SPEAKING

How much do you know ôbout your haôin? Decidê if lhê stôtêmênts arê truê or Íôlsê.

a
The Human Brain
On avêrôge, the brain welghs 2.8k9 ln a màn and 2.2k9 in ô woman.

b The brain Íloats in â liquid in the skull.

c 50o/o of the average human brain is wateí
d Your brê n is uniformly pink in color.
ê Thê adult humàn brôin uses up to 25olo of thê blood's oxygen supply.
f We only use l0oÁ of our brains.
g Your brain cannot feel pain.
h Your brêin is morê activê i4âtchinq TV thên it is sleeplng.
i we yawn more when our brains are not being stimulated.
j Thê humàn brêin contin!es to send out electrical siqnôls Íor up to 37 hours Íollowing death.
Chêck your lnswêrs on pôgê 138.

LISTENING
I Work with a partíêr. Lâbêl thê gamas in the picturês. Ordêr them Írom the oldest to thê lnost
rêcênt. What is thê aim of êach qamê? Which do you likê playing?

2 Cl Listen to tour pêople answêring quêstions ôbout somê of the

gamês in thê piclurês. Which quêstlon (à, ó, a, or d) wôs êach of thêm
ôsked?
a Do you do or play ôny oí these gêmes on a regu ar bêsls?
b Which of them do yo! think req!ires the mosi braln power?
c \ryhich of them do you think are ê !ryaste of tlme? ^1
d Which of thern dld you use to p ay as a child?
3 Listen aqain and make notês on thê people's ànswêís in Exerclsê 2. Thên compsre your notes wlth
your pâatner, Do you disaqree with anythlnq they sôid?

..*
5 -ra
A
a 1_..---"' -::
2_ L4_ 5_
^3_

@
a erllmar: Verbs of the senses. PaÍticiple
Ebt ses
. bcabulary: Verbs of seeing. Collocations with
,únd
a L-rquôqe ior Lirê: lúaking âppropriâte rêquests

READING & SPEAKING

I Work with a partner. Look at the words in thê box, Whlch havê negative connotations? Writê ô
definition íor one of the words with negativê connotations and aead lt to the class. Can thêy guêss
the word?

decay dec ine flt gro\ryth inactivity ack oss stretching iralnlng

2 Use six of thê words in the box in Exêrcisê 1 to compÍêtê the article about bràin trôining.

n recent yeôrs there hôs beên à bàrr.qÊ of new studies
êbout how to ma ntain coqnlilve Íunctlon as yo! qet o deL
(l) n cognitive function s ê natura process and
Êvêryone Experieni-es deterioratlon in memory and motor
sk s as we qÍour o der HowÊvÊr by t.klng act on now,
theÍe are th nqs you côn do to ôme oraiê the pro.ess of
êg nq. First ênd foremost,leepinq phys ca V (2)
been shown to lmprove cognit on. [xercise is associêied
wlih thÊ (:) oÍ blood vessek in the brain and
thÊrÊÍore àn incrÊ.se in the srrviva rête of new braln ce s
(41 , on the other hand c.n h.ve the oppos;te êffÊct
functlon. Furthermore sleep s ô key pêrt oÍ the process
of.onso datin! learning ênd memory, so ô chron. ack
oÍ s eep .dn àctuê y prevent yoL Írom earninq.
A th rd Íôcior assol]iated w th lmproved bÍa n íunct on
ls (6) the brain lhrouqh cha lenging dct vitles ike
earnlng a new anguaqe, sk l, or rnusicôl instrurnent.
hôs When doinq these.ctivitles we go beyond what we cdn
a ready do ônd we force our brd n to lle acilve.
Theíe are a host oí oiher deês Íor pr€venting the
red!ct on oÍ braln function ÍÍorn rned têtion to diet.
sorne proven and otlrers stll to be ratiÍ ed by resê.rch,

^'ote [r,lo' 'e.p but ês pÊople live onger incÍeasing tlre qua lty oÍ liÍe
oÍ sleep has been t ed to reduced qray matter n the throuqh beiter brêin ÍLrnci on prornlses to becorne a
brêin and probiems rrith worklnq memor! and execut ve qrowth iie d.

work wlth your partnêr, Discuss lhe questlons.

a Choose two adjectives Írom the box to dêscribe the article in Exercise 2.

censorious chatty criiica faciual íunny

argumentative informêtionê sarcastlc ser ous casua

b Where do you think the ãrticle might come from?

c Hês it inspired you to do some brain training?
Chec* your brain powêr by answêrlng as many of thê quêstlons bêlow as you côn in lhree minutês,

Galculate your Brain Power

What was the day and date you siartêd ih s cass? Compleie ihis table so that al
2 What was your teacher wearing last c ass? ffhe the rows and co Lrmns add up
more deta I you give, the more points you get,) to nine.
How nrany Fs are there in this senience? Study these words íor one
Red rhinacerases are a rariry in Bachester m nute, then close your book
althaugh they have been observed in Rome. and wrte them down.
How flrany circles do you have to a sod rare very today tree abolri
rnove to turn this triang e upside aa Íadio paint book iried Ínix next
down? aaa brleÍ coud dsh

Chêck your ãnswers on pâgê 139.

