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Advanced Student's Book
Contents
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,adfu4'lnay4het{':@|015
1 Let's talk
1A Make a good impression
Preview 1 Past Simple and Present Perfect
Vocabulary communicating
on rhe whole, $'omen gossip more rhan nen.
In general. nen butt in rnore than women. $.hich
$,onen lind very annoying
11) ou overhear people haying a row in pultic,
you should lnlervene.
Politicians generally witter on wirhout ever
answering the in(erviewer's questions.
d Elderl,v people have reason 1() grumblc aboul lhe
youth of roda).
h) Adulrs spend nore rime chardng on rhe phone
i) Couples who conskntly bicker should split up.
t Wbnien cLal up men as olren as men chal up
b) Tick the sentences you agree with. Then change
the other sentences to make them true for you.
pehaps it s not essential to nake eye contact, but it
nightseen rude ifyou don't.
c) work in pairs. Compare ideas. Do you agree?
a) Use these prompts to make questions with J,,ot. Use
the Past Simple or Present Perfect.
r / learn / English for a long Limel
Haveyau been leaning English fot a long tine?
2 How oicl / be / {hen / have / first English tessoD?
3 / see / any films in English recentlyl
a when / be / the last time / speak / Engljsh otttside class?
s / have to / wnte an]'thing in English l:st month?
6 / ever / read / a rovel that was written jn [nglish?
7 How long / come / this school?
( nae vor oeen t "a - rg.nc.rso d lo g im" ' )
" iinii,r.i'"Jiii "r.""L".'"rtil];il]
l,!:yr't.:9 1 !,:9i9:111!t l!t-:::",,-,.1
b) work in ta 'r . { lL and dnswcr rhc qLrc*l ionr.
Ask follow up questions. Check in Language Summary I
,;;'iir;, p1ts.
VocabuLary communicating
Grammar time expressions with Past Simpte
{ and Present Perfect
\-__--*
a) Tick the words/Dhrases in bold vou kno*.
check new wor<ls/phrases in {l1ii.*l prrz.
a) lt's essenlial to mak€ €ye contact when you re
speakrng to someone.
b) On average, I comc iDto contact with abour
t'renty people a dat
! )
Марина
Note
потасовка, ссора
Марина
Note
заигрывать, клеить
Марина
Note
болтать
1A
Listening and Grammar
a) Think of someone (not nr your class) wlm is popular. $lite live
personal qualitjes that 'nake hilnlrcr popdar.
b) work in pairs. Tell your partner about the peEon you chose.
Are any of the personal qualities the samel
c) /\gree on rhe rhree mosr important qualities. l-ell the class.
ser Preview. p6.
a) Look at drese sentences. Are they
talkilg aboul a definite time in the
past or time up to and including
no$l which v€rb form is usedl
1 I ve boughr quire a le$ seltlelp
books oter the past 1e\! montlls.
2 l !e read abour t50 pagcs so tar.
3 During the lasl couplc of wceks I've
actuall) been tq,ing oLrt somc o[
C.rrnegie's suggesLiorls.
4 Uf unril no$l, I'vc ncver really had
an) contacL with the guy in the
tickeL office
b) Underline the finlr c)eressior in
each sentence in 5a).
c) Sometimes Fe caD usc the Present
Perfect or the Pd-st Snnplc with th€
snme time expressi0n. Compare
these pairs ofsentences. $'h)' did
Speaker A usc the Past Snnple? Why
did Spcaker B use the }\esent
1 a I told at leas( ien pcople.rboLrr il
at \i.ork ihis veek the 5peaker
ca nside rs th e wo rki ng week
B he told ar least len people aboul
ir at work ihis n'eek. ilre .'pea*er
ca nsid ers th e wa rk i ng week
A I read ]t durjng rhe sunrmer
hol idays.
s l'vc read a lot ofbooks durilg
A 5j!!!! ,\nn suggested rhis one,
I ve read a couple oI his other
B I ve read lors ofhis boolc sla!!
l've becn une ploye.l.
A As soon .rs t linished reading Lt,
I gave ir Io my bro(her.
B As soon as I'vc finishcd rcadLng
it, ]\n going lo gile lt 1o n\'
'Help with Grammar
@ a ) r . , ' o h a r . r h e b o o k c o r L r r n d r r a d r h . " ' r ' , u , r r { t . \ \ 4 r d r J i J r h ,- durhdr arJ his Dubl i lhcr! rni l ia l l \ rhinL r l ' ( 'u l r l r r b( ' , ' l ' l
b):.,:il! i,Listen to '\"", Sy, Dean and Amy at their book club
meeting. which of Car'regieb suggestions do they ntntion?
c) Listen again. Ansser these questions.
r a) Why did ,\nn suggest thc book to Lhe group?
b) Why wasnl she very impressed with iL al liist?
2 a) Does Sy usuali,v read books Lik€ thisl
b) \4ricl of Carnegiels poiDts does h. strongly agree wrlhl
3 a) Did Dean expect to erlov the booh?
b) \\'ly does he talk about his triend, John?
a a) \\'hich of Carnegiet suggestidls .iid Am_v try out?
b) Ho$, did rhe nran in tlie ticket officc r.actl
d) work tu pairs. which of Carnegie's suggestions do you think is
the most imponant and whyl
d) Check in t l l 8 .
Hotu to Win Ffien& an lInf enec
Peal2, ffrst publishcd in 1937, has
become an all-timc intemational
best-seller The frst print run was
limited to 5,000 copics, which w.ls an
indication ofhow small a rcadership
the author and the publishcrs were
erpectirg. However, tiom thc very
beginning the book's runnway success
meant the publishers had difficulty
keeping up with dcmand.
1A
@ a) rr. r 'orrr tcrb r, ' ,nrs po\t iblt '1 wh\ r/r h\ norr
r I 5pokel've spole, to him lhjs noming.
2 I5al'veree, her during the last [e$'inonths.
3 l ll caLi you as sooD as sh? arived/ s affived.
a She .amel s been here a lot last month
s During lasL night! pertonnance. severalpeopLe
walke,l / h ave wa Lked a lL
e There hare lxen a loL ol changcs since I wofftedl've worled
7 Once I mel've mef her. I reall] Likcd her.
s I ve been skiing ts'ice since I Jal'ves€e, you last.
b) Work in pails. Compare answels.
Reading
dt a) \ ork in prr l r . t , i \c (umplet ol $har tou torr* id, l
- to bc eood and bad.cNicc in \hop. r( t raurdnr\ ' cr(
b) Read dre article. wlry do very fnendly, chany shop
assistants nnd waitresses annoy the sriter?
c) Read the anicle again. Tick the true sentences. Corect
1 The writer was in a hurfy $hen sli€ $enl inlo the shop /
2 She Nondered \aht the shop assjstant! behaviour hacl upset h€r
3 She cnjoyed lhe foocl she had at rhc rcstaurant
a She told the waitress whal she thoughL of lhe lood.
s No psvchological sludies have the same vie$'.s hers
6 She lvoul.lDl object to assislants nho serc nalurally
{riencll}.
a) Look at the lfods/phrases nr bold in ihe articie
what words are missing from each phrase?
b) w]1at trues of word can we miss out in inlornal
'Titten and spoken English?
' ' : : l : : : "
. 
, : : : i : ' : i i ] :
@ $ork in goup. ard di .(arr rhe\c quc*r iun'
\{ould you have responded to the shop assistanl and the
xaitress nr the sane $.a,v as the \ariier of the a(iclel lf so.
shy? Il nor, rfial would you have s.rid?
How \ould you describe thc sefvice in sliops and calas
in ).oLrr country? Has il cliaDged over the tearsl
TEN DAYS AGo, on the way to a meeting remembered that
was running low on face crcam. There was a chemist's acfoss
the road so I ran in and grabbed ihe first cream saw
.Havinq a good day? asked lhe girlat the ilL, srni fg
blissfuly.
"Um, yes thanK, ' l repled.
'Thal's great." She ran the scanner oler thejar ard made
eye contact.
'Been shoppinq all morning?'
Not having the lime lo take lrerthrough my dary,lsimply
went "[4mm.
"Yeah? Lucky you " She tod me the totaland said, So, got
anything planfled for this afternoon?
'0h, yo! know' said, a$/are of tirne tick ng by.'Th s and
that."
As I hunied on my way lfound myseli th nkrg about the g I
and the amount of niceness lhad jusl experenced. Why d d t
make me feelso bad? Was it impolite not to chat back? 0rwas
th s son of pushy lrendlress in its way every bt as rude? lwas
rem nded oflhs altef the meetng,when met a fewish friend
for !nch. I had the f shcakes Theywere perfectly dsglstng.
'Everything allright with your meal?" asked the waitress,
nterrrpt rg our conversation.
Fine, lsaid. What ese coud lhave sad even f d wanted
t0? t m ght have made my new irend uncomfortab e
0n the way home that afternoon lihought about mannerc.
As a soc e! we do not lake manneE bywhLch Lmean now we
o " b / e t o w d o , , . a ' 9 " , . o / . o t o r , 1 . l [ ] o J o o o i o ' 0 d
bank or shop the personlust ahead ol yo! js sure to etthe doors
swing back in your face l\rlddle-aged nef dve ntodsabed
spaces, teenagers slump ln the r seats on lhe bus pretendng not
to notce the pregnant woman stand ng in front of them And yet
it's obvlous on lhe H gh street
that Fake N ce, as practsed by
my casher and the wa tress, is
on the increase too. li has
become a highly overused
mafketng weapon afd yoL can t
wander nto any shop witholt
some perKy person rusn ng up
and say ng, 'H Need any
help?' YoL srnie back through
grilied teeth, "Just lookiflg,
thanks.'
Appareatly some
psycho ogical studies have
shown that f the assistaft ifeais
you as a Jrend therc's a
psycho og ca effect - lhe
clstomerw| retum Orwi
they? Other studies suggest that
this sales technique is aturn off
Pehaps the soluton s to
appojnt people who are
genu fe! intefested in peop e
not those who are tnined 10 be
Adaoled from the ,rdeperdrrt
29tA4tAA
@ a) Write thre€ topics you woutd lil€ to talk about, e g
b) work in pait. S*ap papers. Choose one of your
panners topics and \wite six questions to ask himAer.
How many filns have you seen du ng the Last slx nonths?
f l t \ \or l in I , : ' i ' . . Tak( rur n\ ro a\r lnLr an\wcr !oul- 
t a f l n ( r ! q u e . r i o r . f t l l r h c c l a . . o n t t h i n g v o u \ c l , a r n r
about youf panner.
@
Марина
Note
касса
Марина
Note
бойкий, весёлый дерзкий; наглый, самоуверенный
Friends - the new family?
QUICK REVIEW ...
Write true and false sentences about yoursetf using these
time expressions: so /ar; this week, during the last few daysl
up until now, as soon a, in the past few months.wotk in
pairs.Take turns to tell each other your sentences.
cuess which of youa partner's sentences are true.
Listening and Grammar
@ r l rc . t rhe meaning o l rhc 
phra.er r r hold. lhen $urL in
p.r\ arra (Dscuss rncsc qucsnons.
r As a rul€, do you rend Io unburden youis€lf to fri€Dds
or to rnembers o l lour laNi ly l
2 ! \ - n J l " r r . b r - - n c n o f n o r r . - ! h o r d r e . - r r u
unload fieir Norries on to orher peoflel
3 Broadl!,spsaLi4. do aduhs in )'our couniry lrottle rp
rhcir feeliDgs or let lhen oull
4 Do )'ou think. in the main, rhat ieenagers would mther
con{id€ in thcir prrenrs or rheir friends?
; : . Notice tlle underlined expressions. which are uscd
ro nrake generalis.tions.
a) $brk i]l pairs. \\'}o would yor expect men. women
a teenag€rs like the ones in the photos to confide in:
a) their friends? b) both lriends and lamily? c) somebody
b) Listen and check.
c) Listen again. Tich the rrue sentences. Correct the false
r Da\e and his liiends tend to talk aboul od) serious rssues
2 DNle thinlts nrcn Duke fricD.ls ruth people wlo enjo-r rhe
3 HcLen sees her lriends evcry dav
a Helen's {rjencls are ver-r patient $ath her.
s Andrca Lrlrsls her hlir.lrcsser to be discfeet.
6 Andrca enjoys lisrennrg to hcr haidrcsseri probtems.
7 Most ol Alci-s conversarions are about evcrycla)'events.
3 Alcx conlides in people of his oNn agc
d) work in pairs. $trich things that th€ speakcrs talked
about do yrcu idcnti\ withl Do you think people conl'ide
in each other about different things at different agcs?
Help with Grammar
Clcft senteDces .lividc a message irto tlvo parts. using
wlat or it clauses. They caD locus atteniion or ne\
nore important or coDtradictory infonmtioD.
(tcan get a bitnrcssed byv/ark.)what tdo if tget
stressed is talk ta ny friends- (Dcw iDfomiatioD)
(tget on well with my parents.)Hawever, it's my
ftiendsthat ttalkta if thave a prcbLen.
Vocabulary prepositions and phras€s
Grammar cleft sentences: wrat and it clauses
Review time expressions with Past Sirnple
'tb tocus on , $41ole serLence \re can use
ilnd ldPfers ... .
(t4en dan't unLoad on to other people.)
\\tcn we use 1']r.r, hl,, hos., hcn.1ihcl",
etc. instead ofwlmr, we usualh use an e\pressio|
such as d p.,-sor1, lh€ rudsor. etc., with or without the
Aperson (who) Itend ta canfide in isnyhairdresseL
/I CLAUSES
b) Look ar these cleft sentences with tt. Ansuer
a) tt'd probably be n) parenb who ltl talk to firsL.
b) lt wasD't until he brohe up wLth his grrllricnd
that ny hairdresser starLed lo conlidc in r..
r Du. . l r . .p . l . . r n p i r "L, . , lo r . I In
th€ il clausc or in Lhe nho/lhdr clausel
2 \Vhar lerb tollows it?
@ mi,rr crausrs
a) Look at this elample .rnd answer the
(We'lLhave a d nk and talk aftetwards. ) what we tatk
abaut isn t deep and neaningfu!, though.
1 Underline the clause that giles nelv inlonnation
in tlie cleft sentence.
2 \\ihicli verb loins the tvo cLauses?
r .J L , - - , " - - Jn a .L rJ ! $ r . n . , : rJu t . L .
c) Check in t l l o .
