed to attract any interest at all. The indigenous
people of Peru had 150 varieties of potato and valued In pairs, think of a food from another
them all . The Quechua language of Peru still has a country which has become popular
thousand words for differ ent types or conditions of in your country and answer the
potatoes. Han tha, for instance, describes a potato that following questions.
is distinctly on the old side but still has edible flesh.
• What country did it come from
The conquistadors , however, brought home only a few originally?
varieties, and there are those who say they wer e by no
means the most delicious. • What kind of people is the food
popular with? Why?
The Americas, it may be said, gained much fr om Europe • What is your opinion of this food? Is
in r eturn. Before the Europeans stormed into their lives, it healthy, tasty, unusual, etc?
people in Central America had only five domesti cated
cr eatures: the turkey, duck, dog, bee and cochineal MINI WORKBOOK exercise 3 page" 5
insect, and no dairy products. Without European meat
and cheese, Mexican food as we know it could not exist.
Wheat in Kansas, coffee in Brazil, beef in Argentina and
a great deal more would not be possible.

frenglish.ru
 ~pani~h
omelette
- potatoes:
- eggs;
(+ olive oil for cookin€)

Pablo and Jess are at the supermarket . - paella rice

Pablo is going to cook. - s:eafood, e.g. pmwns:, crabs:,
PROBLEM SOLVING mUs:s:eis:, s:quid, clams:, ns:h
- red peppers: & s:affron
1 Look at the recipes and answer the questions.
Have you tried these foods? Did you like them?
Do you think the ingredients are easy or hard to find?
Which would you prefer to eat? Why?

a Look at the photo and guess the answers to the

questions.
Where are Jess and Pablo?
What is Pablo planning to cook?
Are all the ingredients available?
What do they decide to do?

b (2.29) Listen to the conversation and check your

answers.

a Read Phrases2know then choose the correct

alternatives to complete the conversation extract.

Asking about solutions

What are the alternatives?
Do you think ... is the best solution?

Making suggestions
Why don't we + verb?
What if we + past simple verb?
Would it work if we + pa st si mple verb?
What we could do is + verb.
How about + noun /-ing ?
What about + noun /-ing?
Let's + verb. b (2.29) Listen again and check.

frenglish.ru
4 Write as many different suggestions as you ca n fo r each
situation.
Your friend wants to go out and eat but you do n't have
much money.
Wht;7 aOh'r we go for pIZZC,? £r'5 hOr roo e YPC;~5 've
f-/ow c,bol/lr gdfihg c, rc,!:.e - MVc,t;77
L.er'5 . . .
2 It's your litt le brother's birthday and you want to orga nise a
party for him.
3 Your cousin is com ing for dinner. He doesn't eat
meat but you want to coo k som eth ing good.
4 A friend isn't ve ry happy. Make su ggestions
about different ways to cheer her up.
5 In pairs, t alk about the situation
using the Phrases2knowto sug gest'----~
answers to the p roblems.
You have organised a barbeque for a friend 's
birthday but there are several problems:
• the supermarket doesn't have enough meat
• t here is no bread left at the supermarket
• the weather is terri ble.

DESCRIBING PROCESS

Read the information on the Aztec Delights'

website and answer the questions.
1 What product are they advertising?
2 How is the product made?
3 Where can you buy their product?
4 How do they make their product sound attractive?

7 STRUCTURE Match the paragraph descriptions

(1-3) with questions (a-c).
1 D Introduction
2 D Description of process
3 D Conclusion

a What other important information can you tell me?

b What can you tell me about the history and/or
background of the product?
c Can you describe how the product is made in detail?

LANGUAGE Read the description again then:

find examples of active verb forms. When are they
used and why?
2 find examples of passive verb forms. When are
they used and why?

9 a You are going to write a website description

of how a product is made. Think of a product.
It could be:
another food
• a gadget
• a bathroom product
• some other product.

b Make notes about the history or background of the product, how it is produced
and where you can buy it. Use the structure and questions in exercise 7 to help you.

C Write your first draft and then exchange it with a partner. Decide what can be
improved and then write the final draft.
61
frenglish.ru
 activestudy3E
Vocabulary Grammar
ACTIVE STUDY*: Learn words in groups EXAM PRACTICE Sentence transformations

1 Complete the text with words and phrases from 4 Complete the second sentence using the word
the box. given so that it has a similar meaning to the
first sentence.
carbon credits climate change ./ carbon ]
environment deforestation fossil fuels My brother started working at the college
renewable energy sources new initiatives three years ago.
[
greenhouse gases offsetting BEEN
My brother nc.5 beePl NOy/:JPlg c.t the
1CI{fv,.c.re. cnc.Plg e is undoubtedly the greatest
colleg e for three years.
threat to the 2 _ _ that we have ever faced in the
history of humanity. It is caused by the increased 2 Usain Bolt broke the world record.
concentration of 3_ _ in the atmosphere, which WAS
has come about through our burning of 4 _ _ and It the world record .
widespread 5_ _ in the rainforests, where 6_ _
3 We will never agree to that!
dioxide can be safely stored.
CIRCUMSTANCES
This is not something that can be tackled simply
by carrying on as normal and then 7 _ _ our Under to that!
carbon use by buying 8 _ _ • There needs to be a 4 I think someone has been in the office.
major shift from traditional energy sources towards APPEARS
more 9_ _ and governments should also launch
It in the office
'0 _ _ to encourage people to reduce the amount
5 Chocolate is my favourite.
of energy they use.
BEST
ACTIVE STUDY Learn collocations What is chocolate.
2 Match the words to make collocations. 6 Oh no, this shirt has a stain on it.

1 natural ~ a species THERE

2 child b car Oh no, _ _ this shirt.

3 endangered c resources 7 We had no idea that there was a spy in the

company!
4 factory d power
LITTLE
5 carbon e labour
_ _ that there was a spy in the company!
6 hybrid f footprint
7 solar g farming EXAM PRACTICE Gap-fill

3 Complete the missing words to make 5 Complete the text with one word in each.gap.
collocations.

THE WOMAN WITH A£10,000 SWEET TOOTH

How to read food labels
The labels on food, detailing the nutritional
'i PlfpYlvlc.tt"OPl, can really help you to protect
yourself against 2h _ _ disease and diabetes. For
instance, it will tell you the amount of 3S_ _
fat. Bear in mind, however, that fat-free d airy
4p _ _ may contain a lot of sugar or sodiu m to
make up for the loss of taste. If yo u want to lose
weight, you need to make sure th at you do r
exceed the daily 5 r_ _ intake for fat, sod' ~ ~
or calories. And just avoid 6j_ _ food __ c-;.:
chocolate or burgers,
os o' us li ke ch oco late but 1_ _ is unlikely that most
s " uld choose to spend £10,000 on it. For Georgina
~/~ g. owever, 2_ _ was only one way to spend her
=-- _0.00 Inheri tan ce - on a three-month chocolate tour of
:. 0 e,
', :; "_ _ had sh e received the money, 4 _ _ she booked
-er r ay, visi ting some of the finest chocolate-producing
:: _nt es In the world : Belgium , France and Switzerland . ' My
new th at I had 5_ _ dreaming about a trip like this
:- hen she /died she left me the m<;.ney in an envelope with
" 0 e saying 6_ _ you have a dream, follow it!'
-- - . - Georgina enjoyed most about the trip was seeing (and
lasting) the huge variety of chocolate on offer. Not 8
as she now become something of an expert 9 she also
pl ans to open her own chocolate shop . --

62
frenglish.ru
 istening skills
ACTIVE S' DV; Listen fur specific information

(2.30) Listen to part of an interview with Brian Holmes, wh o is settin g up a campaign to help ugly
endangered species. For questions 1-4, choos e t he best opti on t o complete the sentences.
1 Brian Holmes is focusing on 'ugly' creatures because
a they are rarely found in zoos and safari parks.
b the public is less willing to give money to save them.
c they are even more endangered than some of t he more attractive animals.
d they are not attracting much government fu nd ing.
2 One of the reasons that the aye aye is endangered is that
a it cannot compete successfu lly wit h other species for food.
b the forest where it lives is bei ng cut down to create farmland.
c increasing pollution from industry threatens its natural habitat.
d local people in Madagascar hunt it for food.
3 For scientists, the most important thing about the giant salamander is
a that it has been in existence for millions of years.
b that it can grow up to 1.8 metres long.
c that, like a giant slug, it is covered in a slimy mucus.
d that the population has dropped by eighty percent in the last fifty years.
4 Water pollution affects the giant salamander badly because
a its small legs make it unable to walk properly on land.
b it affects its abi lity to take in oxygen.
c it poisons its major sou rces of food.
d it can cause the mucus on its skin to dry up.

Which option is NOT mentioned?

5 The long-beaked echidna is unusual because
a it lays eggs but is a mammal.
b it doesn't have any teeth.
c it carries its young in a pouch.
d it can breathe on land and under water.

peaking skills
7 Talk about the photos for one minute. Answer the questions.
• What different eating habits are shown?
• Do you think that eating with other people builds closer
relationships? Why? Why not?

63
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 Grammar

Vocabulary

Phrases

Listenin ocabulary
1 a Look at photos A-C. What do you think the
items are? How did they work?
b (2.31) Listen to two students doing the same task.
Do they have similar ideas to yours?
Label the pictures with the words
in the box that the students use.

blade chain
handle rollers
cogs drum ]
2 a (2.32) Now listen to the teacher explaining
what the objects are and what they were
used for. Complete the first three columns
ofthe table with no more than three
words and/or a number.

What item is When it How it worked Extra information

dates from
t-----

A Clothes were put in the drum, What was the

machine water added; when you turned the purpose of the
handle the clothes were 3_ _ rollers?
--+- --'---

B 4
sealer Late 5_ _ The 6 _ _ envelope was wetted Who would want
and a second roller seals it. this?

c 7 A gadget The peach was 9_ _ on the When would

for prongs. You turned the handle to this gadget be
force the peach against the 10_ _ . particularly useful?

b (2.32) Listen again and check your answers. Then discuss the questions in the last column of the table.

3 Do similar things to these inventions still exist? Have they improved? If so, how?
4 a iSm llE (2.33) Look at these extracts from the record ing and check the sequencing words
in blue. Then choose the best word to complete the ext ra cts .

1FirstlMeanwhile the clothes were put into You clamped it onto your
6Fina / F:rst the open
this drum, 2as soon as/then water was added work surface or table and
envelope w ou ld be
and 3 eventuallylonce the drum was full, the 8thenleventually stuck the
• e ed and, tas soon
contents were shaken about by turning th is peach on these prongs.
05 ~'ler that was
handle here. 4After that/Meanwhile, the 9Next/First you turned the
one, a seco nd roller
water would have to be drained away and handle and the peach
.'.0 Id firm ly seal the
Sfinallylonce the clothes would have to be was pushed up against
e elope closed.
individually squeezed through th e rollers. the bla de.

b (2.32) Listen again and chec k yo a

MINI WORKBOOK exercises 1- 2 page"-

64
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5 In pairs, choose one of the modern gadgets each and try t o 8 SPEAKING Rea.: :.~ ~ ._ _
describe how to use it, using some of the Words2know. headline. Doe s ': ~_ . ;......:'
• modern wastl ing machine Why? Why not2
• microwave
• steam iron
• tin opener Britis
Grammar Focus Vote
Modals of deduction and speculation
iPhon
6 Look at these sentences from recording 2.31 and decide if
they express (near) certainty or possibility. Then decide if According to a rece;::-
they refer to the present or past. the world's greatest:
1 I think it must be a kind of washing machine.
invention than the ~-.' -
2 I think these might have been used to squeeze out the
water.
space travel or m a
3 I have no idea what this could be, have you?
4 Do you think it might have been used for pressing dried
flowers or something?
5 No, it can't have been that. 9 a These items we rf5 - -
100 inventions listec -
6 I just don't know what this could have been used for.
survey. In smal l g ro;,.: ~.
7 I think it may have been used for opening tins or something? guess the order of ir::.:
8 I think it might be a food mixer of some sort. from most impo rta n~ ;, : - , .-
9 Yes, but it can't be just a mixer. important, 12.
10 I think it must have been a tin opener. D • combustion engin::
• flushing toilet
ifitil"uwffImTD page 130
• hair straightene rs
7 a In pairs, look at photos D and E. • internet
What do you think each gadget is? • iPhone
What might it have been used for? • light bulb
b Complete the sentences with • matches
your ideas about each gadget. • pen icillin
It must be/might be _ _ because • post-it notes
space travel
It can't be because
washing machine
It might have been used for _ _ .
• wheel
It could date from
I thlhl:. the ({gMT bf//lb f"vI l/!S -
c Compare your ideas with Mcwe beeh qf//lf"e. MigM Ih t":-7c
another pair. Do you agree? 115t; f"vICi'1be hf//f"vIber th ree or
fOf//r?

Well, If" f"vIigMT MCive beeh bvd-

the NMeel f"vIf//ST Mcwe beeh
MigMer, sf//re.I'1'
b Check how close your answers
were on page 134. What other
items would you add to the list?
Why? Look at the full list on
page 135.

MINI WORKBOOK exercises 1-2 page 116

65
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 1 Look at the picture. What do you think might be happening? Why?

2 Read texts A-C. What invention do all three text~ m~ntion? ~hat is its purpose?
Which text is positive, which is negative and whICh IS neutral.
(2.34)
A
The Mosq uito ™ Anti-Vandal System is the solution to the eternal problem
of unwanted gatherings of yo uths and teenagers in shopping malls, around
shops and anywhere else they are causing problems. The presence of B The Children's Commissioner
hese teenagers discourages genuine shoppers and customers from for England has joined civil
com ing into your shop, affecting your turnover and profits. Antisocial liberties campaigners to ban a
behaviour has become the biggest threat to private property over the last device which disperses youths
d ecade and there has been no effective deterrent until now. with a high-pitched sound.
Acclaimed by the Police forces of many areas of the United Kingdom , the
The gadget, known as the
Mosquito Anti-Vandal System has been described as 'the most effective
Mosquito, exploits young
tool in our fight against antisocial behaviour'. Shopkeepers around the people's ability to hear very
world have purchased the device to move along unwanted gatherings high frequencies, a power which
of teenagers and antisocial youths. Railway companies have placed the declines once they reach their
20s.
device to discourage youths from spraying graffiti on their trains and the
walls of stations. Campaigners say that 3500 of
the devices are used in England
to disperse children and young
people in areas such as parks,
C Pu ils perform 'alarming' feat shopping centres and around
p . nnot be heard by adults h as been shops.
~ij~;:~~i~~h::h~~~~~l;:~~~~~reate ringtones so they can get LaunChing the 'Buzz Off' .
campaign, Professor Sir AI
. h 'ng phones m class. dt Aynsley-Green said: 'These
away WIt USl . da ted the Mosquito alarm, use 0
Techno-savvy pupils have a ~o in centres. They can r eceive devices are indiscriminate and
drive teenage gang~ away from s't:P t feachers being made aware target all children and young
calls and texts durmg lessons ou people, including babies,
regardless of whether they are
of what is going on. .. hi raised by police, is highly
The alarm, which has been ~Ig y P d be heard by youths but behaving or misbehaving.'
't It a hIgh soun can .. Shami Chakrabarti, director
effective because 1 sur - . Schoolchildren ha\'e r ecorded the of the human rights group
not by most people over twent Y r and spread it from phone to
hi h th y named Teen Buzz, Liberty, said: 'Imagine the outcry
sound, w c e d Bluetooth technology. if a device was introduced that
phone 'via text messages an . C diff said, .\ll the kids wer e caused blanket discomfort to
dary school teacher m ar .- kn
A secon . b t I didn 't knm\' whar. They ow people of one race or gender,
11l:ughing about somet~mff d':rrin O' school. The~ could all he ar rather than to our kids.'
pfiones must be tur~e .0 I ; ouldn'{ hear a thinO' . However, th e inventor, Howard
somebody's phone rmg~ng but Id all abou i late r. I couldn't be Staplt~ton argues that the human
'One of the other children to me __ .
rights of the shopkeeper whose
too cross, because it shows r esourcefubp -".
customers are being driven away
also need to be considered.

66
frenglish.ru

3 a Read the texts again. In
which text(s) can you find these
facts and opinions?
The Mosquito can only be
heard by young people.
2 Students who understand
technology have found a new
use for the Mosquito.
3 The Mosquito affects all young
people, no matter how well
they behave.
4 The Mosquito should be
banned on the grounds of
human rights.
5 The police are in favour of the
Mosquito.
6 The Mosquito is a good way of
preventing vandalism .
7 There are more than three
thousand Mosquito devices
being used in England .
8 Teenagers gathering in
groups cause problems for
shopkeepers.
b Which of the statements are
facts and which are opinions?
4 a Look at the different opinions. Who do you feel more
sympathetic to wards? Why ?
By and large, teenagers
In gen eral, individual teenagers behave well so it's unfair to
are OK but a gang of forty target all of us.
teen agers is very intimida ting.
Shopkeepers who use the
I have a right to protect my Mosquito device are losing out on
business by using a Mosquito business because young people
device, it's perfectly legal. won't use their shops anymore.
b In pairs, think of other opinions and arguments that
shopkeepers and teenagers might have. Then act out a
conversation between the two people about the use of the
Mosquito device.
Grammar Focus
Passive
5 Look at the texts again and find the highlighted examples
of the passive forms. Note that one example contains two
different passive forms.
• Present simple passive
• Present perfect passive
• Present continuous passive
• Modal passive
• Passive infinitive
• Passive -ing form
6 a Read the text. How is the Mosquito Mark 2 different from
the original?
A device which was originally 'de5Ig ""ed (design) to keep groups
of teenagers away 2 _ _ (update) to annoy us all. The new
version of the Mosquito, the Mark 2, 3_ _ (have) an additional
setting so that the frequency 4 _ _ (can/lower), thus enabling
the sound 5 _ _ (hear) by people of any age. It 6_ _ (claim)
that the noise is simply annoying, rather than painful, but human
rights campaigners 7_ _ (announce) that they hope that both
the Mark 1 and the Mark 2 wiIlB_ _ (ban) soon.
In the meantime, however, it 9 _ _ (say) that a national ca r
park chain '0 _ _ (be) interested in trying out the new version.
b Complete the text with the correct active or passive form
of the verb in brackets.
7 In pairs or small groups, discuss the questions.
• What other inventions can you think of which are aimed at
red uci ng crime?
• How successful have they been?
MINI WORKBOOK exercises 3-4 pages 116-117
67
frenglish.ru
 nless you come fromJapan, where he is

Cllt very famo us, you may not have heard of

Dr Nakamats but you probably should
have done . He claims to be the holder of3357
5 patents for devices he has invented, including
the floppy disk, the CD and the DVD. Thomas
Edison , by comparison, invented only 1093,
though they did include the light bulb and the
phonograph - the first recording machine.

10 Kaspar Schroder's new film, The Invention ofDr

Nakamats, is an intriguing documentary which
follows the inventor in the days running up to his
eightieth birthday. Despite his age, Dr Yoshiro
Nakamats considers himselfto be no more than
15 middle aged as he is determined to live to 144. To
achieve this, he eats only one meal of no more than
700 calories a day. Somewhat fanatica l about his
diet, he has photographed all his meals for more
than thirty years and carries out blood tests to find
20 out the best foods to eat. He keeps fit by wrestling
up to ten men at a time. He also sleeps a maximum
offour hours at a time and we see him taking a
power nap in one of his inventions, the Cerebrex
chair, which is said to stimulate brain activity.

Readin DC ula
1 You have three minutes to list as many
famous inventors and inventions as you can.
Compare your list with a partner.

2 Look at the photos of inventions by Or Nakamats.

1 What is the invention in each photo?
2 How old do you think Dr Nakamats is? Why?

3 Read the review of a film about Or Nakamats and check your answers to exercise 2.
Which word best describes the writer's opinion of the film?

[ exciting interesting tedious eccentric ]

4 Read the review again. Write Yes if the statement agrees with the writer's opinion, No if
it contradicts the writer's opinion and Not Given if it is impossible to say what the writer
thinks about it. Underline the parts of the text w hich identify the writer's opinion.
Or Nakamats ...
1 D is likely to live to 144.
2 D is a bit obsessive about what he ea s.
3 D comes up with his best ideas O.S seeo ds TOm death.
4 D is not interested in money.
S D is rather self-obsessed .
6 D is not interested in promo:' 9 's i. e ion s.
68
frenglish.ru
- We watch, disbelieving, as Dr Yoshiro Nakamats
demonstrates his most notorious approach to
stimulating the brain . He dives underwater without an y
oxyge n and stays there as long as possible. When th e
brain is 0.5 seconds from death , he says, the best id eas
emerge . He has even invented a waterproof noteboo k
fo r writing down his ideas underwater. Quite how he
manages to write something down 0.5 seconds from
d eath is beyond me.
Dr Nakamats claims not to be motivated by money but
by love of humanity. At another key point of the film,
he tells the story of his first invention , designed to help
his mother - a device for transferring soy sauce from the
bottle to a small cup for the table. Money may not be his
a im but there is no doubt he can earn it. Charging one
m illion yen (about 9500 euros) an hour, he is one of the
most highly-paid public speakers in the world.
Self-confident almost to the point of being egotisti cal,
'li s house is a monument to his achievements. The front
do o r is designed to represent a floppy disk and the walls
a re black to catch 'cosmic rays'. Throughout the film, he
:akes every opportunity to demonstrate his inventions,
:: Iearly keen to take advantage of some free advertising.
~t o ne point we see this in t repi d octogenarian bouncing
own the street on a pair of shoes with springs attached
:0 the soles. Obviously very ent hu siasti c about these ,
invented the floppy disk long before Nakamats came up
"Jr Na kamats argues that they prevent the knees being with his invention. And researchers have found no more 60
am aged when jogging. He also claims to have invented than 395 patents held by Nakamats on the international
an engine which runs on water and maintains that he can
patents database . The film, however, does not really
:ell a good camera simply by the way it smells. The scene discuss whether his claims are true . It simply presents a
.·.h ere we see him demonstrating this skill in a camera picture of the man himself, leaving it to us to decide if
snop must be one of the best moments in the film.
Dr Nakamats is an ecce ntric genius or just rather odd . 65

n ere are certainly challenges to Nakamats' somewhat A fascinating film and one you will remember for a long
-eckless claims. IBM, for example, insist that they
time.

5 a I!1MlMf: cm Check the words in blue in the review and put them in pairs with similar meanings.
b Which word in each pair has a positive connotation and which a more negative connotation?

Read Active Study and then find three examples in the text.
Softening strong adjectives Jicr'lff"
1 Which well-known people could you describe using the sr"O~ I
Words2know and modifiers?
When using strong adjectives, .~
especially those with a negative
[Cla'"! CtClgCl 15 rClther eccehtrlc If, whClt '?he weClrt;. connotation, we can soften what
Oh Ohe OCCCl'?IOh '?he eveh wore Cl are<;'? MClae e>f hrleClt! we are saying by using a modifier.
8 Discuss the questions. For example:
fairly quite
How long do you think you will live? Are you doing anything
rather somewhat
specific to extend your lifespan?
a bit (less formal) a little
2 What do you think of Dr Nakamats' method of coming up
with new ideas? How do you get your best ideas?
3 Do you believe that Dr Nakamats is primarily motiva ted by love of humanity? Why? Why not?
MINI WORKBOOK exercises 3-5 page 117
69
frenglish.ru
frenglish.ru
3 a STRUCTURE A thesis statement gives the
main idea of the whole essay. It is usually found
towards the end .gf the introductory paragraph .
Find the thesis statement in the essay you have
just read.
b Look at the following pieces of advice for
writing a thesis statement for a 'for and against '
essay and discuss how the thesis statement
from the essay follows this advice.
A thesis statement should:
6 Choose one of the essay questions (A or B) and
• set out exactly what the essay will be about
• be clearly connected to the main idea in each
of the following paragraphs.
4 Now identify the topic sentences, supporting
ideas and examples in the essay.
5 a LANGUAGE: Read Language4writing.
Underline any passive phrases in the essay on
nuclear power.
Language
We often use the passive in academic writing for
the following reasons:
1 To describe processes
No carbon dioxide ... is produced.
2 To emphasise what happens, not who does it.
... how and where it can be safely disposed of.
3 To talk about what other people or people in
general think, say, believe, estimate, expect,
assume, consider, suppose, etc.
It is argued that nuclear power is not dependent
on the weather.
Do not overuse the passive or overcomplicate a
sentence. A good academic essay will contain a
mixture of active and passive sentences.
7 a Write the first draft of your essay. Try to use
No carbon dioxide, the main gas responsible for
global warming, is produced by nuclear reactors.
As a result, Britain's nuclear plants reduce the
country's carbon emissions by more than ten
percent.
frenglish.ru
b Rew rite these sentences from another essay
using passives where appropriate.
Some people argue that we should not rely
totally on energy that other countries produce.
2 In the UK, people need much more energy for
heating in the winter than in the summer.
3 If someone had found a way to minimise
the risk that we connect with nuclear power
production, it would be easier to defend it.
make a plan using the structure.
A The huge sums being spent on space travel
would be better spent on dealing with problems
on this planet.
To what extent do you agree with this
statement?
B There is now no good reason for keeping physical
media such as newspapers, books, COs and OVOs.
To what extent do you agree?
Decide if you fundamentally agree or disagree
with the opinion given. Then write a thesis
statement for the introduction, giving the
basic argument for and against, but without
indicating what your opinion is.
2 Make a note ofthe main ideas for (or against)
and add supporting ideas and examples. It is
usual to begin with the arguments that you
will ultimately disagree with.
3 Do the same for the main ideas in favour (or
against).
4 Summarise the main points and rewrite the
thesis in different words for the conclusion,
now giving your personal opinion clearly.
passive structures where appropriate. Then
read it through or swap with a partner.
b Write the final draft of your essay.
 4 a Read Phrases2know and then add the
correct phrases to Pablo's notes. Listen
again and check.

Giving a presentation
Introducing the presentation
To start with, I'd like to .. .
First, ... then, ... Finally, .. .
I'd like to tell you about ... / I'd like to share ...
with you.
Giving the main ideas
For one thing, ... For another, ... In addition, ...
In the first place, .. . In the second place, ...
I'd like to tell you (what/who/where/ why/how) .. .
Finishing
For all these reasons, I think you'll agree (that) ...
In conclusion, ...
I'd like to leave you with one final thought .. .

1 Look at the photo and caption. What is Pablo doing?

Who is he talking to?
f 10 5'h::,rr wrfh, Id Ii/;.e To explc.t'h the
c.rj,,-, of'thr5 pre5ehTc.'hoh.

Fir 5f; Id It'/;.e To re1110f// C.bOf//T ...

2 a In pairs, write down reasons why the bicycle is an
important invention. Think about:
2

• health • environment • relaxation • saving money

b@ Listen again and check.
b@ Listen to the presentation. Which of your ideas
were mentioned? S Complete the extract from a presentation
with expressions from Phrases2know.
3 a Put the notes in the order Pablo mentions them.
_ _ _ _ _ explain that today I'm going to
Introduction argue that the washing machine is one of the
o I will cm~wex que~tion~ 8ftex the pre~ent8tion
most important inventions ever.

o The invention 8nd it~ 8dv8nt8ge~ First, 2_ _ _ _ _ the invention and its .
o Expl8in the 8im of the pre~ent8tion advantages. 3 I'll explain why it
o ~ome ~t8ti~tic~
£:h8re
is good for society. 4
any questions.
, I'll answer

Main tall:.
o 'Gicycle good for the environment
_ _ _ _ _ why I think the washing

o Why the bicycle i~ ~o import8nt

machine is so important. 6
allows us to do a time-consuming task very
, it

o 'Gicycle h8~ 8 lot of he81th beneflt~ quickly and easily. 7 , it gives

o bu~ f8re~(petrol
'Gicyde
(no
help~ ~8ve
+
you money
che8p to run)
us more free time. 8 this free
time can be used to do other household tasks
so we finish quicker. 9 this free
Conclusion
o 'Gicycle~ m8Ke 8n import81l canT. tt'C If ;; 'e~
time gives us more leisure time.

o The more people who u~e bi):e~. ;. e :'e<.er ~ ;

for evexyone
10 the wash ing machine is an
extremely useful appliance that would be
hard to live without.

b@ Listen again and check.

frenglish.ru
 a You are going to give a presentation. Choose a topic and then prepare your presentation,
making notes on the main points.
The train is one of the most important inventions of our times.
Do you agree? Give reasons to justify your answ er.
2 What do you think is the most important inventio n of th e last
five years? Give reasons to justify your answer.

b Now give your presentation using Phrases2know where

appropriate.