READING
i Work with a partnê[ Look ôt thê pictuÍê on the alght. Dlscuss
thê quêstions.
à Have you ever heard about Phineas Gêge or his story?
b i4hat do you think happenêd to him?
2 Read thê articlê about hls lllê on pàgê 63. Lôbel thê extracts
(l-4) with thê hcadinqs in the box.

The criticism The recovêry The êffects Thê accident

3 Rêâd lhê ôrticlê àgnin. Woak with your pêÉneí. Dlscuss the questions,
a Whàt happened immediatêly aítêa the accident? How did Phineês reêct?
b What treatment did thê doctor providê Phineas? How would his injury be treated nowadays?
c Whât were the physicàl efÍects, both short'term and long-têrm, of his injury?
d \ryhat did science leêrn about the human braln âs a result of thls case?
e Now did Phlneas' later lifê cêst doubt on some oÍ the siories about hls'new' personê ity?
f Do you believe that his personality permanently ahanged? Why / Why not?

VOCABULARY
1 Look ât thê highlightêd verbs in the extrôct. Try to quess thê meaning lrom context ônd completê
the glossary.

a nl: look steadily at somethinq fora long lime

b verb notice
-verb [T]:
!/Tl: move suddenly and quickly
-
d [T]: spend time looking ôt something
-verb
[T]: knowwhat something ls when you see it again
-verb
í verb lllTl: look ât or ovêr somêthinq quickly to get a gêneÍàlimpression
-verb
g _verb ITI: to look closely or ânalytically at something
-
h lll:10 your
become awôÍê of someonê orsomething usinq eyes

-verb recognlae,
2 Obsatye, and 5êê have morê than one meôning. Look at the sentêncês (ô"Í) and match
the vêrbs in itallcs with thê meanings (1-6).
a I recoqnlzê L'm not peíêct. I undêrstênd
b I sêe whôt you mean. 2 datê someone
c You should observe the customs oÍ the 3 admit
country you are visiting. 4 Ío lowobey a Laúrule
d Arê you still sêêing Pêtêr? 5 hâvê àn opinion
ê "That wasn't vêry clever," he obseryêd. 6 comment
Í As I see lt, she's making a big mistàke.
How would you trânslate observe, rccoqnize, ênd sêê into t
your own lônguàgê? Do the trânslations hôvê multiple
meânings?

write à pôrâgraph usinq obsetve, recoqnize, and see. Use

eôch word oncê, Show it to your partner ônd ask them to
fioure out the meaninqs ot the verbs vou hâve used.
 So You Think You're Hauing a Bad Day?
1
ro.do "'o.Íi9 Íi'o'oírê o"ro'i rê
story oÍ Phinêas Gage Onêday,inl848,Phnêas, 5. lf his stoÍy had ended here, he would not
ikê Írany otheÍ young men, was work ng n VeÍmont
íor the Íailroad con.,pany. As part oí hisjob, he
wou d getthê gro!nd readyto bLrild thê ra lroad by
b ast n9 the Íock. To do so, he had to put b asting
powdeÍ into a hole, covêr twth sand, and thên
pack it â down wilh a big iron rod. As egend has
5i
It, Phlneas was monrentar y dlstÍacted when hê
rêcognized the oiher workers' voices nearby, and
r. ","s dated a*a, 'o " , -o .êê ê- hêl
. do q -h"- .plr
| .. o ^o'l
d "r ^'
id.-." .o"
^" "
it the b asinq powd;Í, and Phineaí fewouLdnever6D
Propeled by the exp oslon, the iron rod hu.rled
up andthroush hisjaw, through hls eft eye, and
t "l, ôrr ,L - opo'l l.r Á dt-. r"..lorl,
' p êns, only to just as qu ck y abandôn thêm.
even walkwthoLt asslstarce.
"bie.o G l " d
Thê other worke,s
20 must hãvê surêly gazêd in amazement asthls scene
unfôldêd, shockêd thât hê hadn't bêen lmmediate y
led Hê rà( hê-ro I -.ê.o h .,.d 1" " b" t
rhê-o*1 ,.rêrc.ê .êt.1 rr. o"
w"ired 'o ,l -doror-o"-r." ti bra. para
visihlê íor a lihê wôrld rô sêê
2 spread Íegãrdless ofrhe facts. To gile ãn êxãmp e,
Nowyou mlrst remenrber thêt this wês in'1848
when'medica p,actlces were not as soph st caiecl as
thôse today. Sô t sho! C .ômê ãs io s!rprise thêt
therê was no oppo.iu.lty for brain s!rgery to repê r
the damage. nsteãd, the dôctor dld what any of !s
wou d do,,!lth a minor \,!oLrnd frst,heexamined
"ro o"r o"9.o' lob- "
t overtin-re hê sêêÍr'red to hale
thls scenêrlo, he a so pLrt back some pieces oÍ sku
and fnlshed oÍfthe procedLre wth a n qhtcãp to
od--r ,9 ÂppÇ.-
toid the do.tor that wou d be back êt work in oi
i./ o"r "rr o.9 ôdor. .ô o.ôô | ,ê
As it tLrrns oul, Ph nêãs was a lttle ôver y
oveÍoptim st c in h s pro.rnos;s, but ieverthe ess he
did mênage ê remarkab e Íecovery. On y ten weeks
afier h s traumê1ic .jury, he wôs heê thy ênou9h to
return home One cên only lmagine what he must
hãve thought êbo!t ês he trave led by caÍ age,
tak ig r the.o!ntryslde, reÍecting on his lÍê and
h s ucky escape. He h:d lost sight conrp erely ln hls
eft êye and hãd pa.lla para ys s of his íace, but al
things considerêd, he was ucky to be à ile a.d by
a êccounts urês sti a handsome man.
3
RemaÍkab e though the accident was, perhaps
have mainta ned the fame that he does today.
Equa y êmêzing as his survlva s actua ly whãt
transplred next, ênd what would fascinatê doctors,
psycho ogists, and the pubL c irnaginat ôn for
",,d-"d-,o or -. .addi o'orl-.obio,
physicaL damage, the destÍuction of hls êít
fronta lôbe appearêd to hâvê impaded Phineas'
pêEona ty in very notlceable ways. Described ês
a hea thy, hardworking mân before his accident,
aftêÍwaÍds his fÍiênds famous y said that he was
"no lonseÍ câse". As the lesend soes, Phineas
was observed to become very rude, wlth a ack of
self conlrol ênd no sens-. of embarrassment. whats
more, he staÉed to mêke immedlate, lmpulsivê
Overa l, the imp icat ons ôfsuch changes were
momêrtôus, píovldlng êvldencê thár specfic parls
ofthe brain afiect aspects of peÍsonality.
ro
So how much are we to be ieve ôf Phineas story?
ln some ways it shardtote , ànd in the l50years
slnce i happened, rumors and exaggerations havê
it has bêen said that hê m slreatêd h s w íê and
chlld. One problem thoLrgh - hê nêvêr mêrr êd
or had chlldreir To comp cête mêtters further
.-.r1, -,é | p
accident, so comparlsôns :re tr .ky Aso, a ilrôugh
his personality may have been tempôrãr l, e iered
n-rost of h s
,
ôst social and persoia sk lLs, 'egained
becom rg a ski ed
and Íesponsiblê stagecoâch driver r Ch e unt
êof <.ê íor êd Lií o < op ôrê ê.pê1
yâ theor ze thât h s structured prôfêss on and rout ne
o durlng this peíiod oÍ hls lfe Ínêy have been êractly
Lrhat he needed to prov de him wlth thê stabi lty he
Ultlmately, howevêr, he coL d not overcome the
ong têrm effects oIh s trauma, and in 18ó0, twelle
" - , d", " ,-" p" -d"."
mother! hôme in San Franc sco after numerous
r
hs
seizures. Hls egãcy ves or though, as aryore who
has scannêd a psycho ogy côuÍsebooi can ãttest
to Hls nlamous sku a so .ont nues 10 dÍaw gÍêât
lnterest, rlith visitors comlng to see lton disp ay
at the Harvard Medical Schoo ln Canrbr dge,
ffi
LISTENING
1 Work with a pàrtner. Discuss thê quêstions,
a How many senses do we have?
b Which sense do you think is the most irnportant to you in your
everyday llÍe?
c Which would you be êble to cope bêst withoLrt?
d Which sense triqqers the most memories?
:
ê Fâve you evêÍ losl Ihê use o'o1e of your senses temporarily? ü

2O
I ii#,:H;;;'-ÍJ::l;Ti:J::jff":i','-e
deveoped?
I
Listen to Mike, Maria, Helen, Nick, and Petra ônswering some of lhe quêstions in Exêrcise l.
_-f t
Which question is eôch pêrson ânswering? lllhich senses do they mention? Comparê your notes with
your pârtner. were the spêâkers'answers similar to youls?

GRAMMAR
I Work with your partnêi Look at lhê vêrbs in thê box, Whlch can ô) only
be usêd with a stâtlve meaning (rêtering to an âbility or â sensatlon)?
b) only bê dynâÍtlic (reíêrrlng to an action)? c) bê usêd wlth eithêa a
statlve or a dynamic mêâninq? sêê, feel, tôstô, smell,

feel heàí listen look see sense smell taste touch watch I càn't sêê without my
glasses-

'm sêêing Luis

2 complêtê thê êxtrôcts from the spêâkêrs' ánswêrs ln Listênlng, Exêrcisê 2
with thê corrêct Íorm oÍ somê oÍ thê vêrbs in thê box in Exêrclsê l. Somê oÍ
I think lcàn hea. thê
lhe vêós ôre usêd more than oncê. You may neGd to add ô modal verb or a
nêgative.
must bê hêrrlnq
a lf you're bllôd, lf you then a though you can ead a Íull liÍe ànd all thlnqs. lúy ielêphonet
that, I think it does make you more vulnerable. turned oíÍ. _/
b -.
I would reêllv hate it iÍ I what things or people lookêd like.
c I read an êrtic e êbout ô mên who went deaf and then his hearing wês restorêd to him, and he ta ked
-
abour 'row so,dlrnq ii cô1 be iÍ yo-.
d He Íeally missed to music, that was thê worst part, he said. That, and not being able to
hls wife's voice.
e I -
the pa m trees, the food, the sun on my skln. -
f They thê vibrâtlons of thê drums, even though they thêm.
g - I can - -
things that nobody elsê even noticês. For example, when someone cooks for me, I can tell
-
which spices were used.
-
O 1,, Listên ênd chêck your ánswêrs.
whôt modãl auxiliaries wêrê used ln thê sentêncês in Etêrcise 2? wêre thêy usêd with a stativê or
â dynômic meaning? what other vêrb phrasê wtts usêd wlth thê same mêaninq?