1 B
@ a) t omplcre .cnrence b,.o i r ha\ rhc \ . r 'nc
a) Lucy\ coming ro help me out.
b) Th€ reason Lu.y:s cemiDg i5 to help me 9at .
al A[t€r leaving ny ]asljob, I began to sork
b ) l r . . .
3 a) You should wrire a letter and reluse to par:
a aJ Jol rot the problem. Ir's Tim.
b) l t ! . . .
s a) I {anted to speak ro Ben.
b) lh€ person . . .
5 a) This is what happened. I forgot the nap.
b) ffiffi I-isten and check.
c) Listen again and practise.
The rebson Licy s ciningis b heh ne .ht.
@ a) Conplete the following sentences about yourself.
1 what I find feally boring ... .
2 1r: . . . rhar reaily irrirares me.
3 ] t wasnt unt i l . . . .
4 The year that ... .
5 What anuses me ... .
6 A place I really love ... .
b) work in groups. Say your sentences. Ask lbllow
Reading and Vocabulary
@ a) $orl , in pair . . Makc a l i ' r o l- thr di l fcrenr nlcr- 
ol t r iends you could mect at drf lcr tnL <tagrr ofy, 'ur
life. e.g. school friends. Wlll they always be
b) what do you think'fnendship overload' neans?
In what ways might it be a problem?
c) Read the article. Does the writer agree with your
ideas in 6b)?
d) Read the article agatu. Answer these questions.
1 Wht are families often Do longer xvailable to do
lhe things thet used to?
z I n $ h J r $ d ) - d n t , . . t ' l c l r ! ' i r g l u , r l l \ . . i r . .
lamilyl
r c , . o r o i n S r o r h c \ 1 , { h . r . r . * ' u a ' l J \ l u r i
lriends?
a why do people these days seem to have so many
more friends than before?
s \\&.al does rhe l\1iter say about some of the people
6 \\rhy does lhe writer suggest a real triend is oDe
you hardly ever see?
e) Work in pahs. Which of the opinions in the
article do you agree or disagree with? Give reasons.
merning as senten(c a).
OId college friends, Internet chat room mates,
work colleagues, neighbours ... we collect
ftiends as if they're going out of fashion, says
Mory KIIIen
| F p d . o p 5 . . n : n . w . . " r o . l o L e " n . m o r e o e L c r e
I p ob . t d l u .od o b . do rp b r o r . r , 1e t ba .
on a regulaT basis, such as confdant, babys tter and someone to
watch the TV vr' th, have gone fof good llore often than not, we
now ve too far away for this to be pfactical, whlch means that
ouffrlends - the peoplewe actua lycome across most rcgulary
- have to he p !s olt Naiura y, they have to be on the same
wavelength as well, but liv ng nearby, hav n€ kids at the sarne
schoo and so on means that we tend to have a lot
in common. Tl'rls ls why they often end up as substtule fam y,
ejther by chance or onpurposeL
Butwhat about the frends we arc not so close to? There was
a time when people tended to have a smal 
€roup of 'best'
frends and tl'ren a second d vision ol toventy or more ffiends !4/e
acquircd aong the way They couid be peope $/e were
on good terms w th at work, and since a B.itsh 25 year old has,
on average, experienced three dfferentjobs, that soon adds lpl
Or perhaps we made friends wth them at school or universiv
and kepl in lolch Maybe they are nelghbours, peope we
know through hobbies, nightc lbs or ho days, or even trends
of friends
At times lt feels as lf the nlmberc in the second d vision ale
Setung olt of contro aswe tfave morc and rnove lobs oa houses
ncrcaslng y frequenty - either by cho ce or out of necessity lt
sounds lngrateflr, but many of us have colected too many
friends and w th on y so many hours n the day it's rnpossib e to
keep in contacr with al of them So, let's be honest here
Perhaps one in five of our irendships s purey ema , or text
based YoLr like each othel but realist ca ly the fr endsh]p is not
going to ast in the long run Another fifth s the peope you only
phone but barey ever meet Next arc the frends you do see
sometrnes, just out of habit F naly, the ast t\ /o fifths are splt
betu/een the peope you see a lot in phases and those you see
regllarly wh ch nc ldesomeyoLrlike a lot essthan some olthe
peop e you on y speak to on the phone, but who happen to ve
vefy close Add to this lot your partner\ fflends, yolr !'/ofk
colea8ues and lhe parents of yol.rf chlldrcns fr ends, and yolte
soon feellng out of your depth. t's a huge commitment, the
knd that can keep yo! awake at nght.
The Amercans cal t 'obllgation ovedoadl lts the very
21'{ent!ry condtion of co ecting fiends as if our ife depended
on lt and lhen worrying how on earth to keep track of them all
flaving so manyfrlends is makng us m serab e and funn ly enough
it3 your rcal best friends that won't pLrt paessure on you to see
them because they know that le s stessfu enough already!
ln fact, t could be argued that peahaps the defniton of a
rcaly cose frend s one you hardly ever see!
Adipted from ihe E{p/e$ t7109/99
1 B
A t a ) r o , n n l ( r , r h . , , , , r , , r , \ $ i r h o n c u , r s , '
prcPosrnons.
1 Who is the l i iend .you halc Inosr
2 D . . ^ ' , 1 , . u , , I ' u r l , r ) ) . , 1
o l . l school or co l legc l r ieods?
3 \\ihar kincl ol things do I.,u do
hahit, bnr i\,hich you sould likc Lo stop
doingl
Do you rve. do rhings phascs rnd
rh.n s iot ! l logel le- l
$rhal sfo(s do )ou do a rcgular
lrhal clothes di.] you usc Lo wcar but ivhich
lasf ionl
l. \hat sulrjecl htryr )ou ahrays fclt
)our dcf r l l
ila\t )ou c\ef bfol(cLr somcLlling
b) \\i)rk in pairs. Ihke turns to ask and
anslvcr the qucstions in 8a). Ask follow-up
Tick the scntcnces you agrce $ith. Change
thc othcr scntcnces to makr: them true for
you- Thcn complctc sentences 7 and 8
*ith your ost idcas.
1 What_rou' re looking for in a l r icnd is
someone ivho is ycry diflerenL lo von.
2 You need ro havc in tcres ls in co.rmon i l
a l r i .ndship is io lasr
3 Irriends lrc pcotlc {ho will always stick
up lor )ou, $nrarcler hlppens
a lbu canr rca l lv he jus l l r icnds wi th
sornconc of rhc otposite sex.
s A real fri.nd is somco.c $4ro \ill tcll )ou
thc r rurh c lcn i { i l -s so e lh j rg you dont
6 Wonren lbnn closer IrjerdshLps r}[n mer.
7 1 1
' , i '
I
?>.
I4Nkc a nolc ol sordyplrases rogci}er$ilh i|eirfrcposiii rs
an.l tr) to L.Nrtr rhcm tdcliunls ol rneantrrg.
E " j t a ) | o o k J r r l ' , p h r r . - r n r h , r , ' r , l m a r ' . I l r r r 1 , . ' k : r r r h ,
- 
t l , m { . I n t ' o l d r n r h , r r r r , l r . r h . k r h , i , m , J , , , , , F i n
context then match thfln to delinitions I 6.
thc samc rvavcleni:Llr
pru ln)sc
nhascs
rn. rong run
vour. rcpul
i rntLnLnrrr l \ t ro l b) acc idcnr
z somctLi l lg . -ou do o l ien, q i r |onr lh ink ing abour i i
: a l tcr a rery lc fgt t r ) per iod o l r inre
4 s iLh s i rn iLaf ! icss/oPinLoirs
s for shorL. irrgular pctorls
6 iv i thout rhc kno\ ledgf or sk i l ls lo deal wi lh soinel ] r ing
b) l{ilch these vords/phrases to thc prepositiurs nr thc
lvord map. I here is someftncs morc than onc possible
! o l , o l % . f i o I n q e . ) B o o d l q n
a regllar basis touch average common contact
c) $brh iD pairs. Look at the phrases fron! 7b) in blue in
rhc afliclc. \vhat docs cnch phnsr neanl
Help with Vocabulary
@ u1 * , " r . i " , - , . { , r . . D , \ , , . . $1 , . r \uL , l , r \ (
written and give reasons.
b) Tell thc class three Lhings that you
agreed on.
sy ;;,r &",';" "i ""a,h"i
"!hat w€ tend to be tool n8 for
i is someone who rs loyatand . . ,
: / . . . ' ' ' ' * . . ' .* . . . .
d) Check n1 p l 1 7
1 C Favourite sayings VocabuLary sayingsj iaiomsReaL worLd erplaining and
paraphr.sing
Review preposiuons and phrases
QUICK REVIIW .. .
Write five sentences using phrases with ir, on and
outotWork in pairs. Say one of your sentences but
don't say the preposition(s). Your partner says the
sentence with the correct preposition(s): A / m...
good terns... nyinlaws. B I m on good termswith
a ) \ 4 a r ( h t h c I i r . r h J l f o f . a ) i n g . l - d r o r h . r l
endings a)-h).
c) ic,thurg g,tt1ed.
i) loudrr than \or.ls
t) ctrLL ot a nolchill
G)
W*[
\Noo k (
hro"F
lf yau fly with the crcws,
yau get shat with the crcws.
1 RoDrc wasnt - ---\ a) belore mourh.
2 Dorlt makc a \ b) builL rn a da)l
6 lnglge brain
7 Noihitig !cnture.l,
b) \\brk in pairs. Compare an$v€rs. what do
) o u r h i n k r h . . a ) i n g . r r ( d n l ( h c c l . i n
p 1 1 7 .
c) Choose a saling from your country ltow
uould you e).plain what it means to a British
a) l-isten io l'ive peoplc talknrg about
sa)ings that the,v likc. Put the saynrgs in
picturcs 1 ll in the order thcy talk nbout them.
b) \\brk in pairs. Try to Dratch the satings to
r lbu shouldni wona abont rhings that might or
nrighr not happen in rhe tutur..
2 l t \ imporrant ro .hoose rh. r ighr person for rhc
righl aclivii-x
3 t t ! po in l lcss donrg sornclh ing voursc l f i fvou
kno\ somcone !v |o can c lo i I lor vou
a I l lou . r i ! wi lh ! bad cro$d, Ion l l be j l rdged
llrc srnif \'al !s rhe cro\rd.
s i f ) . , donr o l l people enoLrgl mone.- ro do a
. iob. )ou \or l ger rhe besr pcrson.
c) Listen again. Chcck y
d) $i)rk in pairs. $1 ch ()1 the sa) irgs in 1a)
aDd 2a) do yotr like the best and whyl Tell tlre
r - . \
a"a Le* cross that b dge
when we cone to it.
1C Real Worlcl
@ a) ri in lne gaps with h.lt or whi.ft.
sinpl),4tlsL?basicall)' means .
ADcl illthis/thal ne:ns is ...
I nican by thal is ...
Bv I mean. . .
I 'm t r ) ing to say is . . .
b) Fill in dre gaps with these words.
that sirnply other way
1 To pur it
2 is ro sa): ..
3 Or to lur it aDothcr
4 In ivor . ls , . . .
c) Look at R1.4, p148. List€n agair and
Dotice how the speakers explah and
paraphrase their ideas.
d) check in t ili!f,:j pl1e.
.. \!'hen \\.e neecl to clariq: simplit) or cxplain
somedring se have aLreadt sai.l. ve oft€n
use phuses vhich si$ial tl) thc listener tliaL
we are gonrg to sa,v the samc thing agaiD in
1
2
3
5
6
a) Fill in the gaps with one ivord.
Then natch r-6 with endings a)-0.
r Wiet l'rn tryiDg to sav is rvc should
2 S|cs qujre a closed person. What I mean
rhlt is you can never t€ll
3 There are roadvorks on the nororr!a),.
basjcall)'neans
a This is a diffi.ult situatur. by
s W'e Lrrgenllv need to reducc our costs.
ln orher
6 lL's a hard-clrivc back up s,vstern, or to
p t i r . . .
a) $,har she s rhurking.
b) you h.rvc to allow an extra hour ford it ensures ihar )ou son't lose rlut! on
d) cross that brjdge Nhen {e coDe to it.
e) to think about ir rnore careliLl)l
f) we have ro nrake some people reclun.lant.
b) work nr pairs. Take tlrns to say a
c o r n p l c t e . t n r r ' n r . l r o m 4 a l . D o \ o r h a \ c r h ,
@ a \uu are aoi A ru nla\ a.ramc crl lrJ 8l, l / . l i .r€,, ro- 
r $ o r c a m r p l a \ i r F r h c g a m e a I d a r r . u t r I h ( , j I c * r i o r F .
1 What is the gane about?
2 What does cach persoD on the fiist teanr have io dol
3 what does the second tean have to do?
b) Work in paiE. Which do you think is the tme delinition
of the Australian expression 'She'll be apples'?
c) :: lr:li Listen and check.
$brk in two groups. Group A, try to guess the meannE of
idioms I 3. Group B, try to guess the meaning of idions a){).
1 rave about sornetbing
Group B
a) be up Io. soncthiDg
b) tllk shop
c) call it a day
@ C-"p e 
' p108. Group B : p]l] Follos the instructions.
- t - , , , , . 4 l ,
l8 , a) Renlace. f ie .$ordr in bold wirh 6, r i l l in r l , ( eap\ .wi rhrhr ' ( , 'nr ( r @) t h , 'urc rhc roncrr prcpo. i r ion. .
rhe\c $ordvpnm\e\ . u \c rne
corecr form ofthe verb. ;::;.,:,j! Use the Past simple or dr€ r NIy sister ancl I dont hale nuch
PreseDt Perfect. There is
-bave-a-row bicker overhear sometimes more than one z t.rn o,/out o/very good renns
come into contact with chai possible answer' wirh all my neighbours.
buu in The flar above miner.t"5bee4 3 My brorhers dog is complerel)
(be) empiy eler stuce I on/autaf caitrol
r Do ),ou often hear peopie ar€drs 1 (nove) in six a She lives in thar area our o//,
in publicl havt galow months ago. But a lew peopLe necessit)', not because she
2 Do you lhink it'.s rude t. 1 (see) ir recentll likes ir.
interrupt when soneone! And lhree more peoPle s Are you slill orl1, touch wilh
Lalkins? 1 (already come) to your ex-girllrjend?
3 Do you ever talk in a ftiendly see it this morning. I 6 lt ma\. seem hard no$! but
and informal rvay ro stranger I (bump into) one of our o/i, the long run you ll
when youre on public tunspo ? them as I xas Sojng out. Sh€ see the benefits
4 D u \ o t ( r o $ d _ ' , o , , t l , ' \ o " / \ o r k i n D u b " i
.on, ,nu. , l l t arsuc abotr r . ' ; i ; ; i , ' i " " vr r ' ipp,r . r r ' @ t omphrc rhc 'e 'd \ in8< wiLh onc
unimpor lanl lh ings: t rn unl r l o$ 'hc
s Do )'ou mcet and commnnicate (a1va)'s preter) s'orking abroad l Rome $asrl builr iD a
with many English speaking but she ' (recentlv
people olra day-to clay basis? otfer) a grealiob here '{n)NaI z once bLtrtn r\LE
6 Have you ever accidcntally this is the first tjme she
hearil people talking about you 1 (rry) to buy a flat. I , ^.,'""' -.... . louder
or a person you knol\.? hope she gets it. Then alter she than xor.ts.
b) work in pairs. rake rurns ro ask li,;;" ;;; ;;.,.'.til:,:',,:.]'" " 
.oji,#l*";.: ,.:;.:; '"
and an\$cr qucsrn'n< l-6 in la).
,l - 5 Nothnig ventured, nothing
1 Review Language Summary'1, p117
dll Re-rite these sentences to
thoos( rhe be*r enJine. a) or b). V --- ,- ; -- --- ; --- - . , ; - - i - , ,
; 
__; _ - 9' emphasise the words in bold 6 krrer... rnan never.l o r c a c h * n r e n c e . s r a n i n s q i r h r h c q o r d .
I Did yotr go ro ro.L te.r i rah bra(kei<.
2 Hav€ you be€n ro anv rock 1 tamleryclose to my old€r
Itstivals sisrd. 1 t he Derson )
4 in rh. lJ. l i$ m.nl \ ' r , ^ " ^ " . .^" ,^,"^ , , - , , . , , , . '^ . .
:';;:T::."'- ,?#,T.'"'il:fi:." @M
a This morniry 1y1',, 
th")'.1t.1) 
, , ,, , 
: a) TicL the things you can do
. t t ' . e . . r . . t ' " " . . t , o " ' r n . r \ { € $ L ' r ! . ' l n n ' i h 
, l l r ! i n r n g l i . r r .job. a Shet tred be'alse sh€
didnl go ro b€d urr i l : car desc oe di i le,er lwdvs of
. , .1 ) a.m. (The reason) : communicat ing.rn( loD
I didnl starl ex€rcising
5 r r€ad thee of his books ;;; , ;;;;;; iii : I :iY:::1i,":,.: Fesenl and the 
past
6 rv€ r€ad {o.' of his books 
. ;:;;;'.;;;;;;;;i..; ,,,r 
: usins a varietv oftime expressions
a) last sumner. 7 tr reall, annovs me whtn : tcan understand an artic e in whichthe
b) dunng th€ last few weeks. peopte calk during a film i wriler expresses a specific point ol view
7 wher l'ye sold my ca. 
- lY'U i lcan use various structures to emphasse
" *rr.r, i ".ra -r.1. 3lul ie $abroughrtrnin : important or new iniormation.
"l Lii".t "*-p*t. **p-,. scorland (ft) lcan use c rcurnlocul on and paraphrasng
lo clarf] whai I rnean.
b) What do you need to study again?
see co-nou @l[!1.
b) l just used public transport.
Accurate Writing
coNNEcTING WoRDS: addition
SPELLINC: hornoPhones
FiI nr the gaps with these conncctirg {ords/phrases.
Sometimes there is morc than one possible answer
{ffipprro.
also aswel t whatsmorc besides too not only
5he! becn runnnrg the companv since r\_o\.embcr
Shc'.s gor thr.e children ro look lftcr,
{ 1 , , . , . . . o r . \ , r . r r \ l , 1 , r , . . " r
Thc problcnr w. ver. ser vas exrrernel) di*lculi Io
\ . L l ' , l I J \ r ' L h i r , l . d . l
The ira$ic is r,rall) heal at rhis rirnc ol da): The
roads are extrenreh icr: so bc careful
The lillage is remote but totall,v inaccessible
trp ct'** tt* -**t spellins. ffi$RB prre. @ cnlole.c rtro r.ror.r-cRADABLE ADIFCT vEs; ADvERBs
a) Find and correct one mistake in each sentence.
Sonetimes thefe is more than one possible answer
p 1 2 1 .
r l h . ! r B . r s l , - r \ . . . , . . 1 h i , , . o , r u , i - g r \ r . 9 .
concert next nonth.
2 lll love to go and se€ rhat shoq'who everlone!
talklDg about.
3 That! the ca[6 at vhere we mel ]ast rime.
4 Have you met the wonan her daughler babisits for us?
s Do )ou kno! the man q'hose his house \as broken
6 I'n1 meetiDg MicluelJones who isJoining our tinn
7 I didnt buy his Latest book, IhaI was unusual tor me.
b) In which of the corected sentences can the
relative pronoun be leli out?
( hoo.c rhe (orrecr aJ iecr i re lor rarh adrerb.
They may both be possible. ' rpl20.
suE I saw a progmmme on crocodilcs lan night. Ii $as
\ery 1 i nte re sti ng /fasci nai ng.
BEN l'd be absolutely ,rcared/terified ill sa$, ane
suE Me roo. What I was.xldemely 3amazetl/surprised
b) is how fast the). cal ruD.
caRL Ar€ you going to th€ conce( lonighr?
KEN No, it! really ady'tculrlLrpoJsirle lbr lne ro get ro
CARL I could give )'ou a lift.
KEN Thats very kind, but lm also fairly stiredl5harered
so I'll gile it a niss, I think.
Preview 2
@ *rut,ur.rorrrt
6 I hrlen1 gol .rnv change on me
o$e nre nroncy l ronr las i I imc.
I think it! lie. brodler whoselLvho'r Lhe difticuh unc
iD that faniil):
hn not cntirel).con'inccd therellhey'rc up for fie
ue miitht o/'ve forgottcrl mv urbiLe nunber
it:s not uusuaL for lou ta liorycr you rc/yau owtr
\\t rnrst makc sur€ that the,! chcck iD theyielthelr
3
a) Read the extmct from a stuclenti rvorh. Correct
the underlined mistahes using connecling ivords oI
addition. There is more than one possible answer
b) Find and correct five common spelling mistakes.
l'v€ 9ol tuo {'te^dr itr pa'4.ddr url(o I've beetr f€dlly
dose to lor urclL ol my life. WL,+ | like r\os+ aboal
+he$ is h,ur k^d thly a/e. 1A!.!s!1, I cah t/d, theh
cou^plgtely - tl€/e +[e l.ihd o{ pople yol{eelyoucan
plorc ap ot dtry ti$e o{1ke day d^a Ngh1 if yoa rc€d
*o talk about you're problem.
tl,.ey're nnuaes are J-'ss and olivid. l ie u^igla* o+ losr
cohlocl fbr o wkile bdt ohe{ u€ see eack othe/ h s !s
i{u€'ve ^ ever beeh opa,.t. l+'s Jess urkose n^y oldest
fried - ',re ohly n^et 0livid Llhetr we w€^+ +o college btr+
oll+l"ree of us luve a[,roys 90+ o^ really $rell to9e1l!€r
l*tunE ure're very sqpo'.tiv-' 10 €d.[o+L!r,dlso ad
l'm d!te/$i^ed h€v€r io lose codact urtt[tku i^re
@ vrne+rivoaro rasr lenrrcrcrrs
2
3
5
8
Fill in the gaps with the corect form of these verbs.
t t€ \€r l 'Fi f lg rc.g. Br ir i , rg) or a pa.r pdrr ic i f le ,c g.
wntfen). pI22.
Jljgh+en writ€ leave spoil bore open buitd try
r \ \ . f o u n J r h . o , " . p c . n e i \ r ' g d u l n r r h . l
fijghte4inq..
People early should do so \'ery quiedy
nespit" very hdct, I didnr finish lhe job.
She canl resist her grandchjldren.
\ , c o r J n t s r J , h e m . u " l r h r - q i r . h r . l o r
The castle, tu the tenrh centurt', isjusr round
the corDer irom {'here we're staying.
That repo , bv Ted, is on m) desk.
Karen was soon out of her inind by th.
2 Remarkable!
Exceptional people
QUICK REVIEW ...
Work in pairs. Cive the beginning of four English sayings.Your partner
comptetes them and explains what they mean: A we'll ctoss that b dge... .
B We'll cross that bidge when we come to it. What this neans is....
Reading and Grammar
Gt al \\i'rk nr Dairs. Look at thc titlc
ard rntruducuon. Inlnt ol
questions you rvould like to ask
about Kim Peek.
b) Rcad the anicle to see if ).our
qreslrons \'ere answerecl.
c) Read the anicle again. Tick the
correct sentences. I'hen conect
the mistak€s.
I Kini Pcck is la0rous lor his
appeardnce in a $ell knom filn.
2 Llis cxtraodinary brain has sdll
not been lully explaincd
3 Llc is unlble to look alrer himself
on a day Lo<lay basis.
a Kinls parerB have ahvays
followe.L niedicrl advice about
5 ile has alsays been exrrernel,v
friendh'and ouLgoing.
6 fun thinks that \lorldng $,idr
people on the filn $,as verl goocl
d) N{atch these meanings to thc
vo.ds nr bold in the anicle.
2 frjghtentug
3 at rhe sarne Linc
+ r'atches carcfullv
5 a sal of 'a lkng
6 nroves qulckl,v
e) Work in pairs. Discuss thesc
Vocabulary intensifying adverbs
Crammar relative clauses with
Review sayings
Kim Peek was labelled 'mentally deficienf at birth. By the age of four,
he was reading encyciopedias for fun.Today he can play the piano l ike
Mozart and recall any fact from more than 9,000 books.
ls a person's inlelligcnce
dctennined belorc bi{h?
]s acadcnic brilliance more
irnportant iD lilc than emotional
int€lligeDce, or belng creatile or
r f h . rc j r ! rnrcL\ ing faDi l iaL abouL
I this man in dre horellobby s.ho
is mutteriDg n) himselfabouL airlines
and hea\y sno\{. He givcs a bcllow
oflaughter md people turn round
in surprise, then s'nilc as ihcy
recognise the shuffling gail and iarge
bespectacled hcad ofKim Pcck.
Somelhing ofa local hero here in Salt
Lake Cily it's Kimls lifc on which an
Oscar-winning film n'as based. nanl
Mdr i{as a film about an autistic'
savant* nith asrounding mathe
matical skills, although Kim himself
is developmentally disabled, not
autistic. Most savnnts possess
remarkable erltrertise nr oneto thrcc
subjects; Kim, an experr in atleasl
rs different subjects, is knoln as a
mega savanl, alrhoqhhe has alor
in comrnon sith Ratn Man, such as
the lightnnrgspeed at $'hich he caD
Recently dubbed 'the living Googlcl
no onc in the sorkl is thought ro
possess a brain quite like Knn Pccks.
As sxD as hewas born il was
immediarelv clear hc Nas diffcrcnt.
His head rvas so huge that his neck
muscles couldnl suppon it and a later
brain scan revealedhe had one solid
brain hemisphcrc instead of t$(). It is
possible that, because the nvo sjdes
of the brain were unable to comm
unicate with cach oth€r, ihe brain
may have turned into one mega-
conrputcr Ho\,cvcr this is one of
nany theories, none of which have
The aralj/sis ot Kim's brain does,
hoNever cxplaiD the rcason for his
severe moior deticiencies.ll€ is
looked nfter by his father, Fmn, on
rrhonl lre totallt' d epends. 8 r -year-
oid Fran, alttrough nol in Llle b€st of
health hinrself, lakes care ofhis son
fL l'time, helpilrg him to wash and
dress and chccking on him in the
night. Doctors b€lieve it is Frans
unconditional lovc and bclicfnr his
son that are paril_v responsible for
Kirnls exceptional brilliance. Ho('cvcr
it ob\iorElyruns iDrhe fhmily; (inr
alsr has abdher and a sister,
both ofwhom, along wiih l-ran
hims€ll are €xceptionally clever and
arc classcd as gcniuscs.
When Kim ilas a child, docLors
adviscd putting him in an institutioD,
at which pointhis parents tookhim
homc instcad and introduccd him t.)
books. Byfbur and a half, although no
school would accept him, he had
sought out encyclopaedias, atlases
2A
Help with Grammar
see Preview, pl5.
Kinisa Laca! hero in his home town.
and tclephone directories, all of which
he menorised.It has rcccndy bccn
disc.,vered LhaL each otKims eyes can
read a scparatc pagc sirnultancously,
takirgiLLst ten seconds, ralher than
the avcragc thrcc Drirrutcs.These days,
he spends most aflernoons in the local
library u,hcrc hc is a Duch l{Ned figufe-
ltt hard to hold a conversation $ith
Kinr, $'hosc mind flits tu)m one subject
to another llith conlirsing speed.
Phtsicallv, he can be a litde intimidathg.
A big man, he rises suddenlv out ofhis
chair to distribute bear hugsi his mild,
kindly lather keeps an eye on him and
tries to explain lvhat he's talking aboot.
However although Kim is charming and
!fiectionate, h€ hasn t alwa,vs been
socially coDfidcnt. lIDtil a chance
meeting \\'ith the screenwriter led to the
mahng of ndin Man, Kimseldomdared
look ano ther person in rhe face. Ihr'as
Dustin Hoffinan, the actor who played
Ki h the lilm, r\'ho urged lr-ran to take
Kim out irlto the Norld. The way in
lvhich social contact has transformed
Kim's life is inmeasurabie. It has
developed in him a marked scnsc of
humourand he loves meetingpeople. "ll
is only since,?l],1 Mdn ihat Kims mind
became codn€cted to his hean," says
llran. No$'I drink his heafi is even
bigger dlan his brain."
,\dapred lronr the sr,.lal Tblp-Araflr
06/02/05
'rriisi. = ha\in8 a nre.tal condiin,n that mak s
|coplc!n$le b communicare well
'rzk,r = sdmeoN sho has ur$1al abilitles or
G t a ) I , o o k a r r h , . c p a i h o l \ c n r c n c e . . w l , k h r c n r ( n . , . I o r , I i n- 
, dclr pair i . an crJmplc ol arm,,r h,rmal. u*ual l ) $r i cn
English? tr) less formal, usually spoken EDglish?
1 ]le is looked atier by his taLhcr Fun. on whom hc roial\'
2 lle is lookcd afier bf his tather Fran. who he totally depends on.
1 lt! Kim\ lile on which an Oscrr-wnnirg tiln was bascd.
2 ltt Kimt life that an Oscar-winniru filn was basecl on.
b) Fill in the grps in this rule \r'ith the corect words liom the
pairs ol sentences nr 2a).
,i' hi nore tonnal, usually rd(len Engiish. lrlo chaDges to
J l r , | . I r , | . . i i .n 1nd r l . r r . . r ' !c : ro
c) Look at this sentence and choose the correct answer tu the
ruLe. 
f-_
rh is isone a lnany theot ips (none a lwhi 'h) havever been prc\ed.
Detennn€rs (bot,r, d/1. on., n.ithcr. nosl, mnl], crc.) coDlbiDe $1th
.twl'i.l' or.tw,D,, h noD defining reladve clauses. Thcy rcfcr to
wofdvphrrses in t epr€ylous clause/the fo|awing clause
:. : When we are speakiDg informall,v Ne can use borJr o/lh.n.
dli.trire'n. etc.: liis is dn. oJnan) th.o,i€s nonc ol Lhtn hare be.n
d) Change the infomal phrases in bold nr these sentences to
a more formal written style. Ckck $nth the phrases in blue in
the article.
1 Krm also has a brcther aDd a sister, who are both exceplioDally
2 He had sought out €ncycitryaedias, atlascs and relephone
directories ard m€moris€d th€m all
e) Check in p l 2 l .
@ neut irc rhc plua.e. in bold u{"g r l t repo\ ir ion and Bl i , h o, htn,, .
2
3
5
6
This is the nane that h€ was knoM by.
This is the nane bywhich he wa' known.
She should coDsult the students \yho she is responsible {or.
He embarked on a lonsjourne,v which he ncver returned from.
Mahi€r is the composer rhat he is always associat€d with.
l\n impressed by the speed thaahe runs rt.
_Ihe 
atist evenruall,v llDished rhe picrure that he'd b€€n
@ t . t n t i * r h ( \ c I w o c l a u . e . . u \ i n c o l h , r , , h o , , t B l , o n l
She had lols ot ideas, but most of then rere nnpractical.
She had lots ofideas, nost ofwhich were inpracticaL.
She has two children, but D€ither o[ tlieD look hke her.
Tim inteniewed several peopl€, who vere all unsuitable.
She gave me tour tops. but I only wore one of thern.
There were ody r$o flights that dat but the)'nere both lull.
I sludied Cerman ai school, but remember nonc ofi1.
2
3
5
2A
Listening
'@ a) t-ook at the photo of Tommy
i- McHugh, a builder who became a
painter- what do You think of his
paintings?
b) m Lister to the Iadio
programme WhY did TommY
become a Painter?
c) Listen again and complete these
sentences with one word
1 Tomny hadnt done anY Painling
at all until he reached his .--.
2 He compares his nind to a
..... , which generates bubbles
ful of ctative ideas
3 After lealing hospital, Tommy
and his wife received no
4 Tommy! life changed when
Marion Kalmus told him that he
Changes to the temporal lobe
tend to increase people.s
As well as painting, many PeoPle
with Tomny's condition tend to
Being very productive can often
resuh in rvork ot variable .... .
Although Tonmy! litesPan is
uncenanl, he regards his lile as an
VocabularY Intensifying adverbs
see Pr€liew, pl5.
a' a) Which adverb does !a! 8o with these adjectives or verbs? Check ir
.Y ffiprzo.
i LlEry/tharaughlyhealty {jay ...
2 I'd be deeply/strangly/tofally trustrated it
3 lr:s highLy/vividly/extrenet (un)likely that
4 r ttrcnglytimlylhighly believe that
s I bitterlyldeeply/Perfectty regrer .
6 1 was bitterly/uftetLy/extl€mely disappoinled when
r I canPletely/entirely/highty agree
e I vnidt/di.t;4 tt)/Pete '! , nenber "
b) Use five of the adverbs and verbs or adjectives in 6a) to make tme or
false sentences about your life and views.
s) work in pairs. Take tums to say your sentences Guess which of
your partner's sentences are false.
Think of someone who you think should win an award for being
erc€ptional. It could be somebody famous or a person you know.
Write {ive reasors why he or sh€ should win it.
lfinly believe ny cousinJulia should win the awatd. Shewas ill for a while
and made rcdundant, neither ofwhich puther off starting her own business
a) work in goups. Take tums to rell each other about the person you
have chosen. Try to be as persuasive as possible Then vote for the
person you think shoBld win the arflard.
b) Tell the class about Ge person your group voted for'
Beading and Grammar
@ work in pairs. which three
to vou when choosins a
QUICK REVIEW ...
Think of two famous
people and two famou5 ptaces.
write descriptions using relative
clauses with prepositions, and
intensifying adverbs if possibLe.
Work in pairs. Swap papers.
Your partner tries to gue5s
who or what you're describing:
A lthoroughly enjoy visiting this
Spanish city, in which you can
find aaudi's famous cathednl.
B ls it Barcelona?
holiday. and why?
; the toudst facililies
.: the local culLure
ii the accornno.Latron
r the cost of thc holid,y
q the Dighttif€
a) R€ad the anicle. Why did
the \witer fall in love with
Kerala?
b) Read the anlcle aganr.
Answer these qu€stions.
1 \\rlry did the xriter choose
januar)' to vjsjt Keralal
2 \\'lut did lhe wriier lind
surprising about Keralal
3 what docs the wriler
predict will happen ro
a which is the best way to
travel iflou lvanl Io see
&e 'feal Kerala?
s \\'haL is unusual abour rhe
$,ay people lish in Cochinl
6 \\,lx) are sdre lanous
people r t l rac led to Kerala l
c) work in pairs. h which
place, if any, har-e you 'lost
your heart'? What made it so
rvondertul? How would you
spend a perfect day there?
Vocabut.ry adjective word order
Crammar participte clauses
Review reLative clauses with
prepositions; intensifying adverbs
Memorable places
Its incredlbly beautifuland hypnouc, with
lush vegetation, white beaches and vividly
gfeen countryside. Entire communities live
along the canals and agoofs, which stretch
over 1,900 km, racting as a vital means of
comrnunication between remotevi lages
and crowded towns. n order to avoid tlre
monsoon season, i went n JanLrary At that
time ofyear the weather is great and you
are normally guaranteed warm days and
cooler, comfortable nights.
tdldn t expect to fnd it stillso unspoi
glven that it's relatively c ose to coa. People
don'tseem to haveworked out yet tlrat
Kerala is a ot nicer and much iess touristy. So
you feelas ifyou re discoverlfg somewhere
entirely new like you're on a tota ly different
planet. However, now that it's been
fominated one of ivational C.eagraphic s SO
must-see destinations of a ifetime ,
its on y a matter of t me before al this
now chafges.
WHAT SHOULDN'T I MISS?
Take a t p along the backwaters. ,Gliding
silently along in a canoe, you get to see a
r!ral Kefala preserued through the ages and
competely hidden fronr the road. You'll pass
locals doifg their aundry in tlre river,
schooteachers taking casses on the banks
afd so on, which is an enchanting
experience. tvtake sure you take lots of
batteries for your camera. A stopover in the
fascinatifg capital, cochln, is a so a must A
cluster of islands surro!nded by a network
of rivers and lakes, Cochif is home to a
unique culture. There's extraord nary fishifg
on the coast there; peope hang from their
boats into the water afd pick up fsh wlth
their teeth, before chucking them lnto
enormous nets In the evenings, go to a
restaurant and try the wide variety of fsh
Kera a is so famous for rcaught locally
every day, t's always wonderfuly fresh.
A PERFECT DAY
lwo! ld probably wake up around 10 a.m.
and tuck into a delicious hd an breakfast of
pancakes with lots of curry powderThen 'd
take to the backwaters for three orlour
hours. Later on,4having had an indulgent
lunch, l'd ie n a hammock, sipping fresh
coconut rnilk throuSh a straw and readinS a
good book. I mighi follow in the footsteps of
the Ho lylvood stars, who corne to Kerala in
search ofAyurveda, the natural Indian
healthcare which dates back more than
3,000 years. The treatments lse herbaloiis
made from the exotic spices that are so
pentiful here sPoured very slowly across
your forehead, the oil feels like a cow is
licking you;tlris may sound revolting but is
actually very enjoyabe and is supposed to
be good for people sutferlng from the
stresses and strains of rnodern ife.
after supper, totally reaxed, ld lread for
bed, putting on an eye mask n order to
avo d seeing any of tlre loca spidersl
Adapted from the Glard€n 2"*^r@
28
se€ Preview, pl5.
a Some pardciple clauses give more
infonnation about a verb or idea in a
sentefte. They are olter usecl to make a
piec€ of $dting more raried and
a) Look at participle clauses l-5 in
bold in the anicle. Which one uses
a) a present parriciple? b) a Past
participle? c) a pe ect ParticiPle?
b) Compare a)-e) with r-5 in the article
what gammatical changes occur when
we use participle clauses?
... so $ey act as a vital neans o[
communicalion between remote
villages and crowded towns
While you glide silently along in
a canoe, you get to se€ a rural Kerala
prese ed thro gh the ages.
Came face to face with
nassive, 1Oo-yearold
tortoises and swim in the
clear, tropical waterc of
the Aalepagos lslands
d) Cbeck in .: :r' P122.
c) Becatrse its caught locally ever,v day,
its always x onderfully fresh
d) Aftcr ltl had an induLgent lunch, l'd
lle in a hammock.
€) lf itt poured v€D sloNly across your
forehead, dre oil teels like a coi{ is
licking you.
c) Match the words in bold in a)-{) nr
3b) to meanings 1-4.
1 cause 2 result 3 coniition 4 tirne
@ n"\{rlt. tt'""" r""tences. Use the conect participle folm.
r Evenatter I had read ihe insrructions. I still couldnl understaDd
ho$' to use lbe canera
Even having rcad the instructions, I still .ouLdn't work out how to
use the camen.
2 Now lhat I have spoken to then, I ie€l much happier about the
I l J r d n * a n r r ^ J r \ e r J . , ' d I , J l l . d . ' r r '
a As I fljcked through his addrss book, I noticed somethirg strange
s As he cones lrom Brazil, hes Dot used to such cold veather
6 You'll annoy people it you talk like that.
Listening
lc t u) " " t " : - - j I ool ar rhc phoros and capt ion' and chccl anv
- 
new words. Then listen to two conversations. Did Bruce enjoy
his holiday in the Galapagos lslands? Did Melissa enjov her
holiday in lreland?
b) flfii! t-isten again. rick the conect sentences
Then cora€ct the mistakes.
1 The Calapagos lslands are just ott the coas! of Ecuadol
2 Bruce went !o the Galapagos on his o$n.
3 He remembe$ the islands as being very green
4 The warm seas were a big attraction for him
5 lle was very impressed by the $'ildlite {here
c) ifl.,{.i;i Listen again and answer th€ questions.
1 why had they decjded to go to lrcland on holldayl
2 why did M€lissa decide to sta,v iD this house?
3 Ho$,]ong did it lake to get Io the house?
a whar was the weather like $'hen they arnved?
5 whal was the problem wirh rheir local beach?
d) which of th€se plac€s would you like to go to? whv?
R€Eaite sentences l-5 using the words
1 Not knornng my say round Kerala,
I head€d straight lor the Toudsl
hrtomation otlice. (because)
2 The rain was very heav)' at that lime o[
year. causins loodiDg everrvhere (so)
3 Visited out of season. Kerala is not full
ot tourists. (i0
a Having sa\.ed up for ages. Lauren linallv
$'ent oui and booked her night (alter)
s Surtillg lhrough lhe channeLs. I came
across a teaLly good progrannte on
IDdia. (whil€)
28
o
Put these words in order to make
desc ptive phrases.
1 idyllic / seas / lvlediteranean / rhe
/ rvqtoise the idyllic, tuquoise
Medkeffanean seas
z leather / a(n) / box / old /
3 modern / vibrant / the / capiral /
spmwling
a that/ French / tine /old /rine
s snal l / t4 i r ' .entury/a/ cast le
6 suede / that / tacke! / expensive /
7 Welsh / energetic / sheepdog /
youns / a(d
e arnchair / velvet / aor) /
uncomfortable / antique
Join the extra information in
brackets using a relative clause
and/or Nith, and or in.
a delighful Victorian couage (six
bedrooms, quieL area)
a delightful Victoriah cottage with
six bedrcoms in a quiet area
a spacious, modern flat (well
decorated, in€xpensive)
a classic round necked sweater
a funnli {e11Ndtten
contenporary dmma (ongnral,
a scrutty young wnter (dark hair
an ltaliaD sporls model (meraliic
r When descnling a noun, there js ar order that adjectiles usualy lolo$r
Notice that opinions come b€fore tac|s. the general betore fie speciftc.
opinion I size I "e" I cotour i oriein i materiat i
---' *._----:..*-i;ftt lil;;";9-1'jffii - r.- ...^..-iyllT.-;[^-l-- |il;;*l *-i-" -Gd--i;i;;-
-ftili loot;i*,iiri- -_ i- --1-----F;;;;;;
-;";;G:-'- -'|- ---i- *-i';ili ;;;J f;;;"e*
@ ul r *k r , rhe.c.adject iv(. in bold. Do rhcy desc' ib€ opinio". 5izc.
rge. corour. ongrn or mar€naLi
1 br€ath-taking, high, snow'capped peaks
2 d€licio[s, Thai, frch and coconut curries
3 qtravagant, while, marble bnildings
a pictnre-book, medieval ltalian villages
b) Look at these examples. When speaking we try not to put too
many adjectives in front of the noun. How do we avoid dotug this?
tuther sLtlpiA-bohing, clunsy birds uitl blrc feet and long necls
chamtng, rustic cottages in stone
.blictous Ttni cirries, 6'thi.h$e'e) nude oI Jish and oconut
Think about a place dlat you have
beer to that you eitlrcr love or
hate. Write as many adjectives as
you can to desc be it-
a) work in groups. Take turns to
describe your place. Ask follow-
up questions.
Ihe first tine I visited this city I rcaLIy
dbliked it because it was so noisy and
chaotic, with a lot of ttaffic and
b) Tell the class about the best or
worst place you heard about.
c) check in {,ffi p120.
F
d) cncrgetic ancl exciilng
@ | i rrrn ro harr ralUnt dh,,ur ( i r ic\
an.t iird. why is tood in EnAland so
b) Look agah at thc rast of Lngland and Southwest EnglaDd
extracts. Underline the adjecdves the writer uses to make the
areas sound interesting and attractive. Tick the (nes you knon:
c) Chcck new rvords/phrases in.:ir' ::: p120.
a) Lister to ICrteJohDsoD, r'ho work in tourism.
Wlr.tt is the main poinl she is 'naknrg about o\-erseas visitors
to Englandl Wllat do these nunbers rcfer to?
2/.4 mi l l ion 3.5 mi l l ion 2 mi l l ion 1.7 mi l l ion 1.2 mi l l ion
b) woik in pairs. Compar€ answers. Did any figxres surprise you?
g, a) work on your.ou n Ihink of firc
Irac.\ a \ t \ t tor \nuukt \rr tu appn ctalc
the variety your counlry has to offer
Think about ho*' you can tell other
people about these places in an
nrteresting and inlormativc way.
Real World .
', llyou have ever been Lo (Bath). you ll
kDoN {'hy I inclu.led ir in ny list of
'must see places.
Work ir pairs. l-ook at the photos and read the website exrncrs-
Which areas or cities \rould you lik€ to visit? Put them in order.
Then tell the class.
a) Look at ihe words/phmses fi bold in the extracts.
Match them to thcse mcaDiDgs.
a) bcautiluL countrlsidc c) bus\'
2C Real World
a) ::r..1:, Listen to Kate talking about rJre
diversity oI what EDgland has to offer as
a holiday desftration. Make notes on any
additional information she gives about
the places on rhe map.
b) work in pairs. Compare notes. Then
lister again and check.
Work in pairs. Tell each other about
three people you know well who woukl
choose different kiDds ofholidays.
Which of the placcs Kate talk€d about
would you recomncnd for cach person
and lvhy?
'rb 
my mind il-s one ot dle (bcst places)
in rhe counlr),/anywhere in tbe ivorld.
ADd tou tusl have to go to (York).
1l itls (sports) you re alrer/Dro. ...
You can t hea/do be(er rhan (go to
(]ornwall)
b) Work in groups. Take rurns to tell
each other about the places you chose.
Say why you chose dem and what knds
ofpeople would enjoy then. Ifyou are
from the same country', did you choose
the samc places? Ifnot, why?
Extension
Choosc three ofthc places on your list
nnd Mitc a short pi€ce about each, in
the style of the website extracts.
l rr : ' : . The West lv l idtand{ appeal l ies in both i ts
t imetessness and nrodernj ty. i t is krown as the'H€art of
Engtand: The culturaI diversity and vibrancy of Bjrmingham
reftect a very djfferent Ergland to the one of Shakespeare's
Stratford-upor'Avon. Don't miss the ste€py vjltages of
Warwickshjre and Herefordshjre or the beauty of the Cotswotds.
With its
miLes upon mites of unspoit t
beaches, meanderjng rivers,
ancient woodlands and, of
course, the NorfoLk Broads, this
region has a unique character. i 
on p-t06. Folow the insiructions.
'@
2 Review Language Summary 2. p12A
Fill in the gaps wilh one of these
phrases.
5y{ti.h- both of whom
none ofwhich on whose
al lo fwhich wi th whom
for which afterwhom
r rhe dare Oyrylich... all bills
must be pajd is the 30rh of (he
2 The person
i discussed the issue denled
all kno$4edge.
3 ive got tlvo srst€rs, .....
are younger tn:n me.
4 There are seren llanf'Polter
books, . . I 've read
5 You have all been very co-
operative, ..... lm
deeply grarelul.
My favourile singer is Kylie
Minogue. .. my
daughter Nas named.
I am gratetul to Jack Terry
research I largelv
depended tor this book.
I bought nyselfsix computer
ganes. .....
reduced by 10%.
Fill in the saps with these
inre,rsifyin; ;d.l€.bs. I:r.,ia
i!e?6r bitte y vividly entnely
I get dJep{}l husrrated when
Iln stuck in a tra iclarn.
L.. remember ny
tirsr day at school.
I always leeldlsappointecl when my couDtry
loses an inporlant lbotball
l . agree that Den
and \aornen should have equaL
deepty highly firmly comptetely
Ir! . unlikell that
l'll ever learn another language.
6 I . believe that llle
mproves as you ger oner.
7 |.. regret som€ C)1
the things t'vc done in ny life.
3 I agree with my
country! polic)' on gre€n issues.
@ a) co-p!.te riese 5cntenc( s r,\ith xpresent pJrucrpre. a past pamcrfLe
or a pefect participle.
1 fal94. in moderaLion,
chocoLate is good lor you.
2 ........-. in restauran6 all
week, Lucy prefeG 1o cook for
hersell at the {'eekends.
3 ...... such a big lunch
earlier that day. I dldnt feel like
any o'nner.
4 ......... the fi]n three
times alread). she decided io
give it a miss.
s ...... her ex-boylriend
approaching, she ran and hid.
6 ..... hom a distance.
she looks lik€ a 2O-year-oldl
7 . .... rhe inslructions
Iwice, I began to assernble
..... out loud, the
poern sounded much belter
. .... rne repon so
quickll I missed a io1 ol
Sivc
10 . . . . . the chance,
t cl love to lean ho$, to ski.
11 . . . . . . the job to Fred,
she imrnediately regre(ed her
12 -.... nysell an extra
da} I should be able {o finish
Ihe iob.
b) Work in pairs. Re$ritc
sentcnces l-12 in 3a) using i/,
berause, afer. etc. Ilake any
othcr necessary changes.
lfit is eaten in moderation,
chocalate is good fotyou.
Read the story. Tick the goups of
adjectir-€s l-6 that are in the
correct order Corect the goups
When I x'as 14, m) parenG went
on holiday tor a seek and I was
sen! to sta,v iD a(n) lbig beautiful,
old house in ihe coLrnlry wilh
some distant relatives. My cousin
Ljndals best trie was a(n)
,16-y€ar-ol.l attractive girl
cal1ed Anna. who had rwide
cxtaordinary emexald-grcen eyes
and adark shiny long hair. I
remember wonderful evenings
charting around the swooden
round kitchen table. The tollowing
summer, t s'ent back theftr again,
but ADna had faller in love wilh
a(n) 6ltaliatr tall dark-haired
pilot, so I had no ch:ncel I was
only 15. but 1 telt lile would never
FiI in the vowels in these
adjectives which are used to
describe plac€s. ir'r !: ir
1 n s p l l 4 v b r n t
2 d v r s 5 r g g _ d
3 ( l n t 6 n o
a) Tick thc thfigs you can do
in trnglish.
I can define and qive exira nformalion in a
lorrna and nformal way
I can emphaslse verbs and adjectives using
a range of appropriate adverbs.
can identit poinis of delail in a complex
newspaper anrc e.
I can write concise descriptions using
c0mptex ctauses.
lcan descibe paces in detai lusng
accurate adjective order.
b) what do you need to study again?
t-:tt!E!.
Accurate Writinq
CONNECTINC woRDs: t ime ( '1J
PUNCTUATION: apostrophes
FiI nr the gaps *'ith thesc connccting sr)rds/phmses.
Sometimes thcre is more rhan one Dossiblc answcr.
mffipl2l.
a I boughL a Dcs. compuler lasr monih. I\'c had
SUB]ECT AND VERB INVERSION
a) Tick the correct sen(ences. Then corecl
p125.
nothing but troublc wirh iL.
s I caught a glimpsc oJ Src!. I vas huqjng doxn
6 I acccpted their inlilaliorl ro supper , I rcgrcucd
He bcgaD askiDg thc boss rbout his plans. Le
rcaliscd thc nisrake heil nu.lc and changed rhc sul,jecr qurctrl):
I sl]l anxnrush q.aiting Ior Llle call 
. I lried ro ger
on $ith nnne work. bllt kepr looking ar Lhc cl{rck.
Adcl one or two apostrophes to each ol these semences.
$ffiffi p12r.
1 Thcrcs r lor o[ nNd on r]re cars Nhccls
2 ,{rc you .rbsolLrtcl} slrrc irs noL hcFl
3 Britains nlost popular pcrs arc cats.
a I rcalll caut rcncDber its nrnre
5 whercs lhc srudents collee bdrl
6 I rhinlt its \riucn b) a|arlcs Dicl<ens
7 kl lister carcfrlh'ro ihe womrns opinions il I were you.
@ a) nc . r l r l r r . . r r rac r l r omr . rudc r r r . so rk . r , , r r c , r rhc
underltued $.ords/phrases ttsnrg connecring words ofrine.
Son1etines there is more rhan one possible an$!€r.
b) Find and conect six misrakes in the use olapostrophes_
| ! . td. l rcredbe, I sad ve'1rLe oelause /s
so beaLrliful and lheres nowhere else like il in lhe ehtire
wofld. 16G!_!i!!e fo! cor e oul ot lhe sfation yoo see a the
boat's goirg Lrp ard down lhe Grand Caral, which @hhibutes
io if's tarry4ale al osphere. I ihink tk ore of Eurcpes nosi
romanlic ciiies. I ?at_.ji!!li wenf there with my parenrs wner
lwas ten, and I've been goiirg ihefe rafie|wards, {or the tast
20 years. +$$[4i]e l'n going alohg in lhe river bLrs, I stl
can't stcp looking al lhe funlaslic buildirlg's which tirle the
carals. lk' uniqle architecfur€ ftakes Venice a reat oper-a[
rnlseoml I sa{terwards love wanderi,rg arolrd the refrow
sheek ard goirlg window-shopping.
the moment as soon as fllst ever since originally
from then on while as afterwards then meanwhile
1 I mer him l decidcd he \!as Lhe nan I Nas going
2 he came to rhc school he-s becn norhing bur
3 Thc cotrage {as nsed !s a posr ofiice. bul ir was
conler ted. hundrecl ie s ,go.
r A I Dee.l an eye resi.
B 5 o d o 1 .
2 a I didnl kDo\a rhere was sugxr in rhjs.
B No, nor I d id.
3 Look. Here rhe doctor comes
4 Look. Here rhey come.
5 She's a doctor, isnl she?
5 Have you any idea where are ny glasses?
7 Do you remernber whar did rhey say
about taking viramin C?
3 Which doctor is rL am I seeing?
e I donl know $har is his problen.
10 I won.ler s'hal his diers like rhcse days.
11 He asked me am I Llking any exrra
b) Re$Tite these sertences using rhe
words in brackets.
r where are the nail scissors? (you know)
Do you know where the nai!scissorcare?
2 A i havent been able to.onracr Harry
B I havent either (neirher)
3 Wha( afe you planning to do &is
veekend? (he ask ne)
a Does he still lvork wirh Megan? (l
s A John sanrs ro lind anotherjob.
B I 
€o docs, roo. (so)
Look. Thc traffic warden. (here cone)
$ftere do you work? (is rhis)
Where does he lnel (l not know)
When can he come? (he wanl know)
what wouldJlll likc for her birthdayl
5
7
a
9
1 0
Preview 3
3 Well-being
Being confident
QUICK REVIEW ...
Complete these sentences about yoursetf: / vividly remembet... i Istrongly believe
that ... I Iwas bitterly disappointed when ... ',I m extremely unlikely to ... Wotk in
paks. Take turns to tet[ each other your sentences.Ask fottow-up questions.
Vocabulary
Positive character adjectives
a) Tick the words you know. Check
new words in $?-{*j prz+.
cour;seous detarmined meticuLous
gdnerous tristing thrifty c6nfident
spont:neous cairtious
b) write the names of people you
know who have some of the
charact€ristics in 1a).
c) work in pairs. Swap lists. Take
turns to ask about the people on
your panner's list.
Reading and Grammar
Vocabulary connotation: positive
and negative character adjectives
Crammar introductory ir
Review intensifying adverbs
THERE ARE ccrtain things in life
thni are obviously beyond
question and it is clea. that one
of these 'ulqucstionables' is that
everyone wanis to win.
At ihe enjoyablc cnd of the
victory spectrum is n\e sheer
elhihntion of crossi! g ihe
firishing llne first, coning top of
the class or spraying cha'nPagne
from the podium; ai the other
end lies that deprcssing, kicked
in-the glts a.he of being the
loser So strely we all hate it
when s,e lose or do we?
Professor Schr thciss lioh
ihe Uni\'ersity of Michiga'1
carried out various laboratoiy
experiments on 108 college
siudents md il suryrised hirn b
discover that while sone people
becane stressed aftcr losing ott
to a rival in a laboratoN task,
oihe$ became stresscd after
niming. He concludes that
people cdn be split inlo wolves,
{,ho are utterly drn-N b win and
find it difficull to .ope Nith losing,
and sheep, shose trimphs over
others bring distress.
Dr Michelle Wirt[ a collcague
of Professor S.hultheiss, says
it's difficult to know whcihcr
shep consciously feel stresscd
because,when people arc asked if
they prefer to s'in or 1osc,
cveryone says they'd rathcr s'in.
Similarly, people are not always
conscjous of a'here they sit on the
poNer spectrum. "lf you ask
p.ople ifihey likebeing in a
position of power, ihey uslally say
no." Dr Wnth believcs i(s not an
aspe€t of their personality that they
Dr Wirth also says that the
attention generated by a'iming
mightbe part of the effcci. "leople
wiih high power mofi-ation Like
to b€ the centre of atlcrtion,
@ l#ji:,::t* 
"sain. Find elndence in the articre to support these
r The wriler ftuds it l'nd Io beliele an)one \ould preler to lose
2 Dr Schultheiss expected lhat everyone in the experimenrs would lind
iosiLlg stressful.
3 MosL people arenl aware ol$'hjch group rhey belong to.
a Somc peotle tecl stressed xhen fieir success js nrade public
5 Job salisfaclion isnl necessarily .letennined by how much powcr you
have over others.
@ rvo.t i' p"i...,r"rwc' the que<tions
$tal is your idea ofa successiul
Which cliaucleristics ftom 1a) clo
),olr think are necessary to be
Do lou think ereryone woul.l like
to be successlul? why?/why notl
@ a) check the meaning of these words
self-aMreness a triumph distrass
an iccolade d6minate
b) Read the article. Match headings
a)+) with para$aphs I 5.
a) sone iil.e thc spotlight
b) An unexDectcd result
c) Whar most people believe
e) A lack olseLt a$:reness
Help with Grammar
3A
The phmses in pink in lhe article shoN lntroducrory ir as rhc subjcct ofthe
vcrb. Thc phrases in blue in the arlicle shoN nrrroduclory il as rhe obiecl ol
INTRODUCTORY /IA5 SUBJECT
It thc subJect of tlre lerb is a long and grammalicall! conpler nruclurc. wr
oltd pur ir aL Lhc end o[lhe clause/sentence and use il as lhe subject of dre
lerb ar the beginning ol rhe clause/senrence.
Wh9!h9t :h99pt9!ttqiA'!Sly feel stressed b difficult to know
It\ difficult to knaw whethet sheep cansciautly feel stressed.
so it follo('s thitnot wiming is
stresstul." App,rrentl)t these peoplc
lhd it hard to .ccept that som€onc
clsc is gettnlg the accolade thnt tlrcy
fecl shol d fale been theirs.
Dr WirL\ also ponrts out that for
lor-poNer indn idu.ls public
recogniiion is equally stressful and
they rYould do anythhg to avold it.
5 Dr !\nth believes thrt knowing
a'hi.h catcgory you failinto q'oif or
she€p -can brjng Lrenefits. "Ifyou
.an figurc whi.h one )ou.re, you
can tnilor 
,vour rvo.king environment
to suit you. Ihere are some peopl€
who get picasure and satisf.ction
from behg ir positions of pos,er, and
the.e are thosc $'ho are less
comf ff table doninatilg oiliers."
Adapt€d Loni 7/rr 7t,.s 3l/0S/06
@ u t , ) r h r t c p r o r n p r * r , r m a k e r t n r r n , t r a h o u n o r r r r e l l o r I ' e n p l e
@ u.,r. i" g,o"p.. r)iscu.. thtsc
r A.e thcrc peoplc lvho reau\'
donl lurd losing, for r:xampLe
lvhcr doing sporrl
2 ls it possible lo be boih a sheep
and a $oln Wh) lAVhI not?
3 Do evcn'shcep secre l ly ento)
Most peaple lknaw prefer itwhen the weather's hat like this, but ldan't.
2 cant b{:.rr ir rvhen
3 lind iI casy
4 consider i t impol i te
s alNays enjo) it s'hen
b) work in pairs. Take turns to tell each other your sentences. Ask
lbllos-up questions.
@ a) Match the Ine examples of int$drctor), ir as subject to Gese structrres.
s + oliccr + iDlinirjve
1 + adjeciive + (t/rat lt'scleatthat...
2 + (nor) + noun + (thit)
3 + adje.iive + intiDitive s'ith to
INTRODUCTORY /I A5 OBJECI
:i \\'e olien use ir as the object ol a yerb where ir refers to a clausc latcr in
thak(lhal !:::9J!)rj!2!blj!. rt Lha'.tAdl-he4e1h i.
'-'- 
.7:
lt) Match the two examples ol introductory il as object to .hese structures.
2 + adjective + jnllnirive with to
ri :,, \Ve don t use introducrory it if rhe subiect of the rerb is a noun:
rhdir /ad,s w.,. .or{t.r.,rL unfoun2erl. not ++a++mp1+*e$qlaxte+
Com on expressions wirh j rnroducron i t : l i \ n . good. . . . i I l no l5 f .
1 , ! r c n o n d c . r t r . , r , , , , r c . c , , , , r d . , , c r l , d
c) Check in p125.
@ n^wire rnc.c -cnrcn(c. u- in8 inrroducroN r a. rhc.ubicLr.
r ThaL we only had tlvo applicants astonishes nre
Itastonishes me thatwe onLyhad twa applicants.
2 ThaL she retused a promotion is slrange.
3 1_o get this linished on line wonl be eas]
a lb luve a good worldng relarionship \vi(h somcone neans a lor
s Ihat wc need people wlth more experience is obvious.
3A
@ 1|.", .'i:::],':siflT ";,:li.ll- *."^-'"
Listening and VocabularY
Richard Minnda
SoDreljnres nvo characier a.ljccttyes fan describe
sinilar rraits, but on{: ma-\' have a Posjtlle an L one
Da) hale a negatLve connolanon.
a) Comparc ihcsc extracts from R3.2. Ansqcr
RCHARD I dont a..nt 1o sound trroglll
NrERV EWER ,\nd ]oule gcneralll' quiLc .onlident
rhat , tou can del i ler $h. t they sant l
' L J l o r n . r l , ' , r " l . r r ' : l ' l t . - t . t t
someone rho is !er) sure of hLLnselfl
r u r . l , n . r . . , , . r ' . ' 1 , . p ' \ r h n l - l ' , '
beLtfl' Ihan other people?
. \ \ h . r ' d t . r r \ " 1 , . . r ' ' n i r ' . o r r ^ r . r "
Which has a n€grtire connotaLion?
b) Nlatch ttrese negativc L'haracter adjectiles to the
positive character adjcctives ir 1a)
atrogant rdcktess tight fisted finicky
extravagant gutlible dbstinete imPetuous umid
arrogant-canfident
c) $brk nl pairs. Comp
d) check nr pt21.b) Listen to valerie, Richard and Nlirandar a l k i r g J h , ' u r i n r t ' * r o r . \ r r d r , ' r n . . I ' l l i n r h ( g a l t i n
these seDtences sith their nanes
r hDcw abouL itiiPostor s)ndrome bcLorc the
2 lus ney.r cxpeflenccd mpostor svDdrotne.
3 \rorlG in T\':
4 is a grrc lcn. les igner
s is doilrg a posLgfaduatc dcgree
c) ListcD again. Choosc the correct answers
r a) Valcrie fhirkJldoerr't tfilrl her clients rt.rlisc shc
lacks conli.lcncc.
6) S.l1a expetienced/dk|n t exper;erce inlPoslo I s)'nd I o m.
\\'hen she $,as a teacncr.
a) Richard makeJldoer,'i make ntislak.s ir hls r'.rk
b) Llc sa)s l]rcre arelare,'tary pcoflc in rhc rnedia
\\1r) .\pericncc scll'cloubr.
a) viran.h /eelildoesr'rleel shc! becn !cr) locky
b) She lJlrn f peliDg lor her sLrrdles herscll.
@ O , f ' . . * l , \ c i d i . . r i \ c . l , o r n l a J , r n d l 1 b ) r h a r \ o u$ould (hur ' \ r to clcscrrtrr \ ' rurselr .
b) $brk pairs. Tell your parnrer rvhich
adjectivcs lou chose aDd Nhv
Look at thcse sentences. \{ake notes on what you
could sal lbr and aganrst each onc.
" r l . . n t ' . - r ' , . J b . r { \ ' 1 r r l n l r ,
b) Elcrr empl{rvce in a compaD) should havc a Lurn
aL oeing a marugtr .
c) Pcople should bc allowed to scar \lhat thc) \vart
d) Ererlbo.l-\'slioukl bc ranithr Lc, cook when thc) re
e) Pcople \aho are caughl dropping lirlcr shoul.l hare
to pick up littcr konr lhe stttts lor a rnonth@ 
wo.L in groups. liscuss these questions.
r Do )oll rhn* thal nran-r_ peopLc evcrience lnPoslor
2 \YliaL adlice lvoLrld lou gtrt'ro someone Iho sutferr:d
Do you rlrink imfostor s)ndrotne cxLsls nore
arnongst highly qualificd Peoplel
Do )ou thnrk Lhal ever,v(De in !.ry rcsponsjbl.
posift)ns LeLs dlis wr! somerimes? Wh]lN h] noL?
@ O " " ' r , , , a roup - D i . c " . . r l , ( * ( , , r (nc . . i r r r 3
i ii'iiiJi."il,' t" '"v I
- : ) : ' - --- -"-- -
b) Tell the class which sentcrces your group agrced
$ith.
f* A happy, heatthy tire
QUICK REVIEW ...
Think about things that are happening in the wortd at the moment and comptete
these sentences: /f amaze s ne that... ; llind it difficult to see how... i lt was good
to hear that... i lthink it's tenible that... I I hate it when ... t llove it when ... .
Work in pairs and tell each other your sentences.Ask fottow-up quest;ons.
Vocabutary phlasat verbs: health
Crammar inversion
Review introdllctoryit
Vocabulary Phrasal verbs:
health
@ alt,urs rhr meanlng. of rhe
Inr rs . [ lerDs In Doro. L ' rccK
in : p124.
r llolv long does it Lrsually take
you to get over a coltl?
2 when )'ou a.c bitLcn b.,- .rrl
insect. do€s fie area aroun.l
the bite usualLy swell upl
3 llavc \.ou ev.r picked up a
stornach bug whcn travellingl
4 llave you cv€r Lried using
steem ivhen your nose
is blocked up?
s Ilyou go do\m with flu, do
you usually still go to workl
6 Do lou usualL,v catch bugs
Ih:I are going aroud?
7 Docs your doctor usuall,! prt
people on aDtibnrdcs it th€r-
lave a cold l
3 Have you eYcr come out ir a
ras| becausc )ou were allcrgic
to sonrerhing )'ou d eaten?
b) \\brk tu pdrs. Take luns to
ask and answer the questions.
Reading and Grammar
df rv.nl, " c'o'o' ot Iour. Look nt1y
rnc Pnolos rn(| rcao rne
headhrc .nd introduction. Try
to predict the suggestions givcn
in thc article. N{ake a list.
Greqt woUS to well-being
You don'l hcve to fol o\n/ (:l
on the treodmill. The potl-r
be eosier thon you th i fk .
punislring <1iel or spend l'ours
io o hec thier woy of ife moy
work in the sane groups ot
lour. Student A pI09.
Student B pl12.
Student C p115.
Student D pl16.
dl a) l tork in eroLrnt . Di . (u\ \ I l r . .c qu( . r ron ' L, i \ t c \amplc '
1 \Vhich suggestidis are comuon kno!ledge in,vour counlry?
2 \\tich rcscarcli {indings, if an} surpdsed you?
3 world lou disagree wiih anl' o[ the suggcnions? ll so,
which oLle(s)?
a WouLd you considef lollowing any of tlic suggestionsl ll so
$,hich one(s) and wr,!r
b) Tell the class your corclusioDs
.*-:--'-'.\( r'4ost of us were surPrised !9 !""1111L:,
\ o r d o u o g r & 4 " ' , " " e - " i a - t o '
a) Read dnut two more vays to stay
healthl'. Fnrd and conect {ive nfstakes
in the use ot inrersion.
Help with Grammar
se€ Preview, p25.
r: $'hcn \ve begin a senlencc wiLh ! limitir1g adYerbial (e g s.kk n)
or a Degalive e.lverbial (c.g. urdcl no .tt nrlan.ds), the subicct
and thc auxiliat] verb are iDlertecl.
a) Look at the limiting and Degative adverbials in bold
in l-6. Then undcrline the inversion in each senteice.
1 seldom do p.ople asso.iare being nrarried wirh being
healthii
2 Not only does deDtal hygienc save paintul and exDensile
visits to thc dentist, it may also prevent strokes
3 Not rntil lasL Neek did he agr.e to stop snoldrg
a \iery rar€ly do,vou hear anything negarive about eatiDg fish.
5 OnIy rec€ntly have €xPerls come llJ apDrecirrc rhe lieahh
bcrcli|s of eaLlng cuul:
6 UDder no circumstances shonld you exercisc i nredlateLy
aftcr eatulg a hea\T mcaL.
b) Look at sentences 1-'+ in 5a) what auxiliary is used when
we invert Past Snnple and Present SnnPle?
c) Look at thc cl^uses in pink and blue \\'hich clarce has
1 Nor until she iearns lo relax will |hings gel belte.
2 only xhen 've got the dog did we sralt going for tdlg walks'
ln\'{:rsion.d,1 occur after anothef compLetc clause bcginnnrg
\|itl1 nat until , only when , only if. anly itet
'., ALthough inverslon is usually found in literary and
folnal terts we also use it in Less formal sPoker an.l \tritten
English wher we Nant to add cmphasis or .maric efiect
d) Chcck in p125.
(JnlU rccentlu experts have
suggested that there are many
health benefits from being exposed
to sunlight. Not on y lt helps reduce
depression and pain, it also reduces
hlgh b ood pressure.
se dom we hear anyth ng Posltive
about drinking wine However,
research suggests that not 0nly
drinking a moderate amouni of red
wine reduces the risk of heart
attacks,lt can also helP Proiect
elderly people from mental decllne.
8ut of course, under no
circunstances People shou d dr nk
and 0nve.
b) r /ork nr pail.s. Student A. read out youf
corrected lersion of paragraph 1. Studcnt B
read out your corrected version of
paragraph 2. Do you agrcc with €ach other's
ReMite sentences l-5 using thcse phrases.
The meaning should stay the sa'nc.
€Cyal1.e not rntil not onty
unier no circumstances not for a minute
1 lve only s{:en liini this happy once.
Only once havelseen hinthis hapPy
2 I never once tiioughl I d enio) hevng a
dog. but i Is great .
3 I {asni.iusr stresscd out, I Nas SetLitrg ill
a You shoulcl nevcr agt1re Io do overtinre
s I di.lnl rcalise it Nrs lin dll sh. spoke.
We co! tdnt agree on whether . . .
was good adv ce or not.
Listening
a) You are goi'rg to listen to six people tnlking abort what they do
to cheer thernselves up. Try to predict sone of the thtugs they talk
b) i'i;'.i;a Listen to tlrce coDversations. were any ofyour
predictions in 8a) conect?
c) Listen agah. Read the q otes and answer the $estions.
CONVERSATION 'I
a) Rachrei says, "I'll open one of rhos{: " Whai does she open?
b) Naomi says, "Il really does takc you oul of 
-vour dovn moment."
CONVERSATION 2
a) Alex says. "l can do ]t :r1y tilne I llke." \\har can she do an) rjme
b) HelcD says, "lL\ lmpossible Lo teel slressed when yourc zipping
around like thar." Zipping around on what?
CONVERSAT ON 3
a) Ian says, ... because its grcat fun and colourful." What is?
b) lan says, 1'll try to be cynical about it." Cynical about {hatl
a) ,:l '! ln spoken English the
speaker often uses fillers (e.g.1ou
ftnow, ftind of or makes false starts
(e.9. I're got ... I'rs fteF all the leuers).
'lhis 
allo*'s the speaker more thinking
time. Look at this extract from one of
the conversations. !4sfu!!4s different
examples of redundancy that
FRAN Well, gencrally il L um, i[ l m not
feellng, un, too happy then, urn,
I need somelhrng to {ork to\rards.
so, um, I rr! and ftakc contact
ivirh liiends thar I don\ reallv see
verv olten aD.l, unr, and I find that
it hn, I n s'ith thcm then I kind
of lbrget about \rhars going on at
the tine andjust r.nember lle
things l. )ou kno*r used (o do
Nith then, and. un. th.vjusl kincl
ol, cr, acc€pt Dy pe$onality so I
don\ have to, you knon; tlur. that
rriviai lili!1g that! usuall)- makhg
Dre nol very hapD: DoesDI really
n ' :an Yery hucn Lo rn€n so . . .
b) work tu pairs. Comp
c) Look at Rf.4. p151. Check your
Make a list ofthings that you do
to cheer yourselfup when you're
feeling a bit low Think about all
the positive effects associated with
go forarun and listento nusicon an
MP3 pLayer ) getsyou outofthe
house, healthy, takes your nind off
a) Work in groups. Take turns to
try to persuade other students to
Try lt. Not only does lt get yo!
olt of the house. but its also
very good foryou phys cally.
b) Tell the class about your groupi
most unusual and most popular
It's the way you say it
QUICK REVIEW ...
Comptete these sentences for you rseLf: naret . ; Not until .. I Not only - "
seldom ... ; ILndernocircumstances....work in Pairs. swaP PaPers Take turns
to say your partner's sentences without inversion]- Rarcly do lhave time to
rclax these days ., I rady have time to rclax these days.
@ O n." uouLl rou sar r l r .phra.es 
i r r .bol r l in
- 
a r n u r c d i r c r r $ a ) ? ( h c c l i n P ] 2 4 .
1 I Lhmk )ott \tcrc being €coDonical wilh the
tru(h on thal occasion.
Ithinkyou werc teLling a Lie onthat occasion.
Ibu get a discoLlnl on lublic LransPort il
you re a serior citizen
N1y dad.s someNhal behind the limes
{hcn iL comes to technolog,\r He still
Rosic's car has seen bett€r days. Shc could
rerlh do sith a rcw one.
'lou11have to speak up she! getling on a
bit and is hard othearing.
I was leelmg a LlLle undcr the weathct
vesterda\i so I staled in bed.
bur son can bc a bit of a hardft.l aI tinres
and tinds the work werc doing chalcnging
fts a bit on the chily sid€ in this roo'n.
Can we lum tlie healing ufl
b) \!brL in pairs. Take tums to test each
dher on the euphemisms in 1a).
( economicalwith the truth )
; That means telting a lie'. i
- ' . ' - . - ' . 
- . ] ;
a) Lookat the pictures and read situations
A-D belo$r In which of these situations might
you cornplain. retuse an invitation, disagee or
give your opinionl
Your partner has takerl,vou 10 (he lirst night
oIa nusical as a birthday treaL. \bu didnl
like iI but,vour parorer did.
Your boss aslis yolr round for a neal but you
Ihe \\'lrirer asks )ou it,vou liked )our very
cxpensive neal. You are not happy with it
A lrlend is trying on som€ ne$ Irousers. You
rc.rlly dont like tbem oD hm/her.
b) lor each situation, think ofways in which
you could respond in a direct way ^nd in a
less direct way. why night you prcfer to be
i vocabutary euptremisms
1 Reatworld being tactful
ll Review inversion
\.-_*-...*-_-*_-,-*
I i
i - l
, \ 1
/'n")#i )
1 " 1
''t
(/)r
3C Real World
a) Listen to four €onversations in
which two people respond nl different ways
Malch each conv€rsation to situations A-D
ln 2a).
b) Listen again. whi€h response in 3a) do
you think is morc tactful, a) or b)?
r a ) b )
a) Wnte thcse headnrgs in thc conect
places I ;.
lnag+e++orms using adverbs of attitrde
using modals rsingvague Language
not sounding negative
1 usltgpasl faln'
We were planning to go to the cinenra
They could do with bejng (a bit loose4
t coutd have been a blt hotter
I'd go fof black instead if werc yoLr.
@ a) Ilatch each pair ofphrases to situations A-D in 2a).
Tonorrow! noL ideal lor n€, hr afrai.l.
$re .l hoped 10 go and \1siL Lisa\ parcnts rhen.
Frankl), rL wasn t quitc up to yo r usual sranclarcl
\\rell, I rvould havc to say wc'\.e had berter hcr...
It wasnt vcry gnpping at rimcs
I wrukl t scc it aganr but ]t h.rd iis momenlsl
I think I mighr choose someltrinit a brl less tussl
hr not oyer the moon aboul Ihe s(yle. persmrllr
b) \,\brh in pairs. can you think of anything clsc you
might s.r,v in these situationsl
€, 
a l Nork i , ' Dai r \ . Redd conv.r \ar ionr l -4 . R.s, i r r B*
- 
rcrponrc. ro mak( rhcm mor. rdcr lu l . | . r th t i r l$ end
language from 4a) and 6a).
1
l
b)
2
b)
3
")
4
4
2
3
4
3
we rnust allget togeth€r some time.
(rhey coLrld do with being) a bit loosef.
It was sort of interestlng in pads.
The steak was on the tough side.
think darker colours suit you better.
Ive seen better pertormaices.
Rick and I were hopiDg you aDd Harn could sp.nd nexl
wcekend rith us. Our ki.ls would love )'or to
No sory', \re've nude othcr a ang€meDLs
. . \ . " J " . . , r r h i r . l , r , r , o i . L \ . . r r 1 r , l r . 1 r . ' r n u .
rhen? I rcally cdoved it
Did )or? I d idn\ .
So, what do you dink of nr new hairsqte?
I hope,vou'rc satisfied $'ith your acconmodation
\Vell, weie not. lhc rcon is too snall.
Quite honestly, I've seen better performances.
unfortunateLy, the steak w.s ... .
b) ct'ect i" l,Iij;.$iii ptze.
b) Work in groups of four. 'l-ake turns to read out your
conversations and suggest improvements to mal€ the other
pair's coDversations as tacttul as possible.
a) Work in pairs. Read situations I 3. Write a conversation
lbr one of the situations and then role-play it. Try to write
corversations of at least lbur lines for your situation.
1 Your elclerly cousirl invires )'our fanril) lo a pan), but your
teenage chiLdren really donl wani Io go.
@ Lirren dnd p,acr i \c rhc *cnr(, , ((*50 thcy sourd tirctrul
We were pLanning to 96 ta the cinema
Your lriend is enthusing about a CD she'sjust boughL. $hich
\'ou really dislike. Give your re.tction
'Ibur brother hasjust moyed nxo a new house, whicir \,ou
thirlk is hornbLe. Give your opinion
b) Swap papers with anotlrcr pair- Try ro exrend rhe other
pair"s conversation.
3 Review Language Summary 3, p124
Nlatch these adjectives to phmses
t-a. rt : : , j : t
loa€Beodt cautious thrifty
meticulous trusting confident
spontaneous determined
s Asking him to heLp is no use.
6 Looking after young chiLdren all
a) Fill in the vowels in these
charaoer adpaives. t)l':i; I
1
2
3
5
,n_g_nt
,xtr_v-g_[r I Lmd
f,n-cky e L3u-ljt d
c-LLbl_
b) work in pairs. Take turns to
test your partner on the meaning
of the words tu 4a).
Complete the phrasal verbs with
these p.epositio'rs. r*il);
up (x3l over around on
1 Racheh gone $ith
tlu, but the docror hasnt put her
. . . - . . . . . . andbiol ics.
Rarely a plumber
as good as Ilenry. (,vou tu1d)
Only $'hen Mark walked
through the door
l'd met him before. (l reaLise)
Only recently to
play stort on a regular basis.
(we besin)
The work lm doing at the
moment is very diflicult.
Als a naughry and difficult
child to look after.
Simon terds to lie.
M) cat\ old.
I think old people shouldnl
hale to pay for heatlng.
Itl cold tod:)r
doesnl let tear slop then
from doing dangerous or
difiicult things corrageous
usualLy belieles that ofier
people afti good and honest
is Yery carelul and pa).s
suddenl,v decides to do
something and then does it
is very sure o[ rheir ovn abilitics
is very carelul \ith money, aDd
doesnt allow anyone or
an]'thing lo srop them if they
want to do sonelhing
Replace the wordrphrases in bold
wi*r rtrese euphemlsrns. |i':i;,;li
a bit on the chitly side
be economicalwith the truth
bit of a handfut senior citizens
chaltenging getting on a bit
I
6
7
a A You sound\ t r \ b loLled
3 vould/ wonderful / have / to / s yes. 1lr still trying ro ge1
I t l bc / nore / l ree t ime . 
. - . . . . . . . . . . . abadcold.
Put the words in ahe conect
1 loves / My sister / I / to / $,hen /
|4y sistet loves it when I rcad to heL
2 ir / Holl), /soon / a work perniL/
inpossiblc / Io ger / realised /
Jakes r€ally unluck): He seems
ro prck ...... every oug
thar's going
I cani eat strawberies. My face
ss'el ls. . . . andlcome
3
5
a) Tick the things you can do
in English.
I can desc be people's character using a
wide range of adjectives.
lcan read, understand and sumrnaris€
information about health.
I can recognise structurcs used for
emphasis in more formal/ terary language
can understand sorne euphem stic
expressions.
can express my ideas tactlullywhen
b) What do you need to study again?
rllnt.
ifl nore / canre round / lole / rL
/ l'd / you / 1o / visit / often .
the heating / could / appreciaie /
you / ifl I'd / lurn down / rt .
concentrare / deret / I / find /
to / dificult / it / when / music
Fill in the gaps with the subject
and the conect form of the
verb in brackets.
1 ODly once belore ,?Yel
.ql,r"Ded such a high
mountain. (l climb)
Rewrite these seDtences using
introductory it.
1 l€ll11lg lanet ro beiiev€ in
hersef ls a waste ot time.
It s a waste of time teLling Janetto
z Thrt PaL is afler the topjob is
3 tb gel Lhere by public trrnsporl
c.nl be that difficult.
a That everyone is completely
elhausted is oblious.
Not only the
fiLn. I didrl enjo)' the meal
atter eirher. (l hate)
Under no circumslances
a car \,!ithout
iBurance. (anyone should
Not until she explained it
again...... what had
happen€d. (l undersrand)
Only by charce
to get tickets for th€ concert.
t
Accurate Writing
coNNEclNG woRDs: contfast (1)
spELLtNc: one word, two words or hyphenated
a) Match an idea in A *'ith one in B. Thenjoin the
ideas to make a sentcnce using dlthorgh or whcr.ds.
#SWE przc.
A B
I \ 4 r l l - r r u l . ' , . \ a r I l u . 1 , . .
2 lhc) fell,sleep, \ b) I sk)Pped plalingages ago.
3 I car't drive, \ c) she kno$,s she shoLrldn\.
a ,{ni,v still plays tennis, d) I.l been rhere belore.
5 i goi lost. el I was awake lor hours.
Mo niLL smokes, although she knows she shouLdn't.
b) rill in the gap sith these conecting words.
Sometimes there is more than one possible ansrver.
although even though whereas however but
1 I ncver bothcr to lock m) car. I loow
2 l ncver bothcr to lock m.,- c.rr t kno\I should.
: Jane ahvays hclps, her brother ncver does.
4 JaDe sa)s shc! willing to help, she rarcl), does.
s I Lilt€ cars, I prcler dogs.
6 I likc cats. 
. 
1 prcfcr dogs.
7 F.ank is lery athlctic, his brother isnt.
3 frank is vcry athlctic. 
. 
his brcther isn't.
€lerq anp 1 |aav feels lov at tlaes)
.altliual 'I ]'n,p:t[u lnn l.,Vlprpa', / la
(Nt@e fpet a Ui u^ o, o..^ ll, u *,
sonetlttnq t,4at laffens erergdcV. 4a! be
tt s related ta Llle veaL/1er.
A"g vag, vlen 1 da Jeel a. btt lov on eneryg
1 )1a/e a qutl straver aftd tlaL usualltl
,0r,(t.lftea lhauqtr, nu broLler ts veru
d,lfe,";.-Ij h" {; biL 10,, Ae aauallq
gae! f1r a len 4t:laaetre rtot. oJl7y4qu-eq Ae s i
oc,.ta// t \'lt lte onet,ne belo.e., /J e o
-( yai .art r, ,4e la4ar' '
@ Choose the best option.
By the iimeJoD gels here, the meeting wil
t LLtry/t'n 9oin9 to try hjm on his mobile.
t caLu'n going to caU Jeff abour gerting rickels
for rhursday! gane.
Acld^lly.I see/' beseeing him tomorrow So I
The lraffic'.s bad. We re n ot getting/ gaing to get
ll! sure they wor t riarrl /e nor sbrrt g wirhour us.
I Jtaril? ita.r my nelv job nexl week.
I'n s1)re ya\r are enjoying/'ll enjoy ft.
I hate drinng in rhe dark so I leavel LL be leaving
around 4.30 this alternoon.
B1)r ir gets/'s getting d^rk al abour 4 p.m.
Preview 4
@ rurune uene ronvs
Look at the verb forms in bolil in sentences 1--4
and 5-S. Match them to rules a)-d) and e)-h).
pl27.
1 Thc nrw aipon rax comes into cfi€ct on Monday.
2 $'hob meeting you aL the sulion?
3 I'm going 1() s(op rcrdi+llliis paper, it! s.
righl-wiLrg.
4 l-ook at the !me. We're going to be 1ate.
a) the Present Condnuous for future arrangenenLs. 2
b) the Present Simple for a ljxed elent on a dnetable
c) be going ro lor a personal plan or inlention.
d) be 8oing ro lor a predicrion thaL js based on present
s I &ink they'll have an early clection.
6 I'll be passing the post office. so I can post ir.
7 This time nexr seeh \re'll b€ having talks with
Lhe Prine Minister
I By the et1d ot thc vear we'll hav€ built I 0.000
e) the Fulure Conlinuous for sonethiDg that wi]l be
in progress al a cenain time ir the flture.
t the FuLure Pertecl for something that lvill be
compleled before a certain time in the future.
s) tlill lor a predicdoD based on opinioD rather lhan
hl lhe Future Continuous lor sonething that wi]l
happen irr rhe nonnal course of events not
because ),ou planned it.
@ t troo.c rrr. con(c, .t 'cl l ins SEfiff ir ' l :o.
1 ThG isnL an eveDr dayleveryday occurrence.
2 Every one/Everyone alhis jackeG is handmade.
3 lrs 1\ hundrctl years oLd / hundred yearoLd l\a\\se.
4 Do* any ane/anyane kno$ Pere! mobile numberl
s ls dlerc arywaylary way I can helpl
6 Sh.,?aybelmaybe coming tonighl.
a) Read thc cxtmci {iom a stuclentis writteD $-ork.
l-hen correct the undcrlnrecl mistakes. There is more
than one possiblc ansrver.
b) Fnrd and correct t'ive spelling mistakes. A nissing
hlphen counts as a spelling mistake.
QUICK REVIEW ...
Make a list of six euphemisms (getttng on a bit, etc.) Work in Pairs. SwaP lists
Take turns to make sentences with phrases from your Partner's List.
VocabularY Newscollocations
a) Match the verbs in A to the
words/phrases in B. Check n' S.Liii':a
pl27.
seek I a prels conference
hold \ the tabloids/etossy magazines
4 Civilised
Society and the media
' o
Reading and Glammar
@ O ""* in pdir \ . Di.(u\ \ rhr\c que\r io, , \ .
VocabLrLary news coLLocations
Crammar phrases referring to
Review euphemisms
The cosl ol an aveage lam y holiday
abroad is likey t0 ncr€ase und€r curlenl
qovernment plans The D€partmeni ol
Transport proposa s em€roed al ihe heght
of lhe holiday season, when more ihan five
' rnillion peope a monlh lly irom British
, 
airporis.The Department is looking 10r ways
in which aviation can me€t lis fu climale
change costs. However, this decsion
' is sue to annoy par€nts, partcularly in lhe
summer when lhey already pay a lrlgh
premiLrm for ily ng during schoolholidaysreceive the headLines
hit a lot oi coverage
make a Press retease
issue the front Page
b) Fill in the gaps with a q'ord
tioDr la).
1 Do 
-roll ever rea.l
rnagazinesl If so. which ones?
2 Which celcbritics in your country
actualll- publicity?
3 Wliat t),pe ofne's regularl,v
receilcs a lot of .. iD
whats thc latest stoD lo
... the fronL page ol th€
nervspaper you read?
Do you knorv of any tamous peopLe
who have
neNspaper lot libel?
6 Do ne{spapets in your couDtl
otier slofies aboui
c) work in pairs- Ask and ansver
the questions in 1b). Ask follow-up
1 Holv clo you lind outwhat! iD the neqsl
2 How much tine do you spend each day watchnig.
ieading, Listening to or djscussiDg news stoncsr
b) Check the meaning of dese $ords/phrases
a blgging device go through the robf ;xe something
a Ewsuit a def6ndant a sPouse
c) Read news itens 1-4. lhen atch four ofthcse headlines to dre
news itens. Which headline does not belong to any ol the stones?
a) New airpo( green'ux due to be introduc€d
b) Dri\1ng age set to nse
c) sale oiblrggDg devices about to go though roof
d) New TV boss oD the v€rge ofaxing re. lly TV shons
€) Dq' cleanerls to facc la$suil over pal oL lrousers
d) R€ad news itens l-4 agan1. Then completc these sentences in your
1 a) The governnenl is briDgins in a new ajrpo lax because .
br r n nr- { ' l l L . up-L .h ur . r b . .Jr . .
z a) The Cirungs sLory is extraordrnarl becarse ...
b) Judge Pearsoni basing lis case on ...
3 a) The government is jncreasing the legal divin8 age because ...
b) Anoiher neN renriction to bc inLroduced is ...
a a) Judge BeDini concluded that the 22 defendaDts wcre
b) The curreDt law in ]tal)'or iDtaslon ol priYacy is r'eslricted to ...
4A
An nnlgdt hmily hom
SoLth 161r. tist wat into
Drsness ercn ysF aljo au
beLieved thcy lud fou thcir
Ancnon dr€m. Hl)wevd,
'! drc ChuD$, who own . chl
cl{neis in Wrshir\qto4 are
h€rs sued for $65 nj]liotr L)'
Roy lerrsi! a Distfict ol
Colunbi. ^dsc. Thc jud$ is
suiqq thc Chuns fanilly orr
a nissirrg pan (f trtrLlds,
dcsritc dre f,ct th{t dry were
later loudl Thc fanily luvc
ban liens $r!n this lcBn
nightmarc ftn ovcr ftlo y€E
and drey ate lnlikely to st:Ly
in Andi.r if ther 1N then
a$e Much oi J&lse Pe.son's
]alsuit rsts on two sigrs
th.t Custon Clc.Dcs h.d
on its walls: 'Satis1rclion
Cuuntcrd' and 'samc D4'
Scwice'. Peson rlainrs thr
Help with Grammar
see Preview, pl5.
4| a) Chance heatllines a)r) in 2cl rnr.'
- r c n r c n c c . b ) a d L l i l g r h , . , ' l . , r l i ' r " r o t
b€ ard usiry an articlc shcrc nccessary
A new ahport'grcen tax is due to be introduced
Manv newspaper lieadlines are not
u r r r L n r < , , r m n l . r < . n r . n . . <
The governrneni has announced
new measures a med at
reducing the nurnber of road
deaths. The rn n mum lega
drivfg age s shorty to r ise ard
fir I sters aTe propos ng that
learner drvers should urdergo a
traning perod of no less than
12 rnonths; a measure whch
they cla m is certain to reduce
the number of acc dents caused
by young drvers. The sarne
proposal, to be pubished this
auturnr, wil also recommend a
no.alcohol l im/t lor newly
qua lf ed drrvers of ary age for a
year after they pass the r test. pl27.
lion now on peopleln Ilaly\onld bewise
nol Io use deir cars for'secret meelings'.
Accordiry to a judge! nrling ],cstcrdq.
marricd pcoplc cai now lcsally bug thei.
spousc s cu iftlicybcllovctlcir husbandor
\rile is bcing unfdlLhful. when 22 oflhese
bugging devices \rere recently found by
pollce. lhe people lNohrd rvere charged
with 'invasion of privacy . Howcvcr.
Lor€lzo Beninj. a.iL'dgc jn Drcsc'a. rulcd
rhar installing buggiig dc\.iccs in s car
"$!s nol i o.ini,ral offen.e". He ponrted
out thdt the la$ lorblddhg buggnrg orly
dDlies to hones Many fear thejudge's
n,h1g is bonnd to resull in an inct€ased use
@ r i t t ' n , t . gap . * i r h rh r . c p romps . I . c rhc
corect lorm ol thc \crlr
J€t-# verge / turn back due / retire
about / sign settte for
lnterest rates arysStqqlllq by a hall a
Lileryoolls chief ofpoli.e after
40 years ofseNice.
Everestls)'oungesrclnnbers bccause
ol poor Neather conditions.
The singer, Ntigs, a nelv recording
deal tor ll0 rnillion.
The \\ibrkers Union a 10% pa) rise.
@ rvork in grorrps. niscuss rhcsc qucsrions.
\Vhat neasures are being taken in vour
, , . , . ' - n , n " h r " L , . h , l . , - ' . . " r
\\ilul sluld happcn nr )our comirl if a dr)
cleaners lost or clamaged an itcm ol flollingl
,{t stat agc do }ou tliink people should bc
rllo\red to drilel Clivc reasoDs.
\\iluL LegiLinate reasons. if an\a are rhcre for
usLng bu!*ling.l.viccs?
b) Look at the ilords/phrases in pink in
headlines a)-+) and in blue in news stories
r-4. Which group of wordvphrases tells us:
r thar sonelhirg is rea.Ly to irappen.
probably in thc near future?
2 the speakcr or \rriteri opinidi of hos
certaiD they are that this lill happenl
c) Look again at the words/phrases in pink
and blue. which phase is folowed by
v€rb+tng (or noun)? whal ve$ forn lollows
the other phlasesl
' ar. l.) is usuall)' used rvhen rve are
klking about d particular iincr Suildftg $ori?
is.fu.lo sr.D1 in trlro,.h
d) Check in
4A
@ a) t omplcre rhc .cnr. ncc. wirh rhc q ord. in brackct. and rhc- 
narncr of counrr ic. . pcoplc. ctc. that lou knoru or lno" ol .
1 . . . ( l ihe ly /s in) thei r next malch agajnst . . .
BraziL is Likely to win the nextnatch againstEngland.
2 ... (surc / do) lery well this )ear.
3 ... (lihely/ ger) nafried in the nexr live Iears.
a . . \ , r 6 . r , . , 1 . . \ J n I n | U | | J , . r d , . N r o -
s ... (bouftl/ spend) tiLre plaling conputer ganres this xeekend.
6 . . (aboLrt / sell) hir4rer ...
7 ... (due/ retire) in &e nexl co pl€ of lears.
3 ... (ccrkin / do) something anazing iliIh hie4rcr life.
b) work in pairs. Choose five of the scntences 6a). Takc
turns to tell each other your sentences. Ask follow-up
Listening
@ a) vr lc a l i . r ol $hlr )du think are thc mo.r popular l \- program'nc* in y, ,ur .ounr). l i , l . thc onc. )ou sarch.
b) work in pairs. Compare lists. Ifyou ar€ from the same
country, do you agree? If you're from different countdes, are
the programnes similar?
a) Read this news extract. what t}?es of TV programne are
likely to replac€ current realiry TV shows on Channel 13,
and wh)4
NEW W BOSS ON THE VERGE OF AXING REALITY TV SHOWS
O);,.ir:;Lr risten to sue and Dan discussing tel€vision
prograumes. Answer these questions.
1 what programn€s does Sue llke and why?
2 wht doesnt Dan like the samc prcgrammes?
3 What progranmes does Dan likc?
c) work in pairs. $/ho said the following, Sue or Dan?
1 ltls intelL€cLually bankrupl and ir'sjusl rubbish.
2 And actually sometimes you need to keep in rouch ,iLh rhe
youdi of todayl donl you? ,{nd rhey like this son of rhing.
3 ltls fun to see people outside their nofmal enlironlnenl. lesling
4 ltls dlere to crcare conflicr. lt! ro see &e wot.Sl in people.
s Ther€s enough sporl or TV as iL is. it's on all Lhe lime.
6 what about some costume dramal
7 What l sanl is sone good comedy tor n1e to relax.
d) Lis(en again. Check your answers to 8c).
a) Look at these quotes irom R4.1. Match
the wordtphrases in bold in I 5 to
neaninss a)-e).
1 its pokilg fun at p€oplc
2 so realiry IV is fine by mc
3 they kDow {hat th€tr€ lctting
thoselves in for
a that! a bit dtrll
s each to dr€ir o\m
a) makirg people secn n.licuious 7
b) I have no objecrion
c) whar kind ofunpjeasant sjruation theyre
get[ru involvcd iD
d) everyone likes.litterent thmgs
b) Who do you agree with nore, Sue or
Dan? why?
a) Look at these sentences. Think of
reasons why you agree or disagree with
1 Thc Intcrnel $'il] replace televisioD as the
main lbrm ol horne enlerLaiflnrnL.
2 People \vonl go to the cinema to s'atch
filns but will snnply do\ynlo.rd 1ilns
onto ihcir mobile phones or conput€rs.
3 UseFgeneraled contenl" will contnlu€ to
grow on lhe InlerneL.
a CDs and Dvlls $,i11continue to exist.
5 leople will srill be able to see live
pertormances by singers, bands.
6 People will continue to buy books and
libraries will srill exist.
* uscr goler dred .ont.nl = videos. photos,
blogs, {:Ic. thal the general public
produce and plrblish on the liternet
b) Work tu groups. Discuss the statements
in 10a).
c) Tell the class your conclusions.
THE NEW HEAD ol Channel 13,lvlillicent Davles, is about t0 make major
chafges to programming schedules.
"We beleve people are readyfor a change - a move away fr0m the
tiredformllas of reality TV oLr research shows that viewers would like
to see a return to more fact based programmes docLmentaries or
wildlile films, for example. They would aso lrke more dnma, more
comedy and th s s what we intend t0 otfer.'
Cities and technology
QUICK REVIEW ...
Work in groups.TaLk about stories that are in the news. Try to use
future phrases Like sef to, due to, about to, on the velge o, etc. Tetl the
ctass about the most interesting news item you discussed.
Reading and
Vocabulary
wbrk in pairs. Tell each
othrr about cities thal you
particularly like and *h1r
Say r4ren and wlty you
i vocaDuLarv
urammar rulure r. rne Pasr
: R€view phras€s refering to
a) Look Nt sentences l-5 and try and predict the missnrg infornration aboul
Ge developmed ol cities.
r Oiginall,v hunians .li.lD t s1a,r iD onc pLacc because
2 tiadc and e.Luca D bcgan to dcvcltry once people
3 Sone citics didD't su ivc becausc of ...
a ln the 1800s nan) pcoplc lroni the couDtryside came ro cilies becausc ...
s People in ihe conntry and in citics lived Longer du. io
b) Rcad the article about how and why cities developecl. Were your ideas in
2a) correct?
48
a) Read the a icle again. what is the link between
a) 11,000 and 120,000
b) 3% ancl 50%
c) 13%, 50% and 75dlo
b) work in groups. Make a list of possible benelits
and possible problems of havnrg most of the world's
population liying in cities. Which list is longer?
5
6
@ work ln groups. Group A 
't plos Group B -i, p111.
"' \\re otteD avoid repeating Lhe sarne lords (pardcularLy I
noulls. adjecdves, verbs and adverbs) so that what ve say i
or lvrire sounds less repetitire and more hterestirrg.
A huge nunbet of inniEdntt aftive eve! y veaL ro prc.est
this larye nunbet of peppLe, the government ..
@ u) ' . . f . " , rhe ' tdsl incd $ord. in rhe df l ic lc \ ' lake- 
si ! di f f€rcnl s 'ouD. of tun or thre. $ordsshichsho$
horv the writer avoids repetition.
t humans nan people
b) check in 9i..1?ji ptzz.
1';lr 4 INot all near snonynis afe interchangeable in all
coDtexls. These are some of the reasons wh\.
1 formalitt: hid and child have rhe same meaDing bul
,?i.l is nore iDformal. Hoi' .1/c ille hi&2 (iDformal)
Work in pairs. Check you know the m€aning of thes€
*-ords/phrases. Then replace the words in bold in the t€xt
with the correct form of the wordtphrases in the box
be forced to enjoy urban passers-by vehicLes suddenly
staidstill exasperating allow gaze at
Personalh I llke living in a city. I rlike &e bustle and sounds
of zcity lite and I love people-watching ln tact,I olkn sit in
cafesjust 3watching ap€ople in the street. I dont even mind
all rhe car. I know its inturiating when you're cldving along
and rcars uDexpