www.avasshop.

ir

‫س‬‫زﺑﺎﻧﮑﺪه اَو‬

www.avasshop.ir
www.avasshop.ir
Contents
L e a r n i nO
gb j e c t i v e
f osr 2 A a n d2 8 . . . , ."......, iu
T o t h eT e a c h e r .....viii
Components .......ix
A b o u tt h eA u t h o r s .......... xi

UNIT1 Dreamsand Coals. .2

UNIT2 Characterand Responsibility. . . 14
UNIT3 Fears,Hardships,
and Heroism 26
UNIT4 CettingAlong with Others. 38
UNIT5 Humor 50
R e f e r e n c e C h a. .r.t.s. .

Grammar
Booster
.
Pronunciation
Booster :.......143
Test-Taking
SkillsBooster

WORKBOOK
UNIT1 D r e a masn d C o a l i . ....... Wl
U N I T2 CharacterandResponsibility... .........11U14
UNIT3 F e a r sH,a r d s h i pasn, dH e r o i s m ....W26
Unr'+ CettingAlon
wgi t hO t h e r s . ......W37
UNIT5 Humor. ........W50
LEARNING
OBJECTIVES

*T:t:li::
Ask about someone'sbackground . Jobapplicat'ons . Simultaneous pastactions:review
andsequential
careerandstudyplans
Discuss . Collocations
for careerandstudy andexpansion
Compare yourdreamsandgoalsin prans . Completed anduncompletedpastaclionsclosely
life . Describing
dreamsandgoals relatedto the dresent
job qualiiications
Describe
Dreamsand E@
lTl,illlil;.*unou*uno*ro,.
' pastactionsandeventsirevi€w
qualifications Describing
Goals . Stativeverbs:non-action
andactionmeaninss
PAGE
2

Describ€ of lying
the consequences Taki.|g
or avoading
responsibillty Adiective
clauses:
reviewanderpansion
l ulI regretandtake Philanthropic
work "Comment" clauses
E Express
ES- responsibility
gxplorewherevaluescomefrom
Discusshowbesito helpothers
@
.
I Adjective
clauses: overvaew
. Grammarfor Writing:adjective
clauses
with
Character quantifiers
and . Grammar for Wri$ng:reduced adjective
clauses
Responsibi
lity
PAGE
14

E\press
frustration,
empathy, and . Expressing
frustration,
er!pathy, . Clauseswithno matter
encouragement andencosragement . tjsingsg... Gha!)ors!c[... (t]1a0
to explaif
howfearaffectsyou
Describe . Physical
effectsof fear reso|!s
physically
WordSiudy:
Discuss
overcoming handicaps and . usingpartsof speech
hardships . Embeddedquestions:
reviewandcommonerrors
Fears, E\aninethe natureof heroism . Noncountnounsmadecountable
Hardships, . Nounsusedin bothcountable
a.nduncountable
and sense
Heroism
PAGE
26

Discuss
howto overcome . Shortcomings . Adverbclauses
of co.dition
shortcomjngs . Expressing
andcontrolling
anger . Cleftsentences:
reviewandexpansion
Acknowledgeinaonsiderate
behavior
howyouhaodleanger
Explain
@
. for Writiogr and
Grammar moreconjunctions
the qualities
Explore ol friendship transitions
Getting . Cleftsentences:
moreon meaning anduse
Alongwith
0thels
PAGE
38

Discuss
the healthbenefits
ot Waysto respond io jokesand . Indirect
speechr backshifts
intense
andtime
l''il lauehter otherfunnythings exprcssrons
Respondto somethingfunny Common typesof jokes . Questionsinindirect
speech
whatmakesuslaugh
Analyze jokes
Practicai
E Explore
the limitsof humor
. lmperatives in indirectspeech
Humor . Changes to pronouns andpossessives
PAGE
50 . &y, tell, andas&
. Otherreporting verbs
CONVERSATION
STRATEGIES I.ISTENING/PRONUNCIATION
READING WRITING
. UseThanks for askineto express ListeningSkills: Texts: Task:
appreciatiOn forsomeone's interest. . Listento activatevocabulary . A n a p p l i c a t i ofno r e m p l o y m e n t . Writea traditional
cover
. UseCorfectmeif I'm wrons,bql: to . Listenfor mainldeas . An article aboutt\to famous people letterlo anemployer
tentativelyassertwhatyoubelieve aboui . Listento confirmconlent . An atlcle aboutgood and bad ski :
sonleone ot sometntng. . Listenfor supporting i n t e r v i e wb e h a v i o f . A formalcoverletter
. SayI'veelvenit somethought details
and. . to . Listento infer . A job advertisement
introduce a thoughtful opinlon.
. lnformallyaskfor diectionsbysaying
Sieermeln the rightdiection. Skills / strategies:
. SayAsamattergf.fullio presenta . Sentence
stressandintonation: . Understandidiomsand expressions
re evanttact. . Confirm information
. offerassistance withI'd be morethan . APPIYideas
happy to.
. SayI reallvaooreciate it to express
gratitude.

. Admlihavingmadea mistakeby ListeringSkills: Task:

apologizingwithI'm reallysorry,bUL: . Lislento inferinformation . A surveyabolt taking or aloiding . Wriiea col{ege
application
. Confirmthatsomeone agreesto anoffer . Lisiento supportan opinion responsibility
withif thats 0K. . Listenfor mainideas . Af ariicle about lying
skilr:
. Us€That'sreallvnotnecessarv to politey . Listento classiiy . A iextbook article aboul the . Restrictive
andnon-
tLrrndownan offer. . Listento confirficontent developmentof values restrictiveadjective
. Takeresponsibility
for a mistakeby . Listenfor pointof view
. Dictionaryentries clauses
saying Please acceotmvaoologv, . S h o r tb i o g r a p h i e s
. Llstento summafrze
. Listento drawconclusions Skills / strategies:
. U n d e r s t a nidd i o m sa n de x p r e s s i o n s
. Relateto personalexperierce
. Classiiy!ocabLlaryusingcontexi
. Enphaticstressandpitchto
. Crlticalthlnking

. Ask ls somethne wrone?to expr€ss ListeningSkills:

concernaboutsomeone'sstate ot m nd. . Listento predict . A selftestabouthowtearful . Writea shortreportabout
. Ask What s goins on?to show interestin . Listento aciivatepartsof speech y0uare orfrightening
a dangerols
t h e d e t a i l so f s o m e o n es p r o b l e m . . Listenfor deiails . inierviewresponses abouthowfear
. Beginan explanationlvith llbll, basicallv . Listento retella story afiectspeoplephysically ski :
to characlerizea problem in few \,vords. . Anadicleaboutillarleel\4atlin . Reducingadverbial
. Listento summarize
. Say Hangin thefe to otfer supportto . Profilesof threeheroes clauses
someonefacing a dif{iculty.
. SayAn!4imeto acknowledgesomeone's E@
. Vowelreduction
to /a/
Skills/ strategies:
. Understand idiomsandexpressions
a p p r e c l a t i oann df i i n i m i z ew h a to n eh a s . Understand meaningfromcontext
. Sunrmariz€

. Introducean uncomfortable topicw th ListeningSkills: Texts: Task:

there'ssomething I needto brinquo. . Listento actvategrammar . Profilesabouipeope's . Writea three-paragraph
. SayI didnt realizethatto acknowledge a . Listento sumrnarlzethe mainidea shoftcomings essaypresenting a
complaintaboutyourbehavior. . Listento inferinformation . Descrlptions of dafferent
workshops solutionto a common
. Useldidn'tmeanto ... to apologize . Anarticle onfriendship snoncomtng
ior . Listento drawconclusions
andsummarize someone s complaint. Ski :
. Sayolti€lOltlaly to assuresomeone Skills/ strategies: . Transitionaliopic
. Understand idioms andexpress
ons
thatyoLrdon'tfeelthewaytheythinkyou . Understand
might. . Shiftingemphatic
stress meafngfromcontext
. SayI canseeyouroointto acknowledge . Applyideas
someone s pointof view, . Relate to personalexperence

. Exclaim You'veeotto seethislto urge ListeningSkills: Textsr Task:

someone to lookat something, . Listento activate
vocabulary . A self'testaboutyoursense . Writea taueor imaganary
. Inkoducea statement withSeriouslv to . Listento summarize story
insistsomeone nothesitate to takeyour . Listento takenotes . Anarticleabouithe healthbenefits
skilt:
suggestion, . Listento applyideas of laughter . Writingdialogue
. SayThat'spriceless to stronglypraise . Anarticleaboutthe theories
somernrng,
. Agreeinformally withTqtaty. . Descriptions
of praciicaljokes
. lntonation
of sarcasm
Ski!ls/ strategies:
. lJnderstand idioans
andexpressions
. Criticalthinking
. Classify
 . Describesomecauses of travel
nasses
. Expressgratitudefor a favorwhile
traveling
. Discussstayingsafeonthe lnternet
. Talkaboutlost,stolen,or damaged
Troubles property
While
Traveling
PAGE
62

. Suggest thatsomeone is being . Waysio expressdisbelief . Nouns:indeiinite,

definite,urique,andgenerac
grrllible . Expressions
lYithmi!!l fieaning(reviewandexpansion)
. Examine superstitiors
for . Indirectspeech:
il+ a passive reporting
verb
believability WordStudy:
. Nornandadjective
iorms
. Talkaboutthepowerol suggestion
. Discuss phobias . Articl€usagersummary
MindOver . Definitearticle:additional
uses
Mafter . lvlorenon-count nounswithbotha countableand
PAGE
74 anuncosntable sense
. Grammar for Writingindirectspeechwithpassive
reportingverbs
. Discrssyourtalents
andstrengths . Expressions to describe
talents . Usingauxiliary
d9for emphatic
stress
. SLrggest
waysto boostintelligence andskengths . Thesubiunctive
. belain howyouproduce you.best . Adjectives thatdescribeaspects
of intelligence
. Describe
whatmakessomeone
a . Grammar for Writing:emphatic stress
"genius"
Performing . Intinitives
andgerunds in placeof the sobjunctive
at YourBest
PAGE
86

. Discuss
the feasibility
offutlre . Innovativetechrologies . Thepassive voice:the future,thefutureasseen
technologies . Waysto express
a concernabout fromthe past,andthefutureperfect
. Evaluate
applicaiionsof innovative .'fhe passive.voice
in unrcalconditionalsentences
technologies . Describing
socialand
. Discuss
howto protectourfuture demographictrends
environment . Grammarfor whento usethe passive
Writingr
Whatl-ies . Examinefuturesocialafld voice
Ahead? demographic kends
PAGE
98

. Reactto newsaboutglobalissues . Phrasal

verbsto discuss
issues . Separability phrasal
of transitive verbs
. Describethe impactof foreign andproblems
lmpons
. Discussthe prosandconsof
@
. Phrasal
verbs:expansion
global;zation
. Suggest waysto avoidculture
An snock
Interconnected
World
PAGE
I10
CONVERSATION
STRATEGIES IISTENINGi PRONUNCIATIONREADING WRITING
. A s ka s t r a n g efro r h e l pw i i h I w o n d e ri f ListenirgSkills: Task:
y'.o.U-!..o..uld
do me a favor . Listerto lnfer . A traveltipscontest . Wrteanessay comparing
. Agfeeto otfer assistancewith How caLL . Listento activate
gramnrar . Interview responses
abouitravel andcontrasling
tvvo
lreLol . Listerfor malnideas hasses meansoi transportation
. C o n f i r mw i J l i n g n e si os p e r f o r ma i a v o r . Listento confrm content . Ai articleaboutthedangersof skifl:
w i t h I d b e h a o o vt o . . Lisien publicWiFi . A comparlson
and
to und€rstandrneanrng
{rom
. Iniroducea statementoi relief with !t ! a comrasr
essay
Skills/ strategies:
caadi.uc. . Listenfor details . Understand idlomsandexpressions
. Listento summanze . LJnderstand meaningfromcontext
. Paraphrase
m:rffifr$ffinr+ry?r . Fndsupporting details
. Regular
pastparticipl€endings
. Reductlon
in perfect
nodals
. C a l ls o m e o n e 'ast t e n t i o nt o a n
L i s t e n i n gS k i l l s : Task:
outrageousclaim with e4 yaqbqligyq . listen for detaiLs . A websie abouts!perstitions . Writea lour paragraph
thit . Listenio conlirm conteni . An arlicle abolt ihe placeboand essayonsuperstitions
. Express surprise g1lllibllity . Listenio summarize
ai sonreone's skifl:
with 0i, qoI!-e_grr. . L stento infer . Subject/ verbagreement:
. UseThat'sgotio beto lnderscore Skills / strategies:
a . Understandidiornsand expressions
concusion.
. AddI guessio anopinionon€ sn'1sLrre @ . I n i e rm e a n i n g
. Dra,,!conc uslons
abou1. . L i n k i n gs o u n d s
. Express . Criticalthinking
ertrenleagreement to afothers
opinion
withYoLrcansaythatagain.

. S a yG u e s s\ r h a t ?t o n t r o d u c ee x c i t l n g L i s t e n i n gS k i l l s : T€xts: Task:
. Listentor mai ideas . A q u i zo f e m o i o n a li n t e l l i g e n c e . Wrrtea three-paragraph
. LJse|!adl make uo mv mind between. . Listento inief . A n a r i i ce o n w h e l h e ri n t e l l i g e n c e essayaboutihe
t o s i g n a il n d e c i so n . . Listenior supportingdetarls challengesot staying
. U s eI w o ud n t s a y . . . t o e x p r e s sm o d e s t y . L l s t e nl o d r a wc o n c l u s i o n s . A n a r t i c l eo n s t a y i n go n t a r g e t
or doubt. skilr:
Skills / strategies: . Explaining
. S u p p o ra t s t a l e m e not r p o r n to f v i e w w i i h cause
and
l v e b e e nt o l d l h a t . ffi . U n d e r s t a nidd o m sa n de x p r e s s i o n s
. A p p l yi d e a s
reSuit
. P r o v i d es u p p o f ft o r s o m e o n e 'ds € c r s i o n . Emphatrc
stresswithauxiliary
verbs
. R € l a t et o p e r s o n ael x p € r i e n c e
w i t h I d o n t t h i r k v o uc a ng o w r o n g .

. useEQfo!qtl!!g to introduce
an L i s t e n i n gS k i l l s : Texis: Iask:
importantf rstargument. . Listento aciivatevocabulary . A surveyon future predictions
. SayY[e]lif vouaskme . to otferan . Listento identifypoint of view . An a,licle on how peoplein the five'paragraph
essay
. Listento coniirm content p a s te n v i s i o n etdh e i u t ! r e aboutthefuture
. UseI meanto claritywhalyoutustsaid. . Listento infer information . A n a d i c l eo n w h a ts o m ep e o pe a r e ski :
. SayI seevoL.r
oorntio concedethevalu€ . Listento draw conclusions d o n gt o p r o t e c t h e e n v i r o n m € n t . Thethesisstatemeni
in
ol someoneelses opinlon. . D i c t i o n a reyn t f i e s a lormalessay

rc
. Re?ding
aloud
Skills / strategies:
. U n d e r s t a nidd i o m sa f d e x p f e s s i o n s
. tJnderstandmeaningfroftr context
. D r a wc o n c l u so n s

. Begina statemeniwilh Canyor L i s t e n i n gS k i l l s : Texts:

b e l l e v e . . t o l n t r o d u c es u r p r i s i n g , . Listento aclivatevocabulary . A q u i zo n E n g l i s hi f t o d a ys v v o r l d . Writea four'paragraph
e x c r t i n go,r d i s t u r b r nign f o r m a t i o n . . L i s t e rt o s u m m a r i z e . N e w ss t o r i e sa b o u tg l o b a li s s u e s essayto rebutan
. ljse But on the brisht s de to change . Listento confirm iniormat on opposing viewabout
a n€gativetopic to somethingmore . P e o p l e ' os p i n i o f sa b o u tf o r e i g n globalization
. L i s t e nt o u n d e r s t a nm
d e a n i n gf r o m
posl|ve. lmports ski :
. Begina staiementwith lt iust gqesto . An airicie about the pros and cons . Rebstting anopposing
. Listento dra,,!conc usions
s h o wv o u . . t o e m p h a s i zae p o i n t . o i g l o b a l i z aotn pointof view
. SayWCll that s anotherstory to
acknowiedgea positiveor negative @
.
Skills / rtrategies:
. U n d e r s t a nidd o m sa n de x p r e s s i o n s
c h a n g eo l t o p i c . oftagquestions
Intonation
. Begina statenrentwith Ya!-!lb!k_ . U n d e r s t a nm d e a n i n gf r o m c o n t e x t
to
erpresslnrstrationwith a situation. . l d e n t i f us ! p p o r t i n gi d e a s
. nterpret intormaton in a graph
 1l;..::,i=.Hii.'

WhatisSummit?
Summil is o iwo-level high-iniermediofe to odvonced communicqtiye course fhot develops confidenf,
culturolly fluent Englishspeokers oble to noyigote the sociol. trovel, ond professionol situotions
they will encounler qs fhey use Englishin their lives. Summil cqn follow fie intermediqfe level of ony
communicotive series, including the four-level lop Nolcfi course,

Surnmildeliversimmediqfe,demonsirobleresultsin every closssessionthroughits provenpedogogy

ond systemoiicqnd infensiverecyclingof longuoge.Eochgool- ond ochievement-bosed lessonis tightly
correloiedto the Con-Do Stolementsof the CommonEuropeonFromeworkof Reference{CEFR}. The course
is fully benchmorkedto the clobol Scoleof English{GSE).
Eochlevelof Sumrnilconlqinsmqteriol for 60 to 90 hoursof clossroominstruction, lb full qrroy of odditionol
print ond cligirolcomponentscqn extend instruclion to l20 hoursif desired.Furthermore, fie entireSummil
course con be tqilored to blended leorning with its integroted online component,Myfnglishlob. Summit ofiers
more reqdy-to-usefeocher resourceg ihon ony olher courseovoiloble todoy.
NEwThisthird edifion represenfso mojor revisionof contenfqnd hos q greqtly increosedquontifyof exercises,
bolh
print ond digiiol. Followingore somekey new feotures:
' ConversqlionActivotor Videos to build communicqtive competence
' DiscussionActivofor Videos to increqsequolity ond quontityof expressron
' A Test'TokingSkills Booster(ond Exlro Chollenge Reoding Activities)to help studentssucceed
in the reoding
ond listeningsecfionsof stqndordizedtests
' An Undelslqnd ldioms ond Expressionssectionin eqch unit increosesthe qulhenticity
of studentspokenlonquoqe

Award-Winning
Instructional
Design*
Demonstrobleconfirmqtionof progress
Every lwo-poge lessonhos o cleorly stoied communicoiion
gool ond colminotesin o guided conversoiion,free discussion,
debote, presentotion,role ploy, or proiecl |hot ochievesthe
gool. ldeo froming ond notepodding octivitiesleod studentslo
confidentspokenexpression.
Culturolfluency
Summiloudio Jomiliorizesstudeniswith o wide voriety of
notive ond non-noliveoccenls.Discussion octivitiesreflect the
topics people of diverse culturol bockgroundstolk obout jn
their sociol ond professionollives.
Explicifvocobuloryond grommor
Cleor coptioned illustrotionsond dictionory-stylepresentotions, ovoiding sentence
oll wiih oudio, toke the guessworkout of meoning ond ensure
comprehensiblepronunciotion.Grommsr is embedded in
conlext ond presented explicitly for form, meoning,ond
use.The uniqoe "Recyclethis Longuoge" feoture encouroges
octive use of newly leorned words ond grommor during
communicolionprociice.
ActiYelisteningsyllobus
More thqn 50 listeningtosks ot eoch level of Svmmil develop
criiicol thinking ond cruciol listeningcomprehensionskills
suchos listenfor detoils, moin ideos, confirmot;onof conient,
inference,ond understond meoning from context.
+summit h rhe recipie.t of the A$ociorion
of Educotjo.ol PubtisheE
DislinguGhed Achieyemenr Aword.
Conversotionond DiscussionActivotors
Memoroble conversqtionmodels with oudio provide oppeoling
nolurol sociol longooge ond conversotionstrolegie5essenfiol
for posl-secondoryleorners.RigorousConversotionActivotor
ond Discuts;on Activotor octivitieswith video systemoiicollv
stimulolerecyclingof sociol longuoge, ensuringir is not
forgofien. A unique PronunciofionBoosferprovides lessonsqnd
interoctiveprqclice, with oudio, so sludentscon improve their
spoken exoression.
Systemoticwriting skillsdevelopment
Summif teoches the convenlions of correct English wriiing so
studenlsw!ll be prepored for stondordized tests,ocodemic
siudy,ond professionolcommunicotion,Lessonscover key
writing ond rhetoricolskillssuchos using porollel structureond
frogmenfs,run-on seniences,ond commo
splices.Inlensivework in porogroph ond essoy development
ensuresconfldent ond successful writing.
Reodingskillsond stroiegies
Eo€h unif of Surrlmit builds criricol thinking ond key reoding
skillsond strofegiessuchos porophrosing,drowing conclusions,
expressingond supporting on opinion,ond ocfivdting prior
knowledge. Leornersdevelop onolyticol skillsond increose
fluency while supportingtheir onswersthrough speoking.
We wishyou dnd your studentsenioymentond
successw;th Summit. We wrote it lor you.
JoonSqslowond AllenAscher
 @MPONENTS
ActiveTeach Mqximize the impoct of your Summil lessons.Digiiol Student'sBook pqges with qccessto
oll oudio ond video provide qn inferoctiveclossroomexperiedcefhoi cqn be usedwith or
wilhouton interociivewhireboqrd(lWB).lt includeso full orroy of eosy-to-occess
digitol ond
prinloble feotures.
For closs Forplonrfng...
. A AlethodsHondbookfor o
NEw Conversqtion
Aclivqtor videos: increqse communicqliveclossroom
sfudents'confldencein orol . Defoiled timed lessonplons for
communicqlion eoch two-poge lesson
NEw Discussion Activotor ' Summitry teqching notes
videosrincreosequolity . Complefe onswer keys,oudio
qnd quontity of expression
scripts,qnd yideo scripfs
NCwExtrqGrommor
Exercises:ensuremostery
of grommor For extro support . . .
. Hundredsof exfro prinfoble
NEw ExfroChollengeReoding qctiYities.with teoching notes
Activities:help studentssucceedot . Sunnit TV octivity work5heets
stqndqrdized proficiencytests.

@ For ossessmenl ...

'Inlerqclive Whifeboord tools,includingzoom,highlight,links,
. Reody-mode unil and reyiew
nofes,qnc! more. ochievementtesfs with options
.
Q Cti.toUt" Audio: insrqnfoccessto the complele to edit, odd, or delete items.
clqssroomoudio progrom
'Surnrnif TV Video Progrom: fully-revised outhenticTV
Ready-madeSummit
WebProjects provide
documenlqriesos well os unscriptedon-the-stteetinterviews,
feoturing o voriety of regionol ond non-notive occents authentic
application
of lesson
language.

MyEnglishLab Workbook Full-Course

An optionql online leorning tool Lesson-by-lesson
written exercises
Placement
Tests
to occompqny fhe Chooseprintoble or
Studenf'sBook online version

Classroom
AudioProgram
. A set of Audio CDs,os on qhernotive fo rhe clickoble
oudio in ActiveTeoch
. Conloins o vqfiety of outhenticregionol ond
non-nqtive occenfsto build comprehensionof diverse
Englishspeokers
. NEw The opp Summil Go ollows occessonylime,
onywhere qnd lels $udenfs prqcfice qt lheir own
poce. The entife oudio progrom is qlso qvoiloble for
. NE$,lmmediote,meoningful feedbock on wrong onswers student ol www.english.com/summit3e,
' Nlw Remediqlgrqmmor exercises
' NCwGrommor Cooch videosfor generol reference'
.lnlerocfiye prqctice of oll moferiol presenfed in the course
Teacher's
Edition
and
. Grode reporfs thof disploy performonce qnd time on tosk
Lesson
Planner
'Detoiled interleqvedlessonplons,longuogeond
' Auto-groded ochievementtests
culture notes,onswer keys,ond more
. Also qccessiblein digitql form in ActiveTeoch

For more inform olion: www.peorsonell.com/ sum mit3e

 ‫س‬‫زﺑﺎﻧﮑﺪه اَو‬

www.avasshop.ir
 t Askaboutsomeone'sbackground
2 Discusscareerand studyplans

andGoals
Dreams 3 Compare,your
4 Describejob
dreamsandgoalsin life
qualif
ications

PRTUITl{
p fnlUf VOUnIDEAS Completethe first sectionof an applicationfor
usingrealor inventedinlormation.
employment,

PER50t{At |ltFORt|ATtON d.tcotippticdion I

Clty stat. / t.ovhc. (orntry Poital codc / zip (ode

home telephone

rypc of pGltion southt

CURNEIIT
EIIPLOYEIIEI{T
Ar€you .ufiently emptoy€d? Howlon8 h.v. you yorked th.r€?

'-:--_ EDUCATIOll

High s(hool
colles€or uniwrsity
/
,/ other Ed!.atlon

toyourabilitytopedorm
li5tskith.nd / o. trainingyouhavehadthatmaycontribute
s|(tL[5tt{D /oRTRAll{lllG:Pleas€
vouteek .
the oosition

PREVIOUSEIIPIOYI{ENT HISTOiY sTATEIIEIIT OF GOALS

Pleaseattacha listofpreviousposit ois aidjob Pleaseattacha shortstatement
(arting with lhe mos! recent
r€sponsibilities, dbouryour short-tern and long-term
lidude lhe namesand addressesofeach c€mpany.

E Uru voclsulAnY Joa APPLICATIoNSFindand circlethesewords employment

andphrases Thenlistenandrepeat.
in the application. contact information
posrtron
start date
f, lc vlrr vocABULARYLookat howeachwordor training
phrasefrom ExerciseB is used in the job application.Then on a separate employmenthistory
sheet of paper, write a definition or synoriym for each one.

f, mtn WOnX Whatare somedo'sanddon'tsfor fillingout a job application?

With a partner,createa list of suggestionsto help
an applicantcompletea job application successtully" _r--
I Be ,,eot oaAs?elloll wo,.As
co,,ect,y.

UNIT1
 Underrtand a vrriety ol a.cents.
li fl SpOrUeHt Readand listento a conversation
betweentwo friends
discussing career plans. Notice the spoflighted language.

Anne: Well, I finally Sent in the applicaJions.

Now it's just w'it &nd Bee.
Nina: How many schools did you end up
applying to?
Anne: Ten. That'sjust about every single one
within a hundred-mile radiusl
Nina: Don't you think that might be a little
overkill? You shouldn't have any trouble getting
in, should you?
Anne: Well, the food industry's so trendy right now,
and it's gotten pretty competitive. f didn't want ,.
to t&ke any chanc?s. This has been a lifelong
dream of mine.
Nina: So which one's your first choice?I've read
the Tasl.eInstitu(e's pretty good.
Anne: Actually,at first lU been [hjnking ofgoing
' there, but now I've got
my heart set on
the Culinary Center- I've heard it's far superior to
the TI.
Nina: The Taste Institute? Really? Aren't chef schools
'ill eix of one, hntf a dozen of the other?
Anne: I would have thought so, but it turns out
they're not.
Nina: How so?
Anne; Well, the CC's training is more demanding.
You've really got to work hard. And their
certificate's got a lot more prestige. A CC
certificate's a ticket to an interview with all the
top resiaurarts,
Nina: And.that's not true with the TI?
Anne: Apparently noL I did a lot of reading, ard
it seems that the TI's pretty ran-of-the-mill-
nothing wrong with it, but nothing particularly
dutstanding about it either. All ln all, the CC's
a better bet if I can get in.
Nina: Well, I'll keep trry finger3 crossed
for you, Anne. Hope all your dreams
come true.
Anne: Thanks! I appreciate that.

fl _u3ornsmro lDtoMsANDExpnEsstot{s with a partner,

paraphrase
eachof t;ese
eipfessions from Spotlight, saying each one a different way.
1 " ... it's just wait and see." 5 " ... six of one, half a dozen ofthe oiher."
2 " ... that might be a little overkill?" 6 "run-of-the-mill"
3 "I didnt want to take any chances.". - 7 'all in all"
4 "I've got my heart set on .. . " 8'I'll keep my fingers crossed ... "

@ fllfff AnO fXPLAt Answerthe fo owingquestions.Explainyouranswers.

1 Why did Anne apply to so many schools?
2 In your opinion, which of the trMoreasonsAnne gives for preferring the Culinary
Centeris a better reason?Explain
What doesNina meanwhen shesays,'Hope all your dreamscometrue,?

@ which factorsare the most importantto you in choosinga job ot careen

Rateeachof tlre followingon a scaleof 1 to 5, with 1 beingthe most important.
Thencomparechartswith a partner,explainingyour ratingsto eachother.
''
The training period for thejob is short. Thejotl has lots ofprestige.
There's not too much comDetition in the fl€ld. The field is hendy right now.
The work is interestins and finL Thejob doesnt requirea lot of overtimework.
The fleld contributessomethingimportant to the world.
 GIIALlsi about background
someone's

S > r,or GRAMMARsPoTLlcHT Read about two famous people.Noticethe spotlightedgrammar.

KoheiUchimurais consideredby someto be 20l2 Olympics,he had a closecallthereand

the greatest gymnast of all time. He began
gymnasrics very earlyin life.When Uchimura
joinedJapan'snationalteamat the ageof
eighteenin 2007,he had alreadybeen
practicing gymnastics for fifteenyears.
And sincethen, he has competed in
world-atasseventsyear after year and has
won manyprizesand honors.Uchimura
trains hard and consistentlybeats almosr
allhiscompetition.AlthoughUchimurahad
already won many competitions before the
fell as he was dismounting from lhe pommel
horse. In spite ofthis, his team managed to win
the silve.mqdal,so rhe eventwent into his "win"
record anyway.Uchimurahascontinuedto win
p.ize after prize ever since.Uchimura is renowned
for Lhe;ntensrty ofhrs concentrationduring
practice. Surprisingly.however,for a world-class
athlete, he is known to be pretty relaxed and
hasa normallifeoLrtside ofthe gym. He s been
marriedsince2012.and he and hiswife had their
firstchi{din 2013.

Singe.,songwriter,and actressLilaDowns, whose Downs learned and incorporated a variety

mother was from Mexico and whose father was from
the United States,gr'ew up in both countries.She
had learncd to singas a child and had performed
with traditionalmariachibandsbefore she had
anyformallraining.She attendsd rhe inslirureof
Arts ln Oaxacaand studied classicalvoiceat the
UniversityofMinnesola. During the time Downs
was liying in the United States,she be.ame more
and rnore interestedin lhe diversecuhuralheritage
ofMexico. To help support pride in those cultures,
olindigenousMexjcanlanguages into her
sorgs-One o{ Downs'solher passionsis social
justice.and the lyricsofsome ofher songsfocus
on the sroriesofworkers who migratedfrom
rural Mexico to the U.S.Downs haswon many
prizes,includinga Grammy and a LatinGrammy.
Sheand her husbandhad been tryingfor many
yearsto havea baby.and in 2010.lhey adopted
a son. The familytravelstogether on Downs's
intemationalsingingtorJrs.

p to haveformalt r a i n i n gt o b e a n e l i t ea t h l e t eo r a
olscusstotl ls it necessary
singer?Supportyouropinionwith reasonsano exampteS.
world-class

EIGI'U pAsr AcrtoNs:REvtEwANDEXpANstoN

Describing
p. -t2B
_;:l
p a s l a c t o n s a n d e v e n l s :r e ve w

|l0llclrvt@ cnlmman srMuLTANEous ANDSEqUENTTAL

Review:completedpast actions:the simple past tense and the past pertect Remember: Thebfesenr
T h eS i r n ppl ea Stte n s e
desctibae cs t i 0 ncs0 m p l e t ei ndt h ep a s tw
, h e t h e0rrn o ta s p e c i f i c p e r f e '(la 1 detrribp
completed " J ' oa'tions
past
timeis mentioned. Contextortimeexpressions canindicate whether theactions were
simultaneous (atthesametime)0rsequential (onebefore theother). u'himrrra has'ompeted in
world-cla5seventsvear
Whenilchmuraentered thestadium, thegymnastics eventbegan. (=simultaneOus afteryear.
comoleted actions)
Downs studied voiceintheU.S.in theyearsbeforeshemoyed backto l\,4exico. (=sequential completed actlons)
lhe simple pasttenseandthepastperfect canbeusedto describe twosequential completed past
actions. H0wever, in informal
spoken English it'scommon to avoidthepastperfect andusethesimple
pasttenseforb0thacti0ns, especially whenc0ntext clarifies theorderof occulrence.
Beiore Uchmuracompeted ir the20120lympics, hehadwonsevefal worldchampionships.
Review:simultaneousactions in progress:the past continuous Remember:To desaribean actionthat was
in thepastcontinuous
A statement describesanactionthatwasin progress
at ( o m p l e t e dd u r : ' 1 g
a n a ( t i o n : np ' o 9 r e s s .
a time-orduringa periodof time-inthepast. u 5 et h e ! i m o L eo d s tt e n 5 e .
LllaDownswasalready singing formyseat.
whileI waslooking L i l am e t h e r f u t u r e h u s b a n dP, a u l w, hen
lor whilel she was working in oaxa<a.
Expansion:sequentialcontinuingand completedpast actions:
the past perfect continuousand the simple past tense
Thepastperfectcontinuous canbeusedto focusonthefactthatonepastactionwasalready in progress
before
another
one0ccurred. {lt oftenemphasizestheduration0f the Form
action.) thepast
perfectcontinu0us
withhadbeenanda present participle.
Describethecompleted actionwiththesimplepasttense.
BythellmeD0wns moved t0 theUnited
Stateswithher parents,shehadbeenperforming \4ithmafiachis years.
lorseveral
H0!!OnghadUchimura beentlainingbefofehewasaskedto lointhe lapan Nati0nal
Team?

UNIT1
 ffi E tAW UTfDERSTA D fHE GRAMMAR Listento the coiversationsand circlethe tetterof
the correctsummaryof the events,Listenagainif necessaty.

1 a They continued filming after he got on the bus. b The bus arrived after the filmins was finished.
2 a Lisa had been thinking of buying the sweater b The other girl bought the sweater before Lisa
that she left on the table. had a chance to trv it on.
3 a Diane was texting and driving at the same time. b Diane had stopped driving before she texted.

I p enmrruln enAcTlcE complete the statements with the past perfect or past perfect continuous.

t 1 My brother (had already won / had already been winning) the swim meet when the
diving competition began.
2 The house was completely dark when I got home because the family (had gone / had been going) to bed.

i 3 The audience (had stood / had been standing) in line for hours to buv tickets when
they canceled the concert.
4 The women's tennis team (had practiced / had been practicing) on a grass court
four times before ioday's event started.
5 NIy friend (had already seen / had already been seeing) Lila Downs in concert, so we decided not to go.

Askaboutsomeone's
background

S fnlUe VOUnTOEASComptete
the questionnaire
aboutyourbackground.

Where were you born? How long have you been living at your current address?
Where had you been living before you movedto your current address?
lf you are married,when did you get married?_ Where were you livingthen?
l{ you have children,what are their namesand aqes?
lf you havea career,what is it?
How long haveyou been studying €nglish?
lf you dividedyour life into three periods,how wouid you de5(ribeeachone?
1.
2.
3.

Eq#otp orscusslof{ ac vAToR Getto know a classmate'sbackground.use the

questionnaireas an interviewguide.Usethe simple pasttense,the past
perfect,the past continuous,and the past perfectcontinuousin yout
questionsand answersto clarifyeventsin the past,Sayas much as you can.

Write a one-pagebiogfaphyof your partner,using

the informationfrom your DiscussionActivator.put the biographiestogetherin
a notebookor post them on a classblog.Includepicturesof the classmates.

Lisahas been living in Templeton

TowerssinceFebruary.Before
j that, she had been living with her
I family in Easton.She got married
I nJ a n u a r y . . .
 G0ALDiscuss
career plans
andstudy

iiiial
[ FORGAREERAND STUDYPLANS Read and listen.
> t,0. VOCABULARY COLLOCATIONS
Then listenagain and repeat. 6
@
decide on a courseof study or a career lstarted out in art, but I'm
switching to graphic design.
lonothan decidedon o aareetos o veterinorionbeaouse
he! interesredin medicineond iovesonimoJs.
take up somethingyou're interestedan Switch to a new courseof study or a career
Lido is so imp.essedby the lotest onimotedfi/ms thot Mogdolenostottedout ih culturclanthropologybut s oon
shet decidedto toke up .omputer groPhi.s. switchedto medicire.

applt for a job or a positionin a company be accepted to / into / by a school or a program

so he!
Gory is interestedin environmentolconservotion, ftom our closswere occepledto
Only tt'lo studenLs
appliedfar a job ot the WildlifeCenter medicolschoolthisyeoL

apply to a schoolor Programof study be rejected by a schoolor a program

I hopert's ,ot too lote to apply to dentol school.I don't lris cou/dn'tbelieveshehad beenrejectedby the Wtight
want to woit anotheryear. Collegeof Music, but luckiiyshe wdsoc.epted elsewhere.

sign up for a courseor an aclivity enroll in a schoolor program

Noro needsmoth for engineering school,but she hosnt Mott hos beenocceptedinto flight school,but he wont
usedit sincesecondoryschool so sie! srgnedup for o enrollin the Progromuntil next yeor.
refreshercourse.

p > r:or LtSTEt{TO ACTTVAIEVOCABULARY Listen to the conversations.Then listen again. After each
conversation,completethe statementwith the VocabularyUseeach collocationonly once.
1 She has cngineering school. 4 She has two graduate programs.
2 S h eh a s .... rcarcct inmusic. 5 He has teaching math.
3 IIe has meditation. 6 She has a position in a medical lab.

Q VOCIAUHnVPRACTICECompleteeachperson's usingthe Vocabulary

statement,
Theremaybe morethan onewayto answercorrectly' I
#f
o,m- l've beenan English
teacherall my life,
q,,"*{n*0",
o,:i:*'#:*.
my lifelongdreamhasbeen ago,but I'm bored,so
but I'vedecided to be an architect.I'mgoing I ' v ej u s t. . . . . . . . . . . . . . . . .
t o . .. . . . . . . .- . . . to ...........-....-
architecture lawschool.My kids
teachingFrench! schoolthis year. think I'm crazy.

When I finish school I'vejust had a baby,

b u tI ' m . . . . . . . . . . . . . . . . .
g-
I wantto ridea I'mreallya nervous
I wantto be a
conductor,so I've an evenrngprogram motorcycle,but my mom person,butI've
. . . . . . . . . . - .t.h. .e. . at the college. anddad won'tevenlet me yogaand
musicprogramat I want to study lessons!
-............-... it reallyhelpscalm
my university. graphicdesign. medown.

UNII1
 E enmmnR coMpLETED pAsrAcnoNscLosELy
ANDUNGoMeLETED To rHEeRESENT
RELATED
ffi
Youcanusethe presentperfectfor recently actions.Theadverbs
completed j!g!.
Be<arefut!
recently.
andlatelvoftenaccompany (Note:
thesestatements. lglgryis rarely ;. ,; . simPle
.. ,'
Usethe Pasttense,not the
usedin affirmativestatements.) presentperieci,to talk about actions
She'siust been acceptedinto a top-notchbusinessschool completedat a speci{ictime in the
p?tt^
Haveyou lookedat the programrequirements lately? They'vcchanged. ---,,^, ,^- - ^,
positionat the
sheapplied for a
Thepresentperfectcontinuous can describean actionor eventthat beganin the Scien(e lnstitutelastweek
recentpast (and continuesin the presentand is thereforeuncompleted;.Youcan N9f^.s!:-E:lgF for the position
at the scl€nceInstltutelastweek'
use recentlyand lately
recently.
We'vebe€nfillingoui a lot of application-s
Remember: Dont usethe presentperfect
However, thefollowingadverbs areusedonlywiththe presentperfect, continuouswith thesestativeverbs:be, believe,
notthe presentperfectcontinuous, because theysignala completed !q!9, !3yg (for possession),
know, like,love,
yq!,still (withnegative),
action:ever,never,before,already, sofar,once, own, seem,undeEtand.
twice,(three) times. DON'TSAY l've-b€en-{(howifighim for a year-
Havey0ueyerconsidered to graduate
applying sch0ol?| nererhave.
I still haven't
signed
upforlifeguardtraining.
p. 724
Stative verbsi non action and action mean ngs

ffi E enaumlR PRAcTIGEcirclethecorrectverbphraseto completeeachstatement.

'l In 2016,I.(have We (haven't been signing up / haven't signed up)
enrolled in / enrolled in) the
computer graphics program. for the professional development course yet.
2 I still (haven t been receiving / haven't received) 5 The class (has started / started) at 9:00 sharp.
an acceptance letter. 5 Lately, she's (been getting / got) ready to apply for
3 No one (saw / has seen) Mike lateiy. that new position.

fl enA|uuln RmcnlcE Ona separatesheetof paper,writefivequestionsto

asksomeoneabouthis or hercareeror educationDlans.Usethe Dresentoerfect. Worot
the simplepasttense,andappropriate
adverbs. Sentencestressand

CAJIOiscuss
career plans
andstudy

tr Notice
t'!:0s CO VERSAIION SPOTLIGIIT Read and listen.
the spotlighted conversationstrategies.
A: So, Vanessa,have you decided on a ca reer yet?
B: Thanks for aeking- Actually, I've been thinking of
taking up social work.
Socialwork. That'sinterestlng.Correct me
if I'm wrong, but weren'tyou a biologymajor? ;9.,
B : Yes,that's right. But I've given it some thought end
ilecidedsciencejustisn't for me-
A: So how can I help?
B : Well,IU like to enroll in a goodgraduateprogram.
I was hopingyou could steer me in the right direction.
A: A6 a m&tter of fact we havea greatprogramright here.
I'd be more than happy to write you a recommendation,
B: That's super! I really &ppreciate it.

p ;roe RxYtH A D IN!OIATIoi{ Listenagainand repeat.

with a partner.
Thenpracticethe conversation
00ltTsloPl
o$fi| AGttvAToRcreatea similarconversation . Discuss your background
B cotvrnsarbl and interests.
[trE!
ptlutG usingthe questionsyou wrote in ExerciseF.Start like this: So,have . s a ya s m u c ha sy o u c a n .
msiit you decidedon... Be sureto changerolesand then partners.
 yourdreams
Compare andgoalsinlife

,ffi E qM LISTET{ING WAR|U.UPVOCABUIARY DESCRTBING DREAMSANDGOALS Readand tistento what

the peopleare saying.Thenlistenagainand repeatthe verb phrasesand adjectives.
verb phras€s Adiectivet
l'm fulfillingmy lifelongdreamto be an fulfilla dream ambitious modest
archaeologist. I'm in a graduateprogram set a goal achievable unachievable
and expect to get my degree in th.ee years work towards/ pursuea goal realistic unrealistic
put lsomething]off
' knowthegoal I'veset isambitious.-but
I
shareresponsibilities
don't think it'sunrealistic.

My husbandwill be workingfrom home

for the next three yearssowe can
sharethe housekeeping and childcare
responsibilities50-50.

@ lcftvnfe fx= VOCABULARYCompleteeachstatement,usinga word or phrasefrom the Vocabulary.

1 Oneway a husbandand wife can is by eachonedoing half of the householdchores.
2 Sometimes a goalrequirestoo muchwork andit becomes........................
3 When you finally achievewhat you've wanted al1your life, you have
4 ...,.................
is an aqiectivethat meansalmostthe samething as "challenging."
5 Sometimes workingtowardstheir own goalsfor awhile in orderto help
people.......-..-..........
a spousepursuehis or her own goalsfor now.
6 The first stepin achievingsomethingis to ......................

*ffi E Q*G LISTEI{FoR MAll{ IDEAS Listen.completeeachstatement,choosingthe correctwordor phrase.

1 Dan stayshomebecausehe (lost hisjob / wants to stay home).
2 Sarah is the primary (breadwinner / caregiver) in the family.
3 Sarah'slifelong dream was to be (a stay-at-homemom / a surgeon).
4 The numberof (mothers/ father9 who chooseto stay hometo take caxeof the childrenis increasing.
5 Dan and Sarah have decided to lead a (traditional / nontraditional) lifestyle.

E Uffi usrrr ro cONFlRl||GoI{TENT Write a checkmarknextto the topicsihat werediscussed.

Writean X nextto the topicsthat weren't.Listenagainto checkyouranswers.
-
I the definition of a stay-at-home
dad
! the numberof stay-al-homedadsin the U.S.
! the kind of work Dan did beforethe children were born
n the agesof Dan and Sarah'schildren
! the sexesof Dan and Sarah'schildren
! the number of years it took for Sarah to complete her degree
uNtl1
 p r.rSrrl FORSUPPORTTNG DETAILSOn a separatesheetof paper,answereachquestion. your
Explain
answerswithdetailsfromwhatDansaid.Listenagainif necessary.
'I Is Dan lI xe's happybecausehe'sdoing
happy wiLh his lilestyle choice? How do you know?
what he alwayswantedto do.tt
2 Whv does Dan think comments about his lile choices are sexist'l
3 What's Dan's opinion of women who become the primary breadr.inner of the family?
4 Why does Dan tirink it's good for his children to observe the roles he and Sarah have taken?
5 Why lvould t he person $,ho sent the twcet be againsl his son s deciding l,o be a stay-at-home dad?
6 Ho$' do you know l)an doesn't like the terms hou se?)tfe and househusLtand?
7 What's f)an's hope for the next general.ion?

ff OlScuSStOn Discussthe followingquestions.Expressand supportyour opinions.

1 Should any careers or parental / household roles be limited to people of one sex or the other?
Be specific antl support your opinion with reasons.
2 Why do people have a double standard for rnen and women? Is there any good reason to have one?
3 Will Dan and Sarah's children benefit or be halmed by theil parents' reversal of roles. In what ways?
4 Are men or women naturally more ambitious in their careers?If you think they are, why do you think that is?
5 Do you think Dan anrt Sarah fulfilled their dreams and goals? If so, explain hol,v..

yourdreams
ll0WY(|UCAI{ Compare andgoals
inlife

[t the chartwithyoufowndreamsandgoats.tf youneedmorespace,

fnlUS VOUnIDEAS Complete
continue on a separate sheet of paper.

Goalsl've set What I have done to achievethem

to gel natriel onl l,a'te lhtee childrca I'te rigneivplor aa onliaeAalingsite.

Goals l've set What I have done to achievethem

, for my family

for my career

. d e c j d eo n . b e r e j e c t e db y
' take up a lrreadwi|ner
. a p p v f o r / t o , a c a r e g i v e r
. signup for sexist
. s!! tch to . traditonal
. b e a c c e p t e dt o . h a v e a d o u b l es t a n d a r d
/

ffi E otscusstoN shareandcompare

goals with your partner.Usethe
Vocabularyfrom page 8.

?$
 @ nelOtlC mnM-UP Howqualifiedare you fo. the job you want-now or
in the future?Explain.

rnffi lE *mn:ADIt{G Readthe articleaboutgoodand bad interview

behavior.In your opinion,whichsuggestionis the most important?

Job Interview
TheSuccessful 0h,lhonks. l'm
CharlotteWatson sorryforbeinglote.
OK. So you'vesentin an applicatlon Eventhough the personwho interviews I hodwriltendown
and a r6sum6for that dreamjob you you might be friendlyor dressed eleven o'clock!
saw advenised.The emp oyer thinks inforn,ally,don'ttakethisas permission
you mightbe a good candidate, and to be inappropriately casual.lf an
d
,*s
you've landed an interview,You already inte.viewerwantsto be addressedby his
know it's lmpoftant to dressright, offer or her {irstname,he or shewill lnviteyou
a firm handshake, and mainiaineye ro do thar i{ ror be -ure to s'ic[ w.rh ast
contact,but do you know that other
aspectsof your behaviorcan make
the differencebetween getting that
job or not?
namesand titles.
Remernberthat employerswant to
know that you are interestedin the
job and will be a motivatedemployee.
Lr - Jtf\ Lt _ r
Beinglateto a job interviewis almost A candidatewho hasn'ttakenthe time
alwaysa disqualifier. Mostcandidates to learnsomethingaboutthe company
Bylhewoy.yo! don'lmind
are on theirbest behaviorfor their or the positionbeing offered appears
if I collyoulon,doyou?
interview,so being late is a major red unmotjvatedand willingto takeanything
flag {or employers.Sincepunctualityis that comesaiong. Even if you are sLlre
expectedin any kindof worksettlng, you alreadyknow everythingyou need
arrivinglatemakesyourfutureemployer to knowaboutthe job or the conbany,
thinkyou'llbe latefor work if you get preparetwo or three relevantqlrestions
the job. lf you are late for your intervlew, for the interuiewerof the positlon.And
its irnpoirantto providean airtighi listenwith obviousinterestto the
detailedexcuse,explainingwhyyour answers, followingup with thoughtful
lateness wasunavoidable- Apologize questionsthat demonstrate that you
and reassure the intervlewer that this havebeen llstening.
isn'thabitualbehavioron your part. 5o be{o{e your next job lnterview,
Anotherthing that can get an checkout the listof do'sand don'tsand
intervieweeoff on the wrong foot is followt5e sJggestrons. They'l takeyou a
beingoverlyin{ormalor too {amiliar long way towardsgetting that dreamjobl

Q COXnnU I FORMATTON Write a checkmarklor the ideasthat CharlotteWatsonexpressedin the article.

Then,for the statementsthat don't reflectwhatshe said,work with a partnerto clalify what she did say.
n 1 Employers expect employees to ba'punctual on thejob.
I2 You shouldn't ask the employer questions during ajob interview because it might indicate that you
don't know anything about the company.
l 5 It's important forjob candidates to express interest in the company offering the job.
t r 4 Employers should dress informally $/hen they interview job candidates.
I 5 It's better not to explain why you are late for an intervi€w.

10 UNIT
1
 tr APPLY IDEAS Read more things Ms. Bates said in her interview.
With a partner, explain whether she followed Watson's suggestions.
'| "l'd soyl'm kindof o pe0plepersononda prelly 4 "l mokeevenbelterpresentotions
goodlistenerMycolleogues otlencomelo me lhonmyboss.Youwouldbelucky 5 "Wholis thebiggeslchollenge
whenlheyneedodvice0ndsupporl." io hovemein lhisjob.' thecompony seesilselffocing
in ihenexiyeor?"
2 "Correcimeif l'm wrong,lon-
you'remorried, righl?" "[el metellvouwhotmvleocherdidwhenI wosslillo child.
Mymotherwosvisiling0ndiheleochersh&vedhermyorlwork,
whichshesoidwosthebeslin ilD closs.Andsincethisjob
presentotions
enloilscreoting 0t meetings,
llhoughllhol
3 "l reollyc0n'tstondmysupervisor, Heanolfoir. intormotionwouldindicole
fholthishosbeen0 lifelonginterest
lf I don'tgefthisjob,l'll beverydeplessed!" of mine0ndsomelhing thotI hovedeveloped 0 loi of skillsin."

p oscusslon Explain
the reasonfor eachof the !I lf you criticizeyour current employer,the interviewer l
E]Gru do's and dont'son the list in the article. couldthink you'renot a loyalemployeeand might say l
TTINA
cHAUiI0l badthings
abouthi19rhelcgTqilyto9,ll - _j

,*** [ ]m ANDGETFoRquALrFrcATroNs
woRDsruDy collocATroNswrrHHAVE
Read and listento the collocations,payingattentionto have,g9!, and the prepositions.
Repeat.

hove experience get experlence ln

hove experience with get tfslning tn
h&ve experience in get a degree / certificate in
heve tf,alnlng in get c€ftilled in

sheetot paper,write
@ rensonluze THEvocaBULARYOna separate
statementsabout your qualificalions,usingat least four of the collocations.

jobqualifications
Describe

S fnlUe VOUnIDEAS Readthe job ad and BenBreeden'sr6sum6.With a partner,make notesdescribinghis

gualificationsfor this job. Usethe collocationsfrom WordStudy.

Ben Breeden
SeeksAssistant Manager to work at front 102 ShanleyAvenue +l 5557?69833
desk and in office.Must possessgoodpeople Newtown, FL 32793 ben.breeden@blue.net
skills and knowledgeofthe horelindustry. Objective
The Wilton Hotel has many guestsand workers To usemy backgroundand experiencein a managerialposition
from Latin America so ability to speak Spanish ir the hotel industry
and Portuguesefluently a must.
Experience
July 2016 to the present
Cor?onte salesassociate,Hoiiday House Hotel, Newtown, FL
@ nou euv In pairs,roteplaya job August2015to June2016
interview
between BenBreeden and Event planning assistant,Holiday House Hotel, Newtown. FL
thehiringmanagerof theWiltonHotel.
September
2013to June2015
FollowCharlotte
Watson'ssuggestions. Pan-timesalesclcrk,Pennyworth'sDepartmentStorc,Newtown,FL
Education
Wdteyourown Comstock School of Hotel Managemeni,Comstock,GA
onepager6sum6.Include your employment Ccrtificatein Hotel Managemenl(June2015)
history,educationand/ or training.UseBreeden's University of Ccntral Florida, Hyperion, FL
r6sum6as a model,or selecta templatefrom an B.S. in Communicationwith major in Spanishand Portuguese(June2014)
onliner6sum+building website.
 I wnlfltc sxlt-L studythe rutes.
| (Juna mgram
The 0urposeof a coverletter is to acquaintan employer l95RiverRoad
youraddress----1 Newto\r'n,FL 32791
with you and to expressinterestin a position.lf a job ad
l+1555E877930
orovidesinstructionsabout whatto includein yourcover !' Lcelina.insrarn@blue
Lcelina.ingram@blue.net
letter,be sureto followthe directionscarefully.lf you odober 2, 2018
dae
don't,you maynot leceivea response.The letter can be {
Mt. Ian Howe
paperformby mail,or as an e-mail.
sent in traditional HumanResources
reciPients
CleimontGrcetingCaFds
Tladitionalpaperform 7200Bay Blvd
Followthe style usedfor otherformal letters.Usegood Seaule,WA 32555
qualitypaperand be neat. Proofreadyour letter carefully -l

to be sure there are no spellingmistakesor typographical DearM!. Hove, j-- salutation

errors.Tryto limit the letterto one page.Includeyour
resum6on a separatesheetof paperin the same
envelope.
E-mallfolm
use formal e-mailstyle,addressingthe recipientwith
his or hertitle and last namefollowedby a colon.N4ake
paragraphs easyto readby separating themwitha blank
Do
line space. not attach yourcover letter to youre-mail
l\4akethe e-mailthe actual coverletter so the recipient
can see the information uponopening the e-mail.
Attachyourr6sum6to youre-mail.
Hereale some suggestions:
. Tellthe employer whyyou arewriting(in responseto
an ad, as a general expresslon of interestin workingat
.-.i:-,that companyor institution,etc.).
. Saywhyyou think you wouldbe a goodcandidatefor
the (or a) position;i.e.,brieflystateyourqualifications.
. Tellthe employerhowto contactyou for follow-upor
to schedulean interview
. Do not includetoo muchinformation
aboutyourlife.
I am writilg in rcspoflgeto your adverti$smetton gianliob.com
for the execuliveadtdristaativeassistantpositional the Cletmont
CardCompanyin Seattle.
I haveoftedlboughtClermontgGetirE caidsbecauseof their
positi\e mesrag€sandDicegraphics,*hich is why I would
beproudto wo* tbe.e.In addition,I believeI would be a
goodcandidslebecauseof my successfulexp€rienceasan
administmtiveassistantat PinkenonGre€tingcards.
I haveattachedmy tdsusl6atrdthe nameBa$dcontact
informationof two managprshereat Pidkertonwho haveoffered
to p{ovidea fecommendation-
If you agreethat my experienceandotherqualiflcationsmake
me a goodcandidate,ple€seco actme at the addEssor e-trail
addressabove.As I will be movingto Seatdein two weeks,
pleas'econtactme at my e-mailaddressaftei October15.
I look forward to hearhg fiom you.
Cordially. f--comorimentaryclose
^t It 1nml
CcLi;l srcnatur
e
celinaIngarn ,r**lo"n n"tu
]-.-
l- indicatesaootherdocumentincluded
"tt""h*"nt r
in the s€meervelope

! enlCfrcf Readthe email coverletter.On a sepa€te sheetof paper,rewliteit'

correctingeflors in style and formality.

s,rj""e tlD' Og
Hi, Bill-rust wanted u Z know Im intersted in that great advertising copy writer job I sawlisted in the want adsI I
think I'm the dte person4 u. Here'swhy: I am 26years old andgraduatedfrom MeechamCollegewith a maior in english.
I have been working at PocoColain the advertising department for five years I am ftady to move to a new company. My
r6sum6is attachedsoyou can seemy qualifications.If you are interestedin discussingthe job,pleasee mail me at the

! Doesmy letterhaveanyspelling,punctlation,or
paper,
m E aPPrYrHE wRlrlNG sKll-L on a separatesheet of typographicalerrors?
PmE$ write a formal covefletterto an employer,expressing
fl DidI useformalletterwritingconventions?
interestin a job. Createa job title that interestsyou and n DidI tellthe employerthepurposeof mylettef.2
usethe name of a real or a fictitiousemployerUsereal ol
! OidI saywhyI think I wouldbe a goodcandidate?
inventedinformation.
! howto contactme for followup?
DidI tellthe employer
UNIT
1
 ,.|M t-irt"n to the conversations.
Thenreadthe questionsin the chart and listenagain.
@
Comoletethe chart after eachconversation.

@ Complete tne statements with the cofrect prepositions.

1 She has always wanted to take the piano and has
enrolled .................a program that teachesthe basics of
music to adults.
2 Anyoneipplying ajob in the newspaper business
should have training .................journalism.
3 He has decided a career as a chef and has been
accepted a top-notch cooking school in Peru.
4 ler experience the diplomatic service and her
degree ....-............international relationsmake her an
excellent candidate for a position at the U.N.
5 After being rejected .................two accountingfirms for a
summer internship.he decidedto switch .................a different .4x" .
major at his university.
5 Beforesheapplied.................
law school,shesignedup .................
speedroading.

S fUatctreachwordor phrasewith its definitlon.Then,on a separatesheetof paper,use eachone in a

statementaboutyour own plansand goals.
a capable of being reached
- b decide what one wants to do and work towards it
......3 work towardsa goal c divldenecessarywork betweentwo or morepeopleso neitheronehasto do it all
......4 putoff d PostPone
......5 unrealistic e requiringa lot of work
...... 5 shareresponsibilities f unreasonablyhard and thus unlikely to be achieved

@ Coinpteteeach informationquestion,uslngthe past perfectcontinuous,

I (howlong/you /work on) ............ .............thatprojectbeforeyou changedjobs?
2 (where/ they/ study) ..-..,............ .......beforetheymovedto Europe?
3 (which program / she / apply for) when she decided to changem4iors?
4 (what professor / you./ study with) ... ..:: .- .. ..... ... .... ... when they closed the university?
5 (how long / they / took) .. ..... .... ... ,..... ... .l: .. .... ... .... ..... .... .... at resum6sbefore they saw youls?

Web Project:Careers
EE@IE@EEEEEd
o.rsr www.english.com/summit3e
 GOATS
C(}MMUNICATI(lN
! Descrrbethe consequences of ying

Character and 2
3
Exprcssregretand take responsiblity
Exoore v/heTevaiLlescomefron'l

Responsibility
4 Discusshow best to he o others

PRTUIIIT
tr FRAMEYOURIDEAS Look at the pictures.Then answerthe
questionsin the survey.Checkwhat yqg would do in each situation.

Sorrg,li Lrras
mg{aulil

a>\

IO ACCTPT
ISITfIAROFORYOU RTSPONSIBIIIlY?
| | l h a t w o u l ddyoiol yuo u. . .
n made aserious mistake atwork
tr E E I
n f u
0ther
T
I
I
I
\\ t>l
& \
\
o rs c o
ho l ?
E twould
admit i El lwould
shlftthe
n lorgot tofinish ar assignment
w o rok rs c h o o l ?
at tr T T T making
a mistake.
i to someone
blame
else,
orsomething

f----.1
youhad
brokeor lostsomething
borrowed?
n n n T
I n n
Sorrg,l'mgoinqlo be
! werelateforanappointmenu T late.Thetraliic isJust
terriblel
T T N
ia

I
werestopped
speedlimit?
damaged
the
forexceeding

carwhile
someone's T D T
T
x
' -,.____,
--^.-..--:., .,
E
I hadn't
butnoonesawyou?
parking,
kepta promiseyoumade
to a friendor relative?
T f l T *t
T birthday?
forgota friend's n Ttr f
n werecaught a lie?
telling l T T n
g lwouldmahe
updnercuse.

> r,roVOCABULARY RESPONSIBILITY !l

ORAVOIDING
TAKING eln wonx compare andexplain
Q
Listenand repeat. yourresponses
to thesurvey.

.
Bl otscusslol't Arethereevergood
a d m i t m a k i n ga m i s t a k e
. rfake Lrpan excuse
reasonsnot to be truthful? ls it ever
. s h i f tt h e b l a m e
. a better idea to make up an excuse
k e e pa p r o m i s e
. t e l l a l i e/ t e l l t h e t r u t h 0r shift the blame to someone
else?Explainyour answersand give
examples.

UNIT2
lE qIffi SpOTUAHT Read and listen to a conversation between a father and
his teenage son. Notice the spotll€gted language.

Jason: Dad ... I think I messedup big time today.

Dad: What happened?
Jason: Well, you know how teachers always like to put up students' artwork _
on the walls? So Joey and I noticed this really weird drawing of a horse.
Oad: So what? You didn t like it. Thit's not a crime.
Jason: True. But that's not all.
Dad: Uh-oh.
Jason: See,Mr. Rogg had to step out for a bit. And Joey-you know how he,s
always fooling around-he starts mallng fun of the drawing, acting like
he's the horse.
Dad: And I suppose the class loved that?
Jason: Totally. Everyone was cracking up. Anyway, I conldn't help myself.
I started joking around, too, and I guess we just kind of got carried &wsy.
Dad: Don t tell me the kid who drew it .ivasin that class!
Jason: No one realized it until she got up and ran out.
Dad: 1Vow.Her feelings must have really been hurt.
Jason: That's not the worst ofit. She came back with Mr. Rogg
and she was crying, which made me feel awful. I couldjust
kick myself! I wish I d told Joey to cut it ort.
Dad: Well, it's never too Iate to apologize. If I were you,
. -I d owtr up to what you did and tell her how bad you
feel. Take responsibility for lettlng things get olt
of hand. Maybe later you could moke it up to
her by buying her lunch.
Jason: You'reprobably right.
Dad: And it \Mouldn't hurt to talk to Mr. Rogg
afterward ... just so he knows you did the
.+ j'light thing.

I unOenSwotNc lDtOl||SaNDExpnEssroNs1 Findtwospodtghted

expressions
that
mean someone allowed his or her behaviot to go too far.

@ ulornsnxolNc lDtoMsAl{DExPREsstot{s2 completethestatements.

1."Makingfun of something" means...... a admit you did it and take responsibility for it.
2 " C o u l d nh
' l e l pm y s e l fm
" e a n s. . . . . .. b "Stop doing that!'
3 "That'snot the worstof it" means...... c do something nice for someone you have
4 "Cutit out" means...... wronged.
5 qown up to something" means...... . d joking about it in order to cdticize it.
6 "Makeit up to someone" means...... e rvasn't able to stop doing [something].
f there's even more negative information.

@ otscusslol Discussthe questions.

1 Whoseresponsibilitywas it to prevent\ihat happenedin the art class-Joey's, Jasons,
Mr. Rogg's,or the girl's?Explain.
2 In what rpay could Joey,Jason, Mr. Rogg,or the girl have handled the situation differendy?

EEWM PAfn woiK Tetla partnerabouta sttuationin whichsomeone'sfeelingFwere

accidentallyhurt. Howwas the situationresolved?Usethe Vocabulary
from page14 and
expressionsfrom Spotlight.
 0flying
theconsequences
l|escribe

!! f:iEtr, e nlmuAR SpOTLIGHI Read the article. Notice the spotlighted grammar.

The honesttruth?We olltell lies.ln a psychological Here'sanothercommonsituationin which

study,I47 participants were askedto keepa diary
of the liesthey told over the courseof a week.
Researchers foundthat:
told liesto about30 percentof the
Participants
peoplewith whom they interacted
. Therewasn'ta singledaywhen the
participants didn't tell at least one lie.
ln fact,we live in a world where we are often
punished for telling the truth and rewarded for
lying. Forexample,we tell our bosswe got stuckin
trafficinsteadof admittingthat we overslept.l"lakingup
an excusekeepsus out of trouble.
we often tell lies: we pretendto like
somethingto avoidhurtingothers.For
example, we say we love a friend's gift when in
fact we don't like it.
SomeTesearchers arguethat lyingmayin fact be goodfor us socialiy
becauseit protectsthe feelingsof the peoplewith whom we
they note that the peoplewhose Professions
interact. lnterestingly,
require the most social contacts-for example,storeclerks,
salespeople, andjournalists-tellthe most lies.
politicians,
The truth is,everyonetells"white lies"to avoidhurtingothers.
Sometimewhen you'rb readf, try keepinga diaryfor a week and
seehow longyou cango without tellinga singlelie!

f,l mef-V IDEAS with a partner,brainstorm oneor moreadditional in which

situations
to the article.Explain
peoplewouldbe likelyto tell a lie,according why.

'lying may in fact be goodfor

B *rness ANDsuPPoRt At{ oPlNloN Do you agreethat
us sociallybecauseit protectsthe feelingsof the peoplewith whomwe intelact"?Explain,
usingexamples fromyourlifeif possible.

yourchoiceto
Explain
@ mln wonx Howtruthfulareyou?write an X on the continuum.
from yourexperience.
yourpartner,givingexamples
NEVERTRUTHFUL SOH€TIM€SARUTHFUL

p neutE ro r:RsoNAL EXPERIENGE Discussand then make a list of timesin yourlifewhenyou ...
. m a d ea n p x c u s ero a v o i dg e l l i n gi h t r o u b l e .
. told a lie to avoid hurting someone else's feelings.
. were punished or got in trouble after telling the truth
r were rewarded for tellinq a lie.
p. I29
. Adjectiveclauses: overvrew
. Adjectiveclauses wrth
quantifiers
cLAUsEs:
E enmmlR' ADJEctlvE ANDExPANsloN
REvtEw
ffi
Remember:An adjectiveclausegivesmore informationabouta noun'The relativepronouns
who,whom,and that introduceadjectiveclausesabout people.The relativepronounsthat and
which introduceadjectiveclausesaboutthings.
Thepariicipants th.attheytold lieseveryday.(lvho= theparticipants)
whokepta diaryrecorded
Whiteliesaresomeof themostcommon liesthbtpeopletell.(that= themostcommon lies)
Usewhen,where,and whoseto introduceadjectiveclausesabouttime, location,
and Dossession,
Time:Therehasneverbeena timewhensomeformof lyingwasn'ta partof everydaylife.
Location:
There'sno placeintheworldrvhetepeople
arecompletelyhonest allthetime.
Possession:
People$hosejobsrequire frequent havethemost0pportunity
socialcontact to lie.
UNIT2
 ln formal English,when a relativepronoun is the object of a preposition, Be careful!
the prepositionappearsat the beginningof the clause. In informal Usewhorfimot who, directlvafter a
prep;;rion.
English,the prepositionusuallyappearsat the end,
... with r'llom they interacted.
Theparticipantsliedto manyofthepeoplewithwhomtheyinteracted. (formau NOT wit#i€ they interacted.
Theparticipantsliedto manyof thepeoplewhotneyinteracted with.{informat) Use whi(h, not that, directlv after a
p reposititn.
It'sa question
to whichmostpeopledon'tgivea truthfulanswef. fformal) ... to whach most people don,t give
It'sa question
whichmostpeople don'tgivea truthfulanswer
to. (informall a truthful answer.
NOT tetffi most people don't give
a truthful answer.

E uriornsTANDTHEGRAMMAn Witha partner,

studythe adjective
clausesin crammarspoflighton
ffi
page 16 and answerthe questions,
'I
which a4iective clause is about possession?which is about location? which are about time?
2 Which three are objects of a preposition? On a separate sheet of paper, rewrite those
sentences in informal English.

l! cnlmmm PRAcflcE complete the sentenceswiih one of the rerativepronouns who whom
from the box. (Do not add any prepositions.) which whose
1 The workplace is the place people tend to tell the most lies. where whpn

2 People . . . . . ........ . . . . . ... lies are discoveredlose the trust of their friends and colleaeues.
3 The people with I work are trustworthy.
4 People break their promises cannot be trusted.
5 There are situationsin .....................it,s impossibleto tell the truth.
6 There are moments .....................being honest can causeyou problems.
7 Thepeopleto I n e v e r l i e a r et h e p e o p l e . . . . . . . . . . . . . . . . . . a
. .r. e r e a l l yc l o s et o m e .
8 There are times I lie to avoid getting into trouble and times . . . ........ . . . . ...... I lie to
avoid hurting others.
9 Telling the truth is an action for there is sometimes no reward.
10 The people lies
lies were
were recorded
recordedsaid
said they
theywould
would tell
tell about ?b percent
about 75 nercenrofrh.)so
of those ties,oe
lies asaln.

ll0WY(|UCAll 0escrine
theconsequences
oftying

[l l||ofRmolxe With a partnei write examptesfor eachcategory.

Situationsin which we shouldn'ttell ties srtuatronsin whi(h tellinqa lie is the bestsolution

@ lCnVnfe fxf GRAMMAR On a separatesheet

of papei, describe the consequencesof lying in the
situations on yout notepad. Use adjective clauses.

Lyingto soneone who it o goolfiieadis wtong.

You covlA lertrcy the {tienArhip tLat way

ffiot Q orscusstox AGTNAIoRDiscuss

the
consequences of lying.Explainfurther by
providingexamples.Sayas much as you can.
 regretandtakeresponsibility
Express

Thenlisten
S U--Iffi l-tsrel{ ro I FERlNFoRlllaTlot{ Listento the conversations-
again and choosethe expressionthat best describes each person's behavior,
1 She...... thedamage.
a took responsibility for b avoided taking responsibility for
2 He ...... the damage.
a took responsibility for b avoided taking responsibility for
3 H e . . . . . ..
a admitted making a mistake b shifted the blame to someone else
4 S h e. . . . . . .
a admitted making a mistake b made up an excuse
She .... -. for being late.
a took responsibility b made up.an excuse
She ...... for losing the scad.
a took responsibility b made up an excuse

Il she definitelydid the right thing. Shetook

$l *ffi usr:r ro suPPoRtANoPlNloN Listenagain'
After each conversation,discusswhetheryou think each
persondid the right thing. What would you have done in
each situation?Explainwhy.
responsibilityand offered to pay for the
repair.I would havedonethe samething.
However,if I were the man, l'm not sure I
would haveacceptedher offer.lT

cLAUses Be (aleful!
ffi
'- El cnmmlR "coMMENr
clausebeginning withwhichcanbe usedto modify-orcomment on- Youcannotusethat in placeof
Anadiective which in a commentclause:
-Sla|ways
anindependent clause. b'oriows 8ob'5tablet
Hebrokehissister'scamera,wl ch madehlmfosltorllblo. which reallybugshim.
theaccident, whlchwastotellyuntsh NoT ShealwaytborrowsBob's
SheblamedPaulforcausing
13blet,th6t reallYbugshim.
whlch
responsibility, was ombartasslng,so I just
' I hadavoidedtaking
madeupanexcuse.
Comment clausesarenon-restrictive-thatis,theyprovideadditional infotmation
that
is notessentialto the meaningof the sentence.Usea Gomma before a comment clause
andafterit if somethingelsefollows. p. 130
Reducedadjectiveclauses

tffi
$ CnlfffulR PRACIIGE write sentencesthat includecommentclauseswith which.
Example: Mark is goingto replacemy camera.(It's really thoughtful of him)
-h-in'
t5.sd\.!he.e.gh!!r.l.e.f
....n.qt.k.*.9ti':.g.+.".t?ilqe.e.ny.e.sn?.te.,rrioy
1 Lenainsistson payingfor the tickets I gaveher. (It's iust unnecessary)

2 Monaneverreturnedthe book I lent her.(lt really bothersme.)

3 Apparently,replacingNancy'sring would cost an arm and a leg. (It'sjust ridiculous)

thingto do,in mvoprnion.)

o i"t"."o t. r.r t"t it".". iii*^ *e r-ight

5 Gerry crossed the street in the middle of the block. (It's against the law
and dangerous) Mo.roo
Emphaticstressand Pilchto
expressemollon

UNIT2
 Express
regretandtakeresponsibility

E .>.X*f*CONVERSATIOI'I
SPOTLIGIITReadand
listen.Noticethe spotlightedconversation strategies.
A: Tim, you lorow that tablet you lent me?Well,
I'm really sorry, but I have some bad news.
I broke it.
B : Oh, no. How did that happen?
"\N
IN
A: Well, I tripped and dropped it, which was
completelymy fault j.f9.9l.lyfl+1.?.
91-r.1.i!, i.i\
B: Areyousureit can'tbe fixed?
A: Pretty sure.I took it to the store,ard they said it
wouldn't be worth it. I'm goingto get you a new
one, if th&t's OK.
B: Thst's re&lly not necessary. I wasjust about to
get a new one anyway.
A: No,I insist. It's no problem.And pleeaeaccept
my epology.
' > 1t2SWaysto exgressregret
I feel aw{ul (about it).
ii$iil;;iii;;i6i;j'-
I m 50 sorry.

E >,;ffi nxYrnn A D tNTot{Aflo Listenagainandrepeat.

Thenpracticethe conversation
witha Dartner,

!l lOfeelOOtle Choosetwo situationsfrom the surveyon page14 that have

actually happened in your life. Make notes about what happened and what you said
and did. Use "comment' clauseswhen Dossible.

] I situation1: l+orgota lrie^a\ binhaay'

. vhich vtose-nbo.rossing.

Situation1: . Situatio.2:

W h a tl s a i d : W h a tl s a i d :

What t Oid; What I did:

. m e s s e du p b i g t i m e . tella lie
@m
v0(l E COI{VERSATIOI{
ACTIVATORCreatea conversation . got carried away . shift the blame to someone else
[&t[E similal to the one in ExerciseA. Start like this: . l e t t h i n g sg e t o u t o f h a n d . take .esponsibitity
sr$u6 . a d m i t m a k i n ga m i s t a k e ' a v o i dt a k i n g r e s p o n s i b i l i t y
flETfl I'm afrcid I havesomebad news... Be sureto
. makeup an excuse . So what?
changerolesandthenpartners,
. tell the truth . T h a f s n o t t h e \ i / o r s to f t t .

tr DISCUSSIOI{ Chooseone of the situationsyou

wrote abouton your notepad.Tellyour classmates D0ilt$0P!
aboutwhat happenedand detailsaboutwhat you . Continueto negotiate
said and did, Thensaywhetheror not you'resatisfied how you'll make up for
with the outcomeand why. what happened.
. say as mu(h as you can.
 where
Explore comefrom
values

E WARM.UP Where do you think people learn the difference between'right and
READIT{G
wrong?What are the most lmportant lessons childlen need to lealn?

,n.{*r*I eL READaNGReadthe article.Whichinfluencesdo you think are the most impqltant?

ITUT|0NSy,TA:,T,*:i:iX";
INST
profession,
:llT*""i:'"
orcompany. Someschoolstakea publicstandagainst
their
students'bullying classmates, whichsetsa clearprinciple
for howstudentsshouldbehave. A corpotationmightestablisha
missionstatementfor all its employeesto follow In suchcases,
the companyexpectsemployees to makeits valuespart oftheir
! PersonalVatues.

ni nfllTC
fA[El\
Fromeartiest mostofus learna sense
childhood,
l) of rightandwrongfromourparentswhenthey
:IFJ[T:::H:::f#*:::Nff
LIFEEVENTS
an illness,can5hapeoursenseofethics.Perhaps a lovedonefalls
morals-life lessonsabout
tell uschildren!stories,we learnsimpLe
Ourparentscorrect gravelyill. Havingto takecareof a sickretativeteachesusabout
the consequences ofgbod andbad behavior. A suddenfinancial
;etting prioritiesandthe valueofselflessness.
uswhenwe makemistakes.Moreimportantly,we tearnfrom our andrethinkwhatis importantto
parents'actions.ChildrenseeeverythingTheyobservehowtheir los5mayforceustb re-examine
us.Wemightbe thevictimofa maioraccidentor a naturaldisastef.
parentsrelateto eachotherandhandlesociaI situations,andthey
survivingsuchaneventteachesusabotltthe miracleandfragility
alwaysnoticewhethertheir parentsaretruthful or not.
of lifeandhelpsussee-and appreciate-eachdaydifferently
fromthe waywedid beforethe event.
PEERS::""T":i:'li::iLT::ii,i.11llill;lllil"iJl&,",,
neighbors, andacquaintances our moral
playa rotein developing a ometimeswefaceanethicaldilemmain whichwehaveto
outlook,Wearestronglyaffectedbythe vieivsofour peers.We )choose betweentwo opposingvalues.Forexample,
'tategorlze"the peoplewe knoworwhowe hearabouton
naturally a closefriendmayaskusto tella lie in orderto avoid
the news-for instance, whois generous,
whois unfriendly, which hisor hergettingin trouble,whichpresentsuswith
politicians arehonest.
or celebrities a conflict.Whilewe believeit'simportq!$to protect
the oneswe love,our
AND
RELIGION IiTI;:::ff:.;I."J:
CULTURE
to their religiousupbringing.Religioncanprovldea clearset of
valuesalsomayplace
greatimportance on
guidelinesto liveby that makeit easiertodistinguishbetweenright remaining truthful.
andwrong.All the world'sreligionsoffer valuesthat canmoveus It'sthe (ombined
awayfrom beingsetf-centered towardhelpingothers Thedominant lessons we have
valuesof the group,
community, or (ulturewe growupin are also learned throughout
a powerfuIinfluenceon our ownworldvieu Forexampte,more our live5that help
importancemaybe placedon conformingto societythan on the usmakethe right
individual,whichaffectsthe choice5we makein life. (orwrong)choices.

! completethe chart.
neurr ro eeRsoNALEXPERIENGE
ldentify one or mole values you learned flom each of the
influencesmentionedin the Reading.

Your school,profession,or company

 @ cusslrv vocABULARYUSll{GCOI{TEXTCrossout the one wordthat doesn'tbetoo.E with the other
threein eachgroupof words.Explainyour answers,basedon how the wordsare used"ii the article.
1 values events beliefs guidelines
2 peers acquaintances celebrities colleagues
3 a situation a divorce an accident a life evenr
4 ethics priorities morals principles
5 moral ethical right self-centered

Eil CnntCll nftll(l c Read each quote from the article and discuss the questions.

1 "[Children] observe how their

parents relate to each other and
handle social situations, and
they always notice whether their
parents are truthful or not."
How do you think children
develop values from their
observations?
E]EM
fllAll016f
2 a. sudden financial loss may force
us to re-examine
and rethink what is impormnt to us.',
In what ways could a financiat loss affect
our values?
'sometimes we face an ethical dilemma in which we
3
have to choose between two opposing values'"
what ale
In addition to the one mentioned in the article'
. of ethical ditemmas?
some other examptes
 howbesttohelpothers
Discuss

,ffi E lql vocABULARy pHtLANTHRoptc

woRK Readand listen.Thenlistenagainand repeat.

dotnor /'doona/ fl. a personor organizationthat gives hu'man'i'tar'i'an /hyu,mena'terian/n. a person

moneytbr a specificcauseo. charity ALSO do'na'tion n.
A nwfiberof dono$ havechosenlo maketheir cotlllib tiotrs
Fivatel\t. Tluy frcl; r not !o havc their ndm?sasficiatPd
vrith their do@tions.
phi.lan'thro'pist /fi'lartgfiprst/ n. a wealthypersonwho
donatesa significantamountofhis or her money,time, and/
or reputationto charitablecausesAISO phi'lan'thro'py
rl., phi.lan.thro.pic ddj. A n mber ofcekbrities hr e
gottal deepll invobed iI philanthropr.As philanthtupists,
thel have becomealmost asfamo sfor their philanthropic
\rork asfor theirwork as actors,singers,and athletes.
who is dedicatedto improvingpeople'sliving conditions
andtreatmentby othersALSq hu.man.itaPi'an a.li.,
hu.man.i.tar.i.an.ism n. Matt) Plcbthies chouscro make
h monitarionism an important pat't oftheir lives. ln 5o e
cases,thel discoverthat humanitarianwork takesup evenmorc
of their time-that bein! a hwnanitarian can be a fuLl-time job.
ac'tiv'ist /'aktevlsu r. a personwho works hardfor social
or politicalchange,oftenasa memberof a smial or polilical
organization ALSO ac.tiv.ism n. His activism has ofren
gotten him htto lrouble. As a political aclivist, he comesinto
conflict with thoseh,ho do not share his vierts.

Usethe Vocabulafyto write a sentenceabout

@ lCnVm: Uff VOCABULARYReadthe btographies.
eachpersonand his or her work.

Grafa Machel Li Ka-shins Helen Caldicott

5
Hong Kong In an effort to
Graga Machel,
the widow of two
;:
ii'''i'i.""", It
Ka-snrngrscon5roereo
-

presidentsoftwo
cguntries*Mozambique and
SouthAfrica-is known fof her
work protectingthe rightsof child
refugees.Shecurrently works to
improvechildren'shealth.
to be the wealthiestmanin Asia.
A numberof universitieshave
benefitedfrom the numerousmulti-
milliondollarconributionsfrom his
U Ka-shing Foundation.
environmentfor the
future,Australianphysician
Helen
Caldicotthasworkedfor decades
to opposethe useandsPreadof
nuclearweailons andthe useof
nuclearpower,

LlSlEl{lNG WARM-UP When someone achieves wealth and fame, do you think it's that
person's responsibilityto donate time and money to help others? Explain your point of view

rffi E QX LIsrEt{ FoR MAINIDEAS Listento Part 1 of a reporton

rt/ork.Choosethe besttitle for it'
celebrltyphilanthropic

[ 1 Many celebrities try to chadgethe world.

n 2 Two celebrities try to make a difference.
i
[ 3 Jolie and Bono are highly successfulin their chosencareers.
fl 4 PhilanthroDicwork teachescelebritiesnew skills. :l
 E C usrel ro cLAsslFY Readthe followingphilanthropicactivities.Listento Part 1
againandwiiteJforJo|ie,sactivitiesandBforBono,s,accordingtothe]eport.
t ...... donatesmoney to build schools. 4 . .. . . . getsworld leaderst6 work together.
2 ...... organizesevenlsto raise money. 5 ...... worksto improvemedicalcare.
3 ...,.. works to protect wildlife. 6 ... ... workswirh t}|eUnitedNations.

E Um ltsrrl ro coNFlRM GoNTENI Listento Part l again.Crossout the reasonsfor

celebrityphilanthropythat are NOTmentioned.
'l to develop new
skills
2 to get artenlion lrom rhe media -
3 to satisfy a desire to help end human suffering
4 to show gmtitude for one's success
:
5 to increase onds fame and wealth
6 to change how one is seen by others
7 to address one's concerns about the future

E w rtsrrr FoR PoINToF vlEw Now listento Part 2. which statementbest

representsthe speaker'spointof view,?Explainyour answer,
I 1 Celebrityphilanthropistsare only interestedin their own fameand gefting"photo ops."
f 2 While the criticism may havesometruth, Jolie'sand Bono'sphilanthropyhasbeenmainty positive.
! 3 Despitetheir goodwork, Jolie'sand Bono'sphilanthropydeservesa lot of criticism.

E magain.LISIENfO SUMMARIZE Listento Part 2

With partner,
a five criticisms
write at least
of celebrityphilanthropists
from the reporton a
separatesheetof paper.

I SUPPORT AI{ OPINION Do celebritiesmake good

philanthropists?
Explain.Useinformationfrom the
reportor aboutothercelebrityphilanthropists
you
are awareof.

Discuss.how
bestto-help
others

I rnlme voun !DEA6 which threeof the issuesin the photoson page22 do you think most urgentlyneed
attention?Write them on the notepadand write one actlvitythat wouldhelpfor eachone.

ffi p ofscusSloN Oiscuss for solving

the bestactivities- II lfeel stronglyabout helpingchildren,so lthink
one of the problems on yout notepad. ' it's crucialtoprovidegood schoolsand ... tt

Do rich and famouspeoplehavea responsibility

to donatefame
and moneyto help others?Write at leasttwo paragraphs, point of view'
supportinElyour

23
 I wnlrlnc sxtLl studytherules.
Restlictive adjectiveclauses
adjective
A restrictive clauseprovidesessentia/ necessary
information to identifythe nounor
pronounit modifies.Do not use commas.
The personwho borrowedmy camerayesterdayjust told me she had brokenlt'
She replacedthe cameralens that she had brokenthe day before'
ThefriendwhosephoneI lost insistedI didn'tneedto replaceit'
The hotel in the town wherewe stayed last weekendofferedto give us a refund'

Non-restrictiveadjectiveclauses
clauseprovides
adjective
A non-restrictive that is not necessary
information
addltional to
identifythe nounor pronounit modifies.use commasbeforeand after, exceptat the end of
d sentence. whenthe adjeclivec auseendswitha perlod.
Becareful!
Lara,who works In my otfice, told me she broke the U5e punctuation that support5 your
camerathat she had borrowed. .antendedmeaning.
t.i The Aimes Hotel, where we ah,Yaysget a room in July, The laptop which I bought last week
is great. (Diflerentiates this laptop from

HI
ill
offeredto give us a refund.
She replaced the tablet, which made her very happy.
others: essential)
The laptop, which t bought last week,
is great. (An additionalcomment about
Nilylaptop, wltich was always crashing when I leally the laptop: not essential)
Iit needed it, finally died.
f:l l

rl E PRACIICE Readthe collegeapplicationessay,in which the

Whatt Learnedfrom My
writer describesa life lesson,Correctpunctuationerrorswith FirstJob
adjectiveclauses.Add three commas and delete three. 'v rirstjob whichwasat a
",^,Y,11"-:-'*':,n"j
coworker whosotmeirto
;;l ;:il;:],ffii
E additional
PRACIICE Decideif the adjectiveclauseprovidesessentialor mon"y :nthecasrr j;
rJs;;;,."i.::".."l,llF:,,
r,neco workerhad taken
information. if the
Write a checkmark is
0unctuation someofrh. i *
sheshifredthe blame,;;;.
-.n'" ''ahsrstedlhat
correct. Make corrections if it is a non-restrictiveclause. r..tpon.;bt", Ouit-te "'* ,"i^il.l:"..'1"*"I wasn't
'"ovcr wno drdn'tk4ow
n 1 His grandparents are the ones who taught him the most t;"o n," i.."oi"i"iy. me
a b o u tr i g l r ta n d \ r o n g . Tenyears later,I got phone
a call ih,
! 2 My cousin rvho r,vasalways tmthful about,everything tokl
my aunt she $-as {'rong.
ursinllr;l:;H*1*:ftj"i.
ro apologizefor what st
t air" o-l
n 3 i told a lie that I have regretted for more lhan l.enyears. r,ad
been
bothe,ins-i;;';".""1;;J:#""'*or',
" "a
n 4 Her favorite vase 1i'hich her mother had eiven her had
,"".'"li;'r'ji::';::ilTii:,1:T::
"*..
been broken.
D 5 We found ou| l.hat Megan x'as going to.join us which
f :jr!ji!iT.',:"i*
ffi
"tfi ,
,lffi
was great. *rker who{ertbatrvabout
ff:ilir:"i]*,:: ir

ffitr APPLY THE WRIIING SXILL On a separate sheet of paper,

write a collegeapplicationessayin which you describean
experiencethat taught you a life lessonor that shapedyour values.
Providedetails by includingat least three adjectiveclausesto add
essentialand additionalinformation. n DidI includeat leastthreeadjectiveclauses?
n Didldistinguisn
ner*eenessentialand
additionainformation?

ftitrtra,r,urrrrzt/////r(
d d j e c t i v ec l a u s e s ?

UNIT2
E ,f-ibg,,Listento eachconversation.
Thenlistenagainand completethe statements.
Conversation1
1 The man is thinking about ......
a shifting the blame b taking responsibility c telling the truth t
2 Thewomansuggests ...... .
a shifting the blame b making up an excuse c telling the truth
Conversation2
3 Thewomanhasdecidedto...... .
a shift the blame b make up an excuse c take responsibility

E Complete with phrasesfrom the box.Useeachphraseonryonce.

the sentences

shift the blame admit making a mistake tell the trLrth make up an excuse take responsibility

1 If Matt makes a mistake, he tries to to other people in his office so

he wont get in trouble with his boss.
2 Dan forgot to prepare his report for the sales meeting, so he decided to
. He told his boss that his computer deleted the file.
3 Alice borrowed Susan's umbrella, but she forgot it on the train. She wanted to take responsibility,
but she didn't want to .................... , so shejust replacedit and didn't say
anything to Susan about it.
4 Jane doesn't when she does something v/rong. Either she makes up
an excuse or she doesn't tell the tluth about what happened.
5 I really believethat in some situationsit's beiter not to ...... ............ ...... , especially
when you are protecting someone's feelings. For example, if my grandmother spe4[ all day
c.qqking dinner, but it tasied terrible, I would still tell her it was delicious.

g with the relative

_which
that

where

, as the

[l On a separatesheetof paper,completeeachstatementwith your own commentclause,usingwhicn.

Don'tforgetto usea comma.
Example: Somecelebrityphilanthropistsonlycareaboutpublicity,....which.!.lhinLit.e.r.h.ene....
1 Angelina Jolie has received many awards for her philanthropic work... .
2 Most people tell lies to avoid hurting people's feelings... . EEEISEEIGEEEEEd
o.rsz
3 My brother took responsibility for his mistake... .
4 I made up an excuse for being late to work... . Web Project:CelebrityPhilanthropists
wrtw.en6llsh.com/summit3e
 G()ATS
C(IMMUNICATI()N
Expressfrustration,enlpathy.an,:i

Hardships,
Fears, cncouragemenl
2 Describehov/fear affectsyou physicaiy
3 D sc!ss overcominghandicaPsafd

andHeroism hardshrps
Examifelfc natuTeof herosfl

PRIUIIt{
[t rnnu: YoURIDEAS Takethe self{est Totalyourresponses

YOURCHICKENSCORE
YOURSCORE
TOTAT

Etgiis$t tt&

areyou?
note the siluotions below,
occording to how scory they ore
l lo you, from I to 3. wiih I being
not saory ot oll, 2 being somewhol
scory, ond 3 being very 3cory. You'fecoolandcollected.
Nothrngffeaksyouout.

gettingsiuckin onelevotor wolking duringo bodslorm

oulside

o beeonyourorm
seeing neortheedgeof o cliff
stonding
justcautious.
You're

in bodweolher
driving goinglo thedenlisj

reslouronl
in onuncleon
eoting w o l k i ndgo w no d o r ks l r e eot l n g h l

riding
o horse experiencing during0 flight
turbulence

in o building
smoke
srnelling g e l l i n0gni n l e c i i ol fro mo d o c l oor rn u r s e

beingo possenger cor

ino speeding o snokeinyourgorden
seeing
Youiea totalchicken!
-.-, rI..lFnn 4n nn poidFnic Youfe probably of
afrald
ride
loklngo roller-cooster your0wnsna00w.

s th e ::':^:' 1 ' e \ o u b o t ha ' r a i d o f t h e s a m e t h i n g s ?

@ e l t n w o n x c o m p a r es e l f - t e s tw
W h i c ho f y o u i s m o r e c h i c k e n ?

Q e n O U e w o n x H o w c h i c k e r - i ! . - : : i : ' : : . , r l a t et h e a v e r a g es c o r ef o r e a c h
- t s l i r i g h t e n i nt go e v e r y o n e ?
s i t u a t i o inn y o u rc l a s sW h j c h : : - : : I - : : - :
26 U N I3T
 Underctand a variety of accenis.
p .},,W: SnOrllCHT Readand listento two friendsdiscussa problem. Luiz= Poduguese
' Michel= Fr€nch
Noticethe spotlightedlanguage. - ' ::: i j::.:]r,. .'::-.:r'. .r :::_::j:.r_: -jl

Luiz: Hey, Michet. Anything wrong? You look like you've lost your best friend.
Michel: No. Nothing like that. I'm just in hot water with Emilie-
Luiz: Emilie? But the two of you were so lovey-doveywhen I saw you at the restaurant on Sunday.What's up?
Michel: well, Sunday was her birthday, and wed been planning to get engagedon her birthday, but I guess I got
cold feet. Ijust don't think I'm rea-dyto make that kind of commitment yet. In any case, she'sreally upset.
't She feels like I pulled the rug out from under her.
Luiz: well, I can imagine that must have been really disappointing for her.
Don't you feel like you're in love anymore? Or is there someone else?
Michel: No. Definitely not. I love her with all my he&rt, but no matter how
much I tell myself she's the only one for me, I just can't teke the plunge.
I don't know what's wrong with me. Maybe it's some kind of
psychological problem.
Luiz: I wouldn't jump to that conclusion. Maniage is
a big deal, Michel. And it's forever. Most people find that scary.
Michel: I think that's what freaks me out about it. Every time
I think ofproposing, I panic. I feel so guilty that I don't even
want to see her right now'
Luiz: well, it's not the end of the world. Sounds like you just
have a minor case ofthe jitters.
Michel: You think so?
Luiz: Mark my words. She'll wait for you. Just chill for a while
until you're ready, OK?

f,l uxoensrnro tDtoMsANDExpREsstoNs choosethe best way to complete each statement.

1 If you're "in hot water,"you're ... ... 7 ' S o m e r h i n gr h a t ' s" a b i g d e a l ' i s . . . . . . .
a in trouble b excited a full of advantages b ofgreat importance
2 When you "get cold feet," you .. . . .. . 8 If something"freaks you out," it ...... .
a decide to do something as you had planned a scales you b excites you
b decide not to do something as you had planned 9 If something "isn't the end of the world,"
3 If Emilie feels like Michel "pulled the rug out from i t ' s . . .. . . .
u n d e rh e r , ' s h ef e e l sl h a l . . . . . . . a not a big deal b not good
a he didn't do what he had promised 1 0 When Luiz says "Sounds like you just
b he was disappointed with her have a minor case ofthejitters," he
4 Ifyou do something "with all your heart," you means......
doit ..... . a Michel isjust nervous
a unwillingly b with 100%commitneni b Michel should take his doubt seriously
When Michel said "I just can't take the plunge," t l When you say "Mark my words," you want
h e m e a n th e . . . . . . . s o m e o n eI o . . . . . .
a c o u l d nl g o t h r o u g h$ i l h p r o p o s i n g a remember your prediction later
b didn't want to marry her b wait for you later
when Luiz says "I wouldn t junip to that 12 When Luiz teLls Michel to "just chill," he's
conclusion," he's suggesting that Michefs suggestingthat Michel ...... .
reasoningis probably . . a do something right away
a righr b nol righl b wait

E$ffiI ANDPERsoNALtzEFirst,summarize
suIttMARtzE problemandsay
Michel's
what you would do in his situation.Speculateabout what will happennext.Then,discuss
what scaresyou more: fears o{ physicalharm such as the ones in the self'test,or emotional
fears such as the ones Michel is experiencing.Explainyour reasons,usingexamples
from vour life.
 E .>'103-iVOCABUUIRY EXPRESSING
S]XIftLTJqEM FRUSTRATION,
EMPATHY,AND ENCOURAGEMENT
Read and listen.Then listen again and repeat.

9$qoft

p Thenchoose
>i*nt: uSfel ro PREDIGI Listento the conversations.
k"
whatthe otherpersonwill probably

Fs
saynext.
1 a That must be fiustrating, b Ijust can't take it anymore.
2 a Igive up! b I know what you mean.
3 a I've had itl b well, don't give up.
4 a I'm really fed up! b Don't let it get you down.
5 a Hang in there. b Ijust can't take it any morel
p. 131
EmbeddedquesUons:revrewand
EEEru
Ntf,tM Q enluuln cLAUsEswrrH t{o MATTER
rWW
Useno matter + a nounclausebeginningwith a questiohword to express
frustration(that no amountof anything,for exampleeffort,can make Be(are{ull
somethingchange).Usea comma beforeor after clauseswith no mattel. Usenormal,not inverted,word
orde.in the nounclauseanddon't
NomatterhorvcarefulI an, I alwaysforgetsomething! usean auxiliariverb.
Nomatterwhattheysald,hedidn'tbelieve them. No matter who you ask, no one
Nomatt€rwhattimewecheckin, wealwayshaveto waitfora room. caogiveyou dire<tions,
Nooneanswers, no matterrvhenwe cill. NOT No matterwhodoao$
.ik, ...
Theycan'tunderstandher,no mattel.howslotrlyste speaks.

**{*E GRAMMAn PnAGTICE Mark correctsentenceswith a checkmark.lvark incorrect

sentenceswith an X. Correctthe incorrectsentences.
E 1 No matter horv much do I encourage my sister, she won't take a plane anywhere.
.ny.t;t.!?t,
..- -N.e.ryp.fte.t.hpw.mveh.Leltce.vlegs
t.hs.we.r:t
!.c4ee.p.l.e!!e.e!!y.|hcrs,....
-...
[ 2 Eric coutdn't find his folder, no matter how hard did he look.

L l 3 No matter how late Phil stays up, he still gets up for his exercise class.

f_l 4 They were unable to find a gas station, no matter how many people did they ask.

L_.15 No matter how many cups of coffee I drink, I sleep like a baby.

I 6 N o m a l l e r w h e n d o I g o t o b e d . I a l w a y sg e t u p t i r e d .

UNIT3
 p fntn WOnX Complete the conversationswithyourownideas,.rsingthe Vocabulary.from
page28. Thenreadyourconversations witha partner,
1 A: ................... ! N o m a t t e rh o wl i t t l eI e a t .... ... .... .... ... .... .... .... . :.. .... .... ... ... .
B:
2 A:. j No mauer vrhatI tell my supervisorat work,
B:

B:
4A: ..... ! Mary is always late,
B:

Express
frustration,
empathy,
aIdenc0uragement
-.':@

@ r.fficoxvensAlloN sPorLlGHt Readand

c
listen.Noticethespotlighted
conversation
strategies.
A: Iley, Nina. Youlook upset.IE something
*'fffii
wrong?
B: Actually,I've beenhavinga bit of trouble
at work.
A: I'm sorry to hear that. What's going on?
B: Well, basicelly, no matter how \MeIII do
' something,my bossnevergivesme credit.
A: That must be frustrating.
..':.
B: It is. I'm feelingreally fed up.
A: I totally understand.Eang in there,
though,OK?
B: Thanksfor the encouragement!
I appreciate it.
.r''A Anytime.

E rffiK nnvnru aND rxtoNArrot{ Listenagain

and repeat.Thenpracticethe conversation
with
a parrner
No mal+e' hovt
with a relationship: wilh ny boylienA'
;. , -,.,.,- '.^,.^^'+t.
i-,!'!.1:'!.b: /-ie,Jlv to nvfrien{s.
S nortmoollc write statementso;! the -""i ti^nt "tx.t
notepaddescribingproblems.Useno matter. at home:

m
vtlto @ convensmo AclvAroR createa at work:
EIEEE
conversation similarto the one in ExerciseA.
9t1Ut6
mra Start like this: yorrrook upset ts something
at school:
wiong?lJseone of the problemstrom your
notepad.Be sureto changerolesand then
Dartners. with money:

mil'IsT0P! . No way:
with a relationship:
. Ask for more details
about the problem. . D o nt f r e a k o u t . -
with my health:
. offe. specificadvice. . Justch ll.
. say as much asyou can. . li s notthe end of the woad.

. Markmy words,

29
 howfearatfectsyouphysically
G0A[ Descrine

tr > 2:d?GRAMMAR SPOILIGHI

spotlightedgrammar.
Read how fear affects peoplephysically.Noticethe

The worst thingfo. me is that I get sweatypaims lger such terrible palpitations
and my handsshake.The first time lmet my that it feels like my heart'sgoing
fianc6e'spa.ents,we were at a nicerestaurant ro jump right our of firy chest.And
and my handswere shakingso badly that I w h e n t h i n g sa r e r e a l l yb a d ,l c a n
avoidedevenpickingup my glass.I was afrald actLrally lose m/ voice. Fortunately,
they would think I had some kind ofdisease. t h i so n l y h a p p e n sw h e n I ' m r e a l l y
l wish I couldcontrolthis,but l can!. lt s so p a n i . k e d l,i k et h e r i m e l w a s o n a
embarrassingl f ight and the landinggear got stuck-
I iried ro pretend I was cool and
collected,but the truth is I was
terr fred.

Havingto speakEnglishon the phonelI know

rt'scrazybecauseI speakpreuy well. But there's
# jusr somethingabout it that makesme panic.lt's
so bad that when I know I haveto make a call
rr f1g.is1..8et such awful butterflies in my
u
rfr
stomach that I lhink I'm goingto get sick.
silly,I know but trLre.Bu! actually,once e
I start talkingthe butterf iesgo away.
}

E RELATE'O PERSONALEXPERIENCE Which situationdescribed

do you identifywith most? Explain,providing
in the GrammarSpotlight
examplesfrom your own life. p. 732
C o u n ta n d n o n { o u n t n o u n s l
' Non-countnouns made countable
' N o u n su s e d i n c o u n t a b l ea n d
,ffi
ifiinii -
so ... (rHAr)oRgue!... (THAT)
Ef enlmmeR .-ustNc-:,- To Expt-AtN
REsuLTs u n c o u n ( a D tsee n s e
Useso to intensifvan adiectiveor an adverbto exolainthe resultof an
extremesituation.That i; optional.Don'tuse a comma. 8e (areful!
ertremesituation result Alwaysusea or an with a
It wasso stormy (that)| wasafraidt0 get0nthe plane. singular(ou-ntn6In following
such,
Sheleft so quickly (that)sheforgotherumbrella.
she had iu<h a bad accident
lf the adjectiveis followeddirectlyby a noun,use such,not so. that sheneverdfoveagain.
NOT she had so-ba+aeeideEt
I waswearingsuchunconfortableshoes(that)| couldhardlywalk. that sheneverdroveagain.
I madesuchsaltysoup(thatl no onecouldeatit.
Shehadsucha badaccident(that)sheneiver droveagain. Remember: Usemanyand few
lf the noun is precededby many,much,few,or little,use so. with count noun;:Iie muc-hand
little with non-countn;i;;
Therewillbesomanypeople there(that)wewon'tbeableto findeachother He had so many ti€kets that
Therewassomuchlightning (that)allthepassengers ontheplanewereterrified. he losthi5driver'slicen5e.
Weateso fewmealsout lastmonth(that)wesaveda lot of money. NOT He had i€-fru€]+.ke
that he losthisdriver'slicense.
so little icc onthe road(thatl lthinkit's safeto drive.
There's
30 UNIT
3
 ffi @ enmrrreR pRAcTlcE on a separate sheetof paper,combine the litewas s{'fetrible that the
thestatements,
usingso ... (that)or such... (that).
bvild;ng was tottlly Aestroye,A.
1 The fire was terrible. The birilding was totally destroyed.
2 There are usually many accidents. We don't travel on holiday weekends.
3 The games end late. We prefer to watch them on TV
4 The insects are awful after dark. Most people prefer to stay inside in the evening.
5 Traffic in this region has become a bad problem. Lots of people are taking public kansportation.
6 It was a stormy day. We postponed our picnic.

p enlmmln rnAcTlcE completeeachstatementwithmuch,littte.manv.of few.

1 They cancelled so ........... flights that we won,t be able to get there tonight.
2 There's always so ........... trouble when the weather is bad that we don't traver in winter
3 So . . ... . . .... people ate at that restaurant that they had to close it.
4 There were so ..... . .. . . . seats left on the train that my friends and I couldn't sit together.
5 There was so ...........time to get to the shelter that wejust stayedin our basement.

,HHfrE r:'s*; vocaBULARy pHysrcAlEFFEcrsoF FEAR Read and listen.Then listenagain and
repeat.

s .=:3

t l.i

=
=
*

@-:AG!IVATE THE VOCABUTARy Find and undertine the Vocabutari Il Jorge Pardowas so scaredthat
and other physicateffectsof fear in the GrammarSpo ight. he got palpitationsand he lost
Paraphrasethe situation that caused the physical effect for each hisvoice.tt
of the three people,usingthe Vocabularyin you, descfiption.

. Describe
howlearaffectsyouphysically
What I was afraid of:

tr IIOIEPADDII{G Choose a time when you were so scared

that it affected you physically.Write notes about it on the
notepad. Use the grammar and Vocabularyfrom page 30. How it affeded me physically:

-** p olscussto ActwATon Discuss

the situationson yournotepads.
Tell . N om a t t e r . . . Write one statementwith so or such ... (that).
eachotheryourstories,askingfor more . Didyoufreakout?
informationanddetails.ldea:Tellthe . lt wasnt the endof the
classaboutwhathappenedto your
What finally happened?
partner.Sayas muchas youcan.

Write yout partner'sstory.

Usesequencingexptessions(first,next,after that, etc.)to
clarifythe orderof eyentsin his or her storY.

31
 handicaps
overcoming
0iscuss andhardships
E What
READII{GWARM-UP What are some physical handicaps people face?
are some other hardshipsthat might limit people'sabilityto succeed?
,ffiE {dru nEADI G ReadaboutMarleeMatlin.lf you had to chooseone
adjectiveto describeher,what would it be?
TO BE
THE COTJRACE
WHO SHtrIS
Born with normal hearing,Marlee suffered
'18
permanenthearing lossat months from an
illnesswith a high fever. As she approached
schoolage, her parentswere advisedto send her
to a specializedboarding school far from home.
However,her parentsfelt that Marleewould be
deprived of the parental contact and love essential
to nornial develooment if she didn't live at home.
5o instead,they put her in a public mainstream
schoolthat had both hearingand deaf students,
which built her confidence to participate in activities
with hearing students. At school, Marlee learned
sign language,though she wad encouragedto use
her voice, too.
Throughout her childhood.Marlee'sparentsdid
everything they could to give her the same life she
would have had if she had had normal hearing.
Her family even helped Marlee develop a senseof
humor about herselfso she wouldn't be ashamed
of her handicap.When others wondered about the
strange way she pronounced some words (because
she had learned to say them without ever having
heardthem), her brother would say she had an
accent because she was from a foreign country.
which made both of them laugh.
At seven,her parentsenrolled her in a summer -.
camp with both hearingand deaf children,and
there she learnedto use her handsto "sign" the
lyricsof songs as the other childrensang. Her
campmatesloved this, and their applausegave
Marlee her first taste of the joy of performing.
To encourageher,when lvlarleereturnedhomefrom camp,
children!theater
her motherenrolledher in an afterschool
program(nowcalledthe International Centeron Deafness
andthe Arts,or ICODA),wherechildrenpreparedsome
performances in signlanguageandothersin spokenEnglish.
Matlincontinuedperformingwhenshewasin college.,At one
performance, the popularW actorHenryWinklerwasin the
audience. Matlinaooroached him andsaidshewantedto be
a famousactor like him.Winkler,who suffersfrom dyslexia
(a readingdisorderthat causesdifficultyin readingdespite
normalintelligence),empathized with Matlinandencouraged
her,tellinghershecouldbe anythingshewantedand not
to let anythingstandin her way.Winklerbecamea longtime
mentorandfriendto Matlin,helpingher asshepursuedher
actinqcareer.
Matlinl life hasn't been without controversy or criticism.
When presentingan Oscar,she spoke the no6inees' names
insteadof signingthem, causingsome deaf people to
complainshe was suggestingthey should speakinsteadof
signing. To comfort Matlin, African-American actor Whoopi
Goldberg told her that once she had worn blue contact lenses
just for fun and was criticizedfor trying to "appear white."
Goldberg told Matlin not to worry about what others say and
just be herself.
Matlinhasneverlet her handicapstand
in herwayand hascontinuedto
surpassthe expectationsthe public
has of people who can't hear. When
she competed in W! Dancing with
the Stars,people were incredulous:
How could she dance if she couldn't
hear the music?
The keyto Matlin'ssuccess may,
in part,lie in the supportand help
othershavegiven her-support
that hasenabledMatlinto be
who she is. no matterwhat
othersmaybelieveor say.
 !l ulofnsato EAN|NGFRoM coNTExT Match the words and phrasesfrom the'afticle
with these definitions.Then,with a partner,write sentencesusingthe terms.
I a person who reprcsents and speaks for a group of people
mentor
2 a system of conmunication using hand gestures
spoke5person
3 a physical or mental disability or a condition that can limit a person,s handicap
ability to function normally conflicts
s r g nl a n g u a g e
4 an advisor from lvhom sorneone receives support and encouragement
5 strong differences ofopinion, especially bet\a,eengroups ofpeople

p sumuantzr In the chart,summarize

howthesepeopreand institutions
contributed
to
Matlin'sdevelopment
andsuccess.
Thencomparesummaries withvourctassmates.

tr DISCUSSION Discussthe followingquestions.

1 I{ow do you think a person can learn to speak without ever hearing others speak?
@lE:!l 2 In your opinion, what are some general facto.s that contribute to the success of
oeoole
l{Auil6l who have handicaps or other problems that could linit their success in life:

YllUCAil Discuss
overcoming
handicaps
andhardships

tr FnAME YOUR IDEAS Choose a historicat figure, a fictional

character,or someoneyou know who oyetcameor has overcome
IDEAS:Some types of hardrhips
. a physicalgrmental handicap
a handicapor other hard_ship.
Write discussionnotes. . racial,ethnic.or sexualdiscrimination
. a naturaldisaster
. politicalinstabilityor war
Name:
. poverty, lacko{ educationor family support
Summary
ot handi(apor hardship:

Fa<torgthat helped him or her overcometr:

Achievements:

ffiE similarities
DISGUSSION Compareinformation.What
do the peopleshare?Explain.
 thenatureol heroism
Examine

**** S .>-,4&i!l
L|STEI{INGWARM-UP WORDSTUDY USINGPARTSOFSPEECH Studythe forms of
these wordsrelatedto braveryand heroism,accordingto the part of speech.(Checkmeaningof
any untamitiatwotdsin a dictionaty.)Readand listen'Then,istenaEainand rcpeat'

,ffi E '.>."@tlLlstEN To acrlvAtE PARrsoF

SPEECH Listento a W news magazinestory.
Use a word flom the Word Study chart in
the correct part of speech to complete each
statement,Some items have mole than one
Dossibleanswer.
'l Seol's decision to go back to the plane
w r e c k a g ew a s e x t r e m e l y. . . . . . . . . . . . . . . . . . . . .
2 Although aware that the airplane
could explode at any moment, Seol
returned to the Plane again
and again to rescue wounded passengers.
..risk his life to
3 S e o l ' s. . . . . . . . . . . . . . . . . . t. o
save others \Masextraordinary.
4 The story suggests that anyone, even an
apparently ordinary person, is capable of

M o s Tp e o p l ed o n ' lh a v et h e . . . . . . . . . . . . . . . . . . . . .
'
to act in the way Seol Ik Soo did.

E itffi USfeX FORDETAILS Listento the story again.Completeeachstatement.

out ofthe plane.
1 Seolcarried ...... passengers
a three b more than three
2 During the rescue, Seol felt as ifthe passengers were very ... .
a heavy b light
3 Seol used a ...... to make bandages.
a belt b shirt
4 .... .. he took passengers out ol the p1ane,he realized that there was blood on his face.
a Before b After
5 Before the crash, ...... thought of Seol as a hero.
a no one had ever b everyone had always
 tr '>..ffi:LlsrENTo RETELLA sroRY Listentothestory again.Rete the storyin writing"inctuding
importantdetailsand usingat leastthreeof the wordsfrom
the
the WordStudychart.Exchange
storieswitha
partnerandsuggestdetailsyourpartnermayhaveleft out,

Examine
thenatureofheroism

[l rorernootre F]ameyourideas.with a partner, andwriteyourowndescriptidn

discuss of the
behavior
that makessomeone
a hero.usewordsfromthewordstudychartandotherphrases.
A h e r o i s s o m e o n ew h o . . .
. hangsInthere
. ooesnt giveup
. doesnt freakout
. N0 malterwhathappens

@ otScusStOl,t Readthe three profiles.Whichperson,sbehaviorcomesctosestto

the descriptionyou wrote in ExerciseA. Explainand discusswith a partner.

Dr. Sheikh Umar Khan

ROSAPARKS In 201,1,an Ebola epidemicragedin threeAfrican
In 1955,RosaParksgoton a city
busin Montgomerya city in the countries-Guinea. Liberia, and Siena Leone.
southem U.S.,atd satdownin a This frighteningviral disease,for which rhere
seatnearthefront.In thosedays, \,r'asno p.eventionol t.eatment,typically klled
busesin Montgomery wereracially a devastating60% to 90% ofthose infected.Dr
segregated,ard thefront I0 seats Sheik:hUmar Khan, alreadyhailed as a medical
werepemanentlyreservedfor hero in his nativeSierraLeonefor havingsaved
wbitepassengers. Thedrive.told hundredsof livesduring I 0 yearsof battling Lassa
her to moveto theback,but Parks fevel a diseasesimilar to Ebola.rushedin ro
refused. The driver then called the police, and she was arrested carefor more than 100 Ebola patients.
and taken to jail. Rosa Parks's act of defiance took great courage Dr. Khan knew betterthan anyoneelse
becauseof,lhe.b-rutality and injustice African Americans that the peopleat greatestrisk were
faced at that time in the South of the U.S. Her arest became a healthcare workers.ln spiteof
rallying point, and the African-Americancommunity organized taking precautibns,Dr Khan and
a busboycottthat lasted381 days,dudng which no African threeofthe nurseswho worked
Americanrode a city bus in Montgomery Parks'saction had with him died ofthe virus within
a powerful economic impact on the bus company, which wai thre€ days of each orher-
forced to change its policy. Ultimately through the efforts of rhe
conmunity, acial segregationof public buseswas madeillegal.

g DEBATE Frompages34 and 35, choosethe personyou considelto be the most heroic.
Meetwith two ol threeotherclassmates,eachof whom has chosensomeonedifferent.Havea
debateaboutwhichof the personsis the most heroic.Decideamongyourselvesor amongthe
otherstudentsin the classwhowonthe debate.
 @ wntlxc sxtl-L studythe rules.
Reducingadverbialclausesto adverblalphrases
clausescan be reducedto adverbial
Adverbial clauseandthe
phraseswhenthe subjectof the independent
clausearethe same.Reduced
adverbial adverbialphrasesare morecommonin writingthan in speaking.
clauses
Adverbial - Reduced phrases
to adverbial
-- Be careful!.
When I fell off my bike, -"'"-> Fallingoff my bike, When the subjectsof the adverbial
I hurt my back- I hurt my back. clauseand the independentalauseare
different,the clausecan't be redu<ed
When we wele eating, -___> When eating (or Eating), Before she saw the crocodile, it
we got a call. we got a call. attacked.
DON'T sAY B€+efgseeii19+he'
We saw a bearwhlle we We saw a bearwhlle hiking. €roeodi{e, it attacked.
were hlklng.
BeioreI left, I sent my Beforeleaving,I sent my Punctuation
^.rantc.lAtta. parentsa letter Usea commaafter a cla!se or Phrase
After harringshared my news, when it comes first.
After I had sharedmy
Before I left, I sent mY Parents a -
news; I felt better. I felt better. letter. / | sent my parents a letter
before I left.

@ nnacnCt Read the short news report to the

right of a frightening event.Underlinethe reduced
adverbial phrases and, on a separate sheet of
paper, rewrite the sentences with them, changing
the Dhrasesto clauses"
@ enlCnCt On a separate sheet of pape], rewrite
each of the followingsentences,reducingadverbial
clausesto adverbialphfaseswhen possible.It the
sentence can't be reduced,explain why not'
1 When she was waking up, Alicia Sorohan
heard a scream,
2 While Dr. Khan was trying to savfhis
patients, several nurdes on his staff came
down with Ebola.
3 When she refused to move to the
back seats on the bus, Rosa Parks
was arrested.
4 Before she went to the drama program,
hadn't ever performed in a play
" Marlee Matlin
5 Seol realized that he was covered in blood
after he had exited the plane several times.
May 5-While campingyesterday, the Evansfamily
wassurprisedby somefrighteningneighbors:a bear
cub and its mother.TwinS-year-olds pauland Marcy
were delightedbecausethe younganimalreminded
them of the cute creaturesin their picture books
and on TV Theirfather,on the other hand,wasn,tas
cfrarmedbecausehe knewthat approachinga bear
cub wasdangeroussincean adult bear is usuallv
nearby.
Luckilyfor the family,Mr Evanswasalreadyawake
and getting breakfastreadywhen he heardthe bear.
As he posted later on Facebook:,,Whileqettino the
milkout of our campingbag, I hearda ruitlingioise
behindme. I turnedaroundand sawa bearcub trying
to open the garbagecan.I knewI had to thinkfast..,
Hearinghis kidscomingout ofthe tent. Mr Evans
quicklypushedthem backinsideto preventthem
{rom approaching the bearto playwith it. At that
moment,a largeadultfemale,probablythe cub,s
mother,cameby and led the cub away.The Evanses,
campingdaycontinuedpeacefully afterthat.

ffi E APprv rxE wRlrlNG sl(lll Write a short reportabouta

dangerous event'usingthe WritingModelfor
or frightening @
support.Write at leasttwo paragraphsand tell the story in ! DidI writetwo or moreparagraphs?
the orderthat the eventsocculred. Theeventcan be realor ! Doesmyreporttellthe stofyin the orderthatthe
fictional.Useat leastthree adverbialclausesand phrasesto eventsoccurred?
clarifytime relationships. n DidI use at leastthreeadverbial clausesor reduced
adverbialphrasesto clarit time relationships?

UNIT3
 S f*:*+.1Listento each person.Thentistenagainto summarizeeachoerson,s
reasonfot beingfrusttated.Writestatementswith no matter.

El Comptete eachstatementwith no matterandwho,whom,when,whattime,what,where,or how.

1 I a l w a y sg e tu p a t s e v e ni n t h em o r n i n g ., . . . . . . . . . . . . . . . . . . . . Igotobed.
i
2 My daughter won't go to bed early,
3 ...........,............
4 ...........
.............
t h ew e a t h eirs l i k e ,w e t eg o i n g l
many times I teli her to.
rl
/l
few caloriesyou eat,it,shard to loseweight.,
5 No one knew which gatethe train was leavingfrom,
we asked. /t
S
6 ........................ you leavefrom,the trip still takestwo hours.

Compteteeachstatementwilh the correctword. ii

1 The thunderwas (so/ such)loud that we couldn,tsleep.
2 The kids ate (so much/ suchmany) candythat they got sick.
3 Therewas (so/ such)bad turbulencethat the passengerscouldn,tleavetheir
seats.
lir
lt
l'
4 The store has (so many / so much) btands of painkillers that I don,t knorv which
to buy.
5 Lyn is having(so/ sucha) goodtime at the party that shedoesn,twant go
to home.
6 He learnedItalian Go / such)quickly that he took the exam after only two
months.

tr underlined word with a word that has a similar meaning and the correct part
1 Many people don't think they are courageous until they are faced with
an emergency.
of speech.
ll
II
a fearlessly b brave c heroism
2 Few people are fearless enough_ to fight an atult bear.
a courageous b confidence c willing
3 Bravery, especially in dangeroussituations, is a rare quality.
a Courageous b Heroism c Heroically I

[l on a separatesheet of paper,createa two{ine conversationfor eachpair

Useno matter and yourown ideas,
of expressions.
I
1 I'm fed up./Hangin there.
2 Ijust can't take it anymore./ Don,tlet it get you down.
3 l ve had it. / Tha[musl be discouragjng.
4 I give up. / Don,tlet it get you down.
II
A: l'," fel
"p.
N o nattet how nvch exerctse
t do,I tt;ll looklike a weokli^g!

naag intAe.e-lltaket +;me lo tee .erulrr.

5 I'm fed up./ I know what you mean.

 1 Discusshowto overcomeshortcomings

Getting with
Along 2
3
Acknowledge inconsiderate
Explainhow you handleanger
behavlor

0thers 4 Explorethe qualitiesof friendstT

ip

PMUffi{
[l rnlut voun IDEAS Readaboutsomecommon
Rateeachpersonaccording
to the scale: A = Soundsjustlike me!
shortcomings.
E| = Soundsa bit like me.
C = Doesn'tsoundlike me at all!

"l wish I weren'i so
disor8anized. My
bedroom's always a
mess. I can't remember
where l've put anything.
Thewayl'm doingthings
isjustnotworking
for me."
Ricando
"You knorvwhat my problem is?
l'm a procrastinatorll'm
always pufting things off
and waitingtill the last
minuteto do things.Then
lgo into a panic worrying
about whetheror not
l'll be ableto finish
on time."
"l admit l'm a bit oversensitiveltend
to thinSspeople
to overreact
sayto me-l think l'm
beingcriticizedwhen
peopleare just tfying
to help. lt reallydoesn't
take much to 8et me
upsetaboutstuff."

Paul
"l'm surel'm too hot-tempered.
lBet angrywaytoo easily.It
doesn'ttakemuchto setme
off. But l've been trying to
"l know l'm too negative.l'm always
focusing on thebadratherthanthe
good.And l'm waytoo criticalof
othefs.My husband, though,isjust
theopposite!"

-:ean I I r'evon LJ
'My hLrsbdnd>dvsl'm loo.onLrollins- "My biggestshortcomingis that I'm
and he'sprobablyright.I compiain No matterwhat I do,
a perfectionist.
whenhe doesn'tdo thingsmy way. l'm notsatisfied.I justdon'tthinkit's
l'm sureit driveshim crazyl goodenough.My aftitudereallygets
in my way."

f, >'e*rii;vocmuuRY sHoRTcoMlNGsListenandrepeat. be disorganized oe negaflve

be a procrastjnator be controlling
be oversensitive be a perfectionist
Q run wOnx Tellyour paltner how you are-or aren't-like be hot-tempered
the people in ExerciseA. What are your big€est shortcomings?

IlOne of my biggestshortcomings is thal l'm a pedectionist'

l'd like to invite friends for dinner at my house,but I never
do-because I don't think I cookwell enough.tt )

[l thesequestions.
otscusstol,t Discuss
1 Do any of the people above sound like someone you kno\'i/?In what ways?
2 Can you think of any other common shortcomings people have? What are they?
UNIT
4
 Understand a variety of acce.ts.
E t!A!*, SpOflleHT Read and listen to a conversation between two colleagues. Mil*e=.ams1166n (s1..6.'61
6ns1[6
- raya = Fi ndl
Notice the spotlighted language.

Mike: Wait tiil you hear this ... Sam lost hiE cool again at Jaya: That's right. It must have been hard for
the status meeting! everyone at the me.etingto just pick up the
.raya: Oh, please. He's always angry about something. So pieces afterwaxds and go on as ifnothing
what set him offthis time? had happened.I'll bet it was really awkward.
Mike: You know how Rob always warls till the last minute to Mike: Totally. But it's Sam who should feel
do the sales report? Well, Sam made e big issue out of it. awkward. What bothers me the most is that
When Rob tried to defend himself, Sam told him off-in he has no clue how he affects other people.
front of eDeTUone.
Jaya: That's awfull You know, even if Rob starts things late,
he always finishes on time. I don't see what the big deal is.
Mike: But you know Sam. Ifthere's anything he hates, it's
procrastination. I'm sule he wanted to make an example
out of Rob.
Jaya: Well, it sounds like he went overboard. He could have
just brought it up privately with Rob after the meeting.
Mike: Good point. But, all things considered, Rob took it
pretty well. He knows Sam'sjust hot-tempered.
Jaya: If only he'djust stop and think first before haying one
ofhis outbursts! Instead, everyone always has to walk on
eggshells wondering who's going to be next.
Mike: I agrce. Between you and me, I think Sam'sbeen
under a lot ofpressure lately from Lis boss. But that's no
excuse to tske it out on soheone else.

p unoensnto lDloMs At{D EXPRESSIONSFindtheseexpressions in spo igtrt.compteteeachstatement.

1 :If.you "lose your cool,"you ...... 6 Ifsomeonegetsangry at you andyou "take it
a get angry b are worried w e l l . y' o ua r e . . . . . .b y i t .
2 If somelhing "setsyou o[f, it ... . . . . a not very affected b very affected
a makes you angry b relaxes yoU 7 If you "walk on eggshells," you ...... make
3 If someone "makes a big issue out of" something, someone angry.
h e o r s h e . . . . . .i t . a try to b are careful not to
a e4joys talking about 8 If you feel stressed and "take it out on" a friend,
b calls too much attention to you might need to apologize to that person
4 Ifyou Iell someoneoff. ' you are expressingyour f o r . . . . . ..
...... to that person about his or her behavior a being stressed b acting angry
a anger b appreciation 9 If you try to "pick up the pieces"after an
5 If something bothers you and you "bring it up" argument,youtry to ...... ,
w i t h s o m e o n ey, o u w a n t t o . . . . . a re-establisha friendly atmosphere
a discuss it b avoid discussing it b understandsomeone'spoint of view

!! nftlX llttO tXPLAlll With a partner,discuss_the

questionsand exptainyour answers.
1 Why does Jaya think the other people at thd meeting must have felt uncomfortable?
2 Wfur do you think Rob wasn't upset about the situation?

$@| GRoup woRK which of the shortcomings

If In my opinion,being hot-temperedcauses
from page38 do you think causethe greatestproblems the mostproblems.Onceyou'vegone
for people?Discussthe consequences. overboard,it's hardto pick up the pieces.tt
 howto overcome
G0A[ Discuss shortcomings

S sPoTLlGHf Read about the workshops.Noticethe spotlightedgrammar.

> z,rzGRAMMAR

FoR
rHE
SEI"F-CRITICA Procficol to helpyoureochyourgoolsl
workshops

G E TO R G A N I Z E DN O W
Tired ofbeing so disorganized?ls it hard to find things .-1/.nii
youte filed t}em away properly?Havepapersbeenpiling up
on your desk wh€tler or not you've had time to go tltough
them?Takethe bull by the hons and discoverhow getting
oryanizedcan help you increaseyour productivitytoday.
STOP TRYING TO CONTROL OTHERS
Do you drive peoplecrazyby constantlysupervisinSwhat they
are doing?Doesthis soundlike you:"Only if tlings atE doue
my w'aywill things get done rightl" Let'sfaceit-something's
got to change.Otherwise,no one'severgoingto want to work
with youl Lettinggo of control is easierthan you think.
E N D N € G A T I V ET H I N K I N G N O W
ls your negativeattitud€ interferingwith your
goaisin life?Achievingyour goalswill be possible
only if 1ou make a decision to change Jrour
oudook today.This workshopwill moveyou from
the negativeto the positiveon a journey that wiil
changeyour life.
SAY GOOO-BYE TO PROCRASTINATION
Haveyou beenputting off till tomoriow what you
could havedone today?Unlessyou'rc the tlrpe
who says"I'll neve! change,"you toocan leam to
stop procrastinatingtoday Learneasystrategies
for usingyour time more efficiently than ever.

Q entn WORX Do you think peoplecan reallyovercometheir shortcomings?Why or why

not? Which of the workshopswould you personallyfind the most useful?Explain.

otm oFcoNDrroN
[0{tc]tt{!lcnlumln ADvERB cLAUsEs
[Jse
evenif orwhether clause
ornotinanadverb thefactthatnomatter
toexpress whatthe
is nolvayto affect0r change
cond-itionjhere aneventor situation.
Evenif I haye plentyof timeto finisha proiect,I stillwaittil!thelastminute
t0 begin.
{= Nomatterwhat,I waittlllthelastminute,)
Shewouldhavebeenlateforthemeeting evenlf shehadsetheralarm.
(= N0n'ratterwhat,shewouldhavebeenlate.)
Whether or notanyone saysanything to heraboutit, Kyla's deskis always
a disorganized
mess.
(= Nomatter what,herdeskis aiways a mess.)
WewOuld havebeenuncOmfortable at the reeting whether or nothehadlosthiscool.
(= Nomatter what,wewouldhavebeenuncomfortable.)

useg!L!J to express condition

thefactthata certain is necessaryin orderforsomething
Remember:The unreal
to happen orto betrue.lf theadverbclause
comes first,invertthesubjectandverb c o n d i t i o n awl i t h i t o n l y
{orauxiliary)intheindependent clause anddo notusea comma. expresses a wish for a
p a r t i ( u l a cr o n d i t i o n( o r a
Ninawillbehappyat herjObonlyit shelealnsto saynoto hetboss.0R strong regret).
onlyif Niiralearnst0 sayn0to hefbosswillshebehappyat herjob. lf only I were more
organized, l'd get a lot
Useunless to express
thec0nsequenceof anactionor lackof action.(Note:u n t e s=s more done.
(=lwish lwere oR lregret
if... not) that l'm not)
Unlesshewriteshimselfa note,he'ilf0rget to paylrisbills.
{= lf hedoesn'twrite
himself
a nOte, hewill
f0rgett0 payhisbills.)
WetOldhimwewOuldf't cometo themeeting unlessheapologized for hisoutburst
(=Wet0ldhimwewo!ldn'tcOme to themeeting ii hedidn'tapologize.)
Note:Youcanalsousethetransiti0n
wordotherwise at thebeginning to
of a sentence
express
theconsequencesof anactionor a lackof action.
Heneeds t0 writehimself
a note.otherwise,he'llf0rgetto payhisbllls.
l'rnlatel0rschool. M o r e c o n j L r n c t i o nasn a t r a n s i i l o fs
setmya armfor7:00A.M.
I always onweekdays. otherwise,
40 UNIT
4

.!-
 ‫س‬‫زﺑﺎﻧﮑﺪه اَو‬

www.avasshop.ir
 behavior
inconsiderate
Acknowledge

ffi E enlruruln cLEFTsENTENcES: REvtEwANDExPANstoN

Cleft sentenceswith What
Remember: A cleft Sentence an actionor a result'Youcanform a cleft
emphasizes
sentenceusinga nounclausewith Whatas the subject+ a form of !9. Besuretlb form
of be agreeswith its complemenl
Whatbothcrsmeis gettingint.uubiuo*t.n l'mspeaking.
Whatsunrisedmewerethe many"thankyou"e-mailsI received.
Cleft sentenceswith What often have a subject complementthat is a noun clause.lf so,
alwaysuse a singularform of be.
Whatbothered methe most! as (that)yoodldn'tevenaPologize. p. L34
Whatwassurprising was(thatl shehadcompletely clpsnedup hordssk.
moreon
Cleftsentences:
WhatI meanis {that}| wishI hadrt lost mycool. meaningand use
WhatI'mtryingto sayis {that}l'n rcallysony,
Cleft sentenceswith !!
A cleftsentencewiththe impersonal a nounor nounphrase'Usea noun
lt emphasizes
clausewithwhoor that.
Valerie to havea talkwithherboss. -----> lt wasValedswhodecided
decided t0 havea talkwithherb0ss.
Jack's
outbursts
make0e0Dle -->
uncomfortable. lt's Jack'soutburststhat makepeopleuncomf0rtable.

ffiE NOTICE THE GRAMMAR Look at Spotlight on page 39.

Find and underline two types of clelt sentences in the last paragraph'

! M rprtn ro actlvATE GRAIImAR Listen to the conversations.

Then listen again and completeeach statement.
..:--.-1 Itwasher...... that he wanted to bring up.
a missing the meeting b not finishing the project
2 What botheredhim was that Simon ...... .
a lost his cool b refused to apologize
3 Itwashis ...... that made her detide to talk with him.
a apologizing for hi! mistake b interrupting her meeting
4 What's surprising to him is that the two women ... ..
a are such good friends b had such a bad argument
1 t w a s h i s . . . . . .t h a tu p s e h
t er.
a constantcriticism b refusingto listen to her

l-Cnmtmln rnAcTlcE Combineeach pair of sentencesby writinga cleft sentencewith

Whatanda nounclausesubjectcomplement.
Example: Peopletell me I'm too controlling.That has alwayssurprisedme.
... .Whe!.h.et
.e)wey.s le.ll.n e.!'n Lqcl-cnltqlir.9, ...
.t"-rp.rttelne.ts.lh etJpeP.le
1 My boss alwayscriticizesme.That makesme kind of angry.

2 Most people tell lies to protect the ones they love. That fascinates me.

3 Gary actually has a hard tirne saylng no to people. That's surprising

42
 4 My manager and I get along really well. That's nice.

5 It's been great working with you. That's what I've always wanted to tell you.

6 I wish you would try to control your anger. That's what I mean.

@ Cnlmmm nnACTICEWritecleftsentences
with tt, emphasizing
the undertined
noun Dnrase.
Example: The way she talks to people is so offensive.
...71ls.!he
.wqy.the.!e!kt.tp. re.cffsorlve...............
tg.eple.!he!.'.t
1 Nancy's negative attitude prevents her from accepting any suggestions.

2 The final workshop can give you some ideas for getting more organized.

3 Bill's being so hot-tempered makes me want to avoid him.

4 The way yau spoke to mc this morning hurt my feelings-

5 His lying about what happened was so surprising.

Acknowledge
inconsiderate
behavior

@ Cffi CONVERSAIIOT{ SPOTLIGHTReadand listen,

Noticethe spotlightedconversation strategies,
AfNancy, there's something I need to bring up.
B: Ofcourse, Scott.What'swrong?
A: Well,the other day at the meeting,I was in the
middle of making a point and you interrupted
me- What really bothered me was thatyou
didn't even let me finish riv thought. !l
B; I didn't realize that: I m so sorrv.
I didn't me&n to be rude.
A: Well, I don't want to make an issue out
ofit, but it's beenbuggingme,I hope
you don't mind my pointing it out.
B: On the contrary. I can see
your point. Thanks for saying
something.

@ t}ffi nnvnrm a D r{ToNATIoNListenagainandrepeat.

lhen practice the conversationwith a partner,

@
vn() @ coxvrnsmoN AclvaroR creare Someporslbleprohlems 00fiTsI0P!
E]EEU a similarconversation,
acknowledging being late . Explainthe p.oblem in greate.
i
slu|(d[ mislinga meeting detail and how you felt about it.
flTSTII someone'scriticism.Start like this: Ihereb i
losingone'scool . Offer to make up for it.
somethingI needto bringup. Be sureto . say as muchas you can.
i
beingtoo critical i
changerolesandthenpaftners. not apologizing .*-*T_..1
 howyouhandle
Explain anger

t**r* p em usrEl{lNc waRM-uP vocABULARY EXPRESSING ANGER

ANDcoNTRoLLING
Readand listen.Thenlistenagainand repeat'

'l loslmytemper.- "Whenl'mongryoboutsomething, "WhenI losemycool,I tokeo deep

I preferto luslholdil in," brcothondlwto colmdown."

lo3€ono'stompet
h8w a fft
hlt tbe roof
go brlllitlc ffirilre yourfeelings
avoidexpressing
f;Sffi
andmorerelaxed
quieter
become
bloi ono'6top

gotreallyang.y "Whenl'mupseloboutsomething,
"Running yenlinq
0boulil wilh0 friendusu0lly
helpsmelel ottsteom9rhen
"When lellsmeott,liusllel il go."
someole l'mfeelingongryoboulsomething.- colmsmedown."

I/ffioecioe
no(tobebothered
bysomething
ffigetrio ofyouranger
in
a waythatdoesnotharmanyone;for
example,bydoing
somethingactive
ft{
. .ffitalk withsomeone
trustanorder
yourangeratsomeone
you
to exPress
else

I efnSOnAUZf THEvocaBULARY Usethe expressions to tell abouta time when

you controlledyourangeror lost conttolof it. What do you usuallydo to let off
steam?ls theresomeonein particularwho you can vent to whenyou'reangry?

,ffi E eim usrEll to suMMAR,rr t*= ,orA Listento the interviews.on a separate
sheetof paper,
write a summaryin "o,n
one or two sentencesaboutthe purposeof the interview

E tillt rtsrgl ro II{FERI]{FOnMATIOI{Listenagalnand checkthe corTectstatements.

1 If he or she were angry with n make an issue out of it. n letsayoffwhat's

his or her boss ...
Ifhe or she were angry with a
friend or colleague ...
If he or she were angry with a
complete stmrger ...
n say what's on his mind.
trholdrhis feelings in.
I iake ii out on someone else-
I probably just shrug it off.
tr probably lose his temper.
n probably let it go.
n probably lose his temper.
n take it out on someoneelse.
steam.
! on her mind-
n hold her feelings in.
D take it out on someoneelse.
u probably just shrug it ofl
T probably not hold ii in.
T probably let it go.
tr probably say what's on her mind.
n take it out on someone else.
 howyouhandle
ilfW Y(lUCANExplain anger

E FRAME YOURIDEAS Discuss

eachsituationwith a partner.Howsimitaris yourbehavior
yourpartner's?
to Describehowyouwouldexpress
or controlyouranger.Usethe
in yourdiscussion.
Vocabulary

A friend arrives really late to

meet you for a movie.

2 You tell a friend something in

confidence and he (]r she doesn't
keep it a secret.

3 A classmate or colleague says bad

things about you to people you
know.

Someonetells you offin front of a

group of other people.

Another driver cuts you off while

you are driving.

Someoneborrows something
from you and doesn't return it.

Your next-door neighbor always

plays very loud music and has
noisy late-nighi parties.

8 (your own idea)

ffiE with
DISCUSSIONDo you act the same waywhenyou get angry
someoneyouknowas youdo with a stranger?
Explain. ' loseone s cool . m e s s u p b i gt i m e
. set sorneone off . take i lwell bad yl
/
' makea big issue E v e ni l . . .
Writea true storyaboutsomething o J o f s o r l e t l _n g . W n e t h e ro . n o r
that madeyou angry.What happened? Howdid you respond? ' t e l l s o m e o n eo f f . Only f ...
. take rt out on
Usethe Vocabulary. U n l e s s. . .
someone . o t h e r w i s e ,. - -

45
 thequalities
Explore offriendship

E nEADll{GWARM.UP Howdo friendshipsamongmen differ

fromfriendships
amongwomen?Howare theysimilar?

lg 'l.q READING Readthe article.Whichqualitiesof

smEorsEcEn
do youthinkare the mosl impoftant?
friendship

Whot mokestriendshipsstondlhe tesi of lime?
We inleryiewed 100men ond women. ond here is
whol they hod lo soy:
L Friendsshorefhe good limes
You blrild great memodes together. There's nothing like having a
friend around to eqioy the best moments of your life with you-
graduation,your fi$t rock concert, watching the World Cup, your
wedding, and so on. You probably share a similax senseof humor
and you can count on your ftiends to laugh at your jokes-even
when they're durnb jokes. Most importantly, good friends aren't
jea.lous of your successes. On the contrary, they cheer you on,
which contributes to your achievement. Good laiends wart only
the best for you. OtheMise, what's the point?
2. Friendsore lhere wh6n limes ore lough
Like the song says, friendship is "like a bddge over troubled
water." You can always count on your friends' support when you
really need a helping hand. You shouldn't even have to ask When
you're feeling down or are upset about something, ftiends Imow
what makes you tick-whether or not you wart to talk about it.
They are thoughtful when it comes to your well-being, ard they
will accommodate your needs, parlicularly when you need it
the most.
3. Fierds don't iudge eoch olher
We need our friends to be dependable-through thick and thin.
Your friends accept you as you arc, and they don't constantly
try to clurge you. And they rcll with the punches. They get
it that inside you're a good person with flaws, and that those
shorkomings ar:epart of who you axe. They know you make
mistakes, and tiey forgive you for them, h:rowing you'll try to do
better next time. And even when someone lets you have it when
you make a mistake, friends still stick up lor you, because friends
axe patient even when jrou're being difficult. Even if you and your
friends disagree, you respect each other's opinions.
4. Friendsore lrustworlhy
You need youl ftiends to be totally loyal. Above all, you need to
tr3low that your seqets arc safe with them. Il there's a problem
between you, a fiiend will come to you first and not gossip about
you with otheB. We can always count on our friends to be honest
with us when others aren't We can trust them to stick by us no
matter what. Friends don't keep things bottled up inside-if
there's a problem, they work things out and move on.
Are lhol6 dilfglences between what men and women expect
in tleir friends? Among our interviewees, husbands claimed to
rmderstand what made their wives' female friendships tick, but
many wives admitted that they wondered what in the world their
husbands and their male lTiends saw in ea.h other. According to
the women, the quality of interaction between women friends v/as
cmcia.l to the longevity of their ftiendships. They valued being
able to talk about their problems and feelings. However, for the
men, it was mutual acceptance-being able to simply hang out
together with no judgment. One firan offered this view, "Female
ftiends prefer to face each other, while male ftiends do things side
by side." Nevertheless, it shouldn't be all that suryrising that the
men and women generally a$eed that dlJ truly good friends stick
by each other thr:ough thick and thin.

@ unoensnxo MEAI{INGFRoMco rExT Findthe wordsand expressions

in the article.
Usethe contextof the articleto comoleteeachstatement.
When a friendship can 'stand the test of time," it ...... as people change and get older.
a continues b becomes more difficult
When you "count on people" to do something, you ...... .
a wofry whether they will do it b feel sure they will do it
3 When someone "cheers you on," he orshe is ...... ofyour efforts.
a supportive b crilical
4 When "times are tough,"things are ...... .
-
a going well b difficult
Whpn you kno\^ what makes someonetick," you undersland ...... .
a how he or she thinks and responds to things b that he or she likes you
When people are friends "through thick and thin," their friendship ...... .
a can survive good times and bad times b may be in trouble
7 When someone "lets you have it," he or she ......
a is being very critical b is beingvery supportive
-'.---
46 {.NtT 4
 8 When someone"sticks up for you," he or she . . ....
a defcnds vou againsl criticisn b criticizes you honestly
9 lVhen friends "stick bv llou." they ... . . . .
a are always loyal to you b tell you olT
10 When someone"keelrsthings bottled up insidc,,'he or she . . . ... to talk about
l r n c o m l b n a b l rl.e e l r r g ss r r r ' lrrs r n A e r .
a is rvilling b isn't willing

B lrerv IDEAS Discusswhat a good friend would do in responseto each situation,waccordingto the
i n f o r m a t i o ni n t h e a r t i c l e .E \ p l a j ny o u ra n s w e r s .
1 You get a nev'job at Lwice yolrl curr.enl salary. 3 lbrfre unhappy about something, but you haven't
II lt saysa true friend cbeersyou on when times told anvone about il yet.
a r eg o o d .S ol t h i n k a g o o df r i e n dw o u l db e 4 lbu lose your tempcr wilh your frienri.
happyfor me and want to celebrate.tt
5 A colleague criticizes you when yon're not around.
2 \ o r rt e l l y o u rl r i e r r r l al e a l l vd r r r r t b j r r L e . 6 \bu and your friend have a disagreement.

fl nelnfe fO PERSONA! EXPERTENCE Workin pairs.Usingthe fourquatitiesof a good

EN friendship in the artjcleas examples,
sharepersonalexamplesof yourfriendships that
':itIrl0t illustrate
eachoualitv.

il{llll yllu CAI{ Explore

thequalities
offriendship

tr FRAME YOUR IDEAS Read each statement and write

A, B, or C, Then,with a partner,compareand explain
I I T h a t ' sn o t t h e k i n do f f r i e n dI a m .R e m e m b e r
w h a t t h e a r t i . l es a i d ?G o o df r r e n o sa r e nr
j e a l o u so f y o ur s u c c e s s e t ts .
your responses.

A = That s not the kind of friend t am.

B = Sometimes I'm a bit like that.
C = | have to admit that solnds a lot like me.
"l\4yfriend Carlajust got engaged
w e e k .I c a n ' tf i g u r ei t o u t . I ' m s o
m u c h m o r ep o p u l a tr h a n s h e i s . " " l w a s r e a l l yd l s a p p o l n t ewd h e nm y
friendTom didn't inviteme overto
w a t c ht h e W o r l dC u p .I g u e s sl j u s t
" l\4yfriendTrevor'isreallyfeetingdownright won t invitehirn anywhereeither."

Q now becausehe brokeup with his wife.

He'skind of gettingon my nerves.I wish
he'djust stop talkingabout it. '
I "l\4yfriend Harriettold me about the
problemsshe's been havingwith her
h u s b a n d I. o n l yt o l d m y n e i g h b o r
" L a u r a ' sa g o o df r i e n d ,b u t l t h i n k n e r C y n t h i aa b o u ti t , b u t n o o n e e t s e . "
clothes are reallyout of style. lt's kind
of embarrassingto be seen wjth her.
She d be so much prettierif she "N4yfriend Nick is alwayslate for
tool{ my suggestions." t] everything.Todaywas the last stra\,.v
l f h e c a n ' t c h a n g eh i s h a b i t s ,h e c a n
go find anotherfriend."
n

p O|SCUSSIOIHowwouldyourateyourtriendships in general?
A thingsconsidered,
in
whatwayswouldyousayyou'tea goodfriendto yourfriends?Explainyouranswersand
giveexamples,
How l'd generallyrate my f riends How l'd rate myselfas a friend

*q
 Transitional
topicsentences

! wnnllc sxlrl study the rules.

Foran effectivesolutionto p.ocrastination,
,r
Remember: Transitionwordsand subordinating suggestusingthe dailycalendar on your
conjunctionslink ideaswithinand betweensentences. smartphone.lt can be usedto break
up the
stepsessentialtocompletinga larger
Theycan also be usedin a paragraph's topicsentenceto task
rnrcsrfiaflertasks.That way it is easier
connectthe paragraph to the onethat precedesit. to keep
thingsmovingforward,lt alsoallowsyou
ro
Thefollowingwordsand phrasesc'anbe usedas checkoffthe smallertasksasthey ar; finished,
transitions
to announce the contentof a newparagraph: wntcnmotrvatesyou by providinga feeling
of
accomplishment-
To add information Furtharngra, udnE ! 3martFhone
Fudhermore,it's veryconvenient. crlcnds. lr not r.rllt, all that difflcult.
rou can.usethe calenda.that,salready
MoreoveJ,it's very convenient. rnsta ed, or you candownloadan
app for
Morelmportantly,il s veryconvenient. that purpdse.lnstructionsare easily
ivailable
onIne, and they are usuallyveryclear
To contlast information Nrvorthcl.$, urinE ..martphone
-
EvonthouEfiit's convenient,it's not for everyone. cdllndar dolr trke ,omo grtting ured
to.
Althoughit's convenient,it's not for everyone. Ir may requtresometime to learnhow
to use
rt..butthe calendarwill makeyour work
Despltethe lact that it's convenient,it's not for everyone. easier.
vvrrnouta catehdar,it is far too easyto
simply
Nevedheless,it's not for everyone. torget about what needsto be done.
With one,
it is easyto keeptrack ofyour progress.
On the other hand,it's not for everyone. lfyour
- leacneror managerasksquestions,you
However.it's not for evervone. have
a recordyou canreferto. Thisincreases
yor.rr
confidence.I believethe calendaris
one of
the best waysto conve.tprocrastination
into
p nnlCnCf Rewritethesetransitionaltopic sentencesfrom ellectiveorganization.
lhe WritingModel,usingotherwordsand phrasesto announce
the contentof the new paragraph.(Note:Youmay haveto '
make other changesin the sentence.)
Furthermore,using a smartphonecalendarls not loally all that dlfflcult.
t More importantly,
2 Moreover, .......:_.................
Nevertheless,u3inga smartphonecalendardoestake some getting us€dto.
3 Even though
4 Although
5 Despite the fact that
6 On the other hand,
7 However,

! APnrv rxe wnlTlNc SKILL write a three-parag]aph essaypresentinga solutionto

a commonshortcoming. ln payagraph the solution.Usetransitional
one,introduce
to link the contentot the secondandthirdparaglaphs.
topicsentences

havea topic senience?

n Doesthe flrst paragraph
O ao a/re laaraa!.aphs thal fa//ashale //ats/1/b,a/
topic sentences?
! Doeseachtransitionaltopicsamenceclearly
linkto previouscontent?

UNIT4
[l f,e@: Listento three peopledescribetheir shortcomings.Thentistenagainand completethe chart.
Listena third time if necessaryto checkyouranswers.

What is the shortcoming? what solutiondid the personfind? .Didit work?

1
2
3

tr Completeeachstatementwith oneof the letteredchoices. (You will not use all the choices.)
1 Claire overreactsand takesthings personallywhen her a is a perfectionist.
friendsmakesuggestions. She . . .... . b is negative.
2 Bob is alwayslosinghis cool over things that aren't
c tends to proqastinate.
important. He ... ... .
d is oversensitive.
3 Laura usuallymissesher deadlinesbecauseshe doesn't
get started on her assignmentsdght away.She ... . . . . e is hot-tempered.

4 Nick is always worrying about every little detail.

Hehatesmakinsmistakes.He ...... .

EI Completeeachstatementaboutthe situationsin which peopleexpressor controltheir anger.

1 P€oplesometimes hold their feelings in when

2 Peopleusuallyonly tell someoneoff when .................

@ Completeeachstatementlogicallyand correc y with one of the letteredchoices.

I Evenif I know a project is important, ..... . . a Otherwise,I wouldn't havev/aitedtill the last
2 UnlessI know that a project is not imp6rtant, ...... . minute to get started.
3 Onlyiflknowthataprojectisnotimportant ...... . b I neverwait till the last minuteto get started.
4 If only I had known that the project was important, ...... .
c will I wait till the last minute to get started.
5 I wish I d known that the projectwas so important. ......
d I still wait till the last minute to get started.
e I wouldn t have waited till the last minute to
get started.

@ On a separatesheetof paper,rewriteeachsentenceas a cleft sentencewith What. Followthe examole.

1 It's the \Mayshe criticizes new employeesthat's so offensive.

I V ho+'sso o{te'|'tve it the wol the cr;ticizet ^cw eoploycet.

2 It's maintaining a positive attitude that changesnegative thinking.

3 It's fear offailure that causespeople to put things off.
4 lt's his being so hot-tempered that makes people feel like they're
walking on eggshells.
IEEEIdEEIEEGIEE@
p.rsa
5 It's her ability to organizethat makesher so successful.

Q m*9,*::F.7"Hxif,:I-'
 'I D
c0MMUNtCATt0r{
00Ars
scussthe hca th beneJltsof laughter
2 Respofdto somethlngfufny

Humor 3 Aaaiyzewhat makesLrs aLrgh

4 Exporc the llm ts of hunrof

PRIl|IIl{
I to analyzeyoursenseof humor,
rnlme voun IDEAS Takethe humorself-test

N O TF U N N Y V E R YF I ] N N Y

. ,.t I
' 8-'' -

:\:;:--- .

N O TF U N N Y
.BI,
'-
N O TT U N N Y V E R YF U N N Y
N O TF U N N Y V E R YF U N N Y '!*

..!ffie.

OO
@
*

,*'/
4
N O TF U N N Y N O TF U N N Y V E R YF I JN N Y
{

p mtn wOnf Discussyour funniestand least funny choices ' r l d o n ' t l i k e t h e p l c t u r eo f t h e b o y w i t h t h e

w i t h a p a r t n e rE
. x p l a i nw h y y o u{ i n d s o m e o f t h e i m a g e s h e a dt o h i ss i d e . f i n d i t k i n d o f s . a r y -
funny and other ones not funny.Do you have the same sense even a bit creepy.I gave it a 1. I il
ot humor?

B otSCuSStOti Do a classsurvey.which image did your classmatesfind

t h e f u n n i e s t ?W h i c hd i d t h e yf i n d t h e l e a s tf u n n y ?W h a tw e r e t h e r e a s o n s ?

50
 Understand a variety of a(cents.
E !ffi
social
SPOTLIGHT Read and listen to a conversation about an embatrassing
. D a v i d= A m e r i c a n E n g t i s h( s t a n d a r d )
situalion. Notice the spoflighted language.

Sylvie: Oh, David, I can't tell you how mortified I am. t*

David: What on earth happened?
*
Sylvie: So,last night I told this funnyjoke French people
tell about Americans: How do you know someone's an
American? He asks for ketchup for his peanut butter
sandwich. Well, it went over like a lead balloon. No on e
laughed,. I made I t,]taj fool of myself.
David: Oh, Sylviel That must have been awful!
Sylvie: The thing is I don't know why they took it
personally. The joke wasn't about ,Le?z! They were pretty David: I'm surmising tfte French are thicker,
sophisticated. We were even eating French food! skinned tharAmericans .. _
David: Well,you couldnt have known this, but it's definitely Sylvie: You can say that again. Ethnicjokes-
uncool to make fun of a particular nationality, an ethnic even ones about ourselves-are just par for
group, a religion . . . It just isn't done.
the couree there. You know, I dont think I
Sylvie: You mean you guys are that politically correct? can ever face lhose people again.
David: You could say that. And the fact that you,reFrench David: You know what, Sylvie?WeAmericans
probably didn't help. We Americans can get a bit makejokes about ourselves,too. It,sjust
intimidated by the French, but don't quote me on that. less funny when it comes from an outsider.
Sylvie: I don't get it. Why are people here so sensitive? Don't take it so hard.
In France, we can't get enoughjokes about ourselves. Sylvie: Easier said than done!

p urornsnro rDroMs ANDEXPRESSTONS Compretethe statementswith spoflightedranguage.

I If you want to saythat someone'sadviceisn't easyto follow,you can say,
2 Another way to say that no one liked yourjoke is ,.
3 When you want to say you just don't understand something, you can sav .,
.A-{henyouwanttosuggestthatsomethingisn'tatallunusual,youcansayit's,,.............,..............
5 When you want to suggest that most people consicler something rude or inappropriate, you
c a ns a y" . . - . . . . . . . . . .
6 If you do something stupid or silly that causes other people to laugh at you, you feel embarrassed
a n ds a y" . . .. . . . . . ... . . . . . . . . . . .. .. . . .. . . .. . . . 1. "
7 If you want to suggest that someone.ls reactrng too strongly to something, you can
tell

E| ntlX A]fO tXpLAtN Cana joke aboutyour own nationalityor ethnicgroupeverbe funny?
Or are thosejokes always,,politieally
incorrect',or evenoffensive?ExDIain.

EIEMfl pAtRwoRK check the thingsyou find funny.Discuss

wny
certain things make peoplelaugh.What other tbings make you laugh"

f Cute video clips about animals ! People embarrassing themselves by

and babies
I Physicat "slapstick" humor in
TV shows and movies
X Jokesmakingfun ofmen or
jokes makingfun of women
using lhe wrong word or expression
II Eventhough someethnic !
Stories ftr-pictures ofpeople making jokes can be funny, I think I
f
we probablyshouldnt tell ,
fools of thlbmselves them. Theycanend up I
insultingpeop_le.tt j
I Yourown idea:

51
 thehealth
Discuss oflaughter
benefits

tr Q:' tr GRAMIUARSPOTLIGHI Read the article about the health

benefits of laughter. Notice the spotlightedgrammar

(ANSOMETHII.IG ( U RD
A5|.AU6HTER
ASSIMPI.E t ISEASE?
The concept is actuallynot new Sixteenth-century
humanisteducator R'cha.dl'4ulcastersaid that
becauselaughterproduced warmth in the
body, it might be agood remedy for colds.
Other scientisasofhis time noted that laughter
increased the rate ofbreathing, boosted muscle
tone, and exercised the body's internalorgans.
They claimed thafthose effectswere beneficial
to people sufferingfrom colds too. So although
many physiciansand medicalresearchershad long
thought that laughtercoqld be helpful,scientific
studieshadbeeninconclusive. Then.in hisclassic
1956book The StressofLife, Hungar;anscientisl
Hans Selyewrote, basedon extensiveresearch,
that he had proyed that biologicalstress has
negariveeffectson health.This laid rhe foundation
for the theory that $e absenaeofstress could
havepositiveeffects.
Later,in 1976,American editor Norman
Cousins-a non-scientist-reported in the
New EnglondJournol ofivledi.ine that laughter
had helped cure him ofa painfullife-threatening
chronic disease.His article capturedthe attention ofthe
medicalprofessionand some doctors beganconsideringusinglaughteras
lherapy. Then in his 1979bestseller,Anotomyofon lilness,Cousinswrote that
he had been so sick that the only thing he could do was lie in bed. Cousins
theorized !hat, basedon Selye'sresearch,becausethe stressofnegative
emotions could cause illness,positiveemotions should be able to exert
a healingeffect. So he spent histime watchingfunny moviesand he askedhis
friends!o tell him lots offunny jokes.
Although no one can state definitivelythat laughier cured Norman
Cousins,the concept of laughtertherapy hasgainedpopula. accePtance,
norablyin 14adanKataria'slaughteryoSamovement practicedby thousandsof
people worldwide. In this popular activity,largeSroupsofpeople sit together
and force themselvesto laughundlthe laughterbecomescontagiousand real.

@ ciimal t'.t{tlKlNc Doyouthink ii's possiblethat Normancousinswascured

by laughter?Canyouthink of anyotherexplanationfol his recoYery?In what
waysdo youthink positive
and negativeemotionscan affect our health?

Somecommon repo'tingverbs
At{DTIMEExPREssloNs admit insist theorize
ffi R
- emmulR
'[nrir'ii -------- tNDtREcrs;EEcH:BAc(sHtFTstt{ TENSE (laim
.- note think
In indkectspeech,
whenthe reportingverbis in a pastform,theverbformin the noun comDtain report write
usually"shiftsback"to preserve
clause(theindirectspeech) meaning.Compare the .ontinu" stite
verbtormsin directandindirectsDeech.
Dilectspeech Indlrectspeech
Dr.Ameswrote, "Negative
emotions areharmfuland Dr.Ameswrote(that)negativeemotionswereharmfulandcaused
causeillness," illness.
Hecontinued, "ButCousinshasn'tproyedanything." Hecontinued(that)Cousinshadn'tptovedanything.
Cousinssaid,"Laughter
curcdme." Cousinssaid(that)laughter
hadcuredhim.
yoga."
Wewrote,"Heisn't practicirglaughter yoga.
Wewrote(that)hewasn'tpracticinglaughter
Sheclaimed,"Weweretellingthe truth." i Sheclaimed(that)theyhadbeentellingthetruth.
Doctors
admitted, "We've leamedfromCousinds article. Doctorsadmitted(that)theyhadlearnedfromCousins's
article,
Hetoldher,"l'll chccktoseehowyou'reteelinglater." Hetoldher(that)hemuld checkto seehowshewasfeelinglater.
Pamtoldus,"l can'tunderstand whathappen€d." Pamtoldus(that)shecouldn'tunderstand whathadhappened
'You Hetoldme (that)| hadto seethatfunnymovie,
Hetoldme, haveto seethisfunnymovie.'
Thenursetoldthe littlegirl,"Youmustrest." Thenursetoldthe littlegirl(that)shehadto lest.

UNIT5
 r+'l

Exceptions
Whena reporting
verbis in thesimplepasttense,backshifting is optional$/henthestatcmentre€rsto
justsaid,something
s0mething that'sstill t.ue,or a scientificor generaltruth.
T0mjustcalled.Hesaidthatthedirector is (0Rwas)teaving. lsomethingjustsaid]
Anntoldmethatsheneeds(0Rneeded) to renewherpassport. lsomething stilltrue]
Henotedthatthe Earthis (0Rwas)thefifth largestplanetin thesolarsystem.Ia scientific or general
truthl
Donotmakechanges to presentor perfectformsof the modalsshould,could,qgy, might,would,and
0ughtto whenconverting
t0 indirect
speech.
Expressions
of time andplace:backshiftsIn Indlrectspeech
Indjrectspeech:reMewand erpansion
now r then . thisyear -'' that yeat . lmperatives in indirectspeech
todaY- 16r16rt . Changes
Iastweek + the wsckbeforc to pronounsand
possessives
tomorrow+ the nextday nextmonth-+ the followlngmonth . say,!ell, and esE
yesterday+ the daybefore here - there . Otherreportingverbs

lvlarktold me, "Judywas hereyesterday."+ Marktold me Judyhad beenthere the day before,

EE!ru
[[t ennuunn enAcTlcE on a separate sheet of paper, rewrite the sentences in indirect soeech. lf the sentence
aBcsts@
can be written botb with and without backshifting, write it both ways.
I Ms. Barr stated, "I want you to finish your essays for the next class.,'
2 Last week I told my husband, "This has been the best vacation we've ever taken.,,
3 My friend Amy said, "I have never seen such exciting paintings before."
4 In his lecture, Dr. White explained, "The earth rotates around the sun."

E| frun WOnX With a partner, take turns restating each of the following in indirect speech.
1 Pain researchers reported, "Laughter may help some patients "
2 They said, "Our new study will begin here next week."
3 The doctors said, "We've recommended laughter yoga to cure his pain."
4 The patient told evervone, "I definitely feel better from the laughter yoga."
li
I

lfl enlmmnn enAcTlcE on a separate sheet of paper,write what the peopte actualty said, using direct speech.
1 Ellen told me she had read an article about laughter yoga in the New yorker magazine.
2 She claimed she believed laughter yoga could be helpful.
3 I said I never would have known rhaL
4 The nurse told me that she had been using laughter therapy with certain patients.

0iscuss
thehealthbenelits
0flaughter

@ lOffmOOlnC Comptetethe statements,based 5H! @ orscusstor AcTwAToRDoyoubetier€

on the article.fhen usethat informationas support laughtercan be 'good medicine'?Howc{iuld
in the DiscussionActivator. you applythe ideasin the articleto helpheala
sick friendor family membef
RichardMulcasterand other s<ientistshave said that lf you were very sick, how
you uselaughtertherapyto
get bettef Supportyour
Much later, HansSelvewrote that opinionwith ideasfrom the
article,usingindirect
speechif you are

NormanCousins(laimedthat
".''r***"r".*
what someonesaid.Sav
 G0A[ ResponOtosomethinglunny

[ >:,on VOCABULARY WAYSTO RESPoNDTO JOKESANDOTHERFUNNYTHINGS

Read and listen.Then listenagain and repeat.
ALSO:That'sridiculous/
silly/ offensiven
'Beca.ef!l These(an be r!de
and hun the joke'leilers f e€lin95

E > e:osLISTENTO ACTIVATEVOCABULARY Listen to six conversations.After each one, check Yes or No
to indicatewhetherthe listenerthought it was funny,Then listen again and write your own responseto
each joke, usingthe Vocabulary.

E PAIRWORX Oid you both get all the jokes? lf there'sa joke your partner didn't get (or didn't like),
try to explainwhy it was funny to you. Tellyour partner which joke you thought was the funniest,and why.

EIRELATETOjoke
PERSONALEXPERIENCE Tellyour partner about somethingfunny you saw on W or in a
you heard from a friend or iamily member.Respondto your partner,using
movie,or a or funny story
the Vocabulary-

OEIro p
tNDl,[Itvt cnlmuln QUEsnoNsrNrNDrREcr spEEcH
Indirectquestionsarea kindof embedded question-aquestionthatis included
in a nounclause.
Indirectyg! / n0questionsbeginwithif orwhether(orwhetheror not).
Heasked, "Didyouflndthatjokefunny?" + Heaskedlf I hadtolndthelokefonny.0R Heasked
whethelor not I hadfoundthe iokefuony.
l\4ybossaskedme,"Were youablet0 finishtheproject
yesterday?"J lllybossaskedit (orwhether)
I hadbeenableto finishthe proiect the daybetore.
UNIT
5
 r l

Indirectinformationquestionsbeginwitha questionword.
Sheasked, 'How joke?'-+ Sheasked
didyourespond to thatoffensive
howI had respondedto that offensiv€loke.
People oflenaskNora,"Howmanyyearshaveyoubeenstudying
English?" --) People
oftenaskNorahowmanyyea.sshchasbeen
studyingEngllsh.

ffiE GRAI$MAn PRAcrrcE on a separatesheetot paper,rewriteeachsentencein indirecispeech.

Makeall necessarybackshiftsand changesto pronounsand time exDressions.
1 The teacheraskedher students,"Canyou tell me what the joke is about?'.
2 Barry sometimesaskshimsell "How would I react if someonetold an offensive.ioke?,'
3 Lisa asked her friend, "should you have laughed at that offensive joke?"
4 Dan asked his wife, "Have you finished reading that book ofjokes?,'
p. 746
5 Vivian asked me, "Which is the best website for funny animal videos?,' Intonation of safcasm

Respond
tosomething
funny

E ,tffitr cOnvenSlmo sPOTLtcHr Read

and listen.Notlcethe spotllghtedconversation
strategies.
A: Oh, Melanie,you've got to eeethis!
Ijust can't tell you how hilarious it is.
B: What is it?
A: Here.It's this video. Someguy keepstearing
piecesofpaper and his baby'slaughing
h'"sterically. Serlously, come over here
and look!
B: Oh, th&t'B priceleesl Forward me the link,
';:"€K?
A: ?otally.

El u{&6nxvrxu AirDrr{rorirAnoll
Listenagainand repeat.Thenpractice
the convetsation
with a partner.

ffiu! !l conv:nsarrol AcflvaroR Bringa cartoon,

,#
oEm photo,or videoclip to class.Or usethe cartoon
!fl,Im
&Nrx belowor somethlngfrom page50. Useit to
fieate a similarconversation. Start like this:
you'vegot to see this ... Be sure to changeroles
and then paatners.

milTsT0P!
. Talkabout other cartoons,
videos,or video clips
you've seen.
. say why you think they,re
runny.
. say as muah a5you can.

olf couldbe fhof if's no! Pluggedin,

 @ nflOlXC UnM-UP Who are your favoritecomediansand comic actors?Why do they make you laugh?

,ffi El t, d6.rREADTNGReadthe articleaboutwhy peopletaugh,Provideyourown examplesto illustrateeachtheory.

According to the Incongruity Theory, ajoke becomesfunny

THEORIES
OFHUMOR when we anticipatethat one thing will happenor be said,
but somethingelsedoesinstead.Wher the joke goes in the
unexpecteddirection, we experiencetwo selsof incompatible
thoughtsand emotions-the oneswe had as we were listening
and the onesrevealedat the end. This incongruity makes
us laugh.
THTSUPERIORITY
THEORY
THEORY
THEREIIEF
The SuperiorityTheory holds that we tend to find people's
According to the ReliefTheory,humo. is the feelingof relief
small misfortunesand ve.bal o. behavioralmistakesfunny. Two
that comesfrom the removaloftension-When tensionis high,
examplesofthe kind ofmisfortunes often depiciedin funny
we needa release,and laughteris a way to cleanseour system
moviesand comedyroutinesare peoplefalling down or bumping
ofthe built-up tension.This theo.y holdsthat thereare cefiain
into things.Similarly, hearing someonemispronouncea word or
things we feel tenseabout,suchasbodily functions,physical
usethe wrong word makesus laugh,as do the ridiculous mistakes
attractions,and shameabouthow we look.It is believedthat
that resultfrcm automaticspell checkprograms.According
the large number ofjokes about those subjects come from our
to this theory,the reasonwhy we laugh al the misibrtuneso.
needto laughaboutthem and thusrelieveor reduceour tension
mistakesoiothers is that they make us feel superior(andhappy
about them.
that the tuistakesand misfortunesare thei$. not outsl).

THEORY
THEII{CONGRUITY
The Incongruity Theory suggeststhat humor arisesfrom
unerpecred. inappropriare.
or i I logicalsituations
suchas the one aboutthe man who savshis brcther thinks
he's a chicken:
A man goesto a psychiatristand says,
"Doctor, I'm worried aboutmy brother
He thinks he's a chicken.""That IS
serious,"saysthe doctor."why don't
you put him in a mentalhospilal?"
'
So the man says,"I would, but I
needtbe eggs."

Q CUSSIfV Completethe chart,checkingthe theory you think best explainswhy peoplelaugh.(Youmay

choosemore than one.) Explainyour choices.

discover the strange noise they heard downstairs was only the cat. C] C C:]
see someone slip and fall down. C:] D C:
see someone wearing inappropriate clothes to an event. D D D
arrive at a party where someone is wearing the same outfit. D C:] D
see a little girl wearing her molher's high heels. D O D
see someonemake an embarrassing social mistake. D O D
UNIT5
 B > :'oe LtStEN TO APPLY TDEAS Listen to three jokes. Write the theory
you think eachjoke exemplifies.Then discusswith a partnerto see if you
agreedor disagreed.Providereasonsfor your opinionand listen again if
necessaryto settle differencesof opinion.

sm
.rtftcl

1l0WY(|UCAil Analyze
whatmakes
uslaugh

@E DISCUSSION Read the tist of common types

d(6ir8
of jokes to the right and try to explain why
peoplefind each kind funny.Usethe theories,
other reasons,and your own ideas for suppott.
On a separate
sheetot paper,write a joke you like.Then
write at leasttwo paragraphsanalyzingwhy
youandotherpeoplefind it funny.
83ru > 3110Common types of joke5
srRl(it:i
a difty ioke a joke about sexor with sexualcontent
an ethnic joke a joke about peopleof a parti.ular
ethnic background
a sexistjoke a joke about men or women
a politicaljoke a i o k ed b o J t a p o l i t i ( a cl a n d ; d a 1 ep ,a , ,
opinion, or governmentoffi(ial
a verbaljok€ a joke that useslanguagein sucha way
that the languageitself becomesfunny
 *ffi8 -&ffi LISTEI{INGWARM.UP VOCABULARY PRACTICALIOXES
Read and listen.Then listen again and repeat.

be the butt ol a joke be the personon whom dirick, or

"practicaljoke,"is played;be the object of ridicule
can take a joke / be a good sport be able ro laLg'lal a
Donttake it practicaljoke,evenwhen one is the butt of it, without
personally! getting insultedor taking it too personally
be in bad (or poor) taste be of{ensiveor extremely cruel
crosi the line go beyond funny into something mean,
hurtful. offensive.or cruel

e
'm g :FS$F:IISTEN TO ACTIVATEVOCABULARY Listen
to a description of a practical joke a doctor played
on anotherdoctor.Completeeach statementabout
the practicaljokeyou heard described.
1 Dr. Adams .. . . .. .
a played apracticaljoke on another doctor
b was the butt of another doctor's joke
2 The woman thinks her father'sjoke ...... .
a was in pretty good taste
b may have crossed the line
3 ln the end, the younger doctor proved that . . . . . . .
a he could take being the butt of a
practicaljoke
b the joke was in pretty poor taste
4 We can concludethat the man thinks that ...... .
a thejoke crossed the line
b the younger doctor was a pretty
good spolt

B Uffi rtsrrx ro suMMARIzEListenagainandwritea lJThe womandescribeda practical

summary of thestory,
usingindirect Thencompare
speech. joke her father had onceplayed
summaries witha partner.
Usetheexampleasa wayto start: on someone.One day ... tt

E ,tW USfeff fO TAKEI{OTES Listento peoplewho werethe butt of practicaljokes.

Thenlistenagainto completethe chart.Usethe Vocabulary.
Listenagainit necessary.

p oISCUSSIOI Which,if any,of the jokes in ExerciseD crossedthe line?Explainyour

opinion. Then compare how you would have reacted with the way each speaker reacted,
58 UNIT
5
 il(lw Y(|UCAI{ Exolore
thelimitsofhumor

I rnlm: voun IDEAS Readthe practicatjokes

and rate each one, usingthe scorecard.

SCORECARD
X=|dontgetit.
I = lt crosses
theline.
2=ltssitty.
3 = lts kindoffunny.
4=ltshitarious!

You start getting lots of A c o l l e a gu e t e l l s S o m e o n ei n y o u r f a mi l y

c a l l sf r o m p e o p l ew h o
w a n tt o b u y y o u r h o u s e ,
e v e nt h o u g hy o u h a v en o
i n t e n t i o no f s e l l i n g l.t t u r n s
o u t a f r i e n dh a d s e c r e t J y
c r e a t e da n o n l i n er e a l
estatead offering your
h o u s ea t a v e r y c h e a pp r i c e .
you that another
c o l l e a g u ies g o i n gt o
g e t m a r r i e d .W h e n
y o u s e e h e r ,y o u
c o n g r a t u l a t eh e r
h ap p i l y .S h e h a s n o
i d e aw h a t y o u ' r e
t a l k i n ga b o u t .
offers you a cup of coflee
o r t e a . W h e n y o u t a k et h e
{ i r s l s i p , i t t a s t e ss o b a d
y o u c a n h a r d l ys w a l l o w i t .
Y o u r e a l i z ei t h a s s a l t i n i t
i n s t e a do f s u g a r .

Y o u ' r ei n v i t e dt o a f r i e n d ' s
c o s t um e p a r t y .W h e n y o u
a r r i v ea t t h e p a r t y ,e v e r y o n e
i s n i c e l yd r e s s e di n r e g u l a r
c l o t h e s ,a n d y o u a r e d r e s s e d
i n a c h i c k e nc o s t u m e .

E PAIR WORX Compare your ratings on the practical jokes. Do you agree?
Then, for each joke, compare how you would have responded if ygg had ]t was so lhysterical/ hilariousll
been the butt of the joke. Would you have been a good sport? Or would I t w a s l t o o m u c h/ t o o f L r n n y ] l
you have been offended? 1 d i d nt C e ti t .
W h a tw a s s o f u n n ya b o l t 1 ?
I t w e n t o v e rr n yh e a d ,
EI Drscussrol{ Seriousiy.
1 When do you think a practical joke crosses the line? T h a tl u s t s n t d o n e .
t w a s k t n d o f [ r d i c u t o L r/s
2 Have you ever played apracticaljoke on someone else? What was the o f f e n s i v e/ s i l l y l .
joke and what happened? Use the Vocabulary from page 58.
3 What is your opinion of practical jokes in the workplace? Are they ever
acceDtable?ExDlain.
 @ wnrtle SKILL studythe rules.

Paragraphing a storywith dialogue

Withdirect speech,begina new paragrapheachtime you introducea new
ffil#rsl,H:r#l#:i
speakerRemember that paragraphsshouldbe indentedor shouldhave ;:&'#,:
::::,::::fi:'fi
:'"T'*
a spaceabovethem so the readercan see wherenewparagraphs begin.
Seeone paragraphing stylein the-Writing
Model.

Punctuationof directsDeech
iiJrffiHrIixY,'iffi;
ournped.intoher, knock;n9
her-Jown.
. Whenthe reportingverb comesbeforea quotation,put a commaafter 'n..li;'i'].1:'"*rr" saidtheman'
the reportingverb.Putthe end punctuation insidethe quotationmarks.
l\4r.Mannsaid,"Thai'snot at all funny."
. Whenthe reportingverbcomesaftera quotation,.put
:
:iltl::l1iflgi?,JT;
a comma,question .. "Lookl',sheheardsomeonesav
pointat the end of the quotedsentence,insidethe
mark,or an exclamation 'Anord w#an
quotationmarks.Putthe speaker'snamebeforeor afterthe reportingverb.
j'J.i;":i:H:?':"'"
Shequickly sat up and looked
"Pleasedon'tdo anlthingcruel,"l\4s.Kanesaid.
Sreat concernand said,
"Ddn't anyoneobiectto that meanpracticaljoke?" askedCarlson. "afinu'd|lttt
. A reportingverbcan also come betweentwo parts of a quotation.
Putquotationmarksaroundeachpart of the quotation.Don'tbegin
::"1il.;:11
",,,IhH5Jif, ffi,
runny, it.orta t auJ;.;'#;;..
"na
the secondpart of the quotationwitha capitalletterunlessit begins
a newsentence.
'
"lvlelanie Mr.Sargentsaid,"pleaseapologize
and EIaine," for
hurtinglMorgan."
. lf the reportingverbcomesbetweencompletesentences, put a period
after the reportingverb. Beginthe newsentencewith a capitalletter.
"Peter,pleaseapologize continuedl\4r.€argent."You
to lvlorgan,"
participatedin that meanpracticaljoketoo."

@ nnlCnce On a separate sheet of paper, rewrite the sentences,correcting the errors in punctuation
and capitalization.
1 Norman Cousins said, "That he had cured himself with laughter."
2 "The Superiority Theory" our professor explained. "ls exemplified by finding people's errors funny."
3 "The joke was really cruel,' said Claire. "they shouldn't have played it."
4 "Does that example illustrale the Incongruity Theory" asked John?
5 "I leaxned about all kinds ofhumor in my psychology class", said my sister.

p fnnCnCe On a separate sheet of paper,write the following indirect speech statements in direct speech,
uaingcorrectpunctuationfor diatogue.
1 Dr. Summers stated that positive emotions can have a direct effect on emotional and physical health.
2 A psychologist told me many people believed that Norman Cousins's book popularized the idea that
laughter therapy could be helpful in treating illness.
3 She said that practical jokes come from our need to feel superior to others.
4 Ms. Barton insisted that traditional medicine is more effective than laughter therapy.
5 Our professoraskedwhetherthere is any scientific evidencethat
laughtercan treat illness.
! DidI usedirectspeechin mystory?
ffi @ lrnrv rnE wnlTINGsKrLL Write a true or imagnary storytelling n DidI punctuatedirectspeechcorrectly?
whathappened andwhatpeoplesaid,usingdialogue. Usethe Writing n DidI correctlyparagraph
the dialogue?
Modeltor support.
UNIT
5
 i. r
o p
s h
a s
a v
w.
ww
 Reference
Charts
haselotm timple pdtt pd,slporlicipte bcse lon timple pcsl pct, patliciple
be was / were been mean meant meant
beat beat Dearen meet meI met
become became become mistake mistook mistaken
Degrn began pay paid
bend Dent bent pur put put
bet bet bet quit quit quit
bite bit bitten read /rid/ read /red/ . read hxdl
bleed bled bled noe rode ridden
otow blew Dlown ring rang rung
oreaK broke DroKen rise rose risen
oreeo oreo oreo run ran run
Dnng brought brought say saro satq
build built built see saw seen
burn burned/ burnt burned/ burnt sell soro solo
oursr bufst burst . send sent sent
' buy bought bought set set SEI
catcfl caught snaKe snooK shaken
choose chose chosen snecr shed shed
come cam9 come sntne snone shone
cost cost cost SNOOI SNOI shot
creep crept crept show showed shown
cut cul CUI shrink shrank shrunk
oeal dealt dealt snul snur SNUI
dug dug sing sang sung
do did done stnk sank sunk
draw orew orawn sit sat sat
dream dreamedI dreamt dreamed/ dreamt srepr slept
drink drank drunk slide slid slid
dnve drove driven smetl smelled/ smelt smelled/ smelt
eat ate earen speak spoke spoken
fall fell fallen sped/ speeded sp6d/ speeded
feed fed fed spell spelled/ spelt spelled/ spelt
feel felt felt speno, spent spenl
fight fough't fought spill spilled/ spih spilled/ spilt
find . tound found sprn spun spun
fit fir fit spit spit/ spat spit/ spat
flv flew flown spoil spoiled/ spoilt spoiled/ spoilt
forbid forbade forbidden spread spreao
forget forgot forgotten spring sprang/ sprung sprang/ sprung
torgive forgave forgiven . stand stood stood
freeze froze - frozen sleal slole stolen
get got gotten . stick stuck stuck
give gave given sting stung srung
go went gone stink stank/ stunk stunk
grow grew grown strike struck struck/ stricken
hang hung hung string strung strung
have nao had swear swore sworn
hear nearo nearct sweep swept swept
hide hid hidden swim swam swum
hit hit hit swing swung swun9
hold held held lake took taken
hurt nun nun teach taught taught
keep Kepr kepl tear tore torn
know knew known tell told told
lay laid laid think thoughl thought
lead led led lnrow threw rnrown
leap leaped/ leapt leaped/ leapt , understand understood understood
learn learned/ learnt learned/ learnt upset upser
leave left left wake woke/ waked woken/ waked
tend lent tenr wear wore worn
let let let weave
lie lay 'arn weep wept wepr
light lit tit won
lose lost lost wtnd wound wound
make made made write wrote written
I22 REFERENCECHARIS
 VERBS
FOIIOWED
BYA GERUND
acknowledge celebrate discontinue escape rmagine postpone recall risk
admit complete discuss exptatn justify
advise practice recornmend suggest
consider dislike feellike prevent
appreciate delay report supoort
dont rnind finish mentron p.ohibit
avold. deny resenr toleiate
endure forgive mind propose
cdnt help detest resjst undesrano
enjoy gtveup miss quit

EXPRESSIONS
THATCAN BEFOILOWEDBYA GERUND
c'eexcited about be commidedto make an excusefor look forwardto
be worriedabout be opposedto have a reasonfor blame lsomeoneor something]for
be responsiblefor be used to believein Torgrvelsomeoneor somethino]for
be interestedin complarnabout parttcjpatein
be accusedof thank-[someoneor somethingiior
dreamabout / oi succeeotn Keeplsomeoneor somethingjfrom
be capableof talk about/ of take advantageof prevenrlsomeoneor something]frorr
be tired of thinkabout/ ot take care of slop lsomeoneor something]from
oe accustomedto apologizefor Inslston

VERBSFOLTOWED
DIRECTTY
BYAN INFINITIVE
afford can'twait demand hope need pretend swear want
agree CaIe deserve hurry neglect promise threaten wish
appear choose expect intend ofier refuse voJunteer wouldlike
arrange clarm fail learn pay
ask request wait yearn
consent grow manage
anempt seem
decide hesitate mean prepare srruggte

VERBS
FOITOWED
BYAN OBJECT
BEFORE
AN INFINITIVE'I
advrse cause enable force need* persuade require want_
chaltenge encourage hire order promise*
:l:y
ask' teach warn
chooset exoect' instruct pay.
beg remind tell wlsn,
convince forbid invite peimit request" urge woutd tike,
* In ihe
octive voice, ihese verbs con be followed by the
infinir;ve wirhout on obiect (exonple: wont lo speok or lvonl someone lo soeokl.

VERBS
THATCANBEFOLIOWED
BYA GERUNO
OR AN INFTNTTIVE
with a change in meaning without a change in meaning
forget remember begrn continue like prefer try
regret stop can't stand hate rove start

ADJECTIVES
FOI.LOWED
BY AN INFINITTVE*
afraid ashamed depressed eager fortunate rucKy relieved surpflsed
alarrned cenaln determined easy grao pleased reluctant touched
amazed content disappointed embarrased t prepared sad
angry curjous distressed encouraged "ppy
i,esitint proud shocked willing
anxious delighted disturbed excited likely ready sorry
xExomple: /'m
wiling to occept that'.

PARTICIPIAL
ADJECTIVES*
alarming - alarmed embarrassing -
- embarrassed patatyang - paralyzed
amazing amazed enlightening -
- enljghtened pleasing - pteased
amusing amused entertatning -
_ entertajned relaxrng - relaxed
annoytng annoyed exctrng - excited satisfying - satisfied
astonishing - astonjshed exhausting -
- exhausted shocking - shocked
oonng bored fascinating - fascinated soothing - soothed
confusing - confused frightening - frjghtened stanling - stadted
depressing - depressed horriiying - horrjfied stimulating * stimulated
drsappointing- djsappointed inspiring - inspired surpnsrng - surprjsed
orsgusrlng _ disgusted interesting -
qrsrresstng - interested terrilying - tefrified
djstressed irritating - irritated -
disturbing - Irnng ttred
disturbed moving - moved *
touching touched
REFERENCE
CHARTS 123
 amaze contain feel. look like Dlease smell"
appear- cost forget look. possess sound
appreciate desire hate love prerer suppose
astonish dislike have* matter realize surprise
be' doubt hear mean recognize taste'
believe envy imagine mind remember* think.
belong equal include" need resemble :, understand
care exisl know owe see' want*
consist of fear likg own seem weigh'
*Theseverbsolsohove oclionmeonings.Exomple:t seeo tee. I'm seeing (ocion)
her fomorrow.
{non-ocfion)

Abbreviations
someone
Some transitive phrasal verbs have more lhan one meaning. Not all are included here. sth. = something
for example
SEPARABLE informal
blow sth. out stop a flame by blowingon it leave sth. out omitsth-.
blour sth, up I makesth. explode 2 fill sth. with air,e.9., let s.o. down disappoint
s.o.
a balloon 3 makesth. larger,e.9.,a photo let s.o./sth. in allow s.o- or sth- to enrer
bring sth. about makesth. happen let s.o. oft aliows.o. to leavea bus, car,taxi, etc.
bring sth. back I retumsth. to a slore 2 reviveor renewsth., let s.o./sth. out ' allow s.o. or sth. to leave
'e.9., light sth. up
a customor tradition iluminatesth.
bring slh. out 1 intrcducea new p.oduct 2 makea quality look s.o./sth. over examines.o. or srn.
more noticeable look s.o./sth. up 1 try to find s.o. 2 try to find sth. in a book,
bring s.o. up raisea child the Intern6t,etc.
bring slh. up start to talk about an issue make sth. up createa fictionalstory
burn Slh. down burn a structurecomoletelv Dass sth. out distributesth.
call s.o. back relurna phonecall pass Sth. Up decidenot to take an opportunity
call slh. off cancelsth. pay s.o. otf brlbes.o.
call s.o. up call s.o. on the phone Pay sth. off pay back moneyone owes
carry sth. out conduct a plan pick s.o./sth. out identifyor chooses.o. or sth.
check s-o./sth. out look at s.o. or sth. moreclosely pick s.o. up stop a vehicleso s.o. can get in
cheer s.o. up make s.o. feel happier pick s.o./sth. up lift s.o. or sth.
clean s.o./sth. up clean s.o. or sth. completely pick sth. up 1 get or buy sth. from somewhere 2 learnsth. new
clear sth. up clatily sth. 3 get an infectiaus disease
close sth. down torcea businessof institutionto close point s.o./sth, out show s.o or sth. to anotherperson
cover sth, up I coversth.completely2 changefactsto avoid put sth, away put sth. in its appropriateplace
responsibility put sth. back returnsth. to its originalplace -
cross sth. out drawa linethroughsth. put s.o./sth. down I stop holdingor liftings.o. or sth.
cut slh. down makesth.fallby cr-rtting, o.g-,a tree 2 insults.o.
cut sth. otf 1 removesth.by cuiting 2 stopthe supllyof sth. put sth. otf delayor postponeslh.
cut s.o. off inlernrpts.owhois speaking put sth. on got dressedor place sth. on one's body
dream sth. up inventor ihinkot a newidea put sth. together I put sth. on a wall 2 build sth.
drink sth. up drinka beverage completely put sth. up build or erectsth.
drop s.o./sth.off leaves.o.or sth.somewhere set sth. off causesth. to explode
empty sth. out emptysth.completely set sth. up I establisha new business,organization,etc.
figure s.o./sth.out understand s.o.or sth.aftersomethought 2 prepareequipmentfor use
fill s.o. in tells.o.aboutrecentevents show s.o./sth. off displaythe best qualitiesof s.o. or sth.
fill sth. out complotoa form shut sth. off stop a machineor supply
completely
till sth. up fill a container straighten sth. uP make sth. neat
find sth. out l€arnnewinformaiion switch sth. on start a machine,turn on a light,etc.
follow sth, throuEh do everythinsto completea task take sth. away removesth.
rl get sth. across help s.o. understandan idea take sth. back 1 returnsth. to a store 2 acceotsth. returned
I give sth. away give slh. you do not needor want by anotherperson
give sth. back returnsth. to ils owner take sth. down removeslh. that is hanging
give sth. out distributesth. take Sth. in 1 notice and remembersth. 2 make a clothinq
give sth. up quit doing sth, item smalier
hand sth. in submitwork, e.9-,to a boss or a teacher take sth. off removeclothing.jewelry etc.
hand sth. out distribuleslh. take s.o. on nrres,o.
hang sth. up put sth. on a hangeror hook,e.g., clothes take sth. on agreeto do a task
help s.o- out assists.o. take s.o. out invites.o. somewhereand pay for his/heameal,
keep s.o./sth. away causes.o. or sth. to stay at a distance show etc.
lay s.o. olf fire s.o. becauseof economicconditions take sth. up start doing an activityhabitually
leave sth. on I not turn sth. off, e.9., an appliance 2 not talk sth- over discusssth.
removesth. such as clothingor jewelry tear sth. down destroysth.

124 REFERENCE
CHARTS
tear sth. up tearsth.intosmallpieces turn sth. in submit a paper,application,elp.
think sth. over consider sth. turn Sth. otf stop a machine,Iight.etc.
think sth. up inventor thinkof a newldea turn S.o. off causes.o. to lose interest(inf.)
throw sth. away putsth.in thegarbage turn sth. on start a rnachine,light,etc.
throw sth. out putsth.in thegarbage turn sth. out make or manufactudsth.
touch Sth.up improvesth.withverysmatlchanges turn Sth. over turn sth. so the bottom is at the too
lry sth. on try clothingto seeif it tits turn sth. up raisethe volume,heat,etc.
try sth. out usesth.to seeif onelikesit or if it works use Sth. UP use sth. completely
turn sth. around I turnso thefrontis at theback 2 cause wake s.o. up causes.o. to stop sleeping
th,ngsto getbetter wipe sth. out removeor destr6ysth.
turn s.o./sth.down reiects.o.or sth. work sth. out I resolvea problem 2 calculatea math problem
turn sth.down lowerthevolume, heat,erc. write Sth. down write sth. to have a recordof it

ALWAYS SEPARATED
s-o. over
bring s.o./sth.down removea rul6ror governmentfrom power start sth. over beginsth.again
do sth. over do sth- again talk s.o. into sth. persuade
s.o-to do sth-
keep sth. on not removesth. such as clothingorjewelry

INSEPARABLE
cater to s.O. providewhat s.o. wants or needs gO Over Sth. examinesth. carefully
carry on sln. conlinuesth. anotherpersonhas siaried go without sth- live withoutsth. one neeosor wanls
come across s.o./sth. find s.o. or sth. unexpectedty run into s.o. meet s.o. unexpectedly
count on s.o./sth. depend on s.o. or sth. run into sth. accidentallyhit or crash into sth.
do without S.o-lsth. livewithouts.o. or sth. one needsor wants stick with s.o. stav closeto s.o.
go after s.o./sth. pursues.o. or sth. stick with sth. continuedoino sth. as before

Some intransitive phrasal verbs have more than one meaning. Not all are included here.
blow up l explode 2 suddenlybecorrrevery angry go oft explode;make a suddennoise
break down stop functioning go on conlinueto talk about or describesth.
break out start suddenly,e.g., a war, disease,or fire go out I leavea building 2leave one'shometo meet people,
burn down b0rn completely enjoyontertainment,elc.
call back returna phon6call go up be buitt
carry On I continuedoingsth. 2 behavein a sillyor emotionalway grOW UP becomean adult
catch on h@oqle popular help out do sth. helpful
check in reDortone'sarrivalat an airportor hotel hang up end a phonecall
check out pay one's bill and leavea horel hold on wait ouringa phonecall
cheer up becomehappier keep away stay at a distanco
clear up becomebetter,e.g., a rashor the weather keep On continue
close down stop operaiing,e.g,, a factoryor a school keep up go or think as fast as anotherperson
come abng accompanys.o. lie down rest on a bed
come back return light up 1 beginto shine brightly 2 look pleasedor happy
COme In enter make up end an argumentand reestablisha friendly.elationship
COme oft becomeunattached PaSS Out becomeunconscious
come out 1 appear,e.9.,the sun 2 be removed,e.9., a stain PaY off be worthwhile
dress up wear moreformalclothesor a costume Pick uP imprcve,e.9.,the economy
drop in visit unexpectedly play around havefun or not be serious
drop out quit a ciass,school,or program run out no longerin supply
eat out eat in a restaurant show up appear
empty out empty completely sign up register
fall oft becomeunattached sit down sit
till out becomebigger slip up make a mistake
lill up becomecompletelvfull siand up rise to one'sfeet
find out learnnew information start over beginagain
tollow through continueworkingon sth. unUlit is completed StaY uP not go to bed
fool around havefun or not be serious straighten up make neat
get ahead make progress or succeed take off depart by plan6
gei along ro not argue turn in go to bed (inl.)
qet back retum from a place turn out have a particularresult
get together meet somewherewith a friendor acquaintance turn uP appear
get Up get out of bed wake up stop sleeping
give up quit watch out be careful
go along I accompanys.o. 2 agree work out 1 exercise 2 be resolved;end successfully-
go back retum

REFERENCE
CHARTS I25
 Some lhree-word phrasal verbs have more than one meaning. Not all are included here.
catch up on sth. 1 do sth. one didn't havetime to do eartier give up on sth. stoptryingtp makesth.happen
2 get the most recentinformation go along with sth. agreeto do sth.
catch up with S.o. exchangeinformalionabout recentactivities go through with sth. do sth.difficultor painful
check up on s.o. make sure s-o. is OK grow out of sth. stopdoingsth.as onebecomes an adult
come away with sth. learnsth. usefulfrom s.o. or sth. keep up with s.o. stayin regularogntact
come down tO sth. be the most importantpoint or idea look down on s.o. think.one is betterthananotherperson
come down with sth. get an illness look out for s.o. protects.o.
come up against s.o,/sth. be faced with a difficuitpersonor look up to s.o. admre or respecrs.o
situation make up tor sth. do sth.to apologize
come up with sth. think of an idea, plan,or solution put up with S.O./Sth. accepts.o.or sth.withoutcomplaining
face up to sth. accept an unpleasanttruth run out of sth. no longerhaveenoughof sth.
fall back on sth. use an old idea becausenew ideas havefailed stand up for sth. supportan ideaor a principte
lollow ihrough on sth. continuedotngsth. untitit is completed stand up to S.o. refuseto lets.o.treatanyonebadly
get around to sth. fina y do sth. team up with s.o. do a rasktogether
get away with Sth. avoid the consequencesof a wrong act think back on s.o./sth. thinkaboutandremember s.o.or sth.
get back at S.O. harms.o. becausehe / she harmedyou walk out on s.o. enda relationship witha wife,boyfriend,
etc.
give up on s.o. stop hopingthat s.o. will change watch out for s.o./sth. protects.o.or sth.

Verb forms: overuiew

Presenttimo Pasttime Futuretime

Simple Simple preJent 5implepast Simplefuture
walk/ walks walked willwalk
Continuous Pregent(ontinuous Past(ontinuou5 Futurecontinuous
amwalking/ iswalking/ waswalking/ werewalking willbewalking
arewalkinq
Perfect Present peJfed Pastperfett Futqreperfe(t
) have walked,/ has waiked hadwalked will havewalked
I Perfectcontiriuous Presentperfectcontinuou! Part perfectcontinuous Futureperfectcontinuous
havebeenwalking/ hadbeenwalking will havebeenwalking
hasbeenwalking

Presenttime Pa5t time Futur€time

Simpleverb forms simple presentl Simplepast simple future3
describehabitual actions or Habitualadion Completedactionthat occurred Actionthat willoc(ur at a
eventsthat oc.ur at a definite Thedepartment meettonceo at a definite time in the past definite time in the tuture
time. monthtorcviewthestotusof Lastyeorreseorcherc dis.overed Nextyeortheywill offet o
prcjects. a newcancertreolment. course on globoltrode.
Fa(tsand generalizations Habitualaction in the past2 Habitualactionin the future
TheEatth rototesaroundthe whenlwosyoungwevisited Nextmonth l'tl go to thegym
sunevety365doys, myqrcndparcnts evetyweek. threetimesa week
1 The simplepresen'ttensecan also expressa futureaction:Her lrght aftives thiseveningat eight-
z !JSCd& and !d also expresshabitualactionsin the past: Whe, L'/as a child, we used to spendthe summerin the mountains.ln the
^momings we would go hiking and ih the aftemoons we would swim in a nearby lake.
J Be ooino to can also express a future action. Nextyear they are going to offer a course on global tnde

126 REFERENCE
CHARTS

fdinuoul verb forms
Gcribe continuousactions
c er€ntsthat occurat a
ffiiite time.
-The present
continuous can also express a fulwe planaThey,re getting ^*,1"d *"t
M€t verb folmt
describeactionsor eventsin
.elationto othertime frames.
'Many
statementsjn the p
Shemade many conttibutions to the field.
Pelf€ct(ontinuousverb torms
describecontinuousactionsor
eventsin relationto othertime
frames.
Presenttime
Presentcontinuous'
Action in p.ogressnow
Thebusiness manoge$arc
discussing nextyeat'sbudget
rlgntnow.
Presenttime
Presentperfect*
Completedactionthat
o<curredat an indefinitetime
beforethe present
Shehdsmademany
cont butionsto thefield.
Recently(ompleted action
Hehasjustpublishedan
otti.leabouthit findings.
Urcompletedaction{action
that beganin the past,
continuesinto the present,and
maycontinueinto the future)
Theyhdve studiedoncient
culturesfot monyyeo6.
Presentperfed continuous
Un<ompleted<ontinuousaction
(actionthat beganin the pas!
rontinue5into the present,and
may<ortinueinto the future)
Shehdsbeenlecturingabout
thot topicsince2015.
Very recently(ompleted action
Theworkershave been
protesting.They'rcfinishednow.
Pasttime Futuretime
Pastcontinugus Future<ontinuous
Action in progressat a
Actionthatwill be in progress
definitetime in the past during a definite time in the
Noneof thecomputeswere futu.e r
workingwhenlcomein this We'llbe littening to thespeech
moming. wnenyoua Ne.
,arth.
Pa5t time Futuretime
Pastperfed
Futureperfe(t
A<tiqnthat occurredat some Actionthat will be <ompleted
point beforea definite:ime in by somepoint at a definite
the past time in the futqre
By2016,hehad starteda new 8y thistimenextyeaLlwitt
business. hove completedmy research.
Actionthat occurredbefore
anotherpast action
Theyhad aheady finished
medicalschoolwhenthe war
brokeout.
Pastperfect(ontinuous Futureperfe<tcontinuou5
Contiruousactior that
Continuousactionthat
oc<urredbeforeanotherpast
occurredb€foreanother
action or time actionor tiire in the future
By2015,rcsearchetshqd been Whenthenewdircctol
seekingo curcfotA4DS for takesoveLI will hove been
morcthan thity yeors. working ot thiscompanyfor
tenyears.
REFERENCE
CHARTS 127
 Booster
Grammar
andpractice,aswellasadditional'
TheGrammarBoosteris optional.lt providesmoreexplanation
relatedgrammarconceptsand review

Thepastof !e andthe sinplepasttense Thepastp€rfectcontinuous

ljsefor completed
actionsandstatesthatoccurred
at a specific Usefora continuing
actionthatwasoccurring
beforeanother
timein thepast. pastaction.
Heuashereat 10:00andleft thismessa(e. Wehadbeenwoddng fortwohourswhenthestormbegan.
Tie paslcontlnuous Usedto / would
aJsefor oneor morerec[ni[g actionsor actionsin progress
at Useusedt0 tor pastsituatlonsandhabitsthatnolongerexist,Use
timeinthe past.
a speeific wgg[!or uscd_lOfor actionsthatwererepeatedregularly ir the past.
Steven ryasalwaystalklngin class. ' Whenshewasyounger, sheneverusedlo be afraidof anything,
Thebabywas sleeplngandtheolderchildrcnwereeathg Inth0sedays, wesould(orusedto)takea longwalkevery evening.
dinnefwhenweardved.
lhe futu.eas seenfiom the past
Thepresentperfect Usewas/ wereEoinE tq + tie baselormof a verbto express
tuture
Usefor actionscompleted timein thepast.
at anunspecilied Dlans someone hadintheDast.
Shehasalready infornodhermanagerabouttheproblem. Hewasgolngio starthisownbuslness, buthecouldn't geta loan.
NewYorkhasbeencallodthecapitaloi theworld.
!l&Ud+ thebaseform0ftheverbcanalsoexpresstltelutureas
lhe pastpefect seenfromthepast,butonlyafterstatements
of knowledge or beliel
Usefor anactionthatoccurred pastaction,
beforeanother Wealwaysthoughtthatshewouldbeconeanactor,butshe
reyhadaiready
madea decision
whenwecalled, decidedto studylaw

E Correctthe errorswith pastforms.

'l F'lorencehas been walking for severa.lhours before she realized that her wallet was missing.

2 As,a child, he was practicing the pia.nofor hours every day.Then he stopped takinglessons.

3 "I haveseenthat movie last yeax,and I thought it was great," Ftank exclaimed.

4 Before this morning, I never took ayoga class.

5 He was working on the pro!'lem a.llmoriiing when he finally fourd the solution.

6 My husbandbelievedhe will never getharried, but then he met me.

Stative(non-action)verbsexpress
mentalstates,emotions,perceptions,
descriptions, possession,
relationships, measurements, andothef
conditions,ratherthan Theyarenotusuallyusedin continuous
actions. a situationin progress.
verbtorms,evenwhentheydescribe
people
l\.,lany shouldbeourtoppriority.
bollevetheenvironment NoTlvanypeople
arc+elieviig shouldbeourtoppdority.
theenvironment
Shehasalways understood wasimponant.
thatjobsatisfaction NOTShehasaf\Nays+een+ideidin*thatjobsatisfaction wasimportant,
Somestatiyeverbshavebothnon-action A stativeverbthathasanactionmeaning
andactionmeanings. maybeusedin thecontinuous.
Non-action meaning Actionmeaning
(description)
That'sridiculousl You'rebolngridiculous! (actin a ridiculousway)
Shehastwochildren.(possession) Shebhaylnganother babysoon.(actof givingbirth)
Wethlnktheselawsareunfair.(mental
stateiopinion) _ We'lethhllng of organizing a protest.(ad of planning)
Howdoesthesouptaste?(perception) l'm lasilngthesoupto seeif it needssalt.(actoftasting)
thisgarden looksneglected.
{description) lle childls looklngat theflowers.{actof looking)
NoTE:ln infomalspokenEnglisi,certainstativeverbs,especially
w!0!,rcgd,andhavet0, arebecoming
common
in thecontinuous:
Let'sgointothatcoffeebar
wantlnga cupoi goodcoffee.
l'm really
Fora complete Charts,page124.
listof stativeverbs,seetheReference
 @ oeciae if each stative verb in parentheses has an action or a non-action meaning. Then compete eacn sentence
with the simple presenttense or the presentcontinuous.
action non-action
1 T T S a r a . . . . . . . . . . . . . . . . . . . . . .(.d. .o u b t )t h a t s h e ' l lg e t a p r o m o t i o na t h e r j o b .
2 t r I Our skills are excellent, and we (have) exirerience rn the lield.
5 L-I LJ Philip .........................(think) about moving abroadto teach for a year,
4 I T We .........................(have) dinner at 6:00today so we can go to
trhelecfure on climate
change.
str T Michael .........................(not remember)where the meetingwill take place.
O LJ T The book (include) some diagrams to support the hlpothesis.
7 I T The doctor (see) another patient now

Purpose Examples
Toidentitor giveadditional
inlormation a person
about wno
Thephysrcist madethatdiscore.y teaches
at myuniversity,
. retattve
pronouncanbe tnat
subjector objectof clause
wnon
Thepsychologist that he interylewed dida study
ab0utlying.

Toidentlfy
orgiveadditional
information a place
about or that
T h eb u l d l n g is on your left wasformerly
a bank.
rnrng wnrch
' retatrve
pronouncanbe
(that)+
subject
orobjectofclause Thearticle I readyesterday isfascinatiog.
(which).

ToshowpoSsesstor lnew0manwhosehouseyonadmired1sa famousaUthor.

Paris,whosemuseumshold so manytreasures,is a favoritedestination
for toufists.
Tomodtfya nounof place wherelheylive
I I
in whichtheylive
I I hasmafybeautiful
parks
andsquares.
thattheylivein
I I
L whichtheyliyein .J
Tomodiiya nounof time
ican'tfemembertheyer, wevisttedthemfortherirsttime.
I lHill-
(in
]
l- wtrich)* I
*Note:These
relative
pronouns
maybeomitted.

[l UnOerlinethe best word or words to complete each sentence.

1 Pa-rents(who / which) spend time with their children give them a sense of security.
2 The city (that / in which) my father grew up was destroyed dudng the wax.
3 The Miller family, (whose / who) house is for sale, hopes to find a buyer soon.
4 The star of the film, (whom ,/ which) we had hoped to meet, didn't come to the reception.
5 I will never forget the time (when / who) I told the,truth and was punished for it.
6 The woman (who / wNch) used to teach English at my school rs now the director
there.
7 The sun Times, (whose / which) is the best newspaper in town, recentry published
an adicle
about the social uses of lying.

GRAlvll\4AR800STER
129

I
 Someadjectiyeclausesmayincludea quantifief that refersto a previouslymentioned nounor nounphrase.
Theseclausesare constructedas follows:quantifier+ q[ + relativepronoun(qh!E, y{[!s[, or UIAS9).
Heconsulted three
doctors,
all ofwhomconfirmed
tlteorginal
diagnos s.
possible
I canthinkofseveral justifies Some expressionsol quantity used with Ot
ons,noneof which
explanat theirbehavior.
a few of haI oi nore of
Thereportersquestioned
thepresident,
oneof rvhose is hisability
stfengths
pressure. a lof l i i t l eo f o n eo f :
to remaincalmunder
a numberol manyof severaof i
Adjective
clauses quantifiers
thatinclude moreoftenin writtenthanspoken
appear English. oo l ol -no\l or sore of i
eachof reilherof I

fl Compteteeach sentencewith a quantifierfrom the box and the correctrelativepronoun.

Useeach ouantifierorlv once.

all of eachof neither of one of both of

1 I'r''ebouglrtseveralolthe r(nrpany's products,only ................. .. \vorts.

2 He's upset with all Xhreeof his children, .........................makes up a differentexcuseto avoid
shal'ing chores at home.
3 The teachcr sent six of her students to sDeak with the director. wcrc ( aLtSht
chcating on the test.
4 The two afiicles deal with the issue ofhonesty in the workplace, should be
rcquircd reading for everyone in the company.
5 My parents, has ever told a lie, are the most honest pcople I knoll

Adjective
clauses
canbereduced to adjectivephrases.
clause: whichis knowflfof its Deautitul
Hawaii, top|gaphyandclimate,lJesln themiddleof thePacific
acean
phrase; known
Hawaii, forits beautitul topoglaphy
andclimate,
liesinthemlddle of thePacllic
0cean.
There
aretwowaysto reduceanadjective clause phrase:
to anadjective
1 whentheadjectiveclausecontains pronoun
a formoftheverbb€,dfoptherelative andtheverb!9.
Herodotus. wroteaboutthewarsbelween
wfiowasthe firstCreekhistorian, anclent
Gteece -t
ard PeGia. Remember
thefirstGreek
Herodotus, historian,
wrote thewarsbetween
about ancienl
GreeceandPersia. A c auseis a gro!p of words
that hasbotha subjectand
2 Whentheadjective
clause doesnotcontain pronoun
a formof theverb!9, droptherelative anduse a ver0.
thepresent
pa(icipleoftheverb. A gbesc is a groupol words
afd fexible
isa strong -)
structule that doesnt havebotha
whlchcontalns
Theh!manskeleton, 206separatebones,
s! bjectanda verb.
contalnlng
skeleton,
Thehurnan 206separcteb0nes,isa stlong andflexible
stluct!re
rhe5101edaleLlor
lloseryhotamperwilh )
w r beorospclted
Thosetampering$rth
thesmoha lo' \ I bepro5ecLled
date'i
phrases
Adjective 0ftenbeginwithan articleor Q!9,a tvoeof,or a kind0t Theuseof commasln reduced
a Yerypracticalandhardworking woman, madeclothes fortheentirefafilily adjective followsthe sarne
clauses
Mygrandmother,
rulesasthosefor fuJladjective
the largestcityInTurkey, lstanb!lis at thepoiirtwhercEurope ioinsAsia dauses.Seepage000for the Llse
Theytelooking fora quietplacet0 livepreferably onein the suburbs of commasif restrlctlveand non_
a
Chanterelles, type ot ediblemushroom witha richyellowcolor,areveryexpensve ve adjectve c auses.
restrict
TheI amaanclalpaca arecamellds, a lind of mamnalnative to SouthAmerica

B Reducethe adjectiveclausein each sentenceto an adjectivephrase'

with
1 Daniel Craig and Rachel Weisz, who are two of the U.K.'s best lcrorvn movie actors, do chalitY work
underyrivileged teens.
rg
2 Philanthropy, which is the act of giving time and noney to help others, can be !'ery time-colisumit
3 Executives who fail to accept responsibility for their mistakes dsk losing the tmst of their employees
to be a goodwill
4 The United Nations, which hosts a number of huma.niti :ian organizations, invited Angelina Jotie
antb.a-ssa.lor to courltt-ies in necd of a-ssist-ance.
5 Thrthfulness, lvhich is lrelicvc'd to be taugftt to us by orll pafents, develops irt chiidrcn from a very young age.

130 GRAMMARAOOSTER
 EIon
'|
a separatesheet of paper,combine each pair ot sentences.
use the secondsertence as an adjectivepnrase.
Arnal Hiiazi is atso known for hor humanitarian work. (Hiiazi
is a Lebanesepop singer curredtly riving i. Beirut.)

A'"1 h;)"2;,a Lebonege

yop5in9svcurrenlryrivingin BeirL,t,is arsoknownfor her
ht maoftarianwork.

2 Telling a white rie can stilr get us into big trouble. (A

whire lie is the tlpe of rie we tell to prorect orhers.)
3 My nothcr taught me a lot about how to be honest (My
mother is the only person I ]crow who is u'able to
tell a iic.)
4 My brothcr frequenllv volunteers in a hospital. (My
brother is a man of great compassion.)
5 A lol of monev was raised at l'st night's concefi. (Last
ni€lht'sconceft \4,asthe biggest charity event ol
the year]

Remember: A questi0ncanbe embedded in a nou0ctause.

Useif or whe-!!elto beginan embeddedyq5, no questron.
Phrasesthat are often followed bv
l! andwhetherhavethe samemeanine. embeddedquestions
&s / nq questions Embedded yCs/ !q questions Ask.. l'd liketo know ..
Doesshegetfedup Let'saskvJhether shegets,edupwhen T e lrl n e. . . D o n ,tte t it h e m. . .
when shesffusvated? she'sfrust.ated. l w o n d e.r. - c a n ' tr e m e m b e. .f .
DoyouknowwhatI mean? I'dliketo kiowif youknowwhatI mean. L e ts a s k. . . D oy o uk n o w. . ?
Haveyoueverasked Colldyo! tellmeifyou'veeveraskedyourboss Doni say. Canyoutell me .. .l
yourtosstofa taise? j d o n ' tk n o w. . . C a ny o ur e n e m b e.r. . ?
for a taise?
Lelme know... Couldyou explain.. ?
usea question
wordto beginembeddedinformation questions.
lnformation
questions Embedded informationquestions
What's
sheafraidof? I caf't remember what she'safmid of.
Questionwords and phrases
Whyhaveyoudecided to stayhome? | dor'tunderstand now whatcolor which
whyyou,ve decidedto stayhorne. nowmafy
Whenwasit found? whatday who
D0youknowwhenit wasfound?
howmuch when whom
Punctuation what lrhere why
ot embeddedquestions
usea periodwithanembeddedquestionwithisa statement.
Usea questionnarkwjthanembedded questtonwithina question.
I don'ttnowwhoissingtng. Would youmindte ingmewhoissifgtng?

Socialuseof embedded questions

r0ucanuseanembedded question
to softena directquestion.
Why\r 'l l'is Or.llprworq,lg?
--7Ca
)odte mewhythisprinter isn,tworkingl
Wheres thebathroom? t Doyouknowwnerethebathroonis?

Embeddedqueslions:
common e|rors
Remember:Useregular
statement wotdorder,
notinverted
(question)
wordorder,in embedded
questions.
Doyouknowwhyyourparentswon'lfly? NoTD0youknow
whywo#ftheyflv?
Canyoutellmewhetherthis busrunsexpress?
NOTCanyoutellmedoes+hrsbus+w express?

[l on a sepa'ute,heet of paper,combinethe two parts

of each item ro wflte an embeddedquestion,
usingil or whether,as indicated.punctuateeach
sentencecorfec v,
J I can't remember (Is there going to be a late
show?) lwhetherl
2 Wc're not sure (Was it John or Bill who found
the \aallet?) J_netnerl
3 Could you tell me (ls the mor.re golrg ro statt
soon?) Jifl
4 I wonder (Wilt the traffic be bad at this hour?)
[ii,]
5 Would she like to lgro$, (Is thcre a possibilib/
of getting a seat on the plane?) lifl
6 Do you know (Does this moyie have a g.oodcast?)
lrvhetherj

GRAMIIIAR
BOOSTER131
 [l On a separatesheet of paper,combinethe two parts of each item to write an embeddedgqestion.
Punctuate each sentence correctly.
1 Pleaselet me know (\\4ren do you e4ect to arrive?)
2 I wonder (Where were your parents when the earthquake occured?)
3 Can you tell me (How do you larow that?)
4 We're not sure (Where can we buy flowers io take t.o the hostess of the dirner pafty?)
5 They'd like to understand (wlry don't you.;ust call the restaurant for reservations?)
5 Pleasetell us (What time does the performarce begh?)

!l On a separatesheet of paper,rewritethe sentences,correctingerrors,includingpunctuationerrors.

1 Pleasetell me what do you usuzrllysay when you feel fmstrated.
2 Can you remind me what day is the pafty?
3 Could you explain how did you make this omelet?
4 Tell me what is vour favorite color?
5 I wonder what should they tlo.
6 Do you think is somethin€!wrong?

Non-countnounsmadecountable
A non-count
nounis neithersingularnofplural.
Except incertaincircumstances,it is notpreceded
byanarticle.
nouncanbe preceded
A non'count bycedainqua[tifiefssuchasOuqh,a lot of,4lit1]9,andggoc.
I always
likea littlesugar
in myoatmeal.NoTllikea-s$garinnryoatmeal. 0R Sugararsgood inoatmeal.
lvlanynon-countnouns canbemadecountable to limitthemor givethema forn.
byusinga phrase
twopiecesot fruitinstead
serveeachperson
lf youwantto servefruitfordessen, of one.onep ecemightfot been0ugh.
Theygotscared whentheyhearda clapof thunder.
Someohrases to makenon-couot nounscorntable
Thefollowingphrases areusedto makenon-countnounscountable. Thelistincludes ideas,
abstfact naturalphenomena, foods,drinks
andliquids,
andhousehold products.
Manyphrasesareusedin morethanonecategory.
anaticleof (clothing) a cloudof (smoke) a literof (gasoline/ oil)
a barof (chocolate / soap) a cupof (slgar / rice/ coffee/ tea) a loafof (bread)
a bottleof (water) a dropof (rain/ water) a pieceof (ffuit/ paper/wood/ metal/ advlce)
a bowlof (rice/ soup/ cercal) a gameof (tennis / soccer/ chess) a teaspoon of (salt/sugar)
a boxof ( ce/ pasta) a glassof (Juice / milk) a type(orkind)of (energy / muslc)
/ behavior
a cartonof (milk/ juice) a grainof (sand / salt/ rice)
Phrases that areusedto makea numberoI non-counl nounscountable
Herearefourcommon thatareusedto makea number
Dhrases of non-count
nouns countable.
advice acfreventent anger
equrpment community confusion
defiance
furniture confidence disrepair I
aenerositY
a pleceof gossip a senseof control an actof :rnsanrty a stateof emergency I
!nformation
news
humor
herotsm
luslce
klndness
mind
I
paper identity
Nounsusedin bothcountable anduncountable
sense
Somenounscanbe used
in botha countable
and sense.
anuncountable
a chalce = d possib.ily a coffee = a cup of coffee
-
chance l,rck coffee = a type of beverage
a light - d rigl-lsoL'ce.\L.h as a I ghtbulb.amD.elc. a nar = a singLehair
lrght = a rypeorenergy nall = allthehalronthehead
a specific suchasgoldorsteel
substance, a shampoo = a brandof shampoo
a typeof substance shan'rpoo = soapfor yoLrrhair

132 GRAMMAR
BOOSTER
El Ona separatesheetof paper,rewritethe statements,usinga phraseto make eachunderline44ton-counr
nouncountable,
't If you're going play
to tennis tomorrow moming, give me a call.
2 WhenI plant my gardenin April, I wait eagerly for the first Xai! to make sure the plants grow
I
3 If you sevr'or repair clothing yourself instead of taking it to someoneelse,you will savea loi of money
in the long mn.
4 They say that turning !rcgd upside down after a slice has been cut from it will keep it fresh.
5 WhenI makechickensoup,I like to sewe4!ggon the side.

fl Choor"the bestwordfrom the boxto compldteeachsentence.

act bar glass pie(e sense state

1 The group'sdonationwas atme of generosity.

2 M ys i s t eh
r a sa n a r n a z i n.g. . . . . . . . . . . . . . . . . . . o
. .f.h. .u m o r
3 The woman slipped on a .... .... .... ...... .. .... . of soap in the shower
4 Ourtown hasbeenin a ......................... of emergency sincethe huricane.
5 The paxkjust installed a new of equipment in the playground.
6 I a s k e dt h ew a i t r e sfso r a . . . . . . . . . . . . . . . . . . . . o
. .f. o. .r a r g ej u i c e .

Purpose CoordinatinglSubordinating lTransitions

conjlnctions I conjunctions I
Toaddinformation and in addition
to Inaddition,
Mar is Desr0es Funhermore,
aqeienceinEraphic design. Moreover,
ln dddltlonto wotkingas a photographer,
Marchas Besides,
experienceiih'giaphicdesrgn.
l\4oreimportantly,
Toclarit information 'llat
is,
Snallercarcarenore etficientiln othetwotds,they Inotherwords, Remember
useiessfuei. Infact, . A coordinatirg
conjunction linkstwo
Toillustnte0r exempliry information Forlnstance, independent clauses
ManyEurcpean citiesarefoundalonEwate|'/{ays. Forexample, in a sentence. lt is
Fotexanple, London, Paris,Vienna,
andBudapest Toillustrate, preceded bya comma.
all lie on najor tivers. . A subofdinating
conjunction introduces
Toshowcontrast oul eventhough However, a dependent clause
Megdoesnotusually peiornwellunderpresswe, yet although Nevertheless, ina sentence. When
butshegavea brilliantrecital. a dependent clause
though Nonetheless,
Me€doesnot usuallypeiorn wellunderpressue. startsa sentence, the
while In contrast, clause isfollow€d by
Despltethls, shegavea billiant recital. whereas a comma.
Everso,
despitethefactthat sti , . A iransitionlinksideas
between sentences or
Despitelthis/ thatl, paragraphs. lt usually
Inspiteof lthis/ that], beginsa sentence
Allthesame, andisfollowed bya
0ntheotherhand, comma. A transition
canbepreceded bya
Toexpress causeor result so because Therefore, semrcolon.
Iheyhavea newbaby, sotheyrarelyEeta goad for since Consequently,
n4lrts s/eepl dueto thefactthat Accordingly,
Nw that lheyhavea newbaby,theyerety Eeta nowthat Asa consequence,
goodnightssleep!
s0that Asa result,

GRAI\4MAR
BOOSTER133
 Toexpress a cordition (only)
if othenise,
Pollution
canbereduaed prcyidedthatcal Provided that
ndnL{dLturets nass.ptoduceca6 ulh ercatel asrongas
fuelefficiency. uness
Carnanufacturers shouldnassproduce carcwith evenrl
greater fuelefficiency. pollution
Otheryise, willnot whether {orfot)
beteduced.
Toshowsimiladty Slmilarly,
Water
is necessatyfot life.Sinilay, oxygen
is Likewise,
requiedbyall livinEthings.

[l On a separates heetot paper.combineeachpair of sentencestwo ways:oncewith the connectingword(s)

in a and once with the connectingwords in b. Use a semicolonbeforea transition.Changethe wordingas
necessaryto retain the meaning.
1 John is a bit of a pedectionist. His brothers are prctty easygojng. (a while b in contrast)
2 Nicole has always stmggled with being disorganized. She has nade a bt ofprogress recently.
(a although b despite that)
3 My boss tends 1,obe very negative-He gets angry too quickly. (a in addition to b fudhermorc)
4 I need to stop procrastinating. I rvon't ever linish the class assignmcnt on time. (a unless b ol.herwise)
5 Carla has been trying not to be so controlling at work. She gets along better with her collcagucs.
fa now that b as a result)

ClettsertenceswithWIa!
Cleftsentences whatsomeone
with\lli4t areoftenusedto clarify said,thought,
ormeant.
A:D0youthinkGalwoud iketo gos0mevrhere forherbirthday?
whatshe'dreallylikeis for ust0 takeheroutto a nicerestaurant.
B:Actually,
thatRobcalledyouafteryourargurTreft?
A:Wereyousr.rerjsed
B:Actually
whatsurprisedme$asthathewasevenwl ingto talkto me!

Cleftsentences withl!
Cleftsentences withlt areusedto clarify who,what,when, where, 0rwny.
u rppi fompypmeids s ecda l l s .
A rD l d y o u t r y ci nagm ea l e w m l n u t e s a g o ? Y o u l n u m b e
B:Actually, it wasmysisterwhocalled you.Shewasuslng myphone. (clarifies $rh0)
A:ourneighbor hada greatpanyastnight. 8!t I have thenolse
to say, gotto me.
really
it y{asnotgettirgan irwitation
B:Well, thatreallybuggedme.(carifies
what)
A:Don'tseeyoLr abonMondays?
inthecomputer
andllursdaysthatI goto thelab.(clarifies
B:I doubtit-lt's usuallyonTuesdays when)
A:Didyouhearabout thism0rning?
thebusaccident
B: Yeah.
Andit tas iustdownthesteet C.om (clarifies
me whercit happened! where)
A:Thanks i0rhelping
mewiththehomework.
sonicethatI didit.(clarfleswhy)
you'realways
B:Wellit's.because

E Clarifywhat B said,thought,or meant. Completeeach cleft sentenceusingthe underlinedinformation.

1 A: Are vou excited about going on vacation next $'eek?
B: Actually, getting to see my aunl and uncle again.
2 A: Did you think your boss was going to losc her tenper'l
B: On the contrary that she was going to give me a promotion.
3 A: It's 6:15.I thought yaulakl you'd be here at 6:00.
B: .. . . . . .. . . .. . . . . . . . . . . \a'eshould plan l.o meet al 0:00,but thai I might be a little late.

134 GRAMIIIAR
BOOSTER
 4 A: What did Gaxvmear when he said his tablet cost an axmand a leg?
.|
B: ...................... it wasa lot moreexpensive thanhe thougfitit wouldbe.
5 A: Shouidvou be eatire that cake?
B: Accordingto my doctor, ............... ....... nothingbut healthyfood. But I don't care!

@ Write cleft sentenceswith lt to ctarifywho,what,when,where,or why,Usethe ptompts.

1A: Is feedinga parrot a lot of work?
B: Areyou kidding?... ..... ....-... ...... ... .-..........:...........
(elearthe cage)
2 A: Did G'rnawdte that song?
B: No................ . . . . . . . . -(.h e rs b t e r )
3 A: WiUthe traffic be really bad at this time?
B : I d o n t t h i n ks o . . . . . . . . . . . . .(.a. tb : 0 0 )
4 A: Thesecookiesaxeso good!
B: Thanks. .. (because/Iadd/nuts)
5 A: Arent we supposedto meet Jasonat the coffee shoir?
B: No. (at the bus stop)

@
lmperatives
in indireclspeech
whenimperatives areusedto reportcommands, requests,instructions,
andinvitations,
theimoerative Remember
form
changes
to theinlinitive,
Thenegativeinfinitive
is usedfor negative
commands, requests,ald instructions, Indireclquestionsendwitha
pefl0d,nota questionmark.
Directspeech Indircctspeech Likein embedded questions,
'Could please goto thestorc?" verbsin indirectquestions
,ou Sheaskedmeto 8bto thestore.
Thechefsaid, "Addtwoeggsandstirthemixture." fte chefsaidto addtlvoeggsandstirthemixture. followthesamecltanges
astheverbsin indirect
"PleasehflB dinnerwithus,'hesaid. Heinvitedmeto havedinnerwiththem. statements.
Shetoldthechild,"Don"tcrcssthestreer. Sheto,dthechildttotto crussthestreet,
Ghanges tb:-jlronounsandpossessives
Remember: In indirectspeech,pronouns andpossessives
change to reffectthepointof viev/0fibe reporter
ratherthan theoriginalspeaker,
Mymanagersaid, "Youhaveto finishyourreport _) [,lymanager said(that)| hadto finishny report
andgiveit to ne assoonaspossiblet' - andgveit to herassoonaspossible.
I toldher,"lbu'llhavethisreportonyourdesk I toldher(that)sftewouldhavethatrepoton
bynoon." +.
herdeskbynoon.
Peter askedthem,?re thesecoatsyo||rs?' ) Peter askedthemif thosecoatswerettelrs.

p On a separatesheetof paper,write eachsentencein indirectsoeech.

1 Maria:r advised Claire, "Tirm on the TV at g:00becausetiere's a ftmny movie on.'
2 Dr. Balier advisedhis patient, "Dont let emotional tension make vou sick.,,
3 Shetold me, "Be d good spo$ and laugh about it "
4 "Dont laugh at thatjoke," Iled instructed his son. .It's disgusting."
5 .Laugh first, cry late!" ar old sayingadvisesus.
5 Lucas told us, "Never touch the green button o!_the pdnter."
7 "Take the penguin to the zoo tomonow,,' trlr. i.riirt[n's neighbor told him.
8 Nick said, "Pleasedon't ask how the meetinq went.,'

GRAMMAR
BOOS1ER135
 [l On a separatesheetof paper,write theseconversations in indirectspeech,usingcorfectproDgunsand possessives.
1 MARIA: Your cartoon is great. Your drawing is so funny.
JACK: Yours is hilaxious,too! It really cracked me upl
2 KATHERINE: Allison, I'm not sure if this tablet is yours.
A.LLISON: It's definitely mine. Thanks!
3 RICHARD: My paper on the health benefits of humor hasjust b€en published ir a medical joumal.
ME ; I'm happy for you! I'd appreciateit if you could give me a copy. !
4 KIM: I bought a new MP3player last week.
BEN: I krow. I saw it on your desk. It looks much better than your old one.
5 SAM: I got aUthese articles about humor on the Internet last weekend.
PIRI: That's great. Would you let me read them when youve finished them?

Remember: use!el!whenyoumenti0n Yorcanusegayin indirectspeech

thelistener, when
BECAREFUL!
. youmention thelistener,butyoumustusethepreposition !9 andintroduce the indirect
DoN'TSAY:Hesai++henanagerthat he
speechwith!Xq!.
completelydisagreed withher.
lvarietoldDr.Barton shehadto change thetimeof herappointment.(listerermenti0ned)
DoN'TSAY|Heteldthathecompletely
Dr Barton saldthatwouldn'tbea problem. n0t
{listener mentioned) ' disagreedwiththe manager.
Dr.Barton saldt0 thenu|sethatii wouldnlbea problem.(listener
mentioned) DoN'TSAY:Heteld+o+h€fiailaffr thathc
Use!9t eitherwith0rwithoutmentioning
the listener.Don'tuseto aftera9! whenyou completelydisagreed withher.
mentionthelistener. DoN'TSAY:Heashed--t€+he
rnaf,agerif she
lvarieaskedif shecouldmakeanaooointment laterintheweek.0R [4adeaskcd agreed.
Dr.Bartonif shecouldmakeanaDDointment laterintheweek.

!l Comptetettre sentenceswith a form of sgy,!ell, or agk.

1 She .............the waiter if shecouldpay with a credit card.
2 We .............that we wor:ld comeback later whenthey were lessbusy.
3 He .............his friendsthat he would be afew minuteslate.
4 She .............to her teacherthat sheneededa bit moretime.
,"'**,
, 5 They .............the reporterthat they were readyto provideinformationaboutthe case.
6 I .............themif theye4joyedthe movie.

Writersusea varietyof reportlngverbsto describe

actionsmorespecifically andaccurately.
ctatm
"lhingsaredefinjtelygetting
better;'clalms
CharlesWilder,a patjent f0rthefirsttime.
tryingouthumortherapy
a patienttrying
CharlesWilder, outhumortherapyforthefirsttime,
clalnsthatthings getting
aredefinitely befter.

oectare
"lhe nu$ingstaffhasbeendoinga b lliantjob!'dcclaEdtheheaddoctor0nTuesday.
0nTuesday,iheheaddoctordeclarcd thatthenursingstaffhadbeendoinga brilliantjob,
Morereporlingverbs
erDlain add maintain
"Youshouldalways
discuss withyourdoctor;'
dieting Dr Fishsplalned. announce mentlon
thatpeople
Dr FishexDla|tled shoulda{waysdiscuss withtheirdoctors.
dieting answer promtse
comment remark
repon complain reply
rcpo s,'obesityis a growing
TheNewYorkTimes probleminAsia;' exclaim reveal
LastyeaLtheNewYoTimesrsported wasa growingproblem
thatobesity inAsia.

state
ThenewCEosbted,'Thingsaregoingto changearoundherel'
ThenewCEostrtedthatthingsweregoingto change
at thecompany,

BAOS\ER
T36 SRAII\MAR
p on a separatesheetof paper,restateeachsentencewith a diff;tent
reportingverb.-usea dlttionaryif necessary.
1 The Ba-ngkokPost saysthat the president of chile will be visiting
Thailard next month. ,
2 The minister of education said yesterdaythat m4or improvements
had been made in schools acrossthe country
3 The secretar,iof the united Nations saystftat more should be done to
a.lleviateworld hunger.
4 The scientists who conductedttle study said that more researchwould
have to be conducted.
5 The childrcn who wrote on the walls said ttlat they wouldn,t do lt
again.
6 The BBC said that it would increaseits coverageof the news in the
Middle East. !

''
"1i**=

GRAMMAR
BOOS1ER131
Pronunciation
table
Theseare the pronunciation
symbolsusedin Ssmmit2.

Vowels Consonants
Symbol Key Word Symbol KeyWord Symbol Key Word Symbol Key Word
i beat,feed e banana,
among P pacK,nappy z zrP,Please,goes
r bit, did z,. shirt,murder b back,rubber ship,machine,
station,special,
discussion
date, paid bite,cry,buy, tie 3 measure, v|sron
eye
c bet, bed AU about,how d die h hot,who
& bat, bad CI voice,boy k came,key,qUick m men,SOme
q box,odd, father IT Deel g game,guest n sun,know,
pneumonia
bought,dog bare church,nature, ! sung,Fnging
watch ,
boat,road' bar 6 iudge,general, wet, white
major
U book,good cr ooot fan, photograph I ight,tong
u boot,iood, sfudent UT toul van right,wrong
but,mud,mother thing, breath yes,use, muslc
then, breathe butter,bottle
s ip, c ity, button
psychology

Pronunciation
Booster
ThePronunciationBoosteris optional.lt providesa pronunciation
lessonand practiceto supportspeakingin eachunit,
makingstudents'speechmorecomprehensible.

Contentwords
nouns photographer,Robert,career
verbs think,study,discuss
Sentenco
stress adjectivesimportant,young,successful
Remenber: aregenefally
Contentwords stressedin a sentence, adverbscarefully,ever,recently
I'VE
ALWAYS OREAMEDAbOUtBEII'IGAPHOMGRAPHEN, possessive pronounsours.yours.theirs
You've
beenIALKI{GaboutDo[{c tharloryEARS! demonstrative pronounsthis,thai,these
HaveyouEVERTHOUGHT abouta CAREER inLAW? rellexivepronounsmysellyoursello!rselves
inteffogativepronounswho,what,why
Intonation
Lower pitchafterthestressed
syllableifl thelaststressedwordin In compoundnouns,stresgonlythe lirst word.
statements,conmands, andinformation questions.Raisepitch a .
afterthelaststressed in ye!&Oquestio0s.
syllable Shehasjustbeenaccepted
to a topBUSINESS school.
a .
Haveyoumadeanyprogress withyourJoBs€arch?
I lovethe0utd00rs,
s0I'vedecided
to become yos?
a naturalist.Whatsstoppine
---_L-
------
aboutyourexperience.
lell mesomething Haveyoumadeplansto getmarried?
Itthe lastsyllable
in thesentence
is stressed, thevowelandlowerpitch.ln teqaa questions,
lengthen lengthen
the
vowelandraiseDitch.

ljust gavenoticeatthebank. Haveyoudecided

ona caree,

PRONUNCIATION
BOOS1ER
 E r>5:02Listen and practice.
1 I've always dreamed about being a photographer.
2 You've been talking about doing that for years!
3 Have you ever thoughl about a caxeer in law?

tr iui6toSListen and practice.

'|
I love the outdoors, so I've decided to become 4 Have you madeplans to get married?
a natualist. 5 I just gavenotice at the bank.
2 Tell me somethhg aboul you,rexperier.lce. 6 Have you decidedon a career?
3 What's stopping you?

@ ckcle the contentwords.

1 It was very diffrcult for Dar to hide his 4 He just accepteda position teaching math at the
disappointment. universiW.
2 He was rejected by two law schools. ' 5 Medilabs has an opening for ajunior lab specialist.
3 What doeshe pla.nto do now?

Qi6:04Nowpracticereadingeachsentencealoud.Llstento compare.

@ Circtettre last sttessedcontentword in eachsentence.

1 He wants to staxt his own travel agency. 4 Why axeyou looking for a change?
2 I don't really lcnow how to get staJted. 5 Tell me about your plans for the coming year.
3 Do I need to have expedence in the toudsm 6 Do you wart to become a flight attendant?
industry? 7 Have you applied for that job?

Qi5:05Now practice reading each sentence aloud, using the intonation patterns you have learned. Listen to compare.*

t@
stressandhigherpitchoncontentrvords
Useemphatic to indicateintensity
of emotioir,
l'rnS0SoRtrr! HowcouldyouDOthat?
I'mREALIYUPSEI! WhatGREAIEUSI
WhatdoyouMEAM Thankrcu S0 UCH!

E otr'o( Listenand practice.

1 I'm so sorry! 3 What do you mear? 5 What great news!
2 I'm really upset! 4 How could you do that? 6 TharLkyou so much!

I
E Eftor Practicereadingeachsentencealoud,usingintonationto expressemotion.Listento compale.*
: '| JOHN, what IIAPPENED? 5 Why didn't you slow DOWN?
2 Youlook WOBBIED. 6 We could have been KILLED!
3 I feel JUST TEBRIBLE! 7 How could vou SAY that?
4 How did TIIAT happen?

+NOIE: Whenever you see a listening activiry with an asterisk (*), say each word, phrase, or sentence in the pause alrer the ntmlber. Then listen for confmnation-

144 PRONUNCIA1IONBOOS1ER
 Functionwords
prepositionsof,from,at,to
conjunctionsand,but,or
Remember;The /u/ soundin thetunctionword!q is oftenreduced t0 /e/ determinersa,the,some
in spoken English. personalpronours he,she,they
Wetriedto cheefhimup. /tal possessiveadiectivesmy,he( their
Theywerescared to death./tel auxiliaryverbs have[+ pastparticiple]
It wasstaning to getmedown./tc/
Youjustneedto giveit a litflemoretime./tal
D0notfeducethe/u/ soundwheniOcomesbeforeanothet6/ sound. Becareful!When anauxiliaryverbis
Ital negatrve
or usedin shortanswers,it is
htl generally
stressed.
Shewastryingto e-maila message lo a friend.
I CAN'TG0. HeWoflTUKEit.
whenh occursbefore lql or[h, youcar sayit twoways(Notethechange in sylabrestress,
too]; No,theyD0 'T. yes,I HAVE.
Use/tel andpronounce /h/ I sentit to heryesterday./te,har/
Use/tu/ anddrop/h/ I sentit to heryesterday./'tuar/
Inthephrases haveto,ouEhtto,andbeEoing t0,/u/ generaly reducesto /e/,andthereareoftenothersoundchanges.
I didn'thavetowalkveryfar. /hefta/
Youreallyougfitto becareful nexttirne./ota/
We're definitelygolngtotakea cellphoneonournextt p. /q,\ne/

Et ,lu,ou Listenand practice.

1 Wetried to cheerhim up.
2 They were scaredto death.
3 It was starting to get me down.
4 Youjust needto give it a little more tune.
5 Shewas trying to e-maila messageto a friend.
6 I sent it to her yesterday.
7 I sent it to her yesterday.
8 I didn't haveto walk very far.
9 Youreally ought to be caxeftltnext time.
10 We'redefinitely goingto tale a cell phoneon our next trip.

El Circlethe wordsin the followingsentences

that youthinkcontainsoundsthat will be reduced,
accordingto what you havelearnedaboutyowelreduction.
1 I'm le-?E$ngto sail my ship.
. 2 Theyhad sentan SOStext messagefrom a cell phoneto a friend in London.
3 They got severalmessagestelling them to be strong.
4 The helicopters had been unable to take off becauseof the severeweat}ler.
5 You ought to tell your brother that you carl talk to him right now'
6 Don'tlet it getto you.
7 I'm goingto refuseto giveup.
8 Wehaveto keep trying, no matter how tired we axe.

*'6:09Nowpracticereadingeachsentencealoudand listento compare.-

Youcanshiftstresswithina sentence to change placeemphatic

ernphasis. skesson keyw0rdsto getyour
meaning across.
ArI thinkI'mtoocriticalofotherpeople. ArI thinkl'rn-too
criticalof otherpeople.

I B:Really?

8: Real'y?
| don'tthinkI'mcriticat
A:I don'tthjnkI'mcdtical enough.
I thiokl'mm0 criticat.
Et'tOUGfi. BrI don'tse-"youthatwayat all.I'M toocrincat.
A:I thinkI'mt00critical0f othe.people.
8: Really? Notme...At leastI don'tlHlt{l(l,mtoocfitical.

PRONUNCIATIONBOOSTER
145
 @ &laiiietlisten and practice.
1 I don't think i'm criticatENOUGH. 3 I'M too critical.
2 I think I'm TOO critical. 4 I don't TIIINK I'm too critical.

@ StudyeachconveJsation, payingattentionto emphaticstress.

'l
"You lcrow what my problem is? I'm a perfectionist."
RESPONSE:Well,I'M just the opposite.
2 "You know what my problem is? I'm a perfectionist."
RESPONSE:Not me.I'm just the OPPOSITE.
3 "What sei Samoff this morning?"
RESPONSE:I haveno idea. But he's AtlryAyS angry about SOMDTIIING.
4 "Why did Samtell Paul off in front of everyone?"
RESPONSE:It's just the way he is. He's always ANGRY about something.
5 "Why was Judy so angry this moming?"
RESPONSE:I don't lmow.I've NEVEB seenher loseher cool like that.
5 "Canyou believe how argry Judy was this morning?"
RESPONSE:,Not really. I've never seenher lose her cool like TIIAT.

D6:11'Nowpracticereadingeachresponsealoud,usingemphaticstressas shown.Listento compare.*

@
Sayingtheopposite ofwhatyoumeanin ordertoshowthatyoudon'tthinka jokeis funnyis a typeof sarcasm.
Whensomeone thinksa jokeis funny,the response saidwithraisedpitch.Thesaneresponse
is usually canconvey
sarcasm
if it is saidwithflattenedDitchandat a sloweroace,
Pleasure

.-L
Howfunnyl(= lt'sfunny.) Howfunny.(= lfs notfunny.)
n
That's (= lt3 funny)
hystericall (= lt'sflotfunny.)
That!hysterical.
fL
tedflc!(- lts greaL)
That's (= lt'snotgreat.)
Ilat's terrific.
J-t_
I loveitl (- lt'sgreat.) I loveit.(= lt! notgreat.)

S &-ff{8 t-irt"n and practice.

1 How furny! / How funny. 3 That's terri.fic! / That's terrific.
2 Thatls hysterical! / That's hysterical. 4 i love it! / I love it.

p eracticesayingeachstatementtwo ways,first with intofiationshowingpleasureand then sarcasm.Listento

Qf"#l-H
compare.*(Notethat your choicesmay differfrom what you hearon the audio.)
1 That's hilaxious! / That's hilarious. 4 That's greatl / That's grea.t.
Z That'sso fumy! / Thats so frumy. 5 That's too much! / That's too much.
'
3 What a funny story! / What a funny story. 6 That really made me laugh! / That really mademe laugh.

146 PRONUNCIA'IIONBOOSTER
 Test-Taki
ngSkiIlsBooster
TheTest-Taking SkillsBoosteris optional.lt providespracticein applyingsomekeylogicalthinkinganjcomprehension skilts
typicallyincludedin readingandlisteningtask on standardized proticiency
tests.Eachunit containsoneReadingCompletion
activityandoneor moreListening Completion activities.
"Notethatthepractice
activities
intheBooster
arenotintended to teststudeni
achievement
aftereachunit.Complete
Achjevement
Tests
for
Sumrnit canbefoundintheSummit ActiveTeach.

NEADINGCOIIPLETION
Readthe selection.Choosethe wordor phrasethat bestcompleteseachstatement.

Gender Roles
Untilrecentlyin the developedworld,mostmanied
couples(1) ..... traditional rotes,withthehusband
workingoutsidethe homeandthe wiJetakingcareof
the childrenandthe house.Althoughmanyfamilies
stillfollowthistradition,thoseroleshaveoecomeress
iron-clad. A numberof factorshavecontributed io
this(2) ..... . t3) ..... , perhapsas a consequence
of leminism,peoplehavebegunto believethatone's
(4) ..... shouldnotdictateones role.(5) .... . , people
feeltheyhave"permission" to decidewhattheywantto
do in life.lt'snolonger(6).....formento wantto be the
primary caregiver or homemaker. (7) ..... , manywomen
wouldpreferto enterthe workingworld.instead of
stayinghome.(8) ..... , a largenumberof womenhave
achievedadvancedacademicand professional trainjng,
providingthemwitha significant earningpotential.
'On
the otherhand,factorsotherthan personal
choicehave(9) ,.... to thefluidityof genderroles.
Lifehasbecomemoreexpensiveand it,s(10) ..... for
a familyto existon orilyone income,requiringmanied
womento leavethe hometo earnmoneyto help
supportthe family.(Jl) , the numberof two-
incomehouseholdshasgrownexponentially. And
despitethe tact that womenon averagestill earnless
than menfor the samejob, their incomeshavebecome
an (12)..... component ofsurvivalandprosperityin
today'sworld.In similarfashion,a man'sdecisionto
stayhomemaynot be voluntaryIn the eventhe has
lost hisjob, his decisionto stay homemightbe oneof
necessity, not(13)..... .

1 A rejected I adopted C gave D needed

2 A ch5&ts. B consequence C continuation D conflict
3A Whereas B While C On the one hand D On the other hand
4A parents B income C gender D age
5A Despitethis B As a result C Nevertheless D Whereas
-
5A beneficial B a.dvantageous C harmful D shameful
7A Nevertheless B Despitethe fact C By the sametoken D Fifft
IA On the other hand B Moreover C For example D Finally
9A contradicted B contributed C coincided D donated
10 A convenient B difficult C easy D traditional
11 A Yet B Even though C Even if D Consequently
'12
A ordinary B arbitraxy C unnecessary D essential
13 A need . I habit C choice D logic

LISTENII{GCOMPLEIION
QffiYou will heara eonvelsation. Readthe paragraphbelow Thenlistenand completeeachstatemenr
with the word or short phraseyou hearin the conversation. Listena secondtime to checkyourwork,
The woman,Diane,is upsetbecauseshecan't (1) ,:.. ......._..... Her husbandis trying to help her,
andhe asksher (2) shesaw it (3) ..:... . Sheremembersthrt *"Jit
(4) .........................
her friendMarkwhenshewas(b) . Herhusbandasks "h"
if shehad
been(6) . ... . ....... .... when sh€tefied Maxk.Dianewantsto larow why that questionis relevant,and
her husbandsaysthat eventhoughit's (z) . -...................to text while driving,the mainreasonhe asked
was to help her figule out when she (8) . That question helps Diane rememberthat she had
beendownstairs(9) ...........-.......... whenshetextedandthatsheha.dstuck(I0) ......................... inthe
8rocery bag.
IEST-TAKING
SKILLS
BOOSIER15I
 READINGCOMPLETION
Readthe selection.Choosethe wordor phrasethat bestcompleteseachstatement'

where ValuesComeFrom
All of us live by a set of principles or beliels that truth,our parentscorrectus. Moreover,we learnfrom
guide our actions and help us develop a sense of what our parents'actions.Children . . .i how theirparents
(7)
is morallyacceptable(1) ..... what is unacceptable relateto eachotherand handlesocialsituations,and
behavior.But where do our values come from?' theyalwaysnoticewhethertheirparents.are truthful
According to psychologists,they develop throughout or not.
our livesand (2) ..... from a varietyof sources,such (8) , we are strongly affected by the views of
as family, school, religious upbringing,the places we our peers.Ourfriends,colleagues, andacquaintances
work in, (3) . .. . . as the mediaand musicwe watch and "categorize"the peoplewe knowor who we hearabout
listen to. on the news-for example,who is unfriendly, who is
mostot usleernfromou paenEto
Fo(eKample, genelous, which pDl)t)c)ans ot Ddebt) es arc hones'.
(4) ..... betweenrightandwrong.Whentheyreadto us Manypeoplealso believetheirmoralprinciplescan
stories,we (5) ..... morallessons
or tellus children's be (9) ..... to theirreligious upbringing. Religioncan
aboutthe consequences of good and bad behavior. providea clearset of guidelines to liveby that makeit
(6) ..... we makemistakes or whenwe don'ttellthe easierto distinguishbetweenrightandwrong'

1 A between B from Cto D about

2 A oriSinate B learr-r C match D populate
3 A lcrown B such C as \i/ell D as far
4 A activate B distinguish C enter D educate
5 A absorb B calculate C ircpirc D encourage
6 A Therefore B Although € Even if D When
7 A observe B disagree C ignore D compete
8 A Consequently B As a result C For instarce D Similarly
9 A described B contributed C attdbuted " D celebrated
i-.,.

LISTENIl{GCOIIIPLETION
'} 6:2syou wlll hearpart of a report.Readthe pafagraphbelow Thenlistenand completeeachstatement
with the word or short phraseyou hear in the report.Listena secondtime to checkyourwork'
In the report, the speakernotes that celebrity philartluopists get lots of attention but also havetheir
(D _ .. ... . ... . For example,6n aid worker complains that brhging celebrities in to do humanitaxiar work
is more (2) it's worth. Why?Betause celebriry philanthopists can be (3) .- and
demanding.Theyalso often do little to (4) . .. . .... the people they came to help. on the other hand,
supporters note that some celebriry philanthopists (5) way and don't ask for special
(6) ..... .... ..... .... . Another criticism of celebriff philanttfopists, however, is t]at they sometimesspread a
(?) ..,................ ..... that ptaces like Africa axe hopel€ss and (8) ...,......... .. . ,' ' Finally'somecriticssay
celebrities (9) local humanitarian efforts and proYide increased opporturities for
( 1 0 ). . . . . . . . . . . . . : . . . . .. . . . . . .

152 IEST.TAI(NG BOOSIER

SKILLS
 @
READII{GCOMPLETION
Readthe selection.
Choosethe woroor phrase that best completes each statement.

Avoiding Hearing Loss

Hearingplaysa crucialrolein all aspectsof So how can noise-induced hearinglossbe
communication andlearning. (1) . .... doesevena (8) . ... . ? In somecasesit'simpossibleto avoidthe
smallamountof hearinglosshavea profound,negatjve (9) ..... exposure to oneveryloudsound,andsome
effecton languagedevelopment andcomprehdnsion, it workenvlronments are noisy.Nevertheless, there
(2) ..... affectstheclassroom learning of studentswho are manycasesin whichpeoplecan avoidvoluntary
havedifiicultyhearing.(3) . . .. . deafnessthat occurs exposure to loudsounds,andthey(10)..... . What
at birthor becauseof diseaseor jnjury,permanent aresomestepsanyonecantake?Mostimportan{y,
(4) .... to hearing canresultfromexcessive exposure identify the (11) of loudsounds,suchas
to noise.ln fact,milllons of peopte(5) ..... fromthis rawnmowers, powertools,and musicin your ljfe.Next,
sortof hearingloss,called,,noise-induced hearing adoptbehaviorsto protecthearing,suchas avoiding
loss."lt is (6) ..... by damageto structures andlor or (12) ... ,. exposureto the loudsoundsas muchas
nervefibersin the innerear It can resultfroma one- you can.Afterthat, makeit a practiceto automatically
Irmeexposurelo a veryloudsoundor from listening turn downthe volumeof musicsystems.Finally,when
to loudsoundsoveran extendedperiodof time. it's not feasibleto avoidor (13) ... .. Ioudsounds,use
Unforlunately, noise-induced hearinglosscannotbe hearingprotectiondevices.Suchdevicescan reduce
medically or surgically (7) ..... . the noiseto a safelevel.
1 A Even though B Not only C If only D Therefore
2 A yet B in spite of this C evenif D also
3 A Whenever B Whereas C Before D Unlike
4 A aid B darnage C benefits D symptoms
5 A enjoy B a.rehelped C result D suffer
6 A aided B caused C benefitted D cured
7 A caused B corrected C heard , D possible
8 A improved B prevented C treated D confirmed
9 A forHrfrate B accidental C intentional D obvious
10 A can B might C should D do not
11 A effects B sources C problems D consequences
12 A limiting B combining
* C making D causing
13 A increase I hopeJor C create D reduce
LISTENINGCOf,IPLETION
i}'6:2eYouwill heara report.Readthe paragraphberow
Thenfistenand compreteeachstatement
with the word or short phraseyou hearin the report.Listena secondtime to
checkyourwork.
SeoIIk Soo,a Korean(l) ......................... who wasa passenger on a flightreturning(Z)
-
South Korea (3) China,\,vasdaydreaminjauout iis wife as the plane preiared
(4) ......... ...... ..:..... .. . He andhis wile had beenmarriedonly (b)
. . .. . . .... beforeand this was the first
timetheyh'd been(6) ......................... . Suddenly, he sawa ballof (Z) in the cabinot the plare
and the plare (8) . Luckily, seol escapedttuough a hole in the crashedplane. Fyom outside of the
planehecouldhearotherpassengerscalling(g)......................,l
. Lot"ua of runningaway,Seolwent backh to
rescueothers No one knows exactly how many passengersseol managed
to carry ouiofthe plane. There may nave
been (10) ten. After it was a-llover, seol was asked how he had managedto behaveso heroically
andhe respondedthat he'ssurehe couldn'thavedoneit in his (l i)

IEST,TAKING
SKILLS
BOOSTER153
 READII{C GOMPLEIION
Readthe selection.Cboosethe wordor phrasethat bestcompleteseachstatement.

Inthe wordsof a famoussong,friendshipis "likea
bridgeovertroubledwater."In otherwords,you can
alwayscount on your frfends'support when you need
it the(1) ..... . Friends
cantellwhenyou'refeeling
(2) ..... , andthey knowwhetheror not you wantto
talkaboutlt. Theyarethoughtfulwhenit comesto your
well-being, and they can (3)
needs.
Thetruthis we needour friendsto be dependable-
throughthickandthin.(4) ..... constantly tryingto
changeyou,goodfriendsacceptyou as you are.
And good friendsrollwiththe punches.Theyget it
that insideyou'rea good personwith flaws,andthat
thoseshortcomings are partof who you are.(5) . . . . . ,
Ffiendship
they knowyou makemislakes,andtheyforgiveyou
for them,knowingyou'lltry to do betternexttime.
And whenpeoplecriticizetou,friendsstick up for you
becauseeven(6) . . . . . you'rebeingdifficult,friendsare
patient.
Whileyou andyourfriendsmayhavedisagreements,
according to your you (7) . . . . . respecteachother'sopinions.Aboveall,
you needto knowthat you can (8) ..... yourfriends
with yoursecrets.lf there'sa problembetweenyou,a
ftiendwilltalkto you(9) .....-andnotgossipaboutyou
with others.Wecan alwayscounton our friendsto be
honestwith us whenothersaren't.Friendsdon't keeD
thingsbottledup inside.Wheneverthere'san (10) .. . ..
ihey workthingsout togetherand moveon.

1 A heayiest B most C least D nearest

2 A ready B cold C energetic D blue
3 A criticize B axgue C aqjust D leam
4 A Rathe.rtlan B Whereas C Despite D Before
5 A Moreover B Otherwise C Whether or not D Unfodunately
6 A despite B especially C when Dso
7 A shou.ld B neYer C don't D mighi
8 A help B save C trust D lend
9 A formally B casually C importantly D directly
10 -'
A accident B C attribute D examination
.,*,-
ltstEl$Nc coMPLEflO
E @ Youwiu hear a desffiption.Readthe palagraphbelow.Thenlistenand completeeachstatement
with the wordor short phfaseyou hearin the description.Listena seeondtime to checkyourwork.
T h e w o m a n s a y s s h e s o m e t i m e s f e e l s ( 1 ) . . . . . . . . . . . . . .b. e. .c. .a. u
. .s. .e. s h e ' s(sZo) . . . . . - - . . . . - . . . . . . . ... . . . .
she saysthat when she puts things away,she then can't (3) . she feels embarassed to
(4) ...... ........... ...... becausethere'ssuchamess.So sheaskedher friend Aticia for help becauseAlicia'sso
(5) ................... .... . Aliciahelpedher (6) ....,.................... all her stuffto decidewhatx/asimDortartand
w h a ts h ec o u l d( 7 ) . . . . . . . . . . . . . . . . . . . . . . . . .

E Qffi& Youwill hear a description.Readthe patagraphbelow.Thenlistenand completeeachstatement

with the wordor short phraseyou hearin the description.Listena secondtime to checkyourwork.
The woman is concemed about what she calls a problem with her (8) . It's not a problem
a t ( 9 ) . . . . . . . . . . . . . . . . . . . . . . . . . , b u t s h e w o r r i e s w h e n s h e g e t s r e a l t y a n g r y a t h e r ( 1 0 ) . . . . . . . .a
. .n. .d.s. .t .a. x. .t.s. . . . .
( l l ) . . . . - . . . . . . . . . . . . . . .a, .t.t.h. e m . S h e b e l i e v e s t h a t , a f t e r a b a d d a y a t w o r k , s h e ' s j u s t ( f 2 ) . . . . . . . . . . . .i t. .o. .u.t. . . . . . . .
on them. As a result, she took a workshop on (13) , where she leaxnedthat it's important to let
off alttlesteam'Soshetookup(14)..............i.i,........ ttueedaysa week.Whenshefeelsangry,exercising helps
her (15) ..................... -... what'smakingher rn'aif

154 IEST.TAKNG
SKILLS
BOOS1ER
 @
READIT{GGOIIIPLE OI{
Readthe selec on. Choosethe wordor phnse
that bestcompteteseachstatement.

LaughterYoga
Theprincipleof Laughteryogais that you
. cannot In orderto laugh.In fact, practitioners
Dephysicallystressedand mentallyrelaxed of Laughter
at the Yogaare invitedto ,'laughtor no reason,,, fakingthe
sametime.(1) ..... mostformsof yogainclude
body laughteruntilit becomesreal.lt is (7) ......
positionsand exercises,Laughteryoga thatlhe
is basedon physicalactionof laughingbringsoxygen
the physicalactivityof laughing.whichrelaxes and certain
the bodychemicalssuchas hormonesto the
body.andmind.proponentsof Laughteryoga(2) body andthe
brain,thusfostering (8) ..... feelingsandimproving
...-..that it permitsus to be moreaware
of the present interpersonal skills.(9) ..... Laughteryogais practiced
(3) ..... dwelling on the pastor worrying aboutthe In groups,peopleleaveeachsessionlaughing
future.In short,it enablesus to simpty and
De. feeling(10) ..... to eachother.Believersin
Some(4) -.... that Laughteryogacan be considered Laughter
Yoga(ll) .. ... contendit can contribute
a newJormof exercise.(S) ..... its proponents, to world
it,sa peace.They say, ,,Worldpeacefirst
kindof internaljogging.Anyonecan do jt starts inside everv
because,thev one of us. Wedon't laughbecausewe are
happy.
Xnowshow to laugh.tt is not necessary Weare happybecausewe laugh.,,
.s_afll]eVUoOV
to telljokes,havea senseof (6) ... ..
. or be happy
1 A Until B While C Whether DIf
2 A continue B complain C assert D admit
3 A in addition to B instead of C in favor of D along with
4 A tetl . B ask C clairn D wonder
5 A Even if B W}enever C Although D According to
6 A anger B humoi C happiness D lQowledge
7 A axgued B disputed C required D intended
8 A negative B hopeless C luclg/ D positive
9 A Since B A]l the same C Even if D Until
10 A sepa{ate B comected C differeni D aruroyed
11 A ho#tivbi B nevertheless C therefore D besides
USTEMNG GOIIIPLEI|OII
Q#sE Youwill heara story.Readthe paragraph
berow.Thenristenand compreteeachstatement
with the wordor short phraseyou hear in
the story.l_i"tunl to checkyourwork.
T h e w o m a n t e l l s a s l o r y a b o u t h e r f r i e n d M a r k . w h"""onOlire
olovesto(l)
................,.........Markdecidedtoplaya
JokeonhisfriendJohn,whowasvery(2)..................-..-.
Oneday,Maxkspoketo (4) ...............-......... *J iJu rookingfor (3)
"r*uv. and
of ttre BargainBuger restaurant
wortd (5) askedherif she
two very large buge^. lr.,";;rg;;d .sure,,
(6).........................Markexnlainedd;h;;;j;rir,;?;":..: and Maxk paid her for them
shodd (8) ...... forlunchandthatrhemaraser
the huge bur.gers ano p"t m" -g.r* i.w price
finishedeating'{g) ""' on the check. when Maxk and John
" """. ..; Johnwaspleasr"uir"tpk"o row price of the burgerc.so the
_and
$l'o;;;*;,*;;;;"t;fr":;50'"oupre friends or-his
to1*gli" s*soro'th"'h;;J;;;sili"o, ",,r,e
- were the ordinarytiny little ones,whictrmaae.lorrn[rtj -._::..
*n"n
in front of his friends. -...........
 ‫س‬‫زﺑﺎﻧﮑﺪه اَو‬

www.avasshop.ir