work.with your partner. Look át ihê pairs of 9êntences bêlow nnd dlscuss thê differencê ln mêaning
oÍ the vêrbs ln ltalics.
lA Ican see John. He's right ovea therê, standinq next to thê bãt
'lB lm seêlnq John tomorrow. 'l let hlm know what we've decided.
2A I could heár strênge sounds coming from downstâlrs, so I decjded to go ênd investigâte.
28 l've been hearing great thinqs about you recently. You must be doing really well.

3A l'm not íee/inq very wel . I think I'm going to go and ie down for a whi e.
3B Thêt heôter's reêlly goodl cên feel the heat lrom here.
L

4A lmjust tastinq the soup to see iÍ I need to add any more salt.
48 reôlly can't fasfe the differênce between b!rtter and mêrgarine.
Pay cârcful attention to what's golng on around you, both in§ide and oulside thê classÍoom. write
doún what you can hêôr, smell, and touch- ComParê yoúr answers t lth the cla5s.

page 146, Read the explanàtions and do Exercise 1.

@
READING & VOCABULARY
1 work in smôll groups. Discuss thê quêstions.
a Fl.,re you ever h.d. pet? l4lhôt ü,,ô5lt? Hor! onq did you havÊ i Íor?
b \{hy do you think peop e keep pets? Do \rou th nk pets ser!e a Lrsefu
ÍLrnci on? Í so. ürhat function?
Do yo! th nk some peop e qei too atia.hed to ihe r pets?
d \ /hêt s t that d íÍÊrentiêtes hLrmêns Írom tfre an mê s aro!nai us?

2 Match thê têrms (a-ê) with th€ dêÍinitions (l-5).

a sentience 1 ên nstinctirrÊ or lntLr tl!e Íee nq I
b cognition 2 the capôc ty to fee percelvê or êxperienae
c consciouSness 3 the state of treifq ôwake ônd aware of one s surround ngs
d emotion 4 the menta .ration or process of ôcqu rlng knoir] edge ênd Lrnderstandinq
e empathy 5 the ab it! to Íeel ênd share the fee irqs of others
Whlch of these Íaculties do you think ârê more common in animáls ând which ln humôns?

3 Rêad ihis article and idenlify the facuÍtiês that ônimals demonstratê. Do you think animals rêally
have thêsê capacitiês, or is it a case oí proiecting human quâ{itiês onto non"human obiects or
bêings (ánthropomorphlsm)?

rlrlrg hr hod to orc rde. S.ooLr\ m,e\ rr rii. \ ith úrt rluizzrtrl.
Do Animals Llurstionng look oflis I crn rlnost hcrr hnr rrkjrg,rri tô re|..rr tr\rfli
''Ye\- 1 )\Led \ôü ii rou \rrnr to go lor r §rLk.'Sprnignrg to hii tio,r L,\
Think and doggrc bcd. irc nus to gcr hL I(r!h rnd (tui.kl\ rcrln§ rrd blk\.
Feel? 5 Whrr r gonrg oD iD hi. h.iLl? \l lut \r i' drc rliought poccs |or her rrg Lhe
\\or1l-$rlk ro iat.hllle rle le:nr? lr Scoobv hrpp\'; l. ir §1ong tor mc ú rrtrllr.
human ticiuigs rnd tliorght\ to fr! fer:
Wt rll knos úrt rnruuls dilliJ l-rom hlnarns. ror rr k,rd. but u degrce I le- hle Lht
srllre licllkie\: but tlrese tl. lile\ xk nrotu or 1.$ dctlopc.1 comprrctl to humrn L.crngs. rrLl prool
r0 ..,i b. hird ro coDr. [r): We cannor uDequro.]llr k|o\ Nhrt ur |er\ot ii dri|king. nru.h 1.\ \Íbrt
u annnrl »right bc thnkurg. though rnrul behlior gre !s r \\n1do\r jr«) trfi,r.rl th.rshL rr,1
1àeljrs lll cite iusr t!!o.r\es:
Hr\ug be.n iid b! huDrrr\ tur rel6. \ il(l (lolphirs.tr ,r resort ir Âu{râl[ l..su rhrô\, r r- i],
lrturans.rhc! rvcrc not r(t..tmg lirod b!t oitlrlrg it ro rhe hlnnrDs.U/r .r,, ,t.L.l thr l .h.ú Lor irl
15 severâl vilsr {e .ân s.. rnrpàrlt\: g.ntrositll reciprocl§. rnd pcrhap: c\cn hu,u o, ,rir\ 1

re believe thri the gitt \.r\ r!Íi!:rL-(l l1\ ónr n).ôrnt.r.n.e âs iish.rnrenl
Aiier losng hr urate to r por.her. a Lrull .lephrnr \rof\ eitirg ,r)id, ( rlir{
copiousLl slunpr to thc gnnid. D.!cr to rs. asrxr Oth.r .lcph rts rttempt tcr
conúõÍl the p.ostrute elefhJr)t. but to no rlril. H:s dre elÊthrnr Ilierilh .lie.l
20 oi r brokcn hcart? WiÚrclsins this sc cDc. it is d rtll cu lt not to conclu de that
eleplÚrs arel .oúrpâ\shi xnd h.iÍdrirk.
No !,rtter l,ow vou tusüri rher bel,nior. ue h,rve to ..,,.1, e rhrt rhere
* somc degrce oílichrgs rn thcur tbrt crn be relned o r cer.rirr extcrr to
|lniân beilgs.I'erhtrpi, (e íDuld fiuse rn.l drink ibout rh. §r! nnnktrrd
2s hâs tre;rted.nrnr.rls ô!e. rhe rnillerrru ltistlrreto\eerlirnnD.n\,r)ôiju{
Scoob,rl rs livng bcingl caprble oltielng rnd thnking. rnd nrost rrportantJv
rs creamrcs dur dcsdvt' rll ouÍ lov. rnd r.sp..r.

4 Work with ô pàrtneÍ ônd discuss th€ meônings of thêsê êxprêssions in thê câs€ history.
â tiltinq his head ( ine 1) d
hard to come by (line 10)
b springing to life ( ines 3) e
s umps to the ground (line 18)
c noi in kind, bui in degree (line 8) Í
to no avail (line 19)
5 Whôt are thê ôuthor's viêws on what animals think ônd Íêêl? Do you àgrêê or disagrce wlth the
ôuthor?
GRAMMAR
I Môke thrêê sentences uslng onê clause Írom êach box A, B, and C.

â Hâving lêft his tausty companion to keep an eye on the shiny new van,
A b Waking up with a jump, Present participle
c Numbed by the efficiency of his new air-conditioning systêm,
d hê's often spottêd scouring the strêets between deliveries, S.elng thê dog, she
B e Willy sat up to grêet his owner
Í Mi X returned from dinner to find Pâst participle clause
Encour.ged to write
g and bârkêd with êxcitêmênt. trom an eârly age, she
C h that his new mode of tÍansportation had been completely remodeled. published hêr iirst book
i under the protection of a warm blanket. when she was twelve.
PerÍect participle
Now check youa tnswêrs.
Hàvlng sêên thê
2 Work wlth a pàrtnên Look at the ,artlclple clauses in Box A in Exêrclse 1
wasn't worth the pri.e
and answer the question5.
they were êskinq. /
a Which contains: â p.esent participle? a pêst particip e? a perfect
participle?
b Whât is the subjêct of êach pàrticiplê clause?
c Look at ihe sentences below and answer the q!restions.
1 Havinl b e e n f e à by hrnarto f a t ye aÉ, wilà àolphit s ...
2 vlilà àal?hins have b een teà by hurnans Íot yeats ...
. Which sentênce,l or 2, is more likely to be spoken?
. Which was used in lhê pêt casê history on page 65?
. What has been added to sentencê 2 to replêcê the participle clause?
3 Rewdtê thê sentêncês usinq participlê clausê3,
a When I graduôted from col eqe, I went on a ong vacation.
b Becausê | live ãlone, I don't really do a lot oÍ cookinq.
c I don't eat candy because l'm on ô diet.
d I likê to spend thê weekends relaxing when l'm tired after a long wêek at worfi.

Arê thêse sêntêncês true íor you, tor anyonê you know, or €nyonê ln your clâss?

4 Look at this santênce. Wharê should thê rvord "not" go?

Reieat inO faoà, ber offerinq t to ?eople, àolphins showeà enpathy anà ge\erosilty lowaràb hurnans
work with your partnêí Loo* at thê
sentences ãnd add rroÍ iÍ necessary.
a Discourêqed by the onq c irnb ahead of
them, they set off at dâwn.
b Wênting to offend people, thêy decided
to extend the guest list to lnclude both
íômiy and friends.
c Hàüng completed the Íorm, please
sênd it, with a photoqraph, to the
addrêss be ow.
d Knowlng thôt êl"rlving on tlme !ryou d
make a very bad impression, he lêlt
with plenty oí time to spare.
Rephrasê your ãnswers to Exercisê 5
without using paaticlplê clauses. You
may nêed to ôdd llnkinq wods.
a 1ne\ wêrc noÍ. àÉcauraqdàby íhe lan.t
clifib aheàd of íhem. and lhey set, ofr at àdwn.
paqe 146. Reêd the explanations and do Exercise 2.
, OCABULARY
Woík with â partnêr. How many collocâtions with thê word mind do you knoyú?

2 Look at the collocôtions in the sentences (a-i). How many oÍ your coÍlocations írom Erercisê I ôre
in the list? Look at the collocôtions agàin. ls mind a vêrb or ô noun in each one?
a She can't mâkê up hêr mind whether to buy those shoes
or not.
b They pay reôlly well. Thêy cên aÍÍord to, mind.
c I wish Bi! wou d lnind hls own businêss. He's always
_ B-
\!
asklng pe.sonôl questions. ll
d Jen s invited me to go on vacation with he[ but l'm oÍ two
mlnds âbout goinq. I
e A good naght out will help you take yoúr mind otf youÍ exams.
f I'll go out oÍ my mind !rylth boredom f havê to stay in thjs
I
job.
g Great mlnds thlnk âlike! 'I
h Do you bê ieve that heâlinq is ê question of mind ovêr
matter?
i A vacation is thê lôst thing on my mlnd right now
Match thê collocations (a-i) in Exercise 2 with thê dêÍinitlohs (1-9).
í the 1êast important problem to deal with rlght now
2 mâke you stop worrying or thinking about somêthing
3 mâkê à dê.ision
4 to add a comment ihat makes somêthing you'vê alrêady sêid less strong, or general
5 (humorous) used for saying thêt you âre both very clever when you and another person have the
same idea
6 to be uncertain about someihing or to have difficulty in making a decision
7 not inteíerê in other pêople's affairs
a crâzY, insane
9 the belief that our minds are stronger than our boclies and that we can control pain or other
unpleasant situôtions through mind power
Which of the collocations would you like to lêôrn? Wdte a sentencê for êâch oÍ them to help you
remêmbêt

PRONUNCIATION
1O Listen to ô convêÍsation betweeh three people and answer
thê quêstions.
a Whát do you think the relationship is betwêên them?
b Whêt do you think they're talking about?
2 Look at thê sentêncês from thê conversation in Exêrcisê 1.
/r\
complete them wlth collocations with mrnd.
à scootlng over ê little?
b not sitting therê?
c - your o!ryn businessl
d -lhaven't_yet-
Listên again and check your answers,
3 How do thê spêikêrs pronouncê the underllnêd sectlons?
a Woul4gq mlnd ...
b qgfq! mind ...

4 work with your pàrtnêr !nd dlscuss thê gueltions. Íhink cêrefully
about the pronunciôtion oÍ the undêrlined sections.
â !9199 mlnd lf peop e keep you waltlnq?
b Woullfgg mind lf someone borrowed something of yours w thout asking?
c When wês the lâst time you spokê your mind? Did vou offend anyone?
d p9l9! Íind it difflcult to mâke up your mind?
I
LANGUAGE FOR LIFE
1 Work with ê partner Look at thê rêquests (l-8). order thêm from thê
most polite to the most lntormôI. I
I Do vou mind if I lie down here for a while? 6 Give me a pen!
2 ls ii OK if we pick you up at six? 7 Pleâsê sign herê.
3 Would you mind lending me ien dollêrs? I Would you mind il I
4 Can I copy your homework? asked you to write
5 l',4ay I have my book back, please? that report again?
2 Match thê requests (1-6) in Exêrcisê l with thê most ôppropriôtê rêsponse
(a-h). Notê that somê oí the rêsponses côn be môtchêd with morê thân
one request.
ô l'm cool with that. Í Anything else?
b I hope you're kiddingl g t dêpênds.
c Whât book? h Wel, to têl the
d I don't think you can do that here. truth,l'm not realy
e Whât do you mean, sign? comÍortable with that.
O -: Listên and check your ánswêrs. Did âny of the responsês seêm
inappropriatê?
3O , Listen to the complete conversations. Do the spêôkêrs know eôch
othêr wêll? Are they iust acquâinlôncês or ôre they complete stranger§?
what is the request in êôch?
4 Work with your partnêr. Look ât ihê pictures (a-c). Act out onê of thê
situations.
Chângê pàrtners. Choosê ênothêr sltuation and chanqe thê rêlationship
between thê spêakers. Act out thê convêrsation ln fÍont of thê class. Can
they guess ihê rêlâtionship bêtweên you?
5 work in small qroups.0iscuss thê questions.
a what other useful phrâses do you know for replying to requests?
b Do yo!r find lt difficult to say no? Whêt tactics do you Lrse to avoid saying no outright? Whêt tactics
were used in the conversations?
c What excuses have you made to get out of doing somethinq?
d What sorts of requests get on your nerves?
6 Write down ô rêquest. Íhink of at least six wàys ol makinq thls requêst. Ask êvêryonê ln the class
your requêst, but vary the wày you make it.

7 Work with your class. Dlscuss the quêstions.

â How successful were you in making your request?
b whlch mênner of mãking youí request wês the most successful?
c what was the politest negative aêsponse you heard?
d Whât was the most common response?

Llfe Skills: Leôrninq Skllls

The Pomodoro Technlque

"Nevet do torldy what you can put oíÍ úntil
tofiottow". lJse the Pomodoro Têchnique
to make optimal use oÍ time and rêduce the
dêsirê to put things ofí. lt is a cinch to leàrn!
Fi.st, divide your study timê into chunks oÍ
thirty minutes. Turn oíí all distracting devicês
and focus entirêly on thê tôsk at hând for 25
can customizê thê lênqth oÍ yoor Pomodoao3
to fit you. pace. The diíÍêrence, êspecially lor
hardcore procrastlnators, can bê stunning!
. Think oí the advôntagês to the techniquê.
work rvlth a pôrtnê. to explain the
bênêllt3 bêlow.
. lnstênt success

"fr
minutês, followêd by â 5_minutê rêst pêriod. . Timê flies
You just dld onê Pomodoro! whên you havê . Customizable
done four Pomodoros, thôt is, two hours, take ô . Keeping fresh
lonqer rêst ol up to 30 minútes. Then you can . EÍÍiciency
keep qoing. Once you qêt the hanq oÍ it, you . Accomplishment

f--.rl. l
EMAILS MAKING AND DECLINING REQUESTS
I Work wlth a partnêr. Read the emâlls bêlow and dêcidê...
â whô thê s-êndêr mioht bê. b whêt requests \,!ere mêdê oÍ them.

E
You've gotta bê kdd ngl I'vêtLrsl had nêw carpet
down and you know what my apartmênt§ like I
a evên havê â backyâd. Why dont you try asking lzzy?

Thank yoú for your etuilor 9/23/18. wlile Ne make every.llon to ensurc thât your
trip k tÍouble-lre, $ne delays ar€ beymd our.onrol. On rhe day in qucíion, Ioods
ií Missoúri resulied inthe cúcellation ol all rail sdvices. RegreÍably, we are unêble to
reimbü& úe expenses you incured âs â Esuh of these cancellatioús. However. it may
b. possible for us to íêiúhtrMthe côstofyourrick€t. Pleâsc ellinto yout lGâlstation
âód fillin a Éqúeí iom.
we hope rhar rhis q.1l rot d.,courâse )ou trom u\.nts ouÍ cc^,ce. ogain.

Heâd olCNiomú Sen ices

l n rcally eotty, bui I cah't. I hak a big te.t on Mohàâ! ârà

I need to qúdy all weekend. Aiy óthe. tine àíà l à love Ib
hel? otl. Êare yo! tti.d Ellen? | know 6he takeà aâ.e oÍ 6ob 5
E

2 Look ât thê êmâllg ãgain. Undêrlinê thê phrase5 usêd ...

ô to reÍuse the requests. b to soften the reÍusai.
Read the emails. Which one would you íind thê most difíicult to rêfuse? why?

We hâvc receivêd ân unexpededly larye oíler lturh

How! ii going? AE you 5iillás busy 6 d6l? ône olôurbiggN buyeE.lr is Éâliy iúpoÍanr drt
l'w jusi b66n iold lhat @r .mpdy ha dowize, and to cut á
io we !r seen tóbe elllcient in todr),
hash s
long sio.y snod, l'm rcw oln oÍ a iob. Fdt'ráidy, I tEv6 3 @ple «ononlic clinrâle. Wc rherelàre necd all pÍoducrion-line
oíÍrb int iM ljned up. sàich É rhe I m wilins - ore mânageGlo sôrk an c\tn shill orcÍ lüe $*kêtrd. Pleâse
'Es
ol ihfl is in Los Angd6 ã wk írm tomorcw at S:00 in lhê specil, a minimum olnno shrlis you ll be Àble nr cove. W.
mmins. I wâs wodsns il I could stay wilh you lh6 nisht bêl@? âppreciârc thn is ver, íror1lolicc Lrú 1êel ÍLÍe Lhat every
I 6n dep ânrvn* aid rys bring my om sleÍrng ba€! lt one ol rou rvill do,our best lo Duts sue $e delncÍ
rould bê oôê lê§ rhing to worry aboul í I kw I dlrn't hâe ro Pleasc gel back lo rrasap\ilhtôuÍavàil.bili\
gei up at 4;00 i. lhê ltming,
Cny lhrdy
Sales and Producrion Manager

4 Work with your pãrtner. Wítê a rêply to one oÍ the two êmôils rêfusing the reguest ând 6xplâining
why. Use thê êxpressions you undêrllned in Exercise 2 to help you.

Exchange youí êtnail with othêr students in thê class and answêr thê guestions.
a Which emal êre they replyinq to?
b Which rep y was the most inventive?
c Which excuses were the most unbelievab e ênd which were the írost Like y?
 Review B
144-147
4 Á, some, and fâe hôve bêen íemovêd from the
ôriicle, Put them back In.

Arê you shopaholic? Think of your làst trip

G RAMMAR
I Put thê words ln thê correct ordêr to Íorm
5êntênces.
ã with lots of new blt tota V unessentiôl -
supposed to /to the beach / bê going /the
we didn't go / We were / so / broke down / but
b I didn't feel / so / but / goinq to / lâst night /
do my homework / to bed early / | was
c due to / heavy Íog / We were / by slx hours /
/
the plane was / at B:30 / de ôyed eave / blt
and / there was
Have you evea found yourselt in a similôr
sltúatlon? Íell a p.rtnêr about lt.
Undêrline thê correct altêrnativê.
Children will laugh at ãlmost anything,
(l) loÍ êxamplê / not to sôy, a funny face or
a strange sound. (2) By contÉst / Similarly,
they lovê slapstick and farce, things
(3) includlng / such as peop e walking into
doors or Íê ling into holes. They will even
laugh at things they don't rêally undêrstand,
(4) st.ictly speàking / thôt ls to say,
iokes aimed at adults fulloÍ sophisticated
word play. They're not laughing because oÍ
the Jo"e, (5/ or at any ratê / particularly.
not because of the content of the joke, but
because êvêrybody else is lôughing, and
they simplywênt to join in.
Do you agíêê wlth the text? Why? / why not?
Work with vour páítnêr. Choosê the correct
âlternativê, Somêtimes boih alternatives arê
possiblê.
a I once bought a pair oÍ expensive designer
jeans that / which I real y couldn't afford.
b lúy best friend is the kind oÍ person who /
which shops unti they drop.
c On Sundêy I went shopping wlth my fâmily.
that / which was good fun, but not a good
to stores o. mall. Whàt did you buy? Did
you tôke list and buy only things you came
Íor? 0r did you come home laden down
cEr / items? There's very ittle difference between
treating yourself to something new ônd
compulsive shopping. Difference lies in your
/ very attitude towards shopping. Compulsive
shopper cdn'I slop thinking dbout shopping.
(1) Thêy think about it êll tlme and only
/ rêâ ly find relief whên they are actuêlly
'r slorê, choosing [1e:t Te/l purLhdse.
(2) As âddiclion grows, so does deceit.
(3) lt could be anything: CDs, new pair of
shoes, expensive make-up. Men are just
as vulneTôble ás women. ilen tend to buy
electronic goods or sports equjpment, but
need to shop and guilt are just same. (4)
Sêntênces (ô-d, arê írom thê ãrticlê in
Exêrci5ê 4. Match thêm with thê appropriatê
placê (1-4) in thê articlê.
a Havlng broughi their purchases home, they' I
hide them in the back of the closet-
b Feeling guilty about the money they've spent,
thêy'll lie about thê price.
c Eindlng pleasure in spênding money,
shoppinq soon becomês an addiction.
d Once addicted to shopping, they cên spend
hours at the mall, comparing prices and
spêciÍications.
Undêrllnê the participlê clauses. Reu/rite them
as full clâuses.
Work \olth your pôrtnêr. Look at thê plctures
(l-3). Whlch sensê is bêlng usêd in êach
picturê? What is it bêlnq used Íoa?
E

d
!rse of my time.
I found ê real bêrgâjn that /
slip throug h my Íinqers.
who cou dn't let
ab 7,.-,
Arê any of these sêntencês truê íor you? Têll
your partner. =§, -E
| @
VOCABt.'LARY 4 Complete the questions with a preposition.
I Complete the expressions with slory or a How rnuch rnoney do yoLr need a month to
tale(s). gei ?

à He to d me some cock and bu about

b Ho$r much do yoLr usua ly run n b ls
Íor your te ephone and other ser! ces?
the doq eêtinq his homeü,ork.
c Do you th nk lt s betier to pay ê crÊdii
b hate kids who êre têtt e card bl .ldt once, or n nstallments? Why?
c A: So, whdt happened? d Are you sav nq lor ênyth nÓ spec dl
B: Don t askL t's a ong l
rlqhi now?
Do you hâve similar êxprêssions in your e lÍ you are, does that mean you hôve to cui
lônquàge? on yoLrr spen d ng?
2 complete thê ôdjectives then ànswer the 5 Look at the verbs in the box. Which would you
questions b€low. (or your eyes) do whên you..,
a g_ll_ bl_ êir st nÇ
b p__ s _ bl_ ffshy dart exâminê gaze
c n_,v_ q _ nf__ thf I observe recognize scan
dsk pt c
Choose three àdjêctivês ônd write definitions
a look throuqh a newspaper to find a particular
piece of information?
for them, Use the exprêssions in thê box io
hêlp you. b look hurriedly êround a room to find your
keys or cel phone as you're leêving to go
cheôt on con fal for Ínake oui out?
swa ow a stor/ êad conêonê io believe c look for a long iime jnto thê eyês of sonTeone
têkê someone in
take someone at their word you love?
takê soÍneone Íor a ride trick d ook carefuly at a contÉci or officiêl docüment?
e see someonê you know in ê crowd?
Rêôd your dêfinitions to thê class, Can they f waich someihjng interesting take plêce,
guess what âdjective it is? withoui beinq direcily involvêd?
3 Complête thê sentencês with the phrases in Have you donê any oÍ thêsê things recently?
the box. Tell your pãrtnêr about whôt yoü werê doing
and why.
down pâymênt impulsê buys in bulk
overpay shop arou nd PRONUNCIATION
I Look at some words Írom lrnits 4-6. Sêy the
a do, ' lrrrl i rêle. 5ensê Lo ou, words and ôdd thêm to thê tablê.
_especially not with food - you end up
throwing most of ii a!ryay. - eddie+i6ô âggrêssion competition
b We rnade ê on a house ast weekl t's disappointmenr êccênt-ic econom'ze
our first home; l'm so excitedl emotion exorbitant êxtràvàgânt nêcêssitÍes
c a ways before buyinq anything, from a observation recognize shêêpishiy
TV io a loaf of bread. sidesplitting superstition sympathy
d try noi -to make but lt's so diíficuli
to resisi the temptation, especia ly when it
comes to shoes. ArEtrtr B:trEtr citrDtrtr D:troEtr
e neveT foT anything - I just don t have
eàdgiian
enough moneyl
-
Arê ôny oÍ thêse sêntênces truê for you? Têll 2 Underline the 5tressed syllables,
your pàrtnêr.
lDrói Listen, check, ând rêpêát.