EMPHASISING A POINT

1 CID Listen to question time after Pablo's presentation

and match the speakers and their questions.
o Mark... 0 2 Sarah .. . 0 3 Kevin . ..
a mentions the dangers of cycling.
b asks fo r more information about the health benefits. •
c wants to know what difference a few bikes make. ~
a Read Phrases2know and then complete the extracts
from Pablo's answers.

Emphasising
I must emphasise/stress (the fact) that ...
What I was trying to say, was .. .
The point I'm making is (that) .. .
It's important to .. .
If I can put it another way, .. .
I still believe/think that ...
especia Ily/ extremelyIpa rticu la rly
_ _ _ _ _they're good for the environment in
several ways. First, they don't use any fuel. Second, unlike
cars or buses, for example, they don't cause any pollution
so the air is cleaner. 2 understand that if
more people travel by bike, there are also fewer cars on
the road, so pollution is further reduced. 3_ _ _ __
this means that roads are quieter and neighbourhoods
are safer for children to play, too.
4 that there are a lot of health benefits.
Of course, road safety is 5 important.
This is why the government campaign in Britain also
includes classes in how to cycle safely. However,
6 the health benefits far outweigh the
possible dangers.
Cycling tones the body, burns calories, improves
cholesterol readings and makes your bones stronger.
It also develops balance, coordination and streng t h.
______ , it can improve your general heal t h.
b CID Listen again and check.
frenglish.ru
9 Read the Phrases2know and prepare
answers to these questions. Use the ideas
below or your own ideas.
Why do you think washing machines are
especially important for women?
2 Don't you think washing machines are bad for
the environment?
3 Do you really think washing machines benefit
the whole family?
• Women used to spend the whole day
doing the washing.
• Washing machines use electricity but less
water than washing by hand .
• Parents can spend the time playing with
children, parents are less stressed.
10 a In pairs, exchange your presentation
notes from exercise 6a and write three
questions to ask about your partner's
presentation. Then give your partner the
questions. Prepare answers to the questions
about your presentation.
b Ask and answer the questions using the
Phrases2know where appropriate.
73

ocabulary
1 a In pairs or small groups, look at the
photos of different gestures. What do
you think they mean?
b @ Listen and match the photos to
the explanations.
2 a How culturally 'savvy' are you? Try
the quiz in pairs.
b Check your answers on page 135.
3 Read the article and answer the
questions.
1 How many examples of cross cultural
problems are given?
2 Which examples were to do with
a language? b culture?
3 Why do you think the companies made
these mistakes?
4 Do you think all the examples are true
or might they be 'urban myths'?
Would you bUy a car called
An important part of business training these days is
cultural awareness. Without some understanding of other
cultures, it's all too easy to misunderstand or even offend
a potential client. Nevertheless, there are many stories
about big companies who spent a fortu ne ad vertising a
product in a new market only to find that the message
they were putting across was not exactly wha the/
intended.
A famous example, which might actually be ar
myth, is of the car manufacturers w 0 eo;c ::: ';J - o;e a
car with the brand name 'Matador" D _8':_ ~ ::2.
were thinking of all the strong , bra e S::lf!.~ s~ ~_ I g ers.
However, out of this co ntext , a~ccc' :fO'f!. ~ ean s
74
frenglish.ru
Grammar
Vocabulary
Phrases
1 If someone in South Korea offers you more food at
dinner, you should:
a always accept immediately.
b refuse at least three times and then accept.
c always refuse.
2 In the Arab World, you should always eat your food with:
a your right hand. b your left hand. c both hands.
3 When giving or receiving a present in China, you
should always use:
a your right hand . b your left hand. c both hand s.
4 When bringing flowers to a Polish host you should not:
a bring red or white flowers .
b bring an odd number of flowers.
c unwrap the flowers before presenting them.
5 When first meeting people in Portugal should you:
a kiss them on one cheek?
b kiss them on both cheeks?
c shake hand s?
'killer' and was, unsurprisingly, not a popular choice.
Anoth er unfortunate translation was for Kentucky Fried
Chicken whose slogan, 'finger-lickin' good ' came out
in Chi nese as 'eat your fingers off' .
A big pharmaceutical company thought they would
avoi d any confusion by simply using a set of pictures
on a billboard . The first picture showed someone
feeling ill, the second showed them taking the
a medication and in the final picture the person was
completely healthy. Foolproof. Except that the pictures
ey went from left to right and in the Arab World, where
they were running the advertising campaign , people
read from right to left.
4 ltm mif (IT) Check the words in blue
in the article. In small groups, choose a typica l
product from yotl r country that you think migh t
sell well abroad and discuss the questions.
1 What kind of product is it? What market do you
want to aim it at? Why?
2 What brand name does it have or w ill you give it ?
3 What kind of packaging does it ha ve ? Could you
improve this? How?
4 What slogan could you use in your advertis ing
campaign?
5 What could you put on a billboard advertising
the product?
6 What could you put in a television commercial
fo r the product?
7 Are there any other ways you could promote the
product?
MINI WORKBOOK exercises 3-5 page 117
Grammar Focus
Relative clauses
5 Which of the following examples (a-c) are:
1 a non-defining relative clause?
2 a defining relative clause?
3 a defining relative clause where the relative
pronoun (only) has been omitted?
a there are many stories about big companies who
spent a fortune advertising a product in a new market
b .. . to find that the message they were putting
across was not exactly what they intended.
c A famous example, which might actually be an
urban myth, is of the car manufacturers . . .
Mi!l!!lf!i~ page 131
;n even worse example has to be the baby food
::ompany Gerb,er. When they first introduced their product
:0 Africa they simply used the packaging designed for
-ne United States. They put a nice big picture of a baby
n the tin and a label describing the kind of baby food
co ntained in the jar. Sounds fine until you realise that in
some parts of Africa it is usual to use a picture of what is
side the tin as many people cannot read.
.lJld finally there are the examples which 'are si.mply
suiting. What about the airline company which created
a television commercial for an Indian aircraft using an
.l..frican elephant and a model wearing a Pakistani turban?
Or, almost unbelievably, the telephone company which
:ried to market its services in Saudi Arabia with a picture
showing a businessman putting his feet up on his desk, a
ugely offensive gesture.
frenglish.ru
6 Look at the exa mples of red uced relative
claus es f rom t he text and complete them
with the part of t he re lative clause which
has been omitted .
The fi rst pictu re on the billboards showed
someone who W.::\5 feeling ill.
2 .. . they simply used the packaging _ _
designed for the United States
3 .. . a label describing the kind of baby food
_ _ conta ined in the jar.
4 ... a picture showing a businessman _ _
putting his feet up on his desk.
7 Join the sentences using relative clauses
and adding commas where necessary.
1 Cultural awareness is an important part
of business t raining. It involves learning
about important differences between
cultures.
2 Without cultu ral awareness it is easy to
offend . Thi s may lead to loss of business.
3 The company American Motors no longer
exists. They produced the Matador.
8 Read the text. In some lines there is a
missing word, an unnecessary word or a
punctuation mistake. Find the mistakes and
correct them.
fi1.::\t
Cultural awaren e~~ i~ a ~ki l~ ha~ grown in importance in
recent yea r~ with the ri ~e of globa l i~ati on . Learning the
language, ~poken in a country i~ important but ~o i~
learning how to interact appropriately. Perha p~ the
fl r~t thing which i~ often overlooked, i~ to find out
the correct way to greet ~omeo ne. Anyone, who trie~
to ki~~ ~omeon e:~ cheek when they are expecting a
more form91 han d~ha ke i~ likely to embarra~~ them~dve~
and the per~on who they are greeting.
9 Discuss the questions.
• What are the correct ways to greet
people in your country? Is it different
for different circumstances or different
age groups?
• What cultural information might a vis itor
to your country need? Think about how
to address people, queuing, manners
when eating and so on.
MINI WORKBOOK exercises 1-3 page 118
75
 Listening ocabulary 3 a
1
-"'-" ....
The couples in the pictures come from different
Tom writes a blog about his experience in
Spain. Read the entry. Which ofthese cultural
differences does he discuss?
countries and cultural backgrounds. Discuss
• food • dress
the questions.
• mealtimes • greetings
• What differences do you think there might
• timekeeping • manners
be between the people in each couple? Think
about language, attitudes and way of life.
• What do you think would be the good things
@
about dating someone from another country?
An American in Spain:
• What do you think might be difficult? Spain through the eyes of a foreigner
2 a cm Listen to Ester and Tom talking about
their relationships and check your ideas. Worlds apart?
b cm Listen again and complete the notes Some of the main differences
below using no more than three words in I've noticed.
each gap.
Posted by Tom Arnold 21/06

I've lived in Spain for a couple of years now and

I consider myself to be quite well integrated but
Susana, my Spanish girlfriend, still thinks I'm very
obviously a 'guiri'. That's the Spanish version of a
'gringo' - a foreigner.

1 Apparently I still don 't dress right. I like to

wear jeans and sneakers , or even shorts if it's
particularly hot. I think my rela xed style of dress
is refreshingly different. Susana thinks I look
a mess.
Where met? 2 I like my meals at all the 'wrong' times. I like to
Ester & Hiroto: In London while 1 have my lunch around noon and my evening mea l
Tom & Susana: In Europe while Tom was 2_ _ •
around 7 p.m. Completely different than Susana
(and the rest of the country) who like to have
What language speak? lunch anytime between 2 and 5 p.m. and dinner
Tom & Susana: 3 anytime after 10 p.m.
Because they live in 4 _ _ and Susana doesn't 3 Mealtimes aren 't the only difference in terms of
speak 5_ _ very well. time . To my mind there is a world of difference
Ester & Hiroto: 6 _ _ betwee n being on time and being half an hour
Because both of them were 7_ _ and their late . Not for my Spanish friends.
own languages are more 8 _ _ •
4 I still have no idea about the kissing thing. It's
A surprising thing? usual t o greet people with a kiss but I am never
sure who I should greet this way and, even worse ,
Ester & Hiroto: Ester didn't like the way Hiroto
how many kisses I should give . In fact, I don't
9_ _ and Hiroto finds the way Hungarians
think even the Spanish are sure about this as
10 difficult to deal with.
everyo ne I ask gives me advice which differs
Tom & Susana: Tom finds it hard to cope with wild ly. I guess you just have to know these things.
things happening so 11 _ _ •
5 Tipp ing. The norm in the US is to tip fifteen
Best thing? percent. In Spain tipping is much less common
Ester & Hiroto: That Japanese are so 12 _ _ . and I find it hard to know when it 's appropriate.
Tom & Susana: It has tau ght him a 10 and now But you know, despite all these differences , Susana
he speaks 13 _ _ • and I actually have a surprisiLlg amount in common.
Most difficult thing? We like to do the sam e kind of things on the
weekend, we have fundamentally similar beliefs and
Ester & Hiroto: Hungaria ns are uch ore
actually we can laugh a lot about our differences.
14_ _ than Japanese.
Tom &Susana: Susana isa l '.aJs '5_ _ .

76
frenglish.ru
 b Check the Words2know. Which of these
expressions can you find in Tom's blog?
'r',a: (3.10)
polar opposites
refreshingly different
there is a world of difference between
worlds apart
the exact opposite
differ wildly
fundamentally similar
have a lot in common
completely different from/to/than
4 a Look at the dictionary entry for different
and find possible collocations. Then use a good
learner dictionary to do the same for similar
and opposite.
different 1 not like something else, or not
a
like before; Similar [collocations] very/
quite different, completely/totally/entirely
different, radically different (=very different)
significantly/markedly different (different in a
very noticeable way) slightly different, subtly
different (different in a way that is not easy to
notice) refreshingly different (=different in a
good way) no different (from/to something) a
different world (=a very different situation or
environment)
different from Our sons are very different
from each other
different to Her jacket's different to mine
different than (American English)
He seemed different than he did in New York
The place looks completely different now.
They decided to try a radically different
approach.
We found women had significantly different
political views from men.
a slightly different way of doing things
What actually happened was subtly different
from the PR people's version.
The show is refreshingly different from most
exhibitions of modern art.
The publishing business is no different from
any other business in this respect.
~\1f!fffiffii'!!f'T!1'll!~
b Write six sentences about the differences or
similarities between either of the couples on this
page using the collocations you have found.
MINI WORKBOOK exercises 2-3 page 119
frenglish.ru
Grammar us
Modifying comparative structures
5 a Complete the extracts from the recording
with the words in the box.
[ betterand better nowhere nearas ,f ]
the longer just about so much
the more easily much less
It's MONMeye Met:W t'lS' difficult as either
Hungarian or Japanese.
2 It's all obvious.
3 Everything happens _ _ later at night.
4 He's _ _ the kindest person I know as well.
5 That's _ _ the biggest difference between
us.
6 My Spanish is getting _ _ .
7 And _ _ I live here, _ _ I realise how
much I have to learn!
b @ Listen and check.
Cdt!,,';'1
6 Complete the sentences so they are true for
people you know. Compare your ideas with a
partner.
is nowhere near as as
2 is far more than
3 _ _ is just about the _ _ person I know.
4 _ _ is getting _ _ er and _ _ er.
5 _ _ is getting more and more _ _ .
6 The longer I _ _ the more I _ _ .
7 a In pairs, choose two different countries, or
parts of the same country, and make a list of
I similarities and differences. You can use the
I
categories in exercise 3a to help you.
!
I: b Prepare a short presentation (one-two
minutes) comparing and contrasting these
countries or areas. Decide which comparative
structures and Words2know you will use.
AltMovrgM botM AWiTrtJtll(:;, t'lMd 8dtt?rl"r. t?rre
EMg!t"SM <:>pet?r.K.I"r.g covrYlTrles, tMeye t?rye
Mt?rYl'1 siljYllflctJtYlt dlffeyeYlces. AvrsTrtJtll(:;, 15
ftJty bi!)!)er tMt?rYl EM!)It?rYld ... .
C Give your presentation to a different
partner.
MINI WORKBOOK exercise 4 page 118
77
 Born in Britain to a Finnish mother
and Norwegian father, I guess you could

Home say I was already dealing with three very

different cultures right off the bat. My
parents met while working with the Asian
community in London but we continued
to move frequently. From Derby to

kee
Serial expat Heidi Sand-Hart has been to
more than forty-two countries, and never
stayed anywhere longer than four years.
Here, she explains how her childhood
instilled in her a love of travel and change.
Norway to Sussex to London to India,
I was constantly ready for the next big
adventure, never fully accepted nor ever
truly an outsider.
B While living in the UK, my parents were
trying to hold onto their Scandinavian
culture and traditions and yet allow my
brothers and me to immerse ourselves
in our country of birth , Britain. The only
real 'British' experience we had was with
some of our friends. We didn't have the
British traditions that my school friends
had. We opened our Christmas presents
on Christmas Eve instead of Christmas
Day, didn't attend football games with our
father, and probably had fish and chips
monthly instead of weekly.

GC lary
1 In small groups, choose one ofthe topics each and talk for one-two minutes about a typical
aspect of your culture.
• traditions • celebrations • life events (birth, marriage, death) • food • leisure activities

2 Read the article. What does the author say about each of the topics in exercise 1? What is a TCK?

3 Read the article again and decide in which paragraph (A-G) the following
are mentioned. Then summarise the information found.
Heidi's relationship with her extended family
2 The benents of travel
3 rhe difference between where she is living and 'home'
4 The impact of Heidi's childhood on her attitude to life
5 The kind of people TCKs feel at home with
6 How Heidi feels when leaving fo r a new country
7 Different places she has lived as an adult

78
frenglish.ru
 9 My parents' work targeted the Indian commun ity
of Britain, so we grew up on curry and chapattis and
were constantly surrounded by different languages
and dialects . I suppose I felt a'sense of connection
with all the cultures I \/Vas surrounded by, but I was
never 100 percent 'in' any of them. I remember my
school friends talking about going round to their
nan's for tea and feeling a pang of jealousy, since
my grandparents lived in Scandinavia and I couldn 't
even communicate with them in their own language ,
let alone see them whenever I liked. And when the
ti me came, I didn't make any of their funerals since I
was living on the opposite side of the world .
W There is a term which I think expresses perfectly
what I am - 'Third Culture Kid' (TCK), someone who
has spent much of their childhood years outside of
the parents' culture, who absorbs elements from lots
of different countries and has a sense of belonging to
those who have had similar experiences.
,S) Travel well and truly forced its way into my
bl oodstream and I have continued to incorporate this
transient lifestyle into my adulthood. Since leaving
home, I have lived as an expat in America, Canada,
Thailand, India and New Zealand, being anything
4 Choose the best answer (a, b, c or d) according
to the article.
What does Heidi say about her time in the UK?
a Her friends didn't let her join in with British
traditions.
b Although she was born there, she didn't feel
British.
c She preferred Indian to British food.
d She continued to speak Norwegian at home.
2 What does Heidi think about the idea of living
in just one country?
a That it is an old-fashioned idea.
b That it would be nice to feel fully accepted.
c That it is boring and unchallenging.
d That it is the best way to get a good education.
frenglish.ru
from a secretary to an orphanage volunteer. I have
been to more than forty-two countries (and counting)
and never stayed anywhere for more than four years.
£> I often get asked when I'll 'settle down and get
a real job ' but for me, the road is my home. London
is currentl y where I reside but 'home' is where my
family are ... it is anywhere and everywhere. I have
grown accustomed to the adrenalin that flows with
packin g up one country in exchange for another,
traversing from West to East and leaving for the
excitement of the unknown.
~ I am constantly seeking out new excuses and
opportunities to live overseas. Having experienced
such a colourful and varied childhood , I struggle to
accept that life must be lived simply vegetating in
one corner of the globe. Travel opens, challenges,
and broadens mindsets and in that respect , Third
Culture Kids are rich individuals indeed. I have
gained an appreciation for other countries: their
cultures, people, customs ... what makes them
unique. There is so much to see and be learnt from
other cultures, and for me, experience is the best
form of education.
5 ,Wb'f!f!' (3.13) Check the words in blue in
the article. Then discuss the questions.
• What languages and dialects are widely spoken
in your country? What does it feel like to visit
somewhere where you don't understand the
language?
• Do you currently live in your country of birth? If
you do, would you like to live overseas one day?
Why? Why not?
• What countries can you think of where the
culture, traditions and customs are very different
from your own? Would you like to live there?
Why? Why not?
• What do you think it might feel like to feel 'never
fully accepted nor hever truly an outsider'?
• Heidi thinks thatTCKs are'rich individuals: What do
you think might be the good things about being
an expat and living such a transient lifestyle?
:,.... .~ MIN"J WORKBOOK exercises 3-5 page 119
-~~ -
1 a Look at the photos and guess if the
sentences are true or false.
1 It's an exhibition of Jess's photos.
2 Pablo's aunt and uncle gave him a
camera when he was a boy.
3 Jess took the photo they are looking at.
4 Pablo has never been to India.
5 Jess really likes the photo.

b (3.14) Listen and check your guesses.

1 a Read the Phrases2know and complete
the extracts from the conversation with
Jess and Pablo go to the
Portraits photo exhibition .
the correct phrases.

3
I remember once I (met a famous photographer).
How old were you?
Do you know what I did? I (ran down the road).
When I (saw him), I (took the photo) . • Why were you in that place?
It wasn't until I (met her) that (I realised I knew her). • What had happened just
It was only when I (met her) that (I realised I knew her). before you took the
At the age of (sixteen), I (went to Spain). picture?
Having (arrived), I (phoned my parents). How did you take it?

Describing background events • Why did you want to take

I (was walking down the road), when suddenly .. . this picture?
• What do you think the photo captures?
Talking about previous past
Earlier that day/year/ month, I (had gone) ... b Write answers to the questions
Reflecting on the past using the Phrases2know.
Ever since then, I've (been ... )
Looking back, I can see that .. .
4 Imagine you took this photo and it is
in the exhibition. Tell a friend about
taking the photo. Answer the questions ~~~
in exercise 3a and use the Phrases2know.

frenglish.ru
AREVIEW .
5 Read the review and answer the questions.
What kind of event is it?
2 Did the writer enjoy it?
3 What did the writer like best?
4 Does the writer recommend the event?
::;:-:------.-
CAN YOU CAPTURE
PERSONALITY
IN A PICTURE?
How do you take the perfect picture of a
person, a picture that shows who they
are and not just what they look like? For
decades, photographers have taken two very
different approaches - real-life snapshots
or artistic poses in the studio. Now, an
exhibition called Portraits brings together
photos using these opposed techniques,
with surprising results.
This fascinating exhibition is on at the
Wentworth Library in the university from
10-20 May. It features photos taken by
fa mous photographers such as David
Bailey and Sebastian Salgado as well as
professional photographers and amateurs.
The photographs have been carefully
s elected and there is a superb range of
subjects, from children to old people,
from a variety of social backgrounds and
countries. The organisers have also cleverly
displayed them by age and genre, rather
than by photographer or by dividing them
into professional and amateur categories .
This organisation means you are constantly
being surprised - indeed, sometimes the
amateur pictures are far better! The only
downside is that the space is too small and
s ome photos are poorly-lit.
For me, by far the best photo was the
stunning image by Ellen King, a second-
year student at the university. The photo,
of a small Indian girl in the rain, manages
to capture the girl perfectly. She is laughing
and dancing, despite the weather, and her
optimism shines through.
So, if you want to see some amazing images
that will stay with you long after you leave,
don't miss this show - just make sure you go
at a quiet time to enjoy the pictures in peace.
Sylvia Stone
6 STRUCTURE Match the paragraphs (1-5) with
the descriptions (a-e).
D Introduction
2 D About the event
3 D Detailed description
4 D Highlights/Lowlights
~-=...... ,- 5 D Conclusion
a description of the best or worst part(s) of the event
b information about where/when the event is and
exactly what it is
c recommendation to go to or avoid going to the
event
d introduction to the event, its name and any
background information
e details of the event - how it's organised and
what the good and bad points are
1 LANGUAGE Find examples in the review of:
using synonyms or antonyms to avoid repetition
picture - 5hCJrP 5hot , p hoto , _ _ , _ _
exhibition -
2 using extreme adjectives to make your writing
more interesting
3 an expression for giving an opinion
4 an expression for making a recommendation
i.i'f:l.'1
!j 5 a question to draw the reader in
i
ii 6 variety in the structures used e.g.
• different tenses of active and passive verbs
(present simple, present continuous, past simple,
present perfect, etc.)
• adverbs
imperative
• time expressions
• conditional
• exclamation for emphasis.
8 You are going to write a review of an event.
It could be an art exhibition, a museum
exhibition or a sculpture show. Follow the
steps below.
Make notes about the event.
2 Use the structure in exercise 6 to help you plan
your review.
3 Write your first draft using the language tips
in exercise 7. Check you have described the
highlight and made a recommendation.
4 Exchange descriptions with a partner and decide
how the description could be improved.
5 Write your final draft.
81
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 activest dy4E
Grammar Vocabulary
1 Rewrite the text using a passive form of the verb Multiple choice
in bold. Make any other changes necessary.
3 Choose the best word or phrase to complete
the text.
The history of the internet
• On 29 October 1969 people at Stanford and For at least twenty years, 1_ _ British students
UCLA Universities ' Iinked two computers up for who wanted to experience a 2_ _ different
the first time. culture have been able to teach English in Chinese
• The first message which they 2sent was 'log in ' universities. But when Simon Jenks moved to China
• but people 3say that the link between the two in 2009, he real ised that there was a 3_ _ for
universities crashed on the letter 'g '. people who wanted experience of working 4_ _
• Ray Tomlinson first 4developed email in 1971. within the business arena.
• People also 5think he was the first person to use Jenks provides internships of three to six months,
the @ symbol. which often lead to the person staying on in China
• In 1971 Michael Hart 6 set up Project Gutenberg , 5 the contract finishes. The interns meet local
a project to make books in the public domain peers and are given help to learn to 6 _ _ them in
available electronically, for free. Chinese. Jenks says there is a 7_ _ of difference
between his service and turning up alone in China
• We 7might see this as the beginning of the e-book.
looking for work experience.
• In 1978 Gary Thuerk 8sent off the first spam
message, to 600 people. Jenks 8 his service through university career
guidance services and says that the response from
• Nowadays spammers 9are sending around 850
billion spam messages a day. employers has been very 9_ _ .
• However, research 1°has found that only 1 in
12,000,000 messages actually results in a sale.
• People 11 predict that manufacturers will integrate 1 a intrepid b odd c transient d reckless
the internet into more and more devices.
2 a exactly b completely c polar d world ly
• Soon they 12may be building it into your fridge as
well as your phone. 3 a possibility b custom c connection d ma rke
4 a away b overseas c outside d foreign
i ft, lit

S a then b eventually c once d first

Sentence transformations 6 a speak in b treat w ith c chat about
d co m municate with
2 Complete the second sentence using the word
7 a earth b world c planet d land
given so that it has a similar meaning to the
first sentence. 8 a promotes b speaks for c recommends
d accepts
The weather has been much hotter th is week.
9 a w ild b deep c enthusiastic d motivated
NOWHERE
Last week as th is week.
Word formation
2 None of the other players on the tea m were as
good as Jack.
4 Complete the sentences w ith the correct form
EASILY of t he word in brackets.
Jack was _ _ player. 1 I recognised him as a _ _ (fame) actor.
3 There can be no doubt that he has already left. 2 Some people thin k there are too many
MUST television _ _ (commerce) these days.
He _ _ already left. 3 My mother is _ _ (fanatic) about keeping
4 If you finish your homework quickly w e ca n go the house tidy.
out earl ier. 4 I'm afraid my opinion _ _ (different) from
THE yours.
The quicker _ _ we can go out. S We will never agree. Your view is the _ _
S Lucy is fa r better at swim ming than any of us. (pole) opposite of m ine.

BY 6 Her attitude is _ _ (refresh) different from

most people's.
Lucy is _ _ swimmer.
82
frenglish.ru
Great inventions of the f
Ancient Chinese world
China may be a modern po; erhouse of
industry but this is not the first time that
China has had a powerful influence on
he rest of the world. Many of the great
·nventions of humankind originated there,
often hundreds of years before they were
seen in the western world.
You may have thought that the Italians
nvented pasta but a few years ago
archaeologists in China uncovered a bowl
of stringy noodles dating back around
-1000 years. This is around 2000 years
oefore any evidence of pasta in Italy. The
Ch inese also beat the Europeans with the
nvention of the wheelbarrow, by about
1000 years.
~s long as 4700 years ago the Chinese
new how to create silk and for a long
~i me they were the only country able to
produce the materia l. The Silk Road trade the invention. They could be used to fish
routes from China to the Medi terra nean, without a boat by using a line and hook
Africa, the Mid dle East and Europe grew which dangled from the kite, or to deliver
up as peopl e made the long journey to messages or small parcels. Eventually the
buy a fabric better than an ything else they hang-glider was also invented.
could produce. These routes o pened up
But perhaps the most famous Chinese
China to th e rest of the worl d, bringing
invention was gunpowder. This was, so
wealth but also new t hreats. Eventually, an
legend has it, invented accidentally (and
Indian mon k got hol d of silkworm eggs,
ironically) while looking for the secret
which he took back to Europe.
of eternal life. Initially it was used for
The secret of paper was also eventually making fireworks and flares but all too
stolen but not until the Chinese had soon its usefulness in taking human life,
traded it exclu sively for nearly a thousand rather than prolonging it, was discovered.
years. It was invented by a man called Cai Seeking to keep their military superiority,
Lun, an official attached to the Imperial the sale of saltpetre, a key ingredient,
court around 2000 years ago. He took was banned to foreigners in 1076,
wooden fibres, mixed them with water, but, as before, the secret could not be
pounded them and then drained the kept forever and the first recipes were
mixture through a flat cloth, leavi ng just publ ished in the west in 1280.
the fibres behind to dry into paper. By
AD 593, the first printing press had been
invented, and the first printed newspaper
in AD 700.
We also know the names of the two
Chinese inventors who came up with
another famous invention, the kite. In
about 400 BCE, Gongshu Ban and Mo Di
constructed bird-shaped kites that quickly
became very popular as toys. It was not
long before new uses were discovered for

Reading skills
~'!'lYE .~:1.:~!?ij Read for specific information
4 Kites were first used
5 Read the article. Choose the best option to a as ways of sending messages.
complete the sentences. b as children's playthings.
1 Accord ing to the writer, China c instead of fishing boats.
a is more influential now than it has ever been. d as hang-gliders.
b has never been very influential. 5 The sale of saltpetre was banned because
c was more influential in the past than now. a it was much too dangerous.
d has always been influential. b it was thought to help people live forever.
2 The silk routes were valuable to China because they c the Chinese wanted to keep gunpowder to
a facilitated trade with other countries. themselves.
b allowed the Chinese to travel freely. d only the Chinese knew the recipe for
c enabled the Chinese to keep their secrets. gunpowder.
d brought new threats to the Chinese.
3 The secret of paper was stolen Speaking skills
a not long after it was invented.
b by an Indian monk.
6 In pairs or small groups, look at the photos on
this page and discuss how they have affected
c a long time after its invention. our lives. Then decide together which is the most
d by a man called Cai Lun. important invention and why.

frenglish.ru

Vocabula peaking
Post-compulsory education
1 a Look at the picture and the introduction to
the online discussion in bold. Then answer the
questions.
1 What do you know about online studying?
Have you ever experienced it?
2 Does the statistic in the text surprise you?
Why? Why not?
3 What do you think are the good and bad
points about studying online?
b Read the forum comments and compare with
your ideas. Which opinions do you agree with?
2 a '\!l@lt (3.17) In pairs, check the
words in blue in the online discussion and
discuss the questions.
What is the difference between further
education and higher education? What are the
equivalents in your country?
2 Do you have to pay tuition fees for university
education in your country? Do you think the
system is fair? Why? Why not?
3 Roughly what percentage of young people
take a degree in your country? Are vocational
qualifications also popular?
4 Would you prefer to study face-to-face, onli ne
or with blended learning? Why?
5 Would you be interested in doing an
apprenticeship? Why? Why not?
6 Do you think you will go on to take a Master's
degree? Why? Why not?
b Individually, choose on e of th e quest ion s
and make a short presentat ion on the top ic
(one-two minutes) to a new partner.
MINI WORKBOOK exercise 1 page 12
84
frenglish.ru
Grammar
Vocabulary ~~~m!Im~E!r!::~
Phrases
. ..
r..~.~~~~~
(3.16)
Nearly thirty percent of students
now take at least one of their degree
modules online. Increasingly, distance
learning is seen as a real alternative to
the traditional route of actually going
to a university to study. What are the
benefits and drawbacks of studying
online? Tell us about your experiences
or just give us your opinion.
I have just completed my degree with the
Open University online. The main reason I
did it this way was so that I could work at
the same time. If I had taken a traditional
degree, I might be in a lot of debt now
because the tu ition fees would have been
much higher. It was quite hard work but
now I have a degree and six years' work
experience as well so I'm in a much better
position than someone who has just
graduated with no experience. I certainly
don't feel as if I've wasted my time.
Lucy
I can see the advantages of taking a
degree online in terms of cost but, if I were
eighteen now, I don't think I'd want to study
from home. I think it would be quite lonely.
And isn't a big part of higher education the
social side of things?
,
Cris
I don't think you have to give up
on the social side of university at
all. My parents moved to Portugal
when I was in the sixt h form , just
before I went to university, and I
decided to go with them and study
online instead. I met so many
people online who were studying
with me and made friends that
way. In fact, that's how I met my
boyfriend, Mark. If I had decided
to study face-to-face rather than
online, we wouldn't be together
now. I expect my parents would
rather I'd gone to Oxford or
Cambridge but I enjoyed the whole
experience so much that I'm going
t o do my Master's degree online,
t oo.
Amelia
It's about time people realised
goi ng to university is not the only
option! I'm currently in my first
year of an apprenticeship with a
big IT company. They're paying me
£20,000 a year. And they're paying
fo r me to do modules towards my
degree as well. I'm learning a lot
m ore than if I were at university
an d I'm a lot better off! It will take
m e six years rather than three to
fi nish my degree but I'd rather
learn on the job.
Sean
I w ish someone had told me I
co uld do vocational qualifications
at a further education college
rather than going to university.
It's much cheaper and you can
often do a blended learning course
w here some of the work is online
an d some is face-to-face. Had I
nown about it, I think it would
ave been a better idea than my
(very expensive) three years at
u niversity but at the time it felt as
if university was the only option.
Eve
=f only the government would do
so mething about the cost of face -
o-face degrees. Not everyone
.vants to learn hunched over a
omputer screen!
Sophia
Grammar cus
Unreal conditionals
3 a Look at the conditional sentences from the online
discussion. Decide whether each clause is:
• a hypothetical present situation
• a hypothetical past situation
• a present result
• a past result.
If I had taken a traditional degree, I might be in a lot of
debt now.
2 If I were eighteen now, I don't think I'd want to study from home.
3 If I had decided to study face-to-face rather than online, we
wouldn't be together now.
4 I'm learning a lot more than if I were at university.
5 Had I known about it, I think it would have been a better idea
than my (very expensive) three years at university.
b Are the sentences second conditionals, third conditionals
or mixed?
4 a Complete the sentences with the correct form of the
verb in brackets. Compare your answers with the original
sentences in the online discussion.
I certainly don't feel as if I l1cwe wt'lsfed (waste) my time.
2 It's about time people _ _ (realise) going to university is
not the only option!
3 It will take me six years to finish my degree but I'd rather
_ _ (learn) on the job.
4 I wish someone _ _ (tell) me I could do vocational
qualifications.
5 At the time it felt as if university _ _ (be) the only option .
6 If only the government _ _ (do) something about the cost
of face-to-face degrees.
b Which of the sentences are contrary to reality? How?
J'!3Mz!!lm~ page 132
5 Complete the sentences in ways which are true about your
education. Compare your ideas in pairs.
1 If I were thirteen, _ _ .
2 Had I known
3 I wish
4Ifonly _ _ .
5 It's time teachers
6 I'd rather
7 I sometimes feel as if
6 a What different types of schools can you think of? Imagine
that you went/had gone to a different sort of school from
the one you attend/attended. Write a paragraph about how
things would be/would have been different.
b Compare your writing with another student.
MINI WORKBOOK exercises 1- 2 page 120
85
frenglish.ru
 Listenin ea ing
1 a In pairs, read the descriptions of real degree courses or modules in the UK
and match them with the photos.

A module within a degree in

Education Studies, this course,
Harry Potter and the Age of Illusion,
aims to make connections between
the world of Harry Potter and 21st
Century Education , particularly
Citizenship education.

Students may study Football Culture

within a degree in Sport, Media and
Culture. The module will look at the
rise in popularity of football and David
Beckham will feature heavily, as a key
figure in the modern game .

•"7 1 Stud"ts takiog this Master's deg,ee

in the Psychology of Exceptional
D Human Experiences will study
parapsychology and transpersonal
psychology, looking at ghosts and
other supernatural experiences as
well as prayer and meditation .

This course is designed to give

students an in-depth understanding
of death in its social and cultural
context. Students on the post-
graduate degree in Death and Society
might be social workers, counsellors
or work in the funeral industry.

!1
D•
5
This very populac deg' " io Suri
. Science and Technology combines
business, marketing, event
. " .' management and ocean science.

b Which ofthese deg ree cou rses do yo u find the most surprising? Why?
Would you be interested in taking any of these courses? Why? Why not?
86
frenglish.ru
2 a (3.18) Listen to a talk about more
unusual degree courses. Which of the
degree courses described in exercise
1 does the speaker mention?
b (3.18) Listen again and answer the
questions.
Why are vocational courses
becoming more popular? Choose
two reasons.
a Because there are excellent
opportunities for women in
vocational trades.
b Because people prefer qualifications
related to a particular career.
c Because it is often easier to get a
place on a vocational course.
d Because students often want
a trade where they can work for
themselves.
e Because the course fees are
generally more affordable.
2 What two examples does the speaker
give of traditional courses which have
been given a more practical slant?
a French and Business Studies
b English and Fine Art
c Surf Science
d Chemistry and Forensic Science
e English and Journalism
3 What three examples of
employability skills does the speaker
mention?
a Numeracy skills
b Being aware of customer needs
c Management of others
d Literacy skills
e Self-management
f Prioritisation skills
g Working in a team
3 Has listening to this speaker changed
your mind about any of the courses
described in exercise 1? Why?
Why not?
4 SPEAKING In pairs, discuss the
questions.
• Which of the employability skills
mentioned in exercise 2, question 3
do you think are most important or
useful for today's world? Why?
• Choose two more skills that you would
like to add to the list and say why.
Grammar Focus
Nominalisation
5 a Look at the sentences. What is the difference
grammatically? Is there any difference in register?
There is a growing demand for degrees which lead into a
specific career.
More and more people demand degrees which lead into
a specific career.
m flmrmr page 132
b Rewrite the clauses in italics from the recording using a
verb phrase instead of a noun phrase.
We get hundreds of applications a year for this course.
Hundreds of people _ _ .
2 If you have an interest in sport, perhaps you would like to
study Football Culture.
Ifyou _ _ .
3 Whatever choice you make, you will be studying the
subject for at least three years.
Whatever you _ _ .
6 Read the newspaper article then complete the second version
with a noun replacing the verbs in italics in the first text.
In many countries students are required to study Maths, the native
language, a science subject and a foreign language until the age of
seventeen. In Britain, however, students are free to choose three or
four subjects that they simply find interesting. Now it seems that
students who opt for 'softer' subjects, such as Media Studies or Art
and Design may find themselves unable to gain places at the top
universities, no matter how good their final grades. It has long been
assumed that more traditional subjects, such as Maths or Science
were preferred by certain universities but this is now being publically
acknowledged for the first time.
In many countries Maths, the native language, a science subject
and a foreign language are a _ _ for students until the age of
seventeen. In Britain, however, a _ _ is offered to students of
any three or four subjects that they simply find interesting. Now
it seems that the _ _ for 'softer' subjects may result in an _ _
to gain a place at a top university, no matter how good their final
grades. There has long been an _ _ that certain universities had
a _ _ for more traditional subjects but there is now a public
of this fact .
7 SPEAKING Discuss the questions about the newspaper
article in exercise 6.
• Do you think that it is a good idea to make certain
subjects compulsory at school? Why? Why not?
• Which subjects do you think are the most important? Why?
• Do you think it makes any real difference where you
stud y? Why? Why not?
MINI WORKBOOK exercise 3 page 120
87
frenglish.ru
Readin GC ulary
1 a Look at the cl ass photo. W hat do you think is unusual about:
• the teachers? • the students? \<.01\1\ i e.

b Read the three newspaper articles and check your ideas. Cro>It\.I\d,
>ttAde.I\t bt\.le.y
ThOM\,,>Ol\,
\ \
t.!- OlyM\"ic 10ld
Me.dt\.1 wi I\I\e.r

l'
Dt\.vicl ~-tt\.rke.y,
-tt\.MOIA> hi>-torit\./\,
f\:
~i""ol\ Ct\.1 low ,
IA/\ive.r >i-ty ft\.MOtA>
Til\chy /I ie.c-tlAre.r t\./\cl I>riti>h
~tryde.r, IV \"re.>e./\-te.r
I>riti>h rt\.\"
>tt\.r
Che.rie. I>\t\.ir,
\t\.wye.r t\.I\d,
TOl\y I>\t\.ir>
wife. . h f was well-know n
Jamie Oliver is a celebnty c e , no
. d ny TV shows as for
for his campaigmng a n rea 1 . se
his cooking! In 2002 , Jamie remortgaged ~lS hou
to set up the Fifteen Foundation , supportmg
fifteen young adults w ith disadvantaged
Can JaDlie Oliver b ackgrounds to train as chefs. In 2005 h e began a
high profile campalg
. n and TV serie s to e ncourage
J .,
. . h i n d homes . amle s
revolutionise the healthy eatmg m sc 00 sa
D r eam School is his latest show and campaign.
.

nation's schools?
'I left sch ool w ith b a sically n othing, I did feel as
though my sch ool h a d let m e down : s ays J amie Oliver
at the beginn ing of his new series, Jamie's Dream
Sch ool. Today, Oliver is a m ultimillionair e chef and
social campaigner, yet h e left h is Es sex secondary
sch ool with two GCSE s. Which is w hy he feels emp athy
with the forty- seven p ercent of young people in Britain
w h o are leaving sch ool at sixteen with fewer th an five
GCSEs at gr ade A*-C , in clu ding the critical s u bj ects of
English an d Maths.
Last summ er, 330, 000 student s left s ch ool in
this p osition and Oliver invited twenty of them to
j oin his Dream School. The convention al education
system h aving failed thes e kids , he called on an
unconventional staff of celeb rities to try to engage
them with learning.
'Young peop le can be disruptive and mess u p
cl asse s .' he added. 'But even if they are b eing a p ain,
it 's a cry for help - they don't feel as if they are being
li sten ed t o. I think ther e are definitely two types of
student: the ac ademic kids an d the fifty p ercent who
fa il. We're not doin g enough for those w h o fail; they
nee d a more physical, tactile ap proach, involving
people skills, t eam building, problem solving, building
things . These skills n eed t o be taken as seriously as the
sciences.
Like m ost of the ot her t eachers, I'd done a bit of
te achin g an d w e all think we'r ~great at what we do
but you realise that nor.mally you have an au dience
who a ll want to listen. All of u s very quickly had a
less on in how hard it is t o be a secondary school
teacher in t he UK to day.'

88
frenglish.ru

2 a Read the texts again. Which
person, Jamie Oliver (JO)'
David Starkey (I)S) or Ronnie
Crosland (RC), believes that:
IRCIsmall classes are better
learning environments?
2 D less academic students
should have the opportunity
to learn more practical skills?
3 D being a secondary
school teacher is a very
tough job?
4 D the school system has let
these students down?
5 D young people appreciate
strict discipline?
6 D everyone can succeed if
they believe in themselves?
7 D students who behave
badly need help and support
not punishment?
b Which ofthe opinions do
you agree with? Why? Why not?
David Starkey: Jamie's
Dream School was a
lesson I'll never forget
Recently, Jamie Oliver approached me
and asked ifI'd be interested in teaching
at his Dream School- a 'school' staffed
by celebrities and well-known experts in
their field. They would try to turn around
the education of a group of sixteen to
eighteen year-olds who had resisted every
attempt to be educated in the past, all in
front of the cameras.
My first lesson was, if I am honest, a
catastrophe. My students felt they could
do what they wanted. They shouted,
gossiped and sent texts to friends. The
noise was quite extraordinary. I am
not normally scared by anything but
even I was sweating. It was an appalling
experience and it gives you a sense of
why things have gone so wrong in state
education. I believe young people need
rules. They will respond to discipline.
I did try to engage them as much as I
could - and had some success. About half
of the class of twenty became enthusiastic
about History. By the final lesson, we
even talked about how you would write
an essay, something they had never done
before.
as and like
3 a Read Active Study. When we are comparing
two things which are similar ~
b Find six examples of
we use like.
these uses of as and like in
My teacher looks just like David Beckham.
the newspaper articles.
Is your school a comprehensive, like mine?
4 a Complete the questions We use as to introduce information about
with as or like. the subject or object of the sentence.
Do yo u think it w as right to The problem of discipline is regarded as
quite serious.
label Ronnie and the other
As a teacher, I was very interested in
dream school pupils _ _
watching this TV series.
t ee nage tearaways? Why?
Why not?
2 In what ways were the teachers at Dream School not _ _
normal teachers?
3 Would you describe any teacher you have had _ _ a role
model? Why? Why not?
4 Do you think that teenagers in your country are _ _ these
teenagers? Why? Why not?
5 Would you like to work _ _ a teacher? Why? Why not?
6 Would you like to appear on television _ _ yourself, in a reality
show? Why? Why not?
b In pairs or small groups, answer the questions.
5 Discuss the questions.
• What are the best/worst things about the educational system in
your country/countries?
• How has your education system changed since your parents
were at school?
MINI WORKBOOK exercise 2 page 121
t~~~£!~fll}!~~~1j~1
If you've been watching Jamie's Dream School, you
might recognise me . My name is Ronnie Crosland,
I'm 17 years old and I was a student there . _ ~.
When I read a newspaper ad for Jamie Oliver's new show I saw
it as a chance for me to finally prove myself. I felt as if I had done
well at my local state school-I got five Cs at GCSE - but I could
have done better. I wasted so many hours not working . I Suppose
you could describe me as a teenage tearaway. That's one of the
labels Dream School students have been given . Not particularly nice
and not particularly true .
The lessons were completely different from those at real school
of course. Some of the class definitely acted up to the cameras. But
in some ways they w ere better - there weren't so many pupils, so
you got more time with the teachers. The class that had the most
effect on me, though, was art with Rolf Harris. As my childhood
hero, it w as like a dream to be taught by him.
I'd like to get into primary education now. Atthe moment I'm
giving inspirational tal ks to kids at school- something I never
thought I could do. Dream School has shown me that I have
potential. But everyone can be a success. Just do your best and
don't listen to anyone w ho dou bts you.
89
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(3.20)
1 According to a recent survey, almost eighty percent
of American students admitted to having cheated at
least once. The extent of this problem is shocking and
it is growing all the time, particularly with regard to
plagiarism. As new technologies make information more
freely available, the problem is exacerbated.
2 As students increasingly need to work part-time to
pay tuition fees and as the pressure to get good grades
increases, it is perhaps understandable that some would
be tempted to cheat. However, if academic institutions
cannot be sure whether a piece of work was actually
written by a student, how can they hope to grade the
work fairly or appropriately?
3 Colleges and universities urgently need to come
up with solutions to this issue. Software has been
developed which can analyse a student's work,
comparing it with others in the same class or against
published work on the internet. These programmes are
quite an effective answer to the problem but they are
very time consuming. There is also perhaps too much
emphasis on catching and punishing students rather
than educating them.
4 Many academics believe that the problem should
be tackled by spending more time teaching students
exactly how to quote other writers so that they don't
plagiarise accidentally. There are also simple ways
to make plagiarism less rewarding. Setting the same
questions year after year is simply asking for trouble.
Questions about very specific situations or events are
much harder to plagiarise.
5 Bearing in mind that the problem is rapidly
worsening, perhaps the best solution is for educational
institutions to both educate their students about
plagiarism and to make sure that those that do it are
punished severely.
ulary
A problem and solutions essay
1 Discuss the questions.
• According to a recent survey, eighty
percent of American students admitted
to cheating in some way. Does this
statistic surprise you? Why? Why not?
• What different kinds of cheating can
you think of?
2 a Which of these statements do you
agree with? Discuss in pairs.
• It is not plagiarism if you use the same
ideas but change the words.
• It is plagiarism if you buy an essay from
the internet.
• It is plagiarism to use material from the
internet without saying where it came
from .
• Everybody copies things from the
internet without saying where they
came from.
b (3.19) Listen to Jade and Rob talking
about plagiarism. Decide if the opinions
in exercise 2a are Jade's (J) or Rob's (R).
3 Discuss the questions.
• Why do you think plagiarism is an
increasing problem?
• What possible solutions might there be?
4 Read the essay and complete the table
with the causes and effects of the
problem and the solutions mentioned.

Problem Causes (or factors?) Effects

Increase in • New technologies Teachers can't tell
plagiarism make information if work submitted
freely available is copied or not.
1
3

Solutions Pros Cons

Software to • Effective
analyse students'
work

Prevent accidental
plagiarism

frenglish.ru
5 STRUCTURE Match the pieces of advice (a-e)
with the paragraphs in the essay (1-5).
a D Explain more about the problem,
especially if there are several related issu es.
b D Start to suggest some possible solutions.
These can be ideas that you agree with or you
can put forward solutions that others have
suggested and explain why you think t hey
might not work well or at all.
c D Give a clear explanation of what exac t ly
the problem is.
d D Refer to the problem again and eit her
summarise the solutions or give your perso nal
opinion of the best idea overall.
e D Give any more solutions. As you are nearly
at the conclusion these solutions should be
ones you personally think are good ideas.
6 a LANGUAGE Underline six phrases from
Language4writing in the essay.
Language
Problems
The extent of this problem is .. ./has been
underestimated
To exacerbate the problem/ make the
problem worse
Confrontladdress/tackle/ deal with/ resolve
the problem of ...
A minor/ trivial issue/ problem
A pressing/ urgent issue/problem
Solutions
Come up with solutions to .. .
The answer to the problem (lies in) .. .
There are also ways to ...
Perhaps the best solution is to ...
frenglish.ru
b Now complete the short text with words and
phrases from Language4writing. More than one
opt ion may be possible.
As the techn ology behind mobile phones
develo ps, increasing numbers of schools and
coll eges are having to ' _ _ a range of issues
related to their use. Perhaps the most 2 _ _
problem is the use of smartphones to take film
of other students, something which has led to a
good deal of bullying. 3_ _ the problem is the
ease with which these films and photos can now
be uploaded on to social networking sites.
Another 4 _ _ is the use of mobile phones as a
distraction in class or the more 5_ _ problem
of phones being used to cheat.
Schools are 6_ _ these problems in a variety
of ways. Some feel that the answer 7_ _ in
banning mobiles altogether. Other schools have
come up with more imaginative 8_ _ , such
as encouraging students to actually use thei r
mobiles as part of the lesson .
7 a Look at the essay question and make your
own table giving the causes and effects of the
problem and possible solutions.
As we saw in the articles about Dream School,
rudeness, inappropriate language and even
violence is on the increase in British schools.
What are the likely causes and what could be
done to tackle the problems?
b Compare your ideas with a partner and
decide which ideas would be best in which
paragraph.
8 a Write the first draft of your essay, then read
it through or swap with a partner.
b Write the final draft of your essay.
MINI WORKBOOK exercise 3 page 121
1 Which of these do you agree/disagree with? Why? 4 Use the Phrases2know to write as many
It's OK to let your parents pay for holiday courses sentences for each idea as you can.
when you're at university. 1 Visit friends in England (talk about definite plan)
• You should study in the holidays, not get a job. IJv.. !Jorh!J TO vr5rr frt'ehd5 !h Eh!JlC:;hd.
I only want to relax in the holidays! I hc:;ve plC:;h5 TO V!5rr frt'ehd5 rh Eh!JlC:;hd.
2 Job in an office (describe feelings)
1 a Read the caption and guess who these
3 Travel round Asia (talk about hopes)
statements refer to, Jess (J) or Pablo (P).
o is going to go to Spain.
4 Study or get a job (ask about hopes and plans)
5 Go to summer school (talk about definite plan)
2 0 has got a job as a volunteer on a project in
Africa .
3 0 would like a part-time job.
4 0 hopes to do a little travelling. Describing hopes and plans
5 0 is looking forward to seeing his/her family.
6 0 is very excited about his/her holiday plans. I'd like/ love a ...
I'd like to ...
b (3.21) Listen and check. Then write notes about
each person. I'm hoping to ...
Je55 5C:;'15 5he . . . 2
I'm going to .. .
3 a Read Phrases2knowand match the headings I intend to .. .
(A-D) with the sections (1-4). I have (no) plans to ...
A Talking about definite plans 3
B Asking about hopes and plans I'm looking forward to (+ -ing)
C Describing how you feel about someth ing I'm very excited about (+ -ing)
D Talking about hopes 4
What would you like to dor
b (3.21) Listen again. Add what Jess and Pablo Would you like ... ?
say about the things in exercise 2a to the
Are you going to/planning to/hoping to ... ?
Phrases2know that they use.
Have you got any plans for . .. ?
rlvl hopin!J fl> do c:; fd1ie +-rc:;ve!!t'n!J c:;/Ter I
frhr5h.

frenglish.ru
5a Write t hree questions to find out about ot her people's hopes and plans for
the future. Then make notes about your own hopes and plans for the future.

b In groups of three, interview each other usin g your questions and notes.
Use the Phrases2know to help you and don't forget to say how you feel about things.
WM?lr wovr(d t;0vr (Ife ro do ?1ft-er t;0vr (e?lve 5CMOO(?
Ifv.. MOPlh3 ro 30 ro vr0.lVf?-r5ltt; ro 5rvrdt; /-/Isrort; . Aft-er fi1?1r . . .

. .

PREDICTING

6 a What do you think will happen in the future in these areas?

• Jobs • Medicine • The tourist industry

b (3.22) Listen to Jess and Pablo. Do they mention any of your ideas?

1 ([~) Listen to the conversation again and answer the questions.

1 Does Pablo think he'll stay in Britain? Why? Why not?
2 What does he think about jobs for young people in the future?
3 How does Jess think the job market w ill change?
4 What changes does Pablo think there will be in jobs in medicine?

8 a Read Phrases2know and complete the extract from the conversation.

GM#lfli,f'ifl
Making predictions
What I th ink will/ might happen is ...
I'm sure t hat .. .
I have no idea what/where/when ...
I don't know if .. .
I (also) th ink/believe/guess/bet (that) ...
It's my guess that .. . wi ll/ might ...

Asking for predictions

What do you thin k wi ll/ might happen?
(Where/What/When/ How) do you think
you will .. .?
Do you think ...?
Have you got any ideas about (what/
whe re/when) ...?

b (3.22) Listen again and check.

9 a In pairs, make notes about what you think will/might happen in the future in these areas:
• Technology • Houses • Education

b In groups, discuss your ideas using the Phrases2know.

93
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 Grammar

Vocabulary

Phrases

Listenin ocabulary
1 Discuss the questions.
• What jobs, including odd jobs such as
babysitting or car washing, have you done in
the past? Did you enjoy them? Why? Why not?
• What kind of work would you like to do in the
future? How do you plan to gain the skills and
experience needed for this?

2 a Look at the job advertisements. Which of the

jobs appeal to you most/least? Why?

Sports Magazine ut growing, magazine lookl n g

1 fMJGSfP Fashion
We are a sma II , b . .. s
d
for a epen
dable budding journalist to JOin u
. . . t rnship is six months . j MFP Fashion is an exciting new online fashion
immediately. Minimum In e website . We are currently looking for a motivated
Excellent written Engli~h is ObV~Oy~~~; submit Intern Web Designer with a passion for fashion
. ment and we will expec . to help launch the new collection on line. This
~~i~~rs~ four .articles bef~~:~~i~;:~~· :=~e;~ee:~ is an incredible opportunity for someone with
candidate will also be p . tion skills and thrive enthusiasm and strong design skills to gain
prioritisation and commun\ca valuable work experience. Must show initiative and
in a stressful environment. . ) an ability to work without close supervision.
. ·d ( penses will be paid,
This internship IS unpal . ~x of six months.
d eek for a minimum . Terms: We are unable to offer salary, travel or
fo~r ay~ .a w ill suit candidates who are looking liVing.expenses but are able to offer free lunches.
~:~d~~~I~~~h: r careers in journalism. Training Candidate must have their own computer and
software.
wil l be provid ed .

EarthWatch is looking for a Volunteer Coordinator

to help run our campaigns.
Key responsibilities:
• Helping to develop campaigns - both national and local
• Attracting new members .
• Facilitating good communication between the media and
members of the public and members of the group
• Keeping the group's website up to date

EanhWatch Must be willing to work evenings and weekends.

b Look at the job advertisements again. What do all the jobs have in common?

3 a Increasingly in the UK, jobs for graduates are often internships or unpaid.
Would you do an unpaid job? Why? Why not?
b (3.23) Listen to a radio programme in which volunteer posts or internships are
discussed. Do all the speakers agree?
94
frenglish.ru
4 (3.23) Listen again and complete
the notes.
----
Stuart - Positive points
--- - _.- ---
• Companies are providing
_ _ _ _ _ on the job.
Internships are often for charity
which means 2 for
the charity.
Rob - Negative points
More and more 3_ _ _ __
jobs are unpaid.
• Only those with parents who can
afford to 4 can work
for nothing.
The internship system makes it
harder for 5 to get a
job at all.
Stuart - Positive points
Many internships are
_ _ _ _ _ or in the holidays.
They offer 7 , which is
more important than being paid.
5 a Check the Words2know and
then divide them into positive
and negative aspects of a job.
Which aspects could be both
positive and negative?
,vmtj (3.24)
irregular hours
fringe benefits
networking opportunities
on the job training
career advancement
perks expenses
mundane tasks
antisocial hours
stress and pressure
heavy workload
b Discuss the questions.
• Which positive aspect of
internships would you agree is
the most important in ajob?
• Which negative aspect would
be something you couldn't
put up with? Why?
MINI WORKBOOK exercises 1-2
page 123
Grammar
Gerund and infinitive verb patterns
6 a Look at the extracts from the radio programme and
underline the co rrect form of the verb to complete them .
1 Rob Brow n .. . says he never means taking/to take an
unpaid jo b.
2 . .. it's impossible to get on in Fashion without being/to be
prepared to work unpaid.
3 . .. being an intern meant working/to work really antisocial hours
4 .. . obvious that I wasn't going to go on getting/to get a proper
paid job out of it.
S Although I don't exactly regret being/to be an intern, in the
end I left.
6 Companies are starting taking/to take it for granted.
7 What kind of people can afford doing/to do that?
8 I'm not going to stop trying/to try, obviously, but I'm not very
hopeful.
9 . .. people are expected working/to work long hours for nothing.
10 It's no good spending/to spend six weeks just photocopying.
b (3.2S) Listen and check.
\(ijyITm@~ page 133
7 Complete the sentences with the correct form of the verb in
brackets.
I didn't mean you _ _ (find out).
My new job will mean _ _ (work) late.
2 Did you remember _ _ (post) that letter?
I remember _ _ (arrive) on the first day in my new job.
3 I tried to interrupt but she just went on _ _ (talk).
After her internship, she went on _ _ (become) a designer.
4 On her way to get coffee, she stopped _ _ (talk) at my desk.
After I crashed his car, my dad stopped _ _ (talk) to me.
S I really regret _ _ (tell) you my secret!
I regret _ _ (inform) you that you are being made redundant.
8 Complete the sentences in ways which are true for you.
Then compare your sentences with a partner.
1 I can remember
2 I don't regret _ _ .
3 I usually avoid _ _ .
4 I can't really afford _ _ .
S At home, I am expected _ _ .
6 I didn't mean to
9 Discuss the questiohs.
• Do you thi nk unpaid internships should be made illegal? Why?
Why not?
• What do you t hink are the best ways for you to get a start in
your chosen ca reer?
MINI WORKBOOK exercises 1-2 page 122
frenglish.ru
frenglish.ru
 Grammar fFocus
Reported speech
5 a Underline the correct form of reported speech
3 a (3.27) Listen to Laura being interviewed for
the job of sales assistant. Do you think Laura
got the job? Why? Why not?
b (3.28) Now listen to the interviewer
discussing Laura's interview with a
colleague. Tick any of the ideas in the article
that they mention.
6 Look at the reporting verbs in the box and decide
4 a In pairs, A and B, choose a job from the
list or your own ideas. Look at the questions
and think of some more. Discuss how you
could answer them.
Jobs
• Sales assistant
• Website designer
• Waiter/ waitress
• Summer camp worker
Questions
• Why do you feel you are the best candidate
for this job?
Do you have any experience in this field of
work?
• Tell me something about yourself.
7 a
• Tell me about your last job or education or
training.
• What do you see yourself doing in five
years' time?
• Tell me about an occasion when you
successfully ach ieved a goal.
b Act out the interview. Student A
interview Student B about the job
you chose.
c Change roles and repeat the interview.
frenglish.ru
to complete these extracts from the recording.
1 She didn't really apologise properly for being/
to have been late.
2 In fact she blamed us that not making/ for not
making the instructions clear enough!
3 I asked her to talk/ for talking a bit about herself.
4 She insisted to tell me/on telling me her whole
life story.
5 She told me/told to me that she didn't get on
well at school.
6 She explained me that/ that she hadn't got on
with the teachers.
7 Then I asked her about/ if her previous job.
8 She basically accused him of making/ that he
made her leave.
9 She simply claimed that she was/ on being a
friendly kind of person.
10 She wondered if she took/ could take some
annual leave soon to go skiing!
b (3.28) Listen again and check.
which of the pattern(s) (1-6) they can use.
accuse admit advise agree apologise
ask blame claim compliment
congratulate criticise decide discourage
explain hope inquire insist offer
persuade promise refuse remind tell
threaten warn wonder
1 verb + wh word (or about)
2 verb + if/ whether
3 verb (+ object) (+ not) + infinitive
4 verb (+ object) (+ preposition) + gerund
5 verb + that + clause
6 verb (+ person) + that + clause
G6'!I"'fi)t~ page 133
(3.29) Listen to a more successful version
of Laura's interview. Make notes on what has
improved in comparison with the original
interview in exercise 3a.
b Discuss Laura's improved interview in pairs.
Use reported speech to refer to what she said in
both interviews.
IYI Me hr-5r Ihtervr"eMJ 5Me blAMea Me
COMpAYI'1 for poor Ih5fY'I/ICnOYl5 bl/lr 10. Me
5eCOYla 5Me cOMpll'w.eYlrea Me Ihrervr"eMJer
Oh MI5 ofhce Ih5teAa.
M I NI WORKBOOK exercises 3- 4 page 122
 ng life

Readin .-ei\~ ocabulary

1 a Answer the questions. In pairs, compare your answers.
1 How likely are you to set up your own business rather than work for someone else?
a Quite likely
b Very likely
c Quite unlikely
d Very unlikely
2 What is the main reason you would want to set up your own business?
a Because you want to be a millionaire
b Because you are non-conformist
c Because you are very ambitious
d Because you want to be your own boss
e Because you want to be in control of your own life
b Look at the answers given to these questions by over 1000 people in the UK,
aged 16-25 on page 135. Compare with your answers and the answers of others
in your class.

2 a Which of the following areas of business might you choose to set up a new
business? Why?
Retail
• ITITelecommunications
• Media
• Finance
b Read the article about two young entrepreneurs. Which area(s) are their businesses
in? How successful are they?

3 Which five of the statements (a-h) match the opinions of the people in the text (1-5)?
1 0 Fraser Doherty .. .
2 0 Duncan Cheatle .. .
3 0 Louis Barnett .. .
4 0 James Smith .. .
5 0 Emma Jones .. .
a thinks that young people are coming up with completely new ideas.
b believes that people of any age can become entrepreneurs.
c thinks that older people can be jealous when youngsters succeed.
d finds a lack of financial responsibility liberating.
e believes that young people need parental support to be successful.
f thinks that as people get older they are less able to take a fresh approach.
g was not very successful academicall y.
h has won an award for their busi ness.

4 a 'W'Mtt (3.~1)
Check the words in blue in the article. In pairs, decide which
three qualities are the most important for a young entrepreneur.
b Now add three more of your own ideas . Compare with your classmates. _

MINI WORKBOOK exercis es 3- 4 page 23

98
frenglish.ru
 (3.30)
Teenage entrepreneurs
get off to a .g ood start
in business
At the age of 14 most teenage boys
are likely to be found engrossed
in computer games or playing
sport in their spare time. But
at 14 Fraser Doherty was busy
making jam after his grandmother
taught him a recipe that had been
handed down through generations
of his family.
Doherty started selling jars
of his j am door to door near his
parents' home in Edinburgh. As
interest grew, his hobby started
to turn into a business. He now
makes 40,000 jars of jam a month.
Tesco has begun stocking his
SuperJam in 230 of its stores
and Doherty is well on his way to
making his first million.
Doherty, who has been chosen
to represent Britain in the Global
Students Entrepreneurs Awards
in Chicago next month, said
there are several advantages to
having started young: 'As a young
person you have a different view
of the world. You have a naivety
and an optimism and are willing
to try things out. I have always
been willing to give something a
shot and take a bit of risk. The
downside for me isn't particularly
scary. I don't have a mortgage or
kids to worry about so I didn't
have a huge amount to lose ifmy
idea had not worked.'
Duncan Cheatle, founder of
The Supper Club, a forum for
established entrepreneurs in
London, agreed that becoming an
entrepreneur at a young age has a
lot to recommend it.
'When you are young you are
not conditioned or constrained by
your experiences, which can be a
real problem for people coming out
of the workplace,' he said.
'For young people there is no
concept ofthinking outside the
box because there isn't a box.
There is a capacity in young
people to see things in a different
way that older people lose. And
often not being an expert in
something can be helpful because
if you don't understand why
something works in a certain way
you will decide to do it differently.'
Cheatle said that, contrary to
popular belief, being young can
sometimes open doors because
successful older business people
are often keen to help young
people progress. 'Older people
are often very impressed that
someone has got the guts and
gumption to develop the product
or service and then to pick up
frenglish.ru
the phone and ask to speak to
someone quite senior.'
Another teenager busy
breaking the entrepreneurial
mould is Louis Barnett, who at
the age of 15 became Waitrose's
youngest supplier with his
Chokolit chocolates.
Barnett, who has dyslexia,
dropped out of school at the age
of 11 to study at home with the
help of a tutor and since then
has turned his love of making
chocolate into a fully-fledged
business. He called his business
Chokolit because he writes
phonetically and that is how the
word appears.
James Smith, chairman of Shell
UK, said: 'There's no age limit
on entrepreneurialism but some
people have a natural business
spark that's evident from an
early age.' And more and more
people are starting young; in the
past three years, Shell Livewire
has supported more than 70,000
young entrepreneurs.
Emma Jones, founder of
Enterprise Nation, the home
business website, said that
young people were much more
confident about using technology
as a base for their business than
the older generation. 'Whole
sectors that didn't exist ten years
ago are coming up now because
young entrepreneurs are defying
all previous rules and saying
technology means that we can
do things like this. They have
an open capacity to think of
new ideas and as a result they
are starting very interesting
businesses.'
frenglish.ru
 00 0 0 0 0 0 0 0 0 0 o. 0 • • • • • •• • • • • • • • 0 0 0 0 0 0 0 0 0 0 ,

Could you writ e an informati on sheet

to help students pr epare better CVs
and help them get job interviews?
5 You are going to lllUite an information sheet. Follow th e steps.
o

Read the task and underline the key words.

.•
o
o
About 220-250 words.
2 Think about what information you will include and how you wil l
organise it.
:
o
: Interested?
3 Think about the headline, headings and sub head ings you could use. : t
o Contac . t uk
4 Decide how you will introduce each point e.g. bu ll et points. o sdepartment@dartonunlversl y.ac.
5 Write the information sheet. :................................... .
o career

6 In pairs, read each other's information sheets. Do they give all the
necessary information in a clear and
concise way? Can you improve them?

INTERVIEWING

7 Look at the photo and caption and

answer the questions.
1 Why is Pablo in the cafe?
2 Who do you think the other person is?

8 Read the job advert. What skills,

knowledge, abilities and experience
do you need? Make notes.

CAMPUS CAFE
We're looking for a part-time supervisor for our
busy campus restaurant. If you like working
in a team and can cope with pressure, then
th is is the job for you. Experience of working
in a bar or restaurant in a similar position is
essential as well as the ability to organise
and motivate the staff. Good spoken English
is necessary, good Spanish or French an
advantage. Must be willing to work evenings
and weekends. Email your CV to: dfraser@
campuscafe.com
9 a Read the interviewer's questions. How do
you think Pablo will answer?
So, tell me a little about yourself.
2 What relevant experience do you have for this
position?
3 Would you say you're a team player?
4 If your previous work colleagues were here,
what would they say about you?
5 How are you when you're working under
pressure?
6 Why do you want to work here?
7 What motivates you to work hard?
8 Do you have any questions for me?
b (3.32) Listen and check.
frenglish.ru
Pablo goes for a job interview for a part-time job in a cafe.
10 a Read the Phrases2know. Who uses each phrase,
Pablo (P) or the interviewer (I)?
Asking for clarification
D Sorry, I don't quite understand.
D Sorry, could you say that again, please?
D What do you mean by ... ?
Clarifying
D Is that clear?
D Do you follow now?
Giving yourself time to think
DHow shall I put it .. .
D Just a moment ...
D Let's see, ...
D That's a good question.
b (3.32) Listen again and check.
11 In pairs, interview your partner for the job
advertised in exercise 8 and then decide if
he/ she should get the job. Use Phrases2know.
101
 activestudy5E
Vocabulary ACTIVE STUDYE:, Word formation

learn collocations 3 Complete the sentences with the correct form

of the word in brackets.
1 Complete the sentences with words from the
She gained a _ _ (qualify) in travel and
box.
tourism at her local college.
took confront heavy mundane

[
career came give antisocial
fringe think
J 2 With an _ _ (apprentice) you can learn skills
whi le earning.
3 I had to have extra _ _ (tutor) in Maths
I'm not sure it will work, but let's _ _ it a because I failed the exam first time.
shot. 4 There was _ _ (optimistic) that an
2 He _ _ a risk by putting his own money agreement could be reached.
into the business. S Some people find _ _ (naive) attractive.
3 Joe has a really _ _ workload. He often
works weekends and evenings, too.
4 During the meeting we _ _ up with a few
Grammar
possible solutions to the problem. 4 Some of the sentences contain errors. Find the
S Working as a waitress involves rather _ _ errors and correct them.
hours. 1 He spoke to me as if I were a child.
6 An entrepreneur needs to be creative and 2 I wish I never went to that school.
outside the box.
3 The teacher didn't explain it me very well.
7 The job isn't well paid but there are some 4 If I wouldn't have studied so hard, I'd never
great _ _ benefits.
have passed.
8 He can sometimes find it hard to really _ _ S Moving house means changing schools.
his problems.
6 He told me not to get involved.
9 Getting to know the right people may help
with advancement. Sentence transformations
10 To start with, you must be willing to do _ _
tasks such as photocopying. 5 Complete the second sentence using the word
given so that it has a similar meaning to the
ACTIVE STu[)xl Dependent prepositions first sentence.
Both friends concluded the same thing.
2 Complete the sentences with the correct
CAME
preposition.
Both friends
Students are discouraged _ _ chatting in
class. 2 We should really go now.
2 I was complimented _ _ my English. TIME
3 Teachers should insist _ _ good discipline. It's
4 Teachers shouldn't be blamed students' 3 It seems they are friends.
bad behaviour. AS
S He was accused _ _ plagiarising part of his It looks
essay. 4 You shouldn't assume anything.
6 You should be congratulated _ _ your exam MAKE
results.
You shouldn't
7 She apologised _ _ being late.
S I would like to be able to play the piano.
8 The government has been criticised _ _
WISH
raising tuition fees.
1_ _ play the piano. _
6 You're confused. because you don't listen
carefully.
TO
Were _ _ , you wouldn't be confused.
102
frenglish.ru
Reading skills
Read for specific information

6 Read the article. Tick (.1) true, cross (X) false or write (?) if there is no information.
1 D The author considers that twenty-first-ce ntury education is very different from
twentieth-century education.
2 D The author believes that Fisch's ideas can be applied to a variety of settings.
3 D According to Fisch, new technologies make the classroom a
more motivating place to be.
4 D Fisch believes that homework w hich follows up on classwork
is essential for students to consolidate their learning.
S D Fisch argues that students benefit f rom more guidance
when doing follow up tasks.
6 D Fisch's new approach is not unique.
(3.33)

Thinl{ Tanl{: Flip-thinking - the

new buzz word sweeping the US
By Daniel Pink
This month, tens of millions of young people in the
UK and the US are streaming back to classrooms for
another year of school.
Since it's the 21st century, many of these students
will see smartboards instead of chalkboards and
they'll turn in their assignments online rather
than on paper. But the rhythm of their actual days
will be much the same as when their parents and
grandparents sat in those same uncomfortable seats
b ack in the 20th century.
During class time, the teacher will stand at the front
of the room and hold forth on the day's topic. Then, as
the period ends, he or she will give students a clutch
of work to do at home. Lectures in the day, homework
at night. It was ever thus and ever shall be .
But one American teacher is taking a different
approach - and in the process, he's offering a lesson in
innovation for organisations of every kind.
Karl Fisch is a 20-year veteran of Arapahoe High
School, located south of Denver, Colorado. For the past
fo urteen years, the one-time Maths teacher has been
the school's technology coordinator. But a round of
budget cuts forced him to take on extra duties - and a
few weeks ago, he returned to the classroom to teach
an algebra course to ninth and tenth graders (14- and
15-year-oldsl.
However, instead of lecturing about polynomials
and exponents during class time - and then giving
his young charges thirty problems to work on at
home - Fisch has flipped the sequence. He's recorded
his lectures on video and uploaded them to YouTube
for his twenty-eight students to watch at home.
Then, in class, he works with students as they solve
problems and experiment with the concepts .
Lectures at night, 'homework' during the day. Call it
the Fisch Flip.
'When you do a standard lecture in class, and then
the students go home to do the problems, some of them
are lost. They spend a whole lot of time being frustrated
and, even worse, doing it wrong,' Fisch told me.
'The idea behind the videos was to flip it. The
students can watch it outside of class, pause it, replay
it, view it several times, even mute me if they want,'
says Fisch, who emphasises that he didn't come up
with the idea, nor is he the only teacher in the country
giving it a try. 'That allows us to work on what we
used to do as homework when I'm there to help
students and they're there to help each other.'
When he puts it like that, you want to slap your
forehead at the idea's inexorable logic. You wonder
why more schools aren't doing it this way. That's
the power of flipping . It melts calcified thinking and
leads to solutions that are simple to envision and to
implement.
So here's your homework for tonight. Ask yourself:
what is one process, practice, method or model in my
business, work or life that I can flip? We'll work on
your answers together in class tomorrow.

Speaking skills
7 Express and justify your opinions on the following topics.
• People say that school days are the happiest days of our lives. To what extent do you agree?
• Students these days are put under more pressure tha n ever before. How far do you agree?
• Is it important to enjoy the work you do? Why? Why not?
103
frenglish.ru
Grammar
1 CD Articles
Underline the correct article or (0) if an article is not
needed.
Forr6 is 1a/ 0 traditional form of dancing from
20/the north east of Brazil. Believed to have its
roots in 30 / the European folk dancing, there
are traditionally only three instruments played:
the zabumba, which is 4 al the kind of drum, the
accordion and the triangle .
Forr6 lyrics are often about 50 / the love and it is
6thela dance for couples . Different versions of
forr6 became popular ove r 70 / a time as it spread
throughout 80/the Brazil. In recent years , forr6 has
become quite well-known in 90 / the Europe and
1°the/0 United States as well .
2 c**) Complete the text with a, an, the or write (0)
for no article.
Qi Gong is 1_ _ set of exercises designed to improve or
m aintain 2_ _ health and spiritual well-being. 3_ _
central idea of qigong is to control and balance the qi, or
life forc e, in the body and particular exercises can be used
to work on different p arts of 4_ _ body or even internal
organs.
Many of 5_ _ exercises h ave b een practised in 6_ _
China for over 7_ _ 2000 years but qi gong h as become
particularly p opular since 8_ _ 1980s. It is estimated that
about 9 _ _ seventy percent of China's population practise
some form of qi gong and it is also becom ing very popular
in 10 _ _ other countries. In fact, 11 _ _ international
qi gong tournam ent was recently held outside China for
12_ _ fi rst time, in 13 _ _ Vancouver, 14 _ _ Canada.
3 CD Reference links
Put the phrases and sentences a-f into the correct
order. Then underline the reference links wh ich
helped you.
a as the islands appear to have been uninhabi ted
until around AD 500.
b However, there is evidence that it may in fa ct ha ve
started in Peru.
c Most people believe that surfin g originated in
Hawaii.
d Pottery made as early as 1000 BC has been fo u nd
in Peru,
e These images pre-date any cul t ure in a '/aii by
1500 years,
f which seems t o show peop le rid in g -he aves on
early surfboards, made fro ree s.
frenglish.ru
4 C***) Rewrite the text to remove the
repetition using ellipsis, substitution,
reference pronouns and demonstratives.
A kite board is a surfboard with a large
kite attached to the surfboard. Kite
boarding uses wind power to propel the
surfboard across the waves. Using wind
power means that the board can go much
faster than an o rdinary board can go. In
fact, a kite board can travel at over ninety
kilometres per hour. The fact that kite
boards can travel at over ninety kilometres
per hour means that kite boards can be
dangerous to su rfers and other beach
users. The dangers of kite boarding
can be reduced by taking professional
instruction .
Vocabulary
1 CD Danger and preferences
Cross out the word which is not suitable.
Sky diving is an example of a(n)
extreme/dangerous/brave spo rt .
2 Some chemicals can be thrilling/
dangerous/hazardous.
3 Climbing that building wasn't brave.
It was extreme/ foolhardy/ dangerous.
4 It was really exciting/thrilling/risky to
meet the stars of my favourite TV series.
5 It is too dangerous/ risky/brave to go on
the mountain in this weather.
2 CD Complete the sentences with a
word from the box.
appeal catch doubt fanCY ]
find prefer
1__ if I'll ever do a parachute jump.
2 I quite _ _ the idea of climbing
Mount Everest.
3 Getting cold and wet really doesn't
to me.
4 1_ _ to keep my feet firmly on the
ground!
5 You would never me on a roller
coaster.
6 1_ _ Qt Gong really relaxing .
3 (**) Parts of the body
Underline the c~rect words. Refer to the pictures to help you.

How to do the butterfly stroke

First put your ' thighsl shins togethe r and exten d your 2armsl shoulders above your
3heell head. Then kick. The movem ent should come from the 4hipsl elbows and your
5kneesl ankles should be bent. As yo u kick, pull both of your 6calvesl arms through
the water, underneath your bod y to push yourself forwards and up. Your 7torsolbel/y
button should come out of the water. Lift y our 8headllimbs up and breathe as you pull
your arms out of the water and sw ing them forwards to re-enter the water.

~
~

4 (**) Sporting vocabulary 5 CD Describing trends

Choose the correct options to complete the text.
COVENTRY CITY BEAT
CHARLTON ATHLETIC 2-1
Coventry were in the lead almost from
the moment the game 1_ _ . Courtney
Sweetman-Kirk 2_ _ the first goal in the first
five minutes of the 3_ _ . Just before half-
time though. Kim Dixon managed to equalise
with a shot into the top corner of the 4 _ _ •
Match the sentences a-f with the lines 1-6.
There are two sentences you don't need.
a D After a slow start, share prices suddenly
b
soared.
D Share prices climbed slightly before
returning to their earlier value.
c D Share prices fluctuated considerably over
the period.
d D Share prices unexpectedly plunged in value.
e D Initially share prices were erratic but they
soon rose sharply.

In the second half. the game was in 5_ _ •

f D Although share prices decreased slightly,
overall, the share price was quite steady.
with neither 6_ _ seeming able to gain the
lead. However. just as the 7_ _ was about
to blow the 8 _ _ this all changed. with Maz 8
Gauntlett's last minute goal, making the 9 _ _ - Linel
score 2-1. 7J / - Line 2
Line 3
~_".,_,=~r 6-1 -............. ./
- Line 4

1 a caught up b ricocheted c kicked off 51 ~X\ - -

-
Line
Line6
5
2 a scored b won c pa ss ed 4

3 a team b court c match 3

4 a set b net c wet
2
5 a deadlock b stuck c draw
6 a group b team c pla yers
7 a captain b referee c leade r O ~~--'----'-----r----'-----r---~--
b breath c end 2005 2006 2007 2008 2009 2010
8 a whistle
9 a last b ultimate c final

frenglish.ru
 Grammar
1 m Past tenses
Underline the correct verb forms to
complete the text.
In Norway when we graduate from high
schoo l the celebration is called the Russ. I
graduated a couple of years ago and I was
determined to do it properly. My friends and
I 1 were saving up/ had saved up for a while before
the Russ started, to buy an old van . This is
traditional, at least since the 19705 or so.
We 2were painting/painted the van red, which
was the right colour for the subjects we 3had
studied/ were studying at the time. These vans
and buses 4 used to be/ would be quite simple
but in recent years they have become more
and more ex pensively decorated, with flat
screen TVs, disco lights and so on . We Sspent/
were spending quite a bit but, luckily, while we
6 were decorating/had decorated the van , we heard
about a group of students who 7 were going to/
will graduate the next year who wanted to buy
it from us when Russ 8 was finishing/had finished.
Then when Russ 9started/ had started we all
lOwere putting on/ put on red overalls and llwore/
had worn them for the whole of Russ . This was
for more than a fortnight so they were quite
dirty by the end! We had so much fu n. Every
day we 12set/ were setting each other chall enges ,
like eating a Big Mac in two bites or sp e ndin g
the night in a tree. On the final day we a lso
13 put on/ had put on red caps and th ere was a
huge parade through the tow n. I knew \ e
14 would/ will never forget th e experience .
frenglish.ru
2 C**) Complete the sentences with the correct form of th e
verb in brackets.
By the time she was sixteen she _ _ (visit) more tha n
twenty countries.
2 I _ _ (get up) earlier when I was younger.
3 1_ _ (go out) tonight but I think I'm just too tired novo'.
4 When they got married they _ _ (be) together for six
years.
S While I was watching TV last night I _ _ (see) a
hilarious advert.
6 At the age of nine I decided that 1_ _ (be) a
psychotherapist when I grew up.
7 While Jack was watching TV, his mum _ _ (work) ha r
in the kitchen.
3 m Modal verbs
Underline the correct verb forms to complete the
sentences.
When I was at school I had to wear/ must have worn a
school uniform .
2 Citizens of this country are obliged to/are supposed to
vote in national elections, it's the law.
3 You didn't have to tell/ shouldn't have told him my secret.
You promised not to!
4 You look tired, you should/have to have a rest.
S I wish I had known that I mustn't/didn't need to bring a ll
these books. They are very heavy!
6 For travel within the EU, you are not required to/you are
not supposed to show your passport.
7 I didn't need to bring/ needn't have brought my laptop an d
I wish I hadn't - it's so heavy.
4 C**) Complete the sentences with the verb in brackets
and can, could, be able to, succeed in or manage to in the
correct form. More than one answer may be possible.
So, the day for getting your exam results is here.
Hopefully you 've 1_ _ (get) the results you
needed for your university place. If you haven't,
don 't despair.You may still 2_ _ (get) a place
somewhere else.
My mother is Spanish and my father is
from New Zealand so I 3 _ _ (speak) two
languages from a very e.£l.rly age. When I
was six we went ~o live in Brazil so now I
4 _ _ (actually/ speak) three languages.
 P _ _ (ride) a bike so I was Vocabulary
sure I would 6_ __- (ride)"a
unicycle pretty easily. However, 1 (** ~ Domestic tasks
Mat ch t he verbs (1- 8) and nouns (a- h) to make collocations.
all that happened when I tried
was that I 7 _ _ (knock) myself 1 take out a a stain
2 unbl ock b a plug
unconscious!
3 dust c the floor
4 va cuu m d the surfaces
If I had worked harder at school 5 change e a picture
8
1 __ (be) a doctor and made 6 sew on f a button
plenty of money. As it is, I'm working 7 remove 9 the u-bend
in a supermarket and can't even 8 putup h the rubbish
9_ _ (pay) my bills.
2 CD Special occasions
Complete the crossword.

5 (***) Complete the second sentence

using the word given so that it has a
similar meaning to the first sentence.
It isn't necessary to bring your
passport.
HAVE
You _ _ bring your passport.
2 They managed to reach the summit.
SUCCEEDED
They _ _ the summit. Across
3 I took an umbrella but it wasn't 4 Seijin no Hi is a Japanese _ _ . (8)
necessary.
7 In many countries people _ _ of
TAKEN age at eighteen. (4)
an umbrella. 8 The opposite of modern. (1 1)
4 It was a bad idea to go out without 9 A wedding is an example of a _ _ . (8)
your mobile phone.
Down
OUGHT
1 Something you can make at a special occasion. (6)
You _ _ your mobile phone when
2 To do something enjoyable because it is a special occasion. (9)
you went out.
3 The place where a celebration is held. (5)
S Although the door was locked he
escaped through the window. S To celebrate you could _ _ a party. (5)
6 A lot of money can be described as a small _ _ . (7)
MANAGED
Although the door was locked he 10 When you are very happy, you are over the _ _ . (4)
_ _ through the window.
3 C**Hdioms
6 I was supposed to get up early but I
Complete the idioms.
didn't.
1 Jack is so lazy. He never lifts a _ _ .
SHOULD
2 His girlfriend waits on him hand and
1_ _ up early but I didn't.
7 You must wear a seatbelt.
3 I think it's probably because his parents wrapped him
in
REQUIRED
4 It's about time he learnt to stand on his own two
You wear a seatbelt.
5 He needs to sort out his finances. I can't keep _ _
him out.
6 Because I have a job and she doesn't, my friend thinks
she can off me!

frenglish.ru
Grammar 3 CD Perfect verb forms
Complete the text with the correct
1 CD Linkers form of the verb in brackets.
Underline the correct linkers.
But/ Although the reviews on
TripAdvisor weren't very good, the
hotel seemed a bargain .
2 We arrived early so that/ so as we
could get a room with a sea view.
3 When/ While the view was
spectacular, the room itself was a
dump.
4 As well as/ Also having dirty towels,
the water was stone cold.
5 We had to go to a cafe because/
due to the breakfast was inedible.
6 I wouldn't stay at that hotel again
although/ even if you paid me!

2 (**) Complete the text with linkers

from the box.

since despite furthermore ]

even though due to yet
[ in order to alternatively

' _ _ an unexpected windfall

last year, I decided to treat myself
to a short break. I had been to
Spain many times 2_ _ , perhaps
surprisingly, never been to Barcelona.
I decided to go, mostly 3_ _ see
the Gaudi buildings, as I am a huge
fan. 4_ _ 1wanted to see a new
exhibition of Joan Miro's work which
had just opened.
The city is a great place to wander
around looking at architecture.
5_ _ , if that isn't your cup of tea,
a short train ride takes you to a
number of beach resorts.
Teenage extreme sports lover with a difference,
Aaron Fotheringham 1 _ _ (invent) a sport called
'hardcore sitting', performing amazing stunts in
his wheelchair.
The seventeen-year-old 2 _ _ (use) a wheelchair
since the age of three and 3 _ _ (begin) doing
stunts at the age of nine. His brother 4 _ _
(take) him to the park one day and noticed that
Aaron 5 _ _ (watch) other kids on skateboards
and BMX bikes. Reportedly, Aaron's brother
then 6 _ _ (encourage) him to try riding his
wheelchair down a skateboarding ramp . Aaron
7 _ _ (never/ try) anything like that before but

I had a wonderful time in Barcelona B_ _ (take) to the idea immediately.

6_ _ my bag was snatched on the
street on my last day. 7_ _ I was
warned about this, I really should
have taken more care. The incident
certainly wouldn't put me off visiting
again and I would thoroughly
recommend a trip there 8_ _ th is.
Three years after 9 _ _ (complete) the world 's
first wheelchair backflip , Aaron is pretty well
known. He 10 _ _ (feature) in a number
of magazines and on television. He 1 1 _ _
(recently/ work) on a design for his own 'hardcore
sitting' wheelchair, sponsored by <in American
wheelchair company, and t:Jopes that one day
soon it will go into production .

frenglish.ru
4 C***) Complete the second sentence using th e 3 3] Colours
word given so that it has a similar meaning t o Und erli ne the correct colour to complete the
the first sentence . se ntences.
I sta rted learning English six years ago. The sky was a perfect azure/ mauve without a
FOR cloud in the sky.
1_ _ six years. 2 We swam in the clear turquoise/ magenta sea .
2 Joel got into bed first and then he t urned out 3 Her lips were bright violet/scarlet.
the light. 4 Her hair had beautiful copper/ crimson
HAVING highlights.
_ _ , Joel turned out the ligh t. 5 Denim is traditionally .c oloured indigo/jade but
3 The last t ime I saw Mary was in 201 0. can come in a variety of colours nowadays.
HAVEN'T 6 Maroon/ Magenta is a colour halfway between
red and purple.
I 2010.
4 My coffee is half-empty! 4 C**) Verbs of speaking
HAS Complete the sentences with a verb from
Someone _ _ my coffee! the box.
5 It's my parents'twentieth wedding anniversary
added agreed begged claimed ]
next week. complained explained protested
MARRIED [ suggested
By next week my parents _ _ twenty years.
1 'You're so right: she _ _ .
6 Sara's parents left the house. Then she
immediately invited her friends round . 2 'No, you can't do that!' he _ _ .
HAD 3 'Why don't you try opening the window!'
he
Sara invited her friends round as soon as
the house. 4 'Please, please let me go; he _ _ .
5 'I am a personal friend of Bill Gates; she _ _ .
6 'You never remember to do the washing-up;
Vocabulary he
7 'First you press the blue button and then the
1 ffiTravel
red one; she _ _ .
Match the words (1-7) with the words (a-g) to
8 'It's over there; he said, pointing. Then he
make collocations.
_ _ , 'You can't miss it:
getting ripped a dump
2 stumble b batteries 5 C**) Match the words in the box with their
c it all definitions.
3 tourist
4 city d off gas.p giggle scream mutter ]
5 recharge your e break [ whisper stammer
6 get away from f upon
speak with a lot of pauses and repeated
7 an over-priced g traps sounds, often because you are nervous
2 C**) Complete the text with the expressions 2 make a loud high noise with your vo ice
from exercise 1. because you are frightened or excited
Everybody knows that the best way to avoid 3 a quick quiet high-sounding laugh
1_ _ is to have a local guide. While it can be fun 4 speak in a low voice, particularly because you
to simply 2_ _ a place to stay, your ch ances of are annoyed about something
ending up staying in 3_ _ are much hig her. 5 breathe in suddenly, especially because you
However, if you are looking to 4_ _ , th e last are surprised or in pain
thing you want is a guide to keep you company all 6 speak very quietly using your breath rather
the way. Unless, of course, it's a virtual g uide, on than your voice
your phone. Our new app, Tourguide, w ill show
you much more on your 5_ _ (or longer holida y)
than the usual 6_ _ • So relax, sit back and let
Tourguide do all the work whi le you 7_ _ .

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 rn
C**)
C***)

Grammar 5 C***) Complete the second

sentence using the word given so
1 (**) Adjective patterns that it has a similar meaning to
the first sentence.
Put the adjectives into the correct place(s) in the sentences.
I'm now three kilos heavier tha n
1 I've just bought a cardigan. (new/ beautiful/ pure wool/ black)
I was last year.
2 The girl had hair. (curly/ long/blonde/pretty)
PUT
3 I'm looking for a pair of jeans. (blue/tight-fitting/ smart)
1_ _ since last yea r.
4 She was wearing a(n) ring . (silver/old/with a flower on it)
2 Give me the job and you won't
S My brother has got a phone. (new/ expensive/ mobile) regret it. I'm very efficient.
6 He was wearing boots. (black/leather/long/motorcycle) ON
7 He put on at-shi rt . (stripy/ black and white/ scruffy) You won't regret _ _ . I'm ve ry
efficient.
2 (**) There is a mistake in each line ofthe following text. Find the
mistake and rewrite the phrase below. 3 The final result was that she was
asked to leave.
, Everyone stopped and stared as a pale tall young girl
UP
2wa lked into the crowded large hotel ballroom . She was wearing
She to leave.
3a velvet red long dress wh ich set off her long golden hair
4 Before you make a decision, gi ve
4perfectly. On her head she wore a(n) antique elegant diamond tiara .
it some thought.
sShe looked like a(n) old-fashioned genuine storybook princess.
OVER
6Sat on his uncomfortable wooden high-backed chair, Cameron
Think _ _ before you make a
7straightened his silk black vintage bow tie and tried to catch her eye. decision .
1 S Don't take any notice of how
2 the restaurant looks, the food is
3 great.
4 PUT
S Don't be how the
6 ________________________________________________ restaurant looks, the food is
7 ________________________________________________ great.
6 I used to love eggs but I don't
3 rn Multi-word verbs like them much nowadays.
Rewrite the sentences using a pronoun instead of the word(s) in bold. OFF
1 You need to think over what to do next. I've _ _ eggs recently.
2 The manager was so pleased she had taken on Helen, the 7 Although I like eating out, I don't
new assistant. like paying more than £30.
3 I don't know how I've managed to put on five kilos! COUGH
4 My brother has grown out of computer games now. Although I like eating out, I don't
want more than £30.
S I spent a month shopping around for a new laptop before I
decided which model to buy.
6 I've gone off ketchup recently.

4 C**) Some ofthe sentences have mistakes. Find the mistakes and
correct them.
I wouldn't have done it if you hadn't egged on me.
2 You're going to Disneyland? Haven't you grown that stuff out of yet?
3 When is he retiring? He must be getting on a bit now.
4 Hang a minute on! I'm just coming.
S I'm very stubborn, I never back dow n.
6 I'm just the opposite. I gi ve it in too easily.

frenglish.ru
Vocabulary 2 '+- Personality adjectives
"rite the missing letters to complete the words.
1 m Clothes
Complete the crossword.
R
Win a week's holiday in one
2

I
i
I of our luxury campsites!
,

~ To enter write a short text saying who you would

- like to bring with you on the holiday and why.

3
If I win the prize, I'd like to bring my friend , Emily.
..... _ M M .
I She's really outgoing and lex_ _ . You can see
she's just 2b _ _ with confidence. She's isn't at
- I all 3 S _ _ , in fact she's one of the most 4~
r;-=
, - .,-- : - ~-
people I know, always happy to give you her time
.. '..
-
7
I
I-- or whatever else you need.
I -,
I I B

I-- I-- I I'd like to bring my mate, Carl. I can get a bit
._-- .., , 5 _ _ at times, worrying about what might

r I--
~

I-- g
I--
I ... .'== ~
go wrong, and Carl is always so relaxed and
61 _ _ -b _ _ that he always makes me
I-- ~ I-- -
-
feel better.
'== , r--
.

r
L

i=

Across - 3 C**) Unscramble the letters and then match the

words with the definitions a-f.
2 unattractive because old-fashioned (used
1 D COSITENOUSICN
about women only) (6)
2 DGOTIONUG
3 very short and not covering much of the
body (6) 3 D RESIMLABE
7 informal (6) 4 D HARBS
8 a type of expensive cloth with a soft surface 5 D VEINIGAMIAT
on one side (6) 6 D LESSHIFUN
9 very thin, often used to describe jeans (6) a loud and confident (perhaps too much)
11 made by someone well-known and b extrovert
fashionable (8)
c always thinking of others
Down
d hardworking
1 _ _ clothes are big and do not fit
e unhappy
tightly (5)
f full of new and interesting ideas
2 popular, especially for a short period of
time (11) 4 C***) Word formation
4 dirty and untidy (7) Complete the sentences using the correct form of the
5 unusual in an interesting way (6) word given.
6 soft leather, with a slightly rough surface (5) Susie _ _ shares everything with her sister.
8 clothing from the 1920s to 1980s (7) SELFISH
10 very strange and unusual (5) 2 Flared trousers are quite _ _ this year. Everyone's
wearing them! FASHION
3 A designer needs to be brimming with _ _ .
CREATE
4 Come on, think! Use your _ _ ! IMAGINE
5 Thanks to your _ _ , we will be able to help poor
children overseas. GENEROUS
6 Why is your room always so _ _ ? MESS
7 Cheer up. Don't look so _ _ . MISERY

frenglish.ru
Grammar
1 m Continuous aspect
Underline the correct verb forms to complete
the sentences.
1 Why are you so hot?
I've run/been running to get here on time!
2 Can I have a biscuit?
Sorry, I've eaten/been eating them all.
3 Why can't you drive at the moment?
Because I've broken/been breaking my leg.
4 Your Spanish has really improved lately!
Thank you, I've been/been going to classes for
a few months now.
2 C**) Underline the correct verb forms to
complete the text.
New evidence lshows/is showing that thousands of species
may be under threat of extinction. According to the latest
Red List of endangered species, life on Earth 2disappears/
is disappearing fast. An international research team of
more than 1700 world experts 3is collecting/collected data
which 4revealslis revealing that at least one in four of the
5487 mammals on Earth may soon sbecome!be becoming
extinct.
3 C***) Cleft sentences and inversion for
emphasis
Rewrite the sentences using the word(s) in
brackets to begin the sentence. Make any
changes necessary.
1 Trees absorb carbon dioxide, not oxygen,
from the atmosphere. (It)
2 I would never buy clothes which had
been made in a sweatshop. (Under no
circumstances)
3 The world needs people to take climate
change more seriously. (What)
4 As well as affecting biodiversity,
deforestation also makes the land infertile.
(Not only ... but also)
5 This species has never been in such danger
of extinction before. (Never before)
6 The climate began to change during the
Industrial Revolution. (It)

The Red List 6is also confirming/also confirms that
twenty-nine species are probably already extinct. This
7includeslis including a small rodent from Cuba, the Little
Earth Hutia, which no one 8has seen/has been seeing for
almost forty years.
7 What I can't believe is the rate at which
species are disappearing. (It)
8 People are rarely willing to pay much more
for Fairtrade goods. (Seldom)

More than 600 others are on the verge of extinction as

large scale agriculture and deforestation 9is continuing/ 9 I don't understand why people need to fly so
continues to destroy natural habitats. Until recently, the frequently. (What)
Tasmanian Devil 10had been considered/had been being
considered relatively safe but a recent outbreak of disease 10 As soon as permission was given, the farmer
meant that its numbers llwere plummeting/plummeted by started to cut down the trees. (No sooner)
sixty percent between 1997 and 2007. Daniel Szlachta, of
the Global Wildlife Charity, said 'Within just a few years
hundreds of species may be gone forever, as a result of
what 12is happening/happens to their natural habitats:

However, there is some good news. Some animals

thought to be extinct, such as the wild horse are now
13being gradually reintroduced/gradually reintroduced to
the wild: In ten years' time it is hoped that they l~ lVill bel
will be being sufficiently adapted to the \I·ild that they are
able to breed unaided.

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Vocabulary
1 C**)Time
Rewrite the sentences, replacing the words in bold wi th words and phrases from the
box with the same meaning. Make any necessa ry changes.

[ recently over the last few years currently prior to in the near future

In recent years the strength of the economy has improved slightly.

2 Not long ago, the rate of inflation fell for t he first time in several years.
3 Before this, the situation had been getti ng worse and worse.
4 People are feeling a little more confident about the future nowadays.
5 It is hoped that things will soon improve further.

2 CD The environment
Complete the text with words related to the theme of the environment.

Luxury resort hotels are generally very far from le_ _ -f_ _ . Their large energy
consumption usually gives them an enormous lC_ _ f_ _ . However. a growing number of
hotels are attempting to cut their waste and 3e_ _ .
A well-known hotel in Cancun, Mexico, has launched a 4n_ _ _ _ to ensure that the
beauty of the local environment is 5p_ _ . All the hotels' cooking oil is being recycled into a
6b_ _-f_ _ , which burns much more cleanly than traditional 7[_ _ f_ _ . The hotel also
takes advantage of Cancun's sunshine by using 8S_ _ p_ _ to produce 9 r_ _ e_ _ .

3 C**) Global issues

Complete the crossword.

Across
2 a type offarming where animals
are kept inside and made to
produce quickly (7, 7)
4 a situation in which all of a type of
animal die (10)
6 the opposite of wealth (7)
7 changes in the weather around the
world (7,6)
8 harmful chemicals or gases which
have gone into the air, water or
land (9)
Down
1 fight ing or war (8)
3 when there are too many people living in a particular place (14)
4 likely to stop existing completely (1 0)
5 relating to princip les of what is right and wrong (7)
7 work done by childre n (5,6)

frenglish.ru
Grammar
1 m Real conditionals
Underline the correct verb forms to complete
the text.
If you 1w antlwill wan t to become a vegetarian ,
it's important to find a way that suits your
lifestyle. If you 2won 't/don' t feel able to go
completely vegetarian immediately, just
3can reduce/ reduce the amount of meat
and fish you eat. It isn't difficult to be a
vegetarian but if you 4eatlhave eaten meat
all your life, it 5will be/is a change for you.
You 6aren 't/won 't be healthy if you just
eat dairy products instead of meat. If you
7 are following/will follow a vegetarian diet,
it 8is/ will be important to eat pulses .
2 (**) Complete the second sentence using the
word given so that it has a similar meaning to
the first sentence.
I won't go unless you go, too.
LONG
1'lIgo _ _ .
2 You buy the ingredients and I'll make the cake.
PROVIDED
I'll make the cake
3 To pass the exam, you'll need to study more.
UNLESS
You won't
4 The plane might be late. If 50, what will
you do?
SUPPOSE
_ _ , what will you do?
5 I could study all night and still not pass that
exam.
EVEN
_ _ , I still won't pass that exam.
6 In the event that you meet Joe in town , can
you ask him to ring me?
MEET
Should _ _ in town, can yo u ask him to ring
me?
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3 m Introductory it and there
Complete the text with it or there.
In most cities of the world 1 _ _ is easy to
find a Chinese, Italian or Indian restaurant.
All these cuisines are deservedly famous . Now
2_ _ seems that another cuisine may be s et
to join them: Peruvian. 3 _ _ should not be
surprising that Peruvian food is making s uch
a splash; Peru is classed as one of the most
biodiverse countries in the world. 4 _ _ are
three thousand varieties of potato alone, a n d
dozens of un usual fruits .
5_ _ is a shame that many people don't lik e
the idea of eating guinea pig, a traditional
Peruvian dish, because it is actually deliciou s .
For the less adventurous , however, 6 _ _ is
Aji de Gallina, chicken cooked in milk with
walnut and cheese, or Rocoto Relleno, stuffed
spicy peppers .
7_ _ is no denying that Peruvian cuisine is
also influenced by a number of other cuisines.
8_ _ is estimated that there are ninety
thousand Japanese descendants in Peru so
9_ _ may not be surprising that raw fish is
so popular. Chinese-influenced food , known as
Chifa, is also very widely eaten .
4 C***) Rewrite the sentences using a phrase
with there.
Worrying about the past is pointless.
There ___ _ _ __ _ __ __ _ _ __
2 It cannot be denied t hat he was always selfish.
The re _____________________________
3 We don't know yvhat happened next.
There _____________________________
4 We can't do anything about it now.
There _____________________________
Vocabulary
1 (**) Healthy eating
Complete the crossword.

Across
3 too much of this substance
may cause heart disease (11 )
4 units measuring the energy a
food will produce (8)
5 flour or bread which uses all of
the grain (9)
8 substances in food whic h are ;H iH ifo
necessary for health (8)
9 fat which comes from milk and
meat products (9, 3)
10 the amount of a substance you
should take (11,6)

Down
1 milk, cheese, cream (5,8)
2 beans, peas and lentils (6)
4 helps to form teeth and bones (7)
6 food with a low nutritional value (4,4)
7 found in meat, eggs and beans (7)

2 CD Taste
Match the definitions with words from the box. There is one word you do not need.

[ aroma slimy nauseating sugary mouth-watering fatty bitter picky

someone who only likes certain foods and is difficult to please

2 a strong smell, usually pleasant
3 a way of describing food which looks or smells extremely good
4 making you feel that you are going to vomit
5 a sharp, strong taste
6 wet and slippery
7 very sweet

3 C**) Food
Unscramble the letters to complete the sentences.

Originating with the Aztecs in Mexico ,

Feijoada is a Brazilian dish, made from pork and
guacamole is a dip made from 4 _ _
1_ _ (enasb). It is usually served with 2_ _ (covadao) and sometimes 5 _ _
(ssacvaa) and a 3_ _ _ (ilhcil) sauce. (temaosto) .

6_ _ (nergaubies) originally came from 9_ (pinmpku) pie is an American speciality,

India , where they are often co oked with flavoured with 10_ (rnnaonicn) , 11_
spices such as 7 _ _ (c rutrm ei) and (levs oc), 12_ (ceam) and 13_ (gutnme) ,
among oth er spices.
8 _ _ (riggen) .

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Grammar 3 C**) Passive
Complete the text with the words or phrases.
1 m Modals of deduction and
speculation
Most of the sentences contain a mistake.
•
• • •
Find the mistakes and correct them.
Teenagers to design space experiments
1 It mustn't be morning, it's still too dark.
c"",,,,,,···;'·""'··:",,for.·'rea P-I.iJe;· a'strona uts l 'i.t"LL'; d ',~,; ." c" •
• "~;,,:.i' "'t..
.• ~ '.'.
2 You're not stil l hungry, are you? You must
Hopeful teenagers 1_ _ to submit a brief video
have eaten enough.
proposal on Youtube , out l ining an experiment in Physics
3 Susan has her coat on . She can be going or Biology wh ich could 2_ _ in space . The online
out. competition, 3 _ _ YouTube Space Lab, is 4 _ _ by

4 You must have forgotten to lock the door, YouTube to raise awareness of its range of educationa l
and scientific resources.
it's still open.
5_ _ their proposal, fourteen- to eighteen-year-olds
S Is your name Jane? You might be John's
worldwide wi ll wait to see if their project 6_ _ .
wife.
The pane l of judges which 7_ _ to pick the winners
6 Why isn't Hannah here? I don't know, she inc ludes some well-known astronauts and Professor
can have missed her t rain . Stephen Hawking. YouTube users 8_ _ the opportunity
to vote for their favourite.
2 C***) Complete the second sentence using Six fina l ists from all over the world 9 _ _ prizes,
the word given so that it means the same
inc luding the chance to take a zero-gravity flight. Then
as the first sentence. the two overall winners in each age bracket (14-16 and
It is possible that she missed her train. 17-18) will be able to see their experiments 10 _ _
250 miles above the Earth, watching a live stream .
MIGHT
She missed her train. The si x finalists 11 _ _ by next spring and the two best
experiments are due 12 _ _ a few months later.
2 He definitely wasn't there because he was
with me!
COULDN'T
He because he was with me! a asked 7 a has assembled
3 I'm sure he's not famous, I've never heard b have been asked b is assembled
of him. c asking c is assembling
d ask d has been assembled
BE
2 a take place 8 a will also give
He _ _ , I've never heard of him.
b be taking place b will also have given
4 Her Italian is very good, perhaps she's c taken place c will also be given
actually from Italy. d have taking place d will also be giving
COULD 3 a known as 9 a will award
She _ _ , her Italian is very good . b being known b will be awarded
S They look so happy, I'm sure they're in c knowing c having been awarded
love. d knows d to have been award ed
MUST 4 a being set up lOa carrying out
b setting up b ca rry out
They _ _ , they look so happy.
c to set up c being carried out
6 Maybe you left your wallet in your desk d has set up d having carried out
drawer.
S a Was submitted 11 a will choose
MAY b To submit b to be chosen
You _ _ in your desk drawer. c Submitting c w ill have been chose n
d Having submitted d will be choosing
6 a has been chosen 12 a- carried out
b chosen b carrying out
c choosing c be carried out
d will choose d to be carried out

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4 C***) Complete the second sentence
using the word given sothat it has a
similar meaning""to the first sentence.
It is said that he was a great man.
HAVE
He _ _ a great man.
2 The storm meant that we could not
have our picnic as planned.
PREVENTED
We _ _ our picnic as planned .
3 They say the Siberian tiger is
becoming extinct.
SAID
The _ _ becoming extinct.
4 It was impossible to predict the
number of problems we would have
on that jou rney.
COULD
The number of problems we would
have on the journey _ _ predicted.
S He had warned me that the course
might not be appropriate.
WARNED
1 _ _ that the course might not be
appropriate.
6 The college gave out a list to the new
students.
BY
The new students _ _ the college.
2 (** ) Rew rite the numbered instructions as a paragraph
using sequencers from the box. You do not need to use
them all.
next meanwhile after that eventually first ]
as soon as then finally
How to use a fire extinguisher
1 Pull the pin at the top of the extinguisher.
2 Ai m at the base of the fi re, not the fla mes.
3 Squeeze the lever slowly.
4 Move the extinguisher in a sweeping motion.
S Move closer when the flames start to die down.
6 Do not leave the fire immediately, it may re-ignite.
7 Recharge the fire extinguisher or buy a new one.
3 (**) Positive and negative adjectives
Underline the correct adjective to complete the sentences.
1 It is simply intrepid/reckless to drive without a seatbelt.
2 Bonnie and Clyde were famous/notorious criminals.
3 All the class are enthusiastic/fanatical about their new
teacher.
4 To do well in a job interview you need to appear
self-confident/egotistical.
S I knew he couldn't be trusted. There was always
something odd/eccentric about him.
4 m Modifiers
Soften the sentences using modifiers from the box.
fairly quite rather somewhat a bit a little

1 He is unintelligent.
Vocabulary 2 You are overweight.

1 m Sequencers 3 The city is dangerous at night.

4 I am upset with you.
Choose the most appropriate
sequencer to complete the S I am worried .
instructions. 6 She is rude.

5 C***) Word formation

How to use a dishwasher Complete the sentences using the correct form of the
Preferably, scrape food off dishes 1 as soon word given .
as/then the meal is finished . 20 nce/First The president's decision was somewhat _ _ .
this is done, place the washing-up in the CONTROVERSY
correct slots. 3First/Meanwhile the glasses 2 Some people believe that harsh punishments act as a
and cups should go on the top shelf and · DETER
4then/as soon as place the plates and 3 I think having a large self-portrait in your office is rather
pans on the bottom shelf. Check that · EGO
there is sufficient rinse aid and salt and
4 The _ _ was caused by a large explosion.
5
eve ntually/then add detergent. 6Next/ CONTAMINATE
Meanwhile close the door securely and
S She is about Justin Bieber. FAN
7finally/eventually choose an appropriate
6 Teaching in these conditions requires a good deal of
wash cycle.
· RESOURCEFUL

frenglish.ru
Grammar 3 (***) Rewrite each pair of sentences
to make one sentence using a
1 rn Relative clauses relative clause.
Complete the text with which, that, where, whom or That is myoid house. I grew up
whose. Then identify any relative pronouns which could there.
be omitted. 2 Belize is a country. I have never
visited it.
r
My friend, 1_ _ name is Sasha, was born in the UK, 3 Belize is a country in Central
2
_ _ makes her British. However; neith er of her pare nts America. I have never visited it.
is British. He r mother was bo rn in Croatia, 3_ _ was 4 In Japan it is considered impolite to
t he n call ed Yugoslavia and her fathe r; 4_ _ 1have never blow your nose in public. I used to
met, was born in New Zealand. Sas ha grew up in Sweden, live in Japan.
5
_ _ her parents moved when she was little.The school S My father was from Norway.
6_ _ she went to was a bilingual Swedish and English Norway is in Northern Europe.
school so she is fluent in English , Croatian and Swedish. She
6 My mother was born in 1980. She is
says, however; that the language 7_ _ she likes best is
Swedish.
Engl ish because so many peo ple speak it around the world.
7 My parents are British because they
------ ./
were born in the UK. Their parents
were born in India.
2 (**) In each short text there is a mistake with relative
clauses. Find the mistakes and correct them. 8 Miss Green is a teacher. I owe a
great deal to her.

4 (***) Modifying comparative

Six cultural differences structures
you might need to know Complete the second sentence
using the word given so that it has a
about one day! similar meaning to the first sentence.
All cultures walk on the same side of the pavement 1 Joe's swimming improves all the
1- as they drive on the road, whic~ means that Y0':l time.
may keep bumping into people m the UK! Weanng BETTER
sunglasses, that can occasionally be necessary even
in the grey UK, makes it worse because you can't Joe's swimming is _ _ better.
see people's eyes . 2 Lucy is much more popular than
Jane.
A Japanese person, who smile~ and no~s at ~hat
2 you are saying is not necessanl>:, agr~emg wIth you. NOWHERE
It may just mean that they are lIstenmg carefully. Jane is _ _ Lucy.
There are some parts of India where shaking your 3 Rio is much more beautiful than
3 head from side to side actually means yes rather Sao Paulo.
than no. This gesture which is sometimes referred NEARLY
to as the 'Indian head wobble', is slightly different
Sao Paulo as Rio.
from a western head-shake because the head
moves almost in a semicircle. 4 An ordinary mobile phone is much
less expensive than a smartphone.
A firm handshake is a greeting which used for both
4 genders in Finland. However, you should remember to FAR
A smartphone _ _ an ordinary
always shake hands with the women in a group first.
mobile phone.
If you are going out for a meal in Turkey, re~ember
S that the bill is always paid by the person WhICh S As people travel they become more
open-mindecJ.,
invited the others .
MORE
If you are invited to dinner in the Czech Republic,
6 remember that the first time which you are offered The more people travel, _ _ they
become.
an extra portion you should refuse but you may
accept the second time.

frenglish.ru
Vocabulary 4 (** ) Culture
Complete the web posts with words and
1 CD Advertising phrases from the box.
Complete the sentences with words and
phrases from the box. different culture overseas
country of birth fully accepted

l
promote brand name slogan billboard an outsider traditions transient
[ campaign packaging commercial language or dialect communicate
expat a sense of connection
'Beanz meanz Heinz' is a famous from
the 1970s.
2 Another word for a television advertisement is
a
3 Sometimes companies run competitions to
_ _ their products. Are you a TCK
4 A huge advertisement by the side of a road is (third culture kid)?
called a
S Some products are so well-known they are
Tell us about it!
simply called by their _ _ .
6 It costs a lot of money to launch a good Roberta Sweden, 15 July
advertising _ _ . Sweden is my ' _ _ but I lived in Spain
7 Howa product looks is important so the _ _ while I was growing up. My parents
must be well designed. encouraged us to keep Swedish 2_ _
at Christmas and so on and I always felt
2 C**) Differences and similarities
with Sweden. As soon as I was old
Write the words to complete the sentences.
enough, I came back here. My parents are
1 Sara likes spicy food and Justin likes plain
still in Spain, though, and they feel 4_ _
British food . Their tastes d _ _ w _ _
there .
2 There is a w _ _ of d _ _ between reading
about a country and actually visiting it.
3 They were both eighteen but in other respects Marli Brazil, 16 July
their lives were w _ _ a_ _
I'm not a TCK but my parents moved from Sao
4 Giulia and Teddy both like sport, music and Paulo to the North of Brazil when I was a kid
reading . They have a lot i_ _ c_ _ .
and up here it really is a very 5_ _ . When
S It was great to hear some r_ _ d _ _ ideas. I go back to visit relatives in Sao Paulo now,
I'm fed up with all the same old stuff!
I do feel a bit of 6_ _
6 Whatever I suggest, you always do the e_ _
o_ _ !
Lia UK, 15 July
3 (**) Underline the two best collocations in the
sentences. Do the two collocations you have The problem with Brits living abroad is that
chosen have similar meanings or not? often they live in their own little 7_ _
You look completely/radically/roughly different community. They don't want to bother
since you cut your hair. learning the local 8_ _ and so they can't
2 The two essays were broadly/ strikingly/radically 9_ _ with local people.
similar to each other.
3 Life here is roughly/subtly/no different from
Suzi UK, 16 July
any other European country.
4 She's tall and thin . He's the exact/significant/
Lia, I think you're a bit harsh on Brits
complete opposite - short and fat. living '0_ _ . Some have a very " _ _
S We found our tastes in music were remarkably/ lifestyle, which means they're only living in
slightly/fundamentally similar. ea ch country for a year or two. It isn't that
6 To me, the two shades of cream were only surprising if they don't learn the language.
subtly/ slightly/refreshingly different.

frenglish.ru
Grammar
1 rn Unreal conditionals
Underline the correct verb forms to complete the text.

* if cars worked/would work like computers, your car 4 would crash/crashed for no reason twice a day.
3

* shad/were they to resurface the roads, you would have to buy a new car.
* occasionally your car would shut down and refuse to restart. If that 6were to happen/happens, you
would have to reinstall the engine.
* should something 7wen tjgo wrong, instead of having separate oil , water and petrol wa rning lights,
there would just be a general error message.
* every time the manufacturers 8bring/brought out a new model, you would have to learn to drive again .
* if you'd rather 9buy/bought your petrol from a local garage, too bad! We would all have to buy petrol
from the same place.
* the seats would be designed as if everyone lOwas/ is the same height, no adjustments possible.
* to switch off the engine, you l l would/will need to press the 'start' button.

Now do you still wish cars 12are/were more like computers?

2 (***) Read the texts and complete the 3 (***) Nominalisation

conditional sentences. Complete the sentences using the noun form of the
I didn't enjoy school and played about a lot in word in bold and any other necessary words.
lessons. I ended up leaving school at fifteen 1 Further and higher education are similar in many
and, as a result, didn't take any exams at all. ways.
a I wish .. . . There are _ _ between further and higher
b If I .. . . education.
c My parents would rather ... . 2 Physics is not a popular A level subject because it is
2 I wanted to earn some money and get out so complex.
into the world so I went straight into work The _ _ means it is not a very popular A level
rather than going to university first. Now I subject.
really regret it. 3 I was surprised at how aggressively he reacted.
a If only ... . His me.
b Had I ... . 4 The schools differ in how they approach discipline.
3 I'm not sure I really want to see that new There is a difference in the schools' _ _ discipline.
film but I really like Rolf so, if he asks me, S The behaviour of the students varies from class to
I might go. class.
a Were Rolf .... There is the behaviour of students from class
b If Rolf .... to class.
4 Thank you so much for recommending me. 6 The number of students in full-time education has
The fact that I have this new job is all down increased.
to you. There the number of students in full-time
a I wouldn't .. . . education.
b Had you ... . 7 I really admire teachers who work in inner-city
schools.
S It isn't very safe in this neighbourhood. You
ought to leave now, it's getting very late. I am full of _ _ teachers wh-o work in inner-city
schools. .
a It's time you ... .
8 My teachers didn't encourage me at all.
b If I were you, ... .
My teachers gave me _ _ .
c You'd better ... .

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Vocabulary
1 m Post-compulsory education
Unscramble the letters to complete the conversation.
Erin: Why did you decide to do an 1_ _ (cpisnpepiarteh) rather than go to university?
Sean: Well, when I was in the 2_ _ (isxth) _ _ (mfro) doing my A levels, I kind of assumed that I
would take a 3_ _ (edeegr) but this was really a much better opportunity.
Erin: I suppose you haven't had to pay any 4_ _ (ioniutt) _ _ (sefe).
Sean: No, and I'm being paid a salary! I'm also able to take some 5_ _ (aotcilnavo) qualifications
while I'm working .
Erin: Are those taught 6 _ _ (cafe)-_ _ (ot)-_ _ (aefc)?
Sean: It's 7 _ _ (nldbeed) _ _ (ginarnle), actually. I have a taught day once a month, my employer
gives me the time off. What about you? Did you go into 8_ _ (ihegrh) _ _ (eocnauidt)?
Erin: Yes, I have a 9 _ _ (esamrts') _ _ (dgeree) now, which is great, but I also have a lot of debt!

2 m as and like
Complete the sentences with as or like.
1 If you behave _ _ a child, I'll treat you like one!
2 Jim's father works _ _ an engineer.
3 I regard that behaviour _ _ unacceptable.
4 _ _ me, she enjoys foreign films.
5 Their doorbell sounds _ _ a dog barking!
6 I can't stand people _ _ her!
7 Your brother looks just _ _ Robert Pattinson.
8 The government's policy has been described _ _ a disaster.
9 _ _ a student, I am against tuition fees.
10 Do you have an older sister, _ _ me?

3 C**J Problems and solutions

Choose the correct answers to complete the text.

The 1_ _ of the youth unemployment problem may have been underestimated. A recent
report shows that nearly twenty-five percent of sixteen- to twenty-four-year-olds are out of
work in some English towns. According to the study, the problem is likely to be 2_ _ over
the next few years as the effects of cuts in public services are felt.
'Youth unemployment is a 3_ _ problem; commented the Minister for Education,
'and one which can be at least partly 4 _ _ by providing more education and training:
According to the minister the answer to the problem 5 _ _ in education. From
2015 the school leaving age will be raised to eighteen but will this really 6_ _ the
issue or simply postpone 7_ _ with it? 8_ _ also need to be found to the high level of
unemployment for all adults in these areas.

1 a amount b number c extent

2 a strengthened b exacerbated c raised
3 a pressing b deep c heavy
4 a spoken b healed c addressed
5 a stands b lies c sits
6 a respond b tackle c attack
7 a dealing b confronting c reach ing
8 a Solutions b Issues c Problems

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Grammar 3 C**) Reported speech
1 CD Gerund and infinitive verb patterns
Underline the correct verb forms to complete
the text.
How to dress
Jor success
Appearances shouldn't matter perhaps but .
the fact is , even if you dislike to l wea r/wearzng
smart or formal clothing you should try
2making/to make an effort for a job interview.
If you appear 3 not caring/not to care a~out ho:".
you look, the interviewer is likely 4to deClde/decldzng
you won't care about the job.
Even if you are told Sto wear/wearing
something casual, don't assume this means
6to put on/putting on ripped jeans and at-shirt.
Remember not 7 wearing/to wear too much
perfume or aftershave but, obviously, don't
forget 8pu tting on/to put on deodorant!
Beards are generally considered 9being/to be
acceptable these days but make sure it's neat
and tidy and consider lOremoving/to remove
any piercings. 4 C***) Reporting verbs
2 C***) Complete the second sentence using the
word given so that it has a similar meaning to
the first sentence.
I'm really sorry that I wasn't able to help you
last week.
REGRET
1__ able to help you last week.
2 Lucy doesn't talk to her friend Charlotte any
more.
STOPPED
Lucy _ _ to her friend Charlotte.
3 I'm planning to get a new job.
THINKING
I'm _ _ a new job.
4 Sorry, I'm afraid I have some bad news for you.
REGRET
1_ _ that I have some bad news for you .
5 If you are always late, there is a danger you will
lose your job.
RISK
If you are always late you _ _ your job.
6 Sorry I didn't send you a birthday card.
FORGOT
Sorry I _ _ a birthday card.
Read the dialogue. Then complete the text with
a few words in each gap.
Emma: So, what happened in your job interview?
Olivia: I think it went quite well.
Emma: When will you know if you've got the job?
Olivia: They said they would call me tomorrow.
Emma: You don't sound very enthusiastic. Do you
actually want the job.
Olivia: I'm not sure.
Emma: I think you should take it if they offer it
to you. You have a lot of debt to payoff,
haven't you?
Olivia: Yes, you have a point, I guess.
Emma asked me ' _ _ in my job interview and I
told 2_ _ it had gone quite well. She asked me
when 3_ _ got the job and I explained 4 _ _
would call me tomorrow. Then she commented
5_ _ sound very enthusiastic and asked 6_ _ .
I admitted 7_ _ sure. Emma advised 8_ _ take
the job and reminded 9_ _ a lot of debt to pay
off. I agreed 10_ _ a point.
Rewrite the direct speech as reported speech,
using an appropriate reporting verb from the
box. You do not need all the verbs.
refuse threaten blame compliment ]
remind explain advise apologise
[ accuse
'It's your fault that I failed my exams; he said.
He
2 'It was you who stole the money; she said .
She
3 'What a beautiful dress!' she said.
She
4 'No, I can't help you; he said.
He
5 'You shouldn't do it!' he said.
He
6 'Don't forget to feed the cat, Emily; he said.
He
7 'The reason why I failed was that I didn't work
hard enough; she said.
She

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Vocabulary
1 C**) Positive an d negative aspects of jobs
Complete the crossword.

Across
4 when the times you
work prevent you from
having a social life (10,5)
6 havi ng a great dea I of work to
do (5, 8)
8 a job or profession which
you have been trained for A
and wh ich you do for a long
period of your life (6) 10

10 additional services or
advantages given with a job
as well as wages (5)
11 continuous feelings of worry
and anxiety (6)
"5
Down
1 when the times you work vary or are not the usual nine to five (9, 5)
2 meeting other people involved in the same kind of work (10)
3 ordinary, unexciting things you have to do (7, 5)
S additional services or advantages given with a job as well as wages (6, 8)
7 being taught the skills for a particular job (8)
9 money that you spend on travel, accommodation, etc. that your employer gives back to you (8)

2 C**) Complete the text using 3 m Entrepreneurial qualities

words and phrases from Underline the correct word to complete the idiomatic
exercise 1. expressions.
I didn't think I'd get the job but decided to give it a throw/shot.

FINDING YOUR FIRST JOB
The first thing to mention is
that, however many qualifications
you have, you should expect to
have to do a lot of quite "_____
in your first job . So when your
boss asks you to do the
photocopying, again, just smile
pleasantly. Having said that,
you should also expect to get
some on-the - job 2 _ _ _ _ _ to help
you advance in your 3_ _ _ _ _ .
Don't worry too much about the
salary to start with, especially
if you also get some 4 _ _ _ __
or 5 such as a travelcard
or subsidised lunches. The
important thing is to make the
most o f the experience and
6_ _ _ __ opportunities. Always be
polite and helpful to everyone
- you don't know when you might
meet them again in your working
life and need them to help you!
2 You can always rely on Jonas to think outside the box/window.
3 You've got to admire his stomach/guts and gumption, standing
up to the boss!
4 Maria has a natural business flame/spark, it comes easily to her.
S Aren't you taking/giving a bit of a risk applying for that job?
4 C***) Word formation
Complete the sentences using the correct form of the word
given.
1 His job involves _ _ hours, he never knows when he'll need
to work. REGULAR
2 He is usually quite _ _ about the outcome. OPTIMISM
3 For this job you need to be able to work under _ _ . PRESS
4 You could find the experience qu ite _ _ . BENEFIT
S This qualification could really help with you r career _ _ .
ADVANCE
6 I need an employee who is completely trustworthy
and . DEPEND

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 Articles
a/an (indefinite article)
Use a/an with a singular countable noun:
a when it is one of many of the same class
Patrice is also the winner of a recent hula hoop
competition.
Hula hooping is like an exercise class but it uses a hula hoop.
These days you can get a basic hoop for a few pounds
in any toy shop or you can invest a bit more in a more
professional one.
b when it is mentioned for the first time
Give it a good push . ..
c with certain numbers and quantities (dozen, hundred,
thousand, million)
a hundred words
These days you can get a basic hoop for a few pounds
in any toy shop or you can invest a bit more in a more
professional one.
d with jobs.
a fitness instructor
a singer
e to mean 'per' with prices, speeds, frequency
60p a bar, seventy miles an hour, twice a week
the (definite article)
Use the with any noun:
a when there is only one (it is unique)
the world hula hooping record
No one knows who the actual inventor was.
b when it has been mentioned before
Give it a good push. If the push isn't hard enough ...
Hula hoops were popular in the 7950s, weren't they?
Didn't the craze start in the United States?
c when it is defined by the words that follow
Patrice is also the winner of a recent hula hoop marathon.
Amazingly, the company that invented the hula hoop
sold twenty million hoops in the very first six months of
production.
d when a singular noun is used to refer to those items in
general
The hula hoop was popular in the 7950s.
Yes, how exactly do you keep the hoop up?
e in front of superlatives and next, first, last, only, same,
right, wrong
The first idea that she had . ..
One of the most popular dances . ..
We//, the most difficult part is thinking about what
all the different parts of the body should be doing
simultaneously.
f w ith mountain ranges, oceans and seas, rivers and
plural or collective names of countries
the Pyrenees, the Atlantic, the Rhine, the United
Kingdom, the Baltic States
9 with decades and centuries.
the sixties, the seventeenth century
124
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Zero article
Use no article:
a to talk about things in general, including with abstract
nouns such as beliefs.
Hula hoops are increasing in popularity.
Emotion is expressed without words.
Practice makes perfect.
b with the names of most countries, cities and with lakes
Ancient Egypt, Argentina, Buenos Aires, Lake Windermere
c with proper names
Patrice Neal
Carlos Gardel
d with sports, games and physical activities
hula-aerobics, tango, health and fitness
Reference
Reference refers to ways of holding a text together and
avoiding repetition. Reference links can refer backwards
or forwards.
Personal pronouns (he, she, they, it, his, its, etc.)
Used to avoid repeating singular or plural nouns or noun
phrases.
I live in Italy. It is a beautiful country.
It was never a good idea. Why had he thought she would
want to go out with him?
Demonstratives (this, that, these, those)
To replace longer stretches of text or ideas which can't be
related to a specific piece of text.
The government decided on a complete change of ideology.
This was unpopular with some sections of society.
Substitutions (one/ones, so, such, do/does)
Substitution and ellipsis are both ways of avoiding
unnecessary repetition . Use substitution to indicate
that something has been omitted and replaced with the
substituting word.
The timber from these rare trees, each one the home of
hundreds of insects, is used to make cheap furniture to sell
on the high street.
When buying garden chairs, choose ones which have been
certified as rainforest friendly.
We need to put pressure on the retailers who are selling
such furniture. (used with nouns)
The situation is urgent and likely to become more so.
'Do you check where the wood you purchase comes from?'
'Yes,ldo.'
Ellipsis
Use ellipsis to avoid repetition by omitting words and
phrases that have already been mentioned or implied.
As the waters rise, everything that floats is tied to everything
that doesn't (float).
Past tenses
Past simple ? You will have to learn how to make your money last to the
Use the past simple to de scribe:
a single completed actions in t he past.
I went there yesterday.
b repeated actions in the past.
I went to school every day, whatever the weather.
c past states.
I lived in Poland a few years ago.
Past continuous
Use the past continuous to describe:
a an action in progress at a point of time in the past.
Things changed a lot while I was living in Poland.
b a temporary or changing and developing situation in
the past.
Pollution was becoming more and more of a problem in
the cities.
c an action in progress when another action happened.
It was raining heavily as I arrived at the house.
I was walking down the street when I stopped to look in
the shop window.
d actions in progress at the same time in the past.
John was tidying his room while Sue was reading the
newspaper.
Past perfect
Use the past perfect to describe an action completed
before a time in the past, when we want to make the
sequence of events clear.
When I got there, she had left. (before I got there)
When I got there, she left. (at the same time as I got there)
used to and would
a Used to and would describe actions which happened
regularly in the past but no longer happen.
I used to go there every week.
I would go there every week.
b Used to can also describe a state which has now
changed. We do not use would to talk about states.
I used to live in that house.
Future in the past (was/were going to, would)
Describes the future from a viewpoint in the past.
I was going to ring you but I forgot.
I decided I would help him.
Modal verbs
Obligation
a Use must to express obligations or strong opinions
that come from the speaker.
I must lose some weight.
You mustn't talk in class.
b Use have to to express obligations that come from
some other authority.
Make a list of all the things you have to do today.
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e Use have to to talk about future and past obligations and
for other tenses and forms where must is not possible.
end of term.
He had to make a speech.
I have had to cut down on chocolate.
d Use should(n't) and ought (not) to to give advice or say
what we think is the correct thing to do.
You should always try to get on with your housemates.
You definitely ought to clean the bathroom.
e Use should(n't) have and ought(n't) to have + past
participle to criticise people's past actions.
She shouldn't have told him about the surprise party.
f Use need to to say that an action is necessary.
You will need to wear sensible shoes.
Lack of obligation
a Use don't have to and don't need to to talk about
something that is not necessary to do.
You don't have to/need to clean the windows every week.
b Use didn't have to, didn't need to and needn't have done
for something that was done but was not necessary.
I didn't have to/need to take my passport when I went to
Ireland. (it wasn't necessary)
You needn't have brought me flowers but thank you
anyway. (it wasn't necessary, but it was done anyway)
Ability
a Use can!can'tto describe ability or inability.
I can put up a picture and change a fuse now.
I still can't work out how to put a piece of flat-pack
furniture together.
b Use be able to in the present when the ability is in some
way surprising.
Well, I am able to do a few things around the house, actually.
e In the past, use could for general ability but use was/
were able to for a specific action.
I could swim when I was eight.
I was able to open the window.
d Use be able to to describe future abilities and with other
tenses and forms where can is not possible.
e Use could have for unfulfilled past ability.
She could have helped me. (but she didn't)
Alternatives to modals
a Use be obliged to/be required to for obligation in quite
formal contexts.
Motorists are required/obliged by law to wear seatbelts
b Use feel obliged to for things we feel we should do (quite
informal).
Don't feel obliged to cook for everyone.
e Use be supposed to for a less strong obligation, which
may be ignored.
You are supposed to be studying as well as having a great
social life!
d Use manage to and succeed in + -ing for ability, to
emphasise the difficulty or to suggest a great effort
I managed to unscrew the u-bend.
He succeeded in passing his driving test after five attempts.
125
 Linkers
Addition
It's (both) inexpensive and enjoyable.
It's also suitable for all ages.
It's enjoyable, too / as well.
Also, / Besides, / What's more, / In addition, it's
inexpensive.
As well as being inexpensive, it's enjoyable.
Moreover, / Furthermore, mobile technology is developing
very fast.
Reason
It was a successful trip because it was well planned.
The flight was cancelled because of/due to / owing to the
storm.
Since / As the flight was cancelled, we went home.
Result
I had checked the website so I knew the new address.
I had checked the website; as a result, / therefore, I knew
the new address.
As a result of checking the website, I knew the new address.
Contrast and concession
The web site is useful but it's rather confusing.
Although / Even though / Though the website is useful, it's
rather confusing.
It's a useful website. However, it's rather confusing.
It's a useful website. It's rather confusing, however.
It was an inexpensive yet very enjoyable trip.
A taxi from the airport costs fifty euros while / whereas the
bus only costs ten euros.
In spite of/Despite the cost, it's well worth taking a taxi.
Purpose
We set off early so (that) we wouldn't have to hurry.
We took a taxi to save time.
They did some research so as to / in order to be better
prepared.
This is a great gadget for opening tins.
Alternative
You can go by bus or (by) train.
One way of getting there is to take the bus; alternatively,
you can go by train.
126
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Perfect verb forms
Perfect verb forms link two different times.
Present perfect simple and present perfect
continuous
a Use the present perfect simple when
• we are interested in the present result of a past
action.
After months alone battling mountainous waves,
teenager Jessica Watson has arrived home safely.
an action or state started in the past but is still in
progress or the period of time is incomplete.
What a week! Time has flown, but at the same time
it feels like I've been away from Ella's Pink Lady and
back on land for years.
an action which happened in the past but is still
current or relevant to the speaker.
My experience has given me the strength to face the
challenges ahead.
b Use the present perfect continuous
with a time expression, to stress the duration of the
action.
Jessica Watson has been sailing since she was eight.
• without a time expression, to stress the recentness of
the activity or that it is incomplete.
I have been dreading meeting his family.
Past perfect simple and past perfect continuous
a Use the past perfect to emphasise that one action
happened before another action in the past,
particularly when the order of events may not be clea r
from context.
The wind had been expected to rise to a near gale but
none of the computers or forecasts picked up that it
would reach the Sixty-five knots that I recorded.
b Use the past perfect continuous to show that the
action is repeated or extended.
I had been dreading meeting his family for so long that
it was a relief when I finally did.
Future perfect simple and future perfect
continuous
a Use the future perfect to talk about events that will be
complete before a time in the future.
It is estimated that by this time next year she will have
amassed a fortune of more than a million dollars.
b Use the future perfect continuous form to emphasise
that the action is repeated or extended.
By this time next month, I will have been living here for
six years.
Perfect infinitive
Use the perfect infinitive to emphasise that the infinitive
refers to a past action.
Jessica wanted to have broken the I..ecord before she
reached seventeen.
Perfect -ing form
After having met his family, it's hard to see why I dreaded it
so much.
Adjective patterns
Position of adjectives
Use adjectives either
before the noun (attributive position).
He has a long fringe.
• after the noun and a verb (predicative po sition ).
His fringe is long.
Order of adjectives
When grouping adjectives together
put more general adjectives before more spec ifi c
ones.
put opinion before fact.
put the category which is most permanent or
important next to the noun.
Use this order:
opinion + size + age + shape + colour + origin + material
+ type + purpose + noun
A really cool (opinion) big (size) old (age) record (type)
player (noun)
Don't use too many adjectives together before the noun .
Use additional clauses.
A fantastic pair of knee-high white leather boots from the
sixties.
NOT A fantastic pair of six ties knee-high white leather
boots.
Using conjunctions and commas
a When using a group of adjectives before the noun,
don't use commas between them or and before the
final adjective.
a long black velvet dress
b When using a group of adjectives after the noun, use
commas and and before the final adjective.
Her dress was long, black and (made of) velvet.
c A pair of adjectives after the noun is also joined with
and (or but or yet) .
It's usually a bit scruffy and messy.
It was old but still beautiful.
d Always use and between two colours.
Sometimes the dress is red and purple as well as black.
e With indefinite pronouns (something, someone,
anyone, no one, somewhere, etc.) use adjectives directly
after the noun.
Something quirky and different.
NOT a quirky and different something.
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Multi-word verbs
Mul t i-word verbs are formed w ith a verb plus a particle
(adverbi al or prepositional) . There are four types of
multi -word verbs and each is structured differently.
Type 1: intransitive, no object
Verb + adverb
break down, catch on, show off, back down, shop around,
hang on, go up, getting on (get older), give in, end up,
take off
The car broke down .
The plane took off.
Stop showing off!
As there is no object, we cannot use these multi-word
verbs in a passive sentence.
Type 2: transitive, inseparable
Verb + preposition
The preposition cannot be separated from the noun.
go off, look for, believe in, look after, care for, talk about,
take after
I take after my father. NOT I take my father after.
Some type 2 multi -word ve rbs are often used in the
passive form, especially in written English.
be used for, be aimed at, be considered as, be known as
Type 3: transitive but separable
Verb + adverb (and direct object)
When the object is a noun, it can go betwee n t he ve rb
and the particle or after the particl e.
throwaway, egg on, check out, take on, pass over, put off,
think over, cough up, put (weight) on
He threw the box away. He threw a way the box.
When the object is a pronoun it MUST go between the
verb and particle.
He threw it away. NOT He threw away it.
Type 4: Transitive and inseparable with two
particles
Verb + adverb + preposition
Whether a noun or pronoun, the object must go after the
verb and both particles.
get away with, grow out of, catch up on, cut down on,
get on with, keep away from, run away with
I don't know how he gets away with it.
She looks so sweet, she gets away with murder!
The only exception is when the verb has two objects.
I took him up on his offer of a lift
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 Continuous aspect
Note that we don't usually use present perfect
continuous, past perfect continuous and future perfect
continuous in the passive fo rm.
a We use continuous verb forms to describe an action in
progress at a particular time.
In recent times the government has been investing
heavily in infrastructure. (it's still happening)
Compare with : In recent times the government has
invested heavily in infrastructure. (it may now have
come to a halt)
b We use continuou s verb forms to describe a
temporary situation.
The government is investing a lot of money in stadiums
for the Olympics. (at the moment)
Compare with: The government invests a lot of money in
stadiums. (generally)
c We use continuous verb forms to emphasise an action
which is repeated, incomplete or changing.
It was discovered that huge plantations of soya crops
had been causing more deforestation than cattle or
logging. (emphasis is on the process of repeatedly
growing damaging soya crops)
Compare with : It was discovered that huge plantations
of soya crops had caused more deforestation than
even cattle or logging. (emphasis is on the resulting
deforestation)
There are certain verbs in English which we tend not to
use in a continuous form . They usually describe states of
being, thinking, feeling or possessing.
be, belong to, have (possess), own, love, like, hate, prefer,
want, wish believe, expect, feel (when we mean think),
forget, know, realise, remember, think, understand
Some of the verbs above can be used with a continuous
verb form but the verb often has a different meaning.
I think it's a bad idea. (that's my opin ion)
Compare with :
I am thinking of moving house. (I am considering it at the
moment)
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Cleft sentences for emphasis
Use cleft sentences to give extra emphasis by dividin g
information into two clauses.
Natalie Portman had to win this year. (one clause,
one verb)
It had to be Natalie Portman who won this year. (two
clauses, two verbs)
It + be + emphasised word or phrase + that/which/
who clause
It was the film An Inconvenient Truth which made many
people take notice of climate change for the first time.
Wh clause + verb + emphasised word or phrase
What he said was that climate change was a serious issue.
What made many people take notice of climate change
for the first time was the film An Inconvenient Truth.
What he has done to achieve this honour is to fly more
than 770,000 miles this year.
Inversion for emphasis
a Use negative or limiting adverbials at the beginn ing
of a sentence or phrase, to add emphasis by invertin g
the verb and subject.
Compare:
This cannot be seen as demonstrating a lack of interest
among consumers!
In no way can this be seen as demonstrating a lack of
interest among consumers!
Other adverbials which do this include: never, rarely,
seldom, at no time, under no circumstances, little, no
longer.
b These adverbials form part of an adverb ial phrase, so
invert the verb in the main clause.
Not until/Only when I had met him, did I realise why he
was so popular.
Only if you lived here, could you understand what it's
like.
c Also note these two-part constructions:
Not only do Fairtrade goods provide workers and
farmers with a decent wage but they also help to p rotect
the environment.
No sooner had he arrived, than she left.
Hardly/Scarcely/Barely had we arrived, when a fight
broke out.
Real conditionals
Zero conditional
a Use the zero conditi onal to t alk about events that are
generally or always true, and their results.
If + any present ten se/ modal, any present tense/ modal
(the clauses can also be reversed)
If you want to eat healthily, you need to make good
food choices.
If you drink a glass of orange juice, you may be getting
some important vitamins.
You can consume as much as half of your daily
recommended sodium chloride intake if you eat a
normal ftfty gram portion.
If you're sprinkling it over food, you have already used
up your recommended intake of ftve grams a day.
b We can also use an imperative in the result clau se to
give an instruction.
If you think the sandwich is healthier, think again!
First conditional
a Use the first conditional to talk about a specific
situation in the present or future and its likely or
possible result.
If + any present tense, will (or other future form, modal
or imperative)
If you drink a lot of milk, you will have strong bones.
If you eat an actual orange, you will also be consuming
quite a lot of ftbre.
If you have chosen the digestive, you will eat nearly
double the number of calories.
If you consume too much dairy, it might actually have
the opposite effect.
b Alternatives to if
Unless you drink a lot of milk, you won't have strong
bones. (if you don't)
Provided/Providing that/As long as/On condition that
you reduce your cholesterol, you will be ftne. (if)
Even if you eat less fat, your cholesterol may remain
quite high. (emphasises that although something may
happen, another situation may remain the same)
Suppose I give up chocolate, will that help? (suggests a
possible action)
c Use should to make the condition seem less likely.
If your cholesterol levels should be too high, you will
need to cut down.
Should your cholesterol levels be too high, you will need
to cutdown.
Introductory it and there
It
a We can use it as an empty or 'dummy' subject, to
introduce information.
Compare:
I tried the spinach but I didn't like it.
It appears that some people are actually born with a
better sense of taste than others.
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b Use it as a dummy subject to talk about impres sions,
attitudes, feelings and opinion s:
with verbs + that.
It would seem that, It appears that, It doesn't matter
that/ what / who/ why, It occurs to me that, It strikes me
that, It turns out that
• with adjectives + that.
amazing, apparent, awful, clear, doubtful, essential,
funny, evident, likely, obvious, odd, possible, probable,
strange, surprising, true, wonderful
It isn't surprising that he was tired after that walk.
with adjectives + to .
It is necessary to work a little harder.
It is a good idea to try something before you buy it.
It's important to know what you're doing.
w ith nouns + that.
disgrace, nuisance, pity, shame, surprise
It's a shame that the steak was overcooked.
c Al so use it to talk about the weather and t ime.
It's raining/ pouring/snowing/ drizzling.
It's breezy!Chilly/icy/ humid.
It's six o'clock.
It was nearly midnight when he arrived.
It takes three hours to get there.
d Other common phrases with it followed by -ing.
It's no use, It's no good, It's not worth, It's a waste of time,
It's pointless
It's no use asking him, he doesn't know.
There
a Use there as a dummy subject + be to say that
something exi sts or happens.
There is also evidence that supertasters are also more
sensitive to burning sensations on their tongue.
b We often use there + be with :
• quantifiers.
There are also many more taste buds on their tong ue.
appear/ seem/ tend/ happen.
There also seem to be differences according to race ...
• modals.
There may be/ might be!could be good reason s for . ..
• in phrases with no or nothing.
There's no point in arguing about it.
There's nothing to be done about it.
There's no denying the fact that .. .
There's no knowing what might happen next.
• with adjectives such as likely, unlikely, sure and
certain to indicate probability.
There are likely to be a few problems later on.
Note that in English we cannot omit the words there
or it.
129
 Modals of deduction and speculation
Certainty
Use the following modals when fairly certain about
something.
I think it must be a long way from here. (present)
I think it must have been a long time ago. (pa st)
It can't be that far, I can see the lights. (present)
00 you think it might have been made last week?
No, it can't have been that long ago. (past)
Do NOT use mustn't to speculate or deduce in this way.
The negative of must be / must have been is can't be /
can't have been.
Possibility
Use the following modals when less certain about
something.
Present
I think it might be a long way from here.
I don 't know how far away it could be, do you?
It may not be very far at all.
Past
I think it might have been made last year.
I just don't know when this could ha ve been made.
I think it may have been made a fe w years ago.
Do NOT use can to deduce or speculate.
It might be a long way. NOT It can be a long way.
Use well and just to qualify possibility.
It may well be a long way from here. (more possible)
It might just be a long way from here. (less possible)
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Passive
a Use the passive to focus on what happens to the
subject.
Campaigners say the devices are used to discriminate
against young people.
The alarm, which has been criticised ...
b Use the passive with by to focus on who or what does
an action.
A new ring tone has been created by schoolchildren
using the alarm.
The device has been purchased by shopkeepers around
the world.
e Use the passive when we do not know or it is not
important who or what does an action.
My car has been stolen!
d Use the passive when it is obvious who does an action .
The thief was arrested.
e Use the passive to avoid saying who does the action.
The washing up hasn't been done.
Form
a We don't usually use the passive with continuous
aspect, except present continuous.
The human rights of the shopkeeper whose customers
are being driven away also need to be considered.
b Be careful with verbs that take prepositions.
It reminded me of myoid school.
I was reminded of myoid school.
e With multi-word verbs, never separate the verb and
the particle.
The train was held up by bad weather.
NOT The train was held by bad weather up.
d Also use modal verb + past participle.
The alarm cannot be heard by adults.
Mobile phones should be turned off.
e After verbs and constructions which normally take
the infinitive or -ing form, the passive follows the
same pattern.
They can receive calls and texts during lessons without
teachers being made aware of what is going on.
The human rights of the shopkeeper also need to be
considered.
f Use the impersonal passive to talk about what other
people or people in general think, say, believe,
estimate, expect, assume, consider, suppose, etc.
It is estimated that more than one in four shopping
centres would like to use the alarms.
It is said that he helped his friends.
He is said to have helped his friends.
He is believed to be looking for a job.
He was thought to have been in the area at the time.
He was expected to take over the family business.
It is considered bad manners to ! at with your mouth
open.
Relative clauses
Defining relative clal:tSes
a Defining relative clauses define exactly who or what
you are talking about. They are a key part of the
meaning of the sentence and cannot be left out.
Use which, that, who, whose, whom, where.
And finally there are the examples which are simply
insulting.
There were many people who were insulted by the
advert.
b When a relative pronoun in a defining relative clause
refers to the object of the clause it is possible to omit
the pronoun.
The message (which/that) they were putting across was
not exactly what they intended.
c Always use a defining relative clause after someone,
anything, anyone, everything, etc.
Anyone who lives there may apply for the grant.
Last year I met someone who worked for the BBC.
Everyth ing which is marked with a yellow ticket is for
sale.
d Use that (not who or which) after superlatives and
ordinal numbers.
She was the best friend that I had ever had.
Non-defining relative clauses
a Non-defining relative clauses add extra information
about the subject of the main clause.
b Use commas to separate the relative clause from the
main clause. Use which, who, whose, whom, where but
NOT that.
One person, who has since left the company, always
parked in my parking space.
Modifying comparative structures
Comparatives
Paul is nowhere near as fluent as Karl.
He is much less fluent than me.
He is considerably more fluent than me.
This restaurant is far more expensive.
The journey is slightly longer if you go that way.
Your job is hardly more important than mine!
Luis is nothing like as tall as Carlos.
I am not nearly as rich as I used to be.
She is so much more talented than I am.
Petrol has become a great deal more expensive recently.
Superlatives
It's just about the most interesting city I can think of.
That's easily the quickest way to go.
It's by far the best restaurant in town .
She is much the fastest runner of the two.
Progressive comparison
Repeating the same comparative form emphasises
increase or decrease.
My Spanish is getting better and better.
The water was getting colder and colder.
Combined comparison
Use comparatives with the to say how a change in one
thing affects the other. Notice the comma after the first
clause.
The hotter it gets, the more I appreciate the sea breeze.
The later it gets, the darker it is becoming.
The bigger the investment, the greater the possibility of
making (or losing) a lot of money.

Prepositions and prepositional phrases

Use a preposition either at the end of a ph rase (less
formal) or before the relative pronoun (more formal).
After a preposition use which for things and whom for
people.
That's the dress that I complimented her on.
That's the dress on which I complemented her.
That's the person (that) he was talking to.
That is the person to whom he was talking.

Reduced relative clauses

We can sometimes shorten a relative clause by omitting
the pronoun and the verb, when the relative clause
contains a present or a past participle.
The woman (who was) sitting next to me.
The product, (which was) marketed to teenagers, did
extremely well.
Would you buy a car (which was) called 'Killer?

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 Unreal conditionals
Second conditional
Use the second conditional to talk about hypothetical or
very unlikely current or future situations and their results
(which can't happen).
If I were eighteen now (I'm not), I don't think I'd want to
study from home.
I'm learning a lot more than if I were at university. (I'm not
at university)
If I took on a huge debt (I'm not going to), my parents
would be worried.
Third conditional
Use the third conditional to talk about hypothetical
events or situations in the past and their results (which
couldn't happen).
If I had known about it, ( 1 didn't) I think it would have
been a better idea than my (very expensive) three years at
university.
If I hadn't gone to university (I did), I think I would have
regretted it.
If I hadn't been good at languages (I was), I wouldn't have
studied French and German.
Mixed conditionals
We can mix second and th ird condition al s to vary the
timeframe of the situation or the result.
If I had taken a traditional degree, I might be in a lot of debt
now. (I didn't take a traditional degree) (I'm not in a lot of
debt now)
If I had decided to study face-to-face rather than online, we
wouldn't be together now. (I didn't decide to study face-to-
face) (we are together now)
If I wasn't good at studying on my own, I wouldn't have
opted for a blended learning course. (I am good at
studying on my own) (I did opt for a blended learning
course)
Variations
a Use were to to make a condition more unlikely.
If I were to go to university (this is very unlikely), I'd get
into debt.
If you were to lend me a few thousand pounds (you
probably won't), I'd be so grateful.
b Use if I were you to give advice.
If I were you, I'd study medicine.
c More formally, conditional sentences can be inverted.
We don't then use if.
Were I to go to university, I'd get into debt.
Had I known, I wouldn't have gone.
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Other unreal past expressions
a Use It's (about/ high) time + past to say that something
is not happening and it should be.
It's about time people realised going to university is not
the only option!
It's high time you started doing some work!
b Use wish or if only + past/ past perfect to express a
desire for something to be different from how it
actually is/was. Note that if only has a slightly stronger
meaning than wish.
I wish I was cleverer! (I'm not)
I wish someone had told me I could do vocational
qualifications. (they didn't)
If only I had chosen a different university. (I didn't) I hate
it here!
c Use wish or if only + would when we want someone
else to change their behaviour but know that they
probably won't.
I wish the government would do something about the
cost of face-to-face degrees.
If only my lecturer would speak more slowly. It's
impossible to take notes.
Note that if only has a stranger meaning than wish.
d Use would rather + infinitive to state a preference.
I'd rather go out tonight than tomorrow.
I'd rather have had pizza.
e Use would rather + past/past perfect to state a specific
preference for how someone else behaves or behaved
when you can't control this.
I'd rather you didn't say things like that.
I'd rather you had told me earlier.
I'd rather you hadn't said anything to him.
f Use as if/as though followed by a clause to compare a
real situation with an imaginary one.
He treats us as if we were children. (we are not)
The house was so untidy, it looked as though we had
been burgled.
Nominalisation
In written and more formal spoken English we may use
a noun phrase rather than a verb phrase to be more
concise and elegant.
More and more employers require degree-level
qualifications.
Degree-level qualifications are increasingly a requirement.
Some people assume that young people have an easy life.
There is an assumption that young people have an easy life.
Note that the noun phrase is often made up of two
nouns linked by a preposition: interest in sport, demand
for degrees.
Too much nominalisation can make a text very dense
and hard to follow, so use it sparingly.
IIi=IWiIIJiJilt , _
Gerund and infinitive verb patterns
Gerunds
a Use the gerund (-ing form) when an action is the
subject or object of the sentence.
Studying needs to be your priority now.
b Use the gerund (-ing form) after prepositions.
I thought about going to college next year.
c Use the gerund (-ing form) after certain verbs and
verbal phrases: admit, appreciate, avoid, can't help, can't
stand, consider, delay, deny, dislike, enjoy, feel like, finish,
forgive, imagine, involve, mind, miss, postpone, practise,
risk, suggest, understand, it's no good, there's no point
(in).
I couldn't help overhearing their conversation.
Infinitives
a Use the bare infinitive (without to):
after modal verbs.
You shouldn't do that.
after make and let.
Don't make me do that!
after certain phrases.
I'd better go now. I'd rather stay here.
b Use the full infinitive (with to);
• after certain adjectives.
I was happy to see her. I was unable to help. He's due
to arrive tomorrow.
• after certain nouns.
There was no reason to refuse. I only had one chance
to succeed. There was no need to say that.
• after certain verbs and verbal phrases: afford, agree,
appear, arrange, attempt, care, choose, claim, decide,
expect, fail, happen, hate, help, hope, intend, learn,
like, love, manage, offer, prepare, pretend, promise,
refuse, seem, tend, want, wish.
• after the construction too .. . to.
It's too late to worry now.
to express purpose.
I'm going to university to study English literature.
Gerund or infinitive
a Use gerund or infinitive with little or no change in
meaning after like, love, hate, prefer, can't bear, start,
begin.
I love finding better ways to exercise.
I love to find better ways to exercise.
Note that the gerund is slightly more general in
meaning and infinitive slightly more specific.
frenglish.ru
b Use gerund or infinitive with a change in meaning
after forget, mean to, remember, stop, try, went on.
I tried to open the window, but it was stuck.
If you feel tired, try going to bed earlier!
I forgot to pack my sandwiches.
She'd forgotten having met me the other day.
Do you remember locking the door?
I remembered to send him a card.
I don't mean to be rude.
Taking that job will mean having to commute.
Everyone was silent but Gareth still went on talking into
his mobile.
After university I went on to do a Master's degree.
I stopped to listen to the news.
I stopped eating meat.
Reported speech
Tense shift
In reported speech we often move verbs one step into
the past but may not, especially if the speaker's words are
still relevant.
Reported questions
a Report wh questions w ith a suitable verb (ask, wonder,
enquire) + the wh word (or about).
I asked her why she wanted the job.
She inquired about the annual leave.
b Report yes/ no questions with a suitable verb + if or
whether.
I asked whether she had any relevant experience.
Reporting verbs
a Verb (+ object) (+ not) + infinitive
I asked her to give me some details of her previous job.
Also: advise, agree, decide, hope, offer, persuade,
promise, refuse, remind, tel/, threaten, warn)
b Verb (+ object) (+ preposition) + gerund
I congratulated her on her impressive exam results.
Also: accuse someone of, admit, apologise for, blame
someone for, compliment someone on, criticise someone
for, discourage someone from, tell someone
Note that many reporting verbs need a specific
dependent preposition and that these are always
followed by a gerund.
c Verb + that + clause
He hoped that she would accept the job.
Also: claim, decide, expect, explain, hope, promise,
threaten, warn
d Verb (+ person) + that + clause
She advised him that he would receive the results by
email.
Also: advise, tell
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 Unit 1, page 6, exercise 4b

For questions 1,2,5,6 and 8 give yourself one point for each 'strongly agree', two points for
each 'agree', three points for each 'disagree' and four points for each 'strongly disagree'.

For questions 3, 4, 7, 9 and 10 give yourself four points for each 'strongly agree', three points
for each 'agree', two points for each 'disagree' and one point for each 'strongly disagree'.

You are definitely a thrill seeker. You love to try new, exciting and
even dangerous activities. You have a great sense of adventure and
enjoy anything which gets your heart pounding. This makes for an
exciting life but do make sure that you look after yourself as well!

You are generally a pretty calm and sensible person but

sometimes you do like to take a few risks, provided you know that
you will be safe enough . You have a balanced approach to life
and enjoy a variety of activities.

You just don't enjoy extreme sports or dangerous activities but

this doesn't mean that you can't take risks. You might enjoy
exploring new places or trying new and exotic food.

Unit 2, page 17, exercise 10

Unit 5, page 50, exercise 2 Unit 7, page 65, exercise 9b

1 wheel (number 1 in survey)

~
2 light bulb (number 3)

~
3 internet (number 4)
fo ::f..,.. 4 penicillin (number 7)
5 iPhone (number 8)
6 flushing toilet (number 9)
7 combustion engine (number 10)
8 washing machineJ number 12)
9 hair straighteners (number 34)
10 space travel (number 39)
11 matches (number 49)
12 post-it notes (number 90)
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Unit 7, page 65, exercise 9b Unit 8, page 74, exercise 2b
1 b 2 a 3c 4 a* 5 c
100 Greatest Inventions
1 wheel
- 51 tumble dryer * You should do the other things.
2 aeroplane 52 bicycle
3 light bulb 53 Sky+
4 internet 54 tea bags
5 pes 55 umbrella
6 telephone 56 iPod
7 penicillin 57 taps
8 iPhone 58 crash helmet
9 flushing toilet 59 wristwatch
10 combustion engine 60 eBay
11 contraceptive pill 61 DVD player Unit 10, page 98, exercise 1 b
12 washing machine 62 nappies
13 central heating 63 ladder
Those likely to set up a business
14 fridge 64 suntan lotion 40%
15 painkillers 65 lawn mower
35%
16 steam engine 66 make-up
17 freezer 67 chairs 30%

18 camera 68 sunglasses 25%

19 cars 69 the game of football
20%
20 spectacles 70 sliced bread
21 mobile phones 71 sofa 15%
22 toilet paper 72 razor blades
10%
23 Hoover 73 screwdriver
74 motorways 5%
24 trains
25 Google 75 head/ear phones 0%
26 microwave 76 towels Yes, I am Yes, I am NO, l am No, I am
quite likely very likely unlikely very unlikely
27 email 77 push-up bra
to set up to set up to set up to set up
28 the pen 78 binoculars my own my own my own my own
29 hot water 79 WD40 business business business business

30 shoe 80 mascara
31 compass 81 hairdryer
32 Ibuprofen 82 Facebook
33 toothbrush 83 escalator Drivers for business start-ups
34 hair straighteners 84 hair dye
35 laptops 85 wellington boots Want to be
a millionaire
36 knife and fork 86 spellcheck
37 scissors 87 calendars
Non-
38 paper 88 cheese grater conformi st
39 space travel 89 buses
40 kettle 90 Post-it notes Very
ambitious
41 calculator 91 gloves
42 bed 92 satellite discs
Own
43 remote control 93 pedestrian crossing boss
44 roof 94 baby's dummy
45 air conditioning 95 curtains Being in
46 SATNAV 96 bottle opener control

47 Wi-Fi 97 food blender ,

20 40 60 80
0
48 cats-eyes 98 dustpan and brush
49 matches 99 desks
50 power steering 100 clothes peg

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 Unit 1 I'd never wa nt to ... (phrase) lard 'neva wont t<l . . ./
Pages 4-13 increase (n + v) / m 'kri:s/
about the same level (phrase) / a 'baut oa serm 'Ievl! kick off (n) / klk o f!
ankle (n) !'rel)bl! limb (n) / hm/
bang [ba ll into net] (phrase) / brel) [bJ:I 'm ta net] / lower back (n) !'Iau<l brek/
belly button (n) !'b eli 'bAtn/ mark (v) / ma:k/
blow the whist le (phrase) / blau oa 'wrsl! match (n) / mretS/
brave (adj) / brerv/ net (n) / net/
calf [ca lves] (n) / ka:f [ka:vz] / noticeable (adj ) !'nautasabl!
catch up (phr v) / kretS Ap/ noticeably (adv) !'nautrs<lbli /
change (n ) / tSemd 3/ one- ni l down (phrase) /wAn-nrl daun/
chest (n) !tSest/ opponent (n) / a 'p<lun<lnt/
chin (n) / tSm/ pace (n) / pels/
cl imb (n + v) / klarm / pa lm (n) / pa:m/
court (n) / kJ:t/ pass (v) / pa:s/
dangerous (adj) !'demd3ar<ls/ peak (v) / pi:k/
deadlock (n ) !'dedlok/ pena lt y (n) !'penltil
decrease (n + v) / dr 'kri:s/ pitch (n) / pltS/
dip (n) / drp/ plummet (v) !'pIAmlt/
dramatic (adj) / dd mretrk/ plunge (v) / p IAnd 3/
dramatically (adv) / -liI points (n) / p:>mts/
draw (n) / dr:>:/ rea lly does n't [appeal] to me
dribb le (v) !'dnbl! (phrase) !'n<lli 'dAZ<lnt [<l 'pi:ll t<l mil
drop (n) / drop/ referee (n) / ,refa 'ri:/
elbow (n ) !'elbau/ remain stable (phrase) / n'mem 'sterbl!
erratic (adj ) / r'rretrk/ ricochet (v) !'nbSel/
exciting (adj) / Ik'saltII) / rise (v) / ralz/
extreme (adj) / Ik'stri:m/ risky (adj) !'nskil
fa ll (n + v) / b :l! score (n + v) / skJ:/
final score (phrase) !'faml skJ:/ sets (n ) /sets/
flat (adj) / fl ret/ sharp (adj ) / Sa:p/
fl uctuate (v) !'flAktSuelt/ sharp ly (adv) !'Sa:pli/
fluctuati on in (phrase) /, flAktSu 'eISn m/ shin (n) / Sm/
foolhardy (adj) !'fu:lha:dil shoulder (n) !'Saulda/
goal (n) /gaul! significant (adj) / slg 'mflkan t/
goal-keeper (n) / gaul 'ki:pa/ slight (a dj ) / slart/
gradual (adj ) !'grred3ual! slightly (adv) !'slaltli/
gradua ll y (adv) !'grred3 U <llil sma ll (adj) / sm:>:l!
hazardous (adv) !,h rezadas/ soar (v) / s:>:/
hee l (n) / hi:l! spine (n) / spam/
hip (n) / hrp/ steadily (adv) !'stedalil
I [doubt] if I'd enjoy .. . steady (adj) !'stedil
(phrase) / ar [daut] If ard m 'd3:>1 . . ./ team (n) / ti:m /
I find ... really exhilarating the ball hit th e post (phras e) l oa b:>:1 hrt oa paust/
(phrase) jar famd ... 'n<lli Ig'zrl<lreltlI) / t high (n) / Bar/
I love the feeling of ... / thrilling (adj ) !'BrrllI)/
(phrase) / ar IAV O<l 'fi:hI) <lV .. ./ thri ll-seeker (n) !'Bnl ,si:ka/
I often wish I cou ld .. . thumb (n) / BAm/
(phrase) j ar 'ofan WIS al kad .. ./ thump [ball into net] (phrase) / BAmp [b:>:I 'mta net]!
I prefer to . .. rather tha n . .. torso (n) !'t:>:S<lu/
(phrase) / al pn'f3: ta ... 'ra:oa oan .. ./ t wo- nil (phrase) / tu:-ml!
I quite [fancy] t he idea of .. . waist (n) / welst/
(phrase) / ar kwalt ['frentsi] O<l ar 'dla av .. ./
wrist (n) / n st/
I sometimes like to .. .
you would never catch
(phrase) jar 'sAmtalmz lalk ta .. ./
me .. . (phrase) / ja wud '!!eva kretS mi . . ./

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Unit 2
Pages 14-21
accommodation (n)
'"
bail [him/her] out (p hr v)
celebrate reach ing
adulthood (phrase)
ceremony (n)
change a plug (p hrase)
change the washer in a tap
(phrase)
come of age (phrase)
domestic task (n)
dust the surfaces (phrase)
festival (n) !' festdvdl!
financially independent (adj) / faI 'n<entSdli ,mdd'penddnt!
get into debt (phrase)
he doesn't lift a finger
(phrase)
housemate (n)
I can't help thinking
that ... (phrase)
I can't help wondering if ...
(phrase)
I get the impression that .. .
(phrase)
I hate to say it, but .. .
(phrase)
It looks to me as if ...
(phrase)
layabout (n)
laze around (phrase)
make a speech (phrase)
make it a night to remember
(phrase) /rneIk It d naIt td n'rnernbd/
over the moon (phrase) !'dUVd 6d rnu:n/
over-indulged (adj) !'dUVd m'dAld3/
/ d,kornd 'deIS;m/ over-protective (adj) /dUVd pfd'tektIv/
put a piece of flat-pack
/ beIl [hIm/h3:r] aut!
furniture together (phrase) / put d pi:s dV 'fl<et p<ek 'f3:mtSd
!'seldbreIt 'ri:tSII) '<edAlthud/ td'ge6d/
!'serdrndni! put up a picture (phrase) / put Ap d 'pIktSd/
/ tSemd3 d plAg/ redecorate a room (phrase) / ri: 'dekdreIt d ru:rn/
remove a stain (phrase) /n'rnu:v d stem/
/ tSemd3 6d 'WOSd m d t<ep/ resentful (adj) / n'zentfl/
/ kArn dV eId3/ run round after [somebody]
/ dd'rnestIk ta:sk/ (phrase) I rAn d'raund 'a:ftd ['sAmbddil/
/dASt Od 's3:fISIS/ sew on a button (phrase) /SdU on d 'bAtn/
spend a small fortune
(phrase) / spend d srn::>:! 'b:tSdn/
sponge off (phr v) /SPAild3 of!
/ get 'mtd det!
stand on his/ her own two
/hi 'dAzdnt lift d 'fII)gd/ feet (ph rase) / st<end on hIz/ h3:r dun tu: fj:t!
supportive (adj) /Sd'PJ:tIV /
!'hausrnelt!
take [somebody] seriously
/ aI ka:nt help '8II)kII) o<et . . ./ (phrase) / teIk ['sArnbddi] 'sIdridsli/
take advantage of (phrase) / teIk dd 'va:ntId3 dV/
/aI ka:nt help 'wAnddr If .. ./ take out the rubbish (phrase) / teIk aut 6d 'rAbIS/
throw a party (phrase) / 8rdu d 'pa:ti!
/ aI get Od Irn'preSdn o<et .. ./ traditional dress (phrase) / tfd'dISdn(d)1 dres/
unblock the u-bend (phrase) / An 'blok 6d ju:bend/
/ aI heIt td seI It bdt .. ./ vacuum the floor (phrase) !'V<ekjudrn Od flJ:/
venue (n) !'venju:/
/It luks td rni dZ If . . ./ wait on [somebody] hand
!'leIdbaut! and foot (phrase) / weIt on ['sAmbddi] h<end dnd fut!
/ leIZ d'raund/ wrap [somebody] in cotton
/ rneIk d spi:tS/ wool (phrase) / r<ep ['sAmbddi] m 'kotn wul!
you might consider . . .
(phrase) /ju rnaIt kdn'sIdd . . ./
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 Unit 3 in the morning (p hrase) I m Od 'm::>:nIl)l
Pages 24-33 indigo (adj) !'mdlgdul
abroad (n) I d'br::>:dl insist (v) I m 'slst/
add (v) l cedl jade (adj) I d 3 eld l
agree (v) Id'gri:1 la ugh (v) Ila:f!
answer (v) !'a:nsdl magenta (adj) Imd'd3entdl
apprehensive (adj) I, cepn'henslv I maroon (adj) Imd'ru:nl
argue (v) !, a:gju:1 mauve (adj) I mduvl
astronom ica l (adj) l, cestrd'nomlk1/ mutter (v) !,mAtdl
at the end of the day, ... nearby (adj + adv) !'nIdb3l1
(phrase) I dt Od end dV Od del, .. ./ never (adv) !' nevdl
azure (adj) !'ce3d, 'ce3.iUd, 'cezjudl now (adv) I naul
be ripped off (phr v) I bi npt of! off th e beaten track (p hra se) l of Od 'bi:tn trcekl
beg (v) I begl often (adv) !'ofnl
blazing (adj) !'bleIZIIJI over-priced dump (n) !'dUVd pralst dAmpl
bronze (adj) Ibronzl patter (v) !'pcetdl
bustling (adj) !'bAsdlIl)1 plead (v) I pli:dl
call (v) 1k::>:1/ protest (v) I pdtest/
city break (n) !'slti breIkl quickly (adv) !,kWIkli/
claim (v) I kleIml recharge yo ur batteries
cliff (n) I klIf! (phrase) l ,ri:'tSa:d3 jd 'bcetdnzl
complain (v) I kdm'pleml remote (adj) I n'mdut/
conflicting (adj) I kdn 'flIktIIJ I rep ly (v) I n'plaII
copper (adj) !'kOPdl scarlet (adj) !,ska:ldt/
creak (n + v) I kri:kl scream (v) Iskri:ml
crimson (adj) !'knmzdnl shore (n) I S::>:I
crouch (v) I kraut.f! shout (v) I Saut/
crunch (n) I krAnt.f! sigh (v) I s311
dawn (n) I d::>:nl si lver (adj) !'sIlvdl
declare (v) I dI'kledl snort (v) I sn::>:t/
delicate ly (adjv) !,delIkdtlil soon (adv) I su:nl
dread (n) I dredl stammer (v) !' stcemdl
early (adv) !'3:1i/ stum ble upon (ph r v) !'stt.mbl d'ponl
everywhere (adv) !' evriwedl stunning (adj) !'stAnIIJI
exclaim (v) /Ik'skleIml suggest (v) ISd'd3est/
exclusively (adv) IIk'sklu:SIvli/ th e truth is ... (phrase) lad tru:8 IZ .. ./
expedit ion (n) / ,ekspd'dISdnl then (adv) / oenl
explain (v) II k 'spleml there is no way that ...
fade (v) I feId l (phrase) l oed IZ ndU weI ocet .. ./
fast (adj) I fa:st/ thud (v) 18Adl
frost (n) I fro st/ today (adv) I td'deII
gasp (v) I ga:spl tomorrow (adv) I td'mordul
get away from it a ll (p hra se) I get d'wel frdm It ::>:1/ tourist trap (n) !'tudnst trcep/
giggle (v) !'gIg1/ transmit (v) / trcenz'mlt/
glow (n) Igldu/ turquoise (adj) !'t3:kw::>IZ, -kwa:zl
go on (phrv) I gdU onl underground (adv) I ,Andd 'graundl
gold (adj) I gduldl unspoilt (adj) I,An'sp::>Idlt I
haul (v) I h::>:1/ urge (v) 13:d31
heavily (adv) !'hevdli/ user-generated (adj) !'jU:Zd 'd3endreItIdl
here (adv) I hIdl violet (adj) !'vaIdldt/
howl (v) I hau1/ whisper (v) !' wIspdl
I honestly feel .. . (ph rase) 131 'ondstli fi:l . .. 1 you wi ll never convin ce me
I just don't see ... (phrase) l al d3dSt ddunt si: . . ./ that . .. (phrase) I ju wIl 'nevd kdn 'vms mi ocet .. ./
I'm convinced that . ..
(p hra se) laIm kdn'vmst Odt ... 1
if you ask me ... (phrase) /If ju: a:sk mi: ... I

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Unit 4 [have] iittle motivation
Pages 34-41 (phrase) I [hcev] 'IItl,m;mtI'veISnl
at ease with yourself ( phr as~ ) l ;Jt i: z WIG j:J:'self! imaginative (adj) /I'mced3n;JtIv I
back down (phr v) I bcek daunl kind (adj) Ikamdl
baggy (adj) !'bcegi! lace (n) I leIsl
bold (adj) I b;Juldl laid-back (adj) 1,leId 'bcek I
bond (v) I bondl lazy (adj) !'leIzi!
brash (adj) /brceS/ leather (n) !'leG;JI
brimming w ith confidence messy (adj) !'m esi!
(phrase) !'bnmII] WIG 'konfId;Jnsl miserable (adj) !'mIzr;Jbl!
casual (a dj) !'kce3 U ;Jl! narrow-minded (adj) l,ncer;Ju 'mamdId I
catch on (phr v) Ikce tS onl old-fashioned (adj) 1,;Juld 'fceSnd I
check out (phr v) I tSek aut/ outgoing (adj) l,aut'g;JUII]I
confident (adj) !'konfId;Jnt/ pass over (phr v) I pa:s ';Juv;JI
conscientious (adj) l, konSi'enS;Jsl protective (adj) I pra'tektIvl
cough up (phr v) I kof Apl put off (ph r v) I put of!
creative (adj) I kri 'eItIv I put on [weight] (phr v) I put on [weIt] 1
designer (adj) l dI'zam;JI quirky (adj) !'kW3:ki!
egg on (phr v) l eg onl scruffy (adj) !'skrAfil
end up (phr v) l end Apl self-centred (a dj) I self 'sent;Jdl
extrovert (adj) !,ekstrav3:t/ selfish (adj) !' selflSI
fashionable (adj) !'fceSn;Jbl! shiny (adj) !'Sami!
frumpy (adj) !'frAmpi! shop around (phr v) I Sop ;J'raundl
generous (adj) !' d3emr;JsI show off (phr v) I S;JU of!
getting on (phr v) !'getII] onl skimpy (adj) !'skImpi!
give in (phr v) I glv ml skinny (adj) !'skmi!
gloomy (adj) !'glu:mi! suede (n) I sweldl
go off (phr v) I g;JU of! take on (phr v) I telk onl
go up (phr v) I g;JU Apl think [it] over (phr v) 1611]k [It] ';Juv;JI
grandiose (adj) !'grcendi;Juzl tight-fitting (adj) I, tmt 'fltII] I
grow out of (phr v) I gr;Ju aut ;Jvl trait (n) I trel, trelt/
hang on (phr v) I hcel] onl unselfish (adj) I An 'selflS/
hardworking (adj) I ha:d'w3:kll]l velvet (n) !,velvIt/
[have] high self-esteem vintage (adj) !'vmtld31
(phrase) I [hcev] hal ,selfl'sti:ml weird (adj) I WI ;Jdl

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 Word List
Unit 5
Pages 44-53
a good example of this
is .. . (phrase)
agricultural produce (n)
as recently as (phrase)
barrel (n)
bio-fuel (n)
by way of illustration (phrase) / baI weI ClV ,IiCl'streISn/
carbon credits (n)
carbon dioxide (n)
carbon footprint (n)
child labour (n)
climate change (n)
conflict (n)
crime (n)
cu rrently (adv)
deforestation (n)
destruction of the natural
world (phrase)
eco-friendly (adj)
endangered species (n)
environmentalist (n)
ethically (adv)
extinction (n)
factory farming (n)
fertile land (n)
for example (phrase)
for instance (phrase)
fossil fuel (n)
freedom of speech (n)
global warming (n)
GM food (n)
greenhouse gas (n)
hybrid car (n)
140
in recent times (phrase) / m 'ri:sClnt talmz/
in the nearfuture (phrase) / m Ocl mCl 'fjU:tSCl/
inflation (n) / m 'fleISn/
/eI gud Ig'za:mpl ClV OIS IZ .. ./ ... is a case in point (phrase) / ... IZ eI keIs In pJmt/
/,;:egn'kAltSrCll pddju:s/ landfill (n) !'1;:endfIi/
/ClZ 'ri:sClntli ClZ/ launch (v) /b:ntS/
!'b;:erClI! like (prep + v) /laIk/
!'baIClu 'fjU:ClI! livestock (n) !'lalvstok/
natural gas reserves (n) !'n;:etSrCll g;:es n'Z3:VZ/
!'ka:bCln 'kredlts/ natural resources (n) !'n;:etSrCll n'ZJ:sIZ/
!'ka:bCln daI'oksaId/ new initiative (n) / nju: I'mSCltIV/
!'ka:bCln 'fut'pnnt/ not long ago (adv) / not 101) Cl'gClU/
/ tSaIid 'lelbCl/ nowadays (adv) !'nauCldelz/
!'klalmClt tSemd3/ offset (v) !'ofset, ,o['set/
!'konfllkt/ offshore (adv) / ,o['SJ:/
/kraIm/ over the last few years
!'kArCln tli/ (phrase) !'ClUVcl Ocl la:st fju: jIClZ/
/ di:,fon'steISn/ over-population (n) !'ClUVcl ,popjCl'leISn/
ozone layer (n) !'ClUZClun ,leICl/
/ dI 'strAkSCln ClV Ocl 'n;:etSrCll w3:1d/ poverty (n) !'POVClti/
!'i:kClU ,frendli/ prior to (adj) !'praICl tCl/
/ m'demd3Cld 'spi:Si:z/ protect the environment
/ m ,valrCln'mentlIst/ (phrase) / prCl 'tekt Ocl m'varrClnmClnt/
!'e9Ikli/ reduce emissions (phrase) /n'dju:s i'mISClnz/
/Ik'stIl)kSn/ renewable energy source (n) /n'nju:Clbl 'enCld3i SJ:s/
!'f;:ektri 'fa:mII)/ reverse the effects (phrase) /n'V3:S Ocl Cl'fekts/
!'f3:taIi l;:end/ solar panel (n) !'sClulCl 'p;:enl!
/ fCl Ig'za:mpl! sola r power (n) !'sClulCl 'pauCl/
/ fCl 'mstClns/ such as / SAtS clZ/
!'fosCll 'fjU:ClI! sweatshop (n) !'swet-Sop/
!'fri:dClm ClV spi:tS/ take, for example, (phrase) / telk fCl Ig'za:mpl /
!,glClubl 'WJ:mII)/ to illustrate this point
/, d3i: 'em fu:d/ (phrase) / tCl 'IlClstrelt OIS pJmt/
!,gri:nhaus g;:es/ vaccination (n) / ,v;:ekSI'neISn/
!'halbnd ka:/ vegan (n) !'vi:gCln/
wave power (n) /weIV 'pauCl/
frenglish.ru
Unit 6 ma kes your mouth water
Pages 54-61 (phrase) / melks j;:) mau8 'w::>:t;:)/
aroma (n) ,.. / ;:),r;:)um;:)/ marrow (n) !'meer;:)u/
aubergine (n) !';:)ub;:)3i:n/ nauseating (adj) !'n::>:zieltII], -si-/
avocado (n) /,eev;:)'ka:d;:)u/ nutmeg (n) !'nAtmeg/
be after (ph r v) / bi 'a:ft;:)/ nutritiona l value (n) / nju:'tnSn;:)l 'veelju:/
bean (n) / bi:n/ on the old side (phrase) / on 0;:) ;:)uld saId/
bitter (adj) !,blt;:)/ papaya (n) / p;:)'paI;:)/
blood pressure (n) / blAd 'preS;:)/ peanut (n) !'pi:nAt/
calcium (n) !'keelsi;:)m/ pepper (n) !'pep;:)/
calorie (n) !'keel;:)ri! picky (adj) !'plki!
cashew (n) !'keeSu:, kd'Su:/ pineapple (n) !,pameepl!
cassava (n) /k;:) 'sa:v;:)/ portion (n) !'p::>:S;:)n/
chilli pepper (n) !' tSIli 'pep;:)/ pulses (n) !'pAlsIZ/
cholesterol (n) / k;:) 'lest;:)ml! pumpkin (n) !'pAmpkm/
cinnamon (n) !'sm;:)m;:)n/ recommended intake (n) / ,rek;:)'mendld 'mtelk/
clove (n) / kl;:)uv/ saturated fat (n) !'seetS;:)reltld feet/
commodity (n) / k;:)'mod;:)ti! since time immemorial
(phrase) I sms talm ,Im;:)'m::>:ri;:)l!
consume (v) / k;:)n 'sju:m/
slimy (adj) !,slalmi!
crewman (n) !,kru:m;:)n/
sodium chloride (n) !'s;:)udi;:)m 'kb:raId/
dairy product (n) !'de;:)ri 'pmdAkt/
squash (n) / skwoS/
deficient (adj) / dI'fIS;:)nt/
strong likes and dislikes
disgusting (adj) /dIS'gAStII], dIZ-/
(phrase) /stmI] laIks ;:)nd dI'slalks/
distinctly (adv) / dI'StII]ktli!
sugary (adj) !'Sug;:)ri!
drastically (adv) !' dreestlkli!
sunflower seed (n) !'sAn,flau;:) si:d/
fatty (adj) !'feeti!
sweet potato (n) / swi:t p;:)'telt;:)u/
fibre (n) !'faIb;:)/
taste bud (n) / teIst bAd/
foresee (v) / f::>: 'si:/
tasty (adj) !'teIsti!
ginger (n) !'d3md3;:)/
tempting (adj) !,temptII]/
guava (n) !'gwa:v;:)/
tomato (n) / t;:)'ma:t;:)u/
harvest (v) !'ha:vIst/
tuck into (phr v) / tAk'mt;:)/
heart disease (n) / ha:t dI 'zi:z/
turmeric (n) !'t3:m;:)nk/
high in protein (phrase) /haI m 'pr;:)uti:n/
turn your stomach (phrase) /t3:n j;:) 'stAm;:)k/
incorporate (v) / m'k::>:p;:)relt/
unsaturated fat (n) / An 'seetS;:)reItId feet/
junk food (n) / d3AI]k fu:d/
vitamin (n) !'vIt;:)mm, 'VaI-/
lucrative (adj) !'lu:kr;:)tlv/
wheat (n) / wi:t/
mace (n) / meIs/
who lemea l bread (n) !'h;:)ulmi:l bred/
maize (n) / melz/
yam (n) / jeem/

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 Word List
Unit 7 indiscriminate (adj) / ,mdl'sknm<ln<lt/
Pages 64-73 intrepid (adj) / m 'trepld/
add (v) / ced/ intr iguing (adj) / m 'tri:gll)/
after that (adv) I' a:ft<l ocet/ meanwhile (adv) I'mi:nwaIl/
as soon as (adv) /<lZ su:n <lz/ next (adv) /nekst/
blade (n) / bleld/ notorio us (adj) / n<lu 't::J:ri<lS, n<l-/
chain (n) /tSem/ octogenarian (n) /, okt<lud3<l'ne<lri<ln,
cog (n) / kog/ ,okt<lud3I 'ne<lri<ln, -t<l-/
contaminati on (n) / k<ln ,tceml 'neISn/ odd (adj) / od/
con t roversy (n) I'kontr<lV3:si, k<ln 'trov<lsi/ once (adv) / WAIls/
deterrent (n) / dl 'ter<lnt/ outcry (n) I'autkral/
devastat ing (adj) I'deV<lsteltII)/ peel (v) / pi:1!
device (n) / dl 'vaIs/ press (v) / pres/
disperse (v) /dI'SP3:S/ prong (n) / prol) /
drain (v) / drem/ radioactive (adj) /,reldi<lu'cektlv/
drum (n) / drAm/ reckless (adj) I' rekl<ls/
eccentric (adj) / Ik'sentnk/ resourcefu lness (n) / ri'z::J:sf<lln<ls/
egotistica l (adj) / ,i:g<lu't 'lstlkl, ,i:g<lu'tlstlkl, ,eg-/ roller (n) I'r<lul<l/
enthusiasti c (adj) / m ,8ju:zi'cesuk/ sea l (v) / si:l/
envelope (n) l'env<ll<lup/ self-confident (adj) / self 'konfld<lnt/
event ua lly (adv) /I'ventSu<lli, -tS<lIi/ shake (v) / Selk/
famous (adj) I'felm<ls/ squeeze (v) / skwi:z/
fanatical (adj) / f<l 'ncetlkl! stick (v) / stlk/
finally (adv) I'fam<lli/ stimulate (v) I'stlmj<llelt/
first (adv) /f3:St/ tedious (adj) I'ti:di<ls/
gadget (n) I'g ced 31t/ then (adv) /oen/
hand le (n) I'h cendl! turn (v) / t3:n/
high-pitched (adj) / ,haI 'PltSt /

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Unit 8 markedly different (adj) !,ma:kldli ' dlfr~nt/
Pages 74-81 market (n + v) !,ma:klt/
advertising campaign (n) .. !' lEdv~ taIZII) klEm 'pem/ medication (n) /, m edI 'keISn/
appreciation (n) /~ ,pri:Si'eISn/ misunderstand (v) /, mIsAnd~ ' stlEnd/
billboard (n) !'bIlb:>:d/ offend (v) /~ ' fend/

brand name (n ) / brlEnd nelm/ offensive (adj) /~' fenslv/

broaden (v) !'br:>:dn/ outsider (n) /au t ' sald~/
challenge (v) !'tSlEl;md3/ packaging (n ) !'PlEkld3II)/
client (n ) !' klaI~nt/ polar opposites (n) !, p~ul~ ' Dp~ZItS/
communicate with them in potential (adj ) /p ~ ' tenSI!
their own language (phrase) /k~ ' mju:llIkelt WIO o~m m o e~ ~ un product (n) !'prodAkt/
'11E1)gW1d3/ promote (v) /pdm~ut/
community (n) /k~ ' mju:n~ti/ put across [a message]
completely different from/ (phr v) / put ~ ' kros [~ 'mesld3J /
to/than (adj) !k~m ' pli:tli 'dlfr~nt from/ tu:/ olEn/ radically different (adj) / rlEdlkli ' dlfr~nt/
country of birth (n) !'kAntri ~v b3:8/ refreshingly different (adj) / n' freSIl)li ' dlfr~nt/
custom (n) !' kAs t~ m/ seek out (v ) / si:k aut/
dialect (n) !'dalalekt/ sense of connection (n) / sens ~v k~ ' nekS~n/
differ wildly (v) !' dlf~ 'waIldli/ significantly different (adj) /SIg ' llIflk~ntli ' dlfr~n t/
different cultures (n) !,dlfrant 'kAltS~z/ slightly different (adj ) !'slaltli ' dlfr~nt/
expat (n ) /, eks'plEt/ slogan (n) !, sl ~ug~n/
extended family (n) / Ik'stendld 'flEmli/ subtly different (adj) !, SAt~l) ' dlfr~nt/
foolproof (adj) !'fu:lpru:f! television commercial (n) !' tel~, vI3~n k;:im3:SI!
fully accepted (adj) !,fuli ~k'septld/ the exact opposite (n) /o~ Ig'zlEkt ' DP~ZIt/
fundamentally similar (adj) / , fAnd ~ 'ment~li ' sIm~I~/ there is a world of difference
have a lot in common between (phrase) /oe~ IZ ~ w3:ld ~v ' dlfr~ns bI'twi:n/
(phrase) / hlEV ~ lDt m ' kDm~n/ tradition (n) / td dISn/
insulting (adj) / m 'sAltII) / transient lifestyle (n ) !' trlEnz i~nt 'laIfstaIl/
language (n) !'llEl)gW1d3/ vegetate (v) !' ve d 3~ tel t, 'ved3Itelt/
live overseas (phr) / lIv ,~ uv~ ' s i:z/ worlds apart (phrase) / w3:ldz ~ ' pa: t/
manufacturer (n) /, m lEnju ' flEktS~r~/

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 Unit 9 tuition fees (n) / tju 'ISn fi:z/
Pages 84-93 un co nventional (adj) /, Ankan'venSn(a)l!
address (v) / a'dres/ urgent (adj) 1'3:d3(a)nt/
appalling (adj) / a'PJ:lI!) / vocational course (n) / vau 'kelSnal b:s/
apprenticeship (n) /a 'prentasSlp/ vocational qualification (n) /vau 'keISnal,kwolIfl'keISn/
blended learning (n) I'blendld 'b:llI!)/
campa ign (n) / krem 'pem/ Unit 10
catastrophe (n) / ka 'trestrafi/ Pages 94-101
citizenship (n) I'SltlznSlp/ ambitious (adj) / rem'bISas/
come up with solutions antisocial hours (n) /, rentl'sauSI 'au_az/
(phrase) / M m Ap WIO sa'lu:Snz/ budd ing (adj) I'bAdl!)/
confront (v) / kdn 'frAllt/ candidate (n) I'krendl,delt/
context (n) I' kontekst/ capacity (n) / ka'presati/
counsellor (n) I'kauns(a)la/ capacity to think of new
dea l with (phr v) /di:l WH:l! ideas (phrase) /ka 'presati ta 81!)k av nju: aI'dlaz/
disruptive (adj) /dls'rAptlv / career advancement (n) /ka 'na ad 'va:nsmant/
empath y (n) l'empa8i/ concept (n) I'konsept/
exacerbate the problem cond itioned (adj) / kan'dISnd/
(phrase) /Ig'zresabelt aa 'problam/ confident about using
face -to-face (adj) / ,fels ta 'fels/ techno logy (phrase) I' konfldant a'baut 'ju:zI!)
forens ic science (n) / fa'renslk 'salans/ tek 'nolad3i/
further education (n) 1'f3:aa ,edju'kelSn/ constrained (adj) / kan 'stremd/
g ra duate (n) I'grred3uat/ dependable (adj) / dl 'pendabl!
has been underestimated dyslexia (n) / dIs 'leksia/
(phrase) /haz bi:n ,Andar'estlmeltld/ engrossed (adj) /m'graust/
high profile (adj) / hal 'praufaIl/ expenses (n) /Ik'spensIz/
highe r education (n) I'haIa ,edju'kelSn/ facilitate (v) /fa 'sIlIteIt/
issue (n) I' ISU:, 'Isju:/ fring e benefit (n) / fnnd3 'benafIt/
let [somebody] down (phr v) / let ['sAillbadi daunJl full y-fl edged (adj) / ,fuli 'fled 3 d /
lite racy (n) I'lItrasi/ generation (n) /, d3ena'reISn/
ma ke th e problem worse get off to a good start
(p hrase) / melk aa 'problam W3:S/ (p hrase) / get of ta a gud sta:t/
Master's degree (n) I' ma:staz dl 'gri:/ guts and gumption (phra se) / gAtS and 'gAmpSn/
meditation (n) /,medl 'teISn/ hand down (phr v) I' hrend daun/
minor (adj) I'mama/ heavy workload (n) I'hevi 'w3:klaud/
module (n) I'modju:l! initiative (n) 1I'1lISatlv/
numeracy (n) I'nju:mrasi/ internship (n) I'mt3:nSIp/
perhaps the best solution irreg ular hours (n) II'regjula 'au_az/
is to ... (p hrase) / pa'hreps aa best sa'lu:Sn IZ ta .. ./ launch (v) / b:ntSJ
plag iarism (n) I'pleId3a,nz(a)m/ motivate (v) I' mautIvelt/
post-grad uate (n) / paust 'grred3uat/ mundane task (n) / mAn'dem ta:sk/
pote nt ial (n) / pa'tenSl! naivety (n) / nal'i:vati/
praye r (n) / prea/ natural business spark (n) I' nretSral 'bIZlldS spa:k/
pressi ng (adj) I' preSI!)/ networ king opportunity (n) I' netw3:kl!) ,opa'tju:nati/
prioritisation (n) / praI,ontaI'zeISn/ non -conformist (n) /non kan 'b:mIst/
prob lem (n) I'problam/ on the job training (n) /on aa d30b 'tremI!)/
remortgage (v) / ,ri: 'mJ:gld3/ optimism (n) I'optl,mlzam/
reso lve the problem (phrase) / n'zolv aa 'problam/ perk (n) / p3:k/
sixt h form (n) I'sIks8 hm/ pressure (n) I'preSa/
supernatura l (adj) /,su:pa'nretSral! proactive (adj) / prau'rektIv /
tackle (v) I' trekl! recipe (n) I'resapi/
take a degree (phrase) / telk a dl'gri:/ sector (n) I'sekta/
tearaway (n) I' tearawel/ set up a bu siness (phrase) / set Ap a 'blznas/
th e a nswe r to the problem stress (n) / stres/
[lies in] .. . (phrase) /aa 'a:nsa td aa 'problam [laIZ m] .. ./ supervision (n) /,su:pa' vI3n/
the extent of this problem take a ri sk (phrase) I'teIk a nSk/
is ... (phrase) /aa Ik'stent av als 'problam IZ .. ./ think outside the box
there are also ways to ... (p hrase) / 81!)k aut'saId aa boks/
(phrase) / aea a 'J :lsau welz ta .. ./ willing to give [something]
trivial (adj) I' tnvial! a shot (phrase) I'wIlI!) ta glv ['sAm81!)] a Sot/
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real life
A flexible new English course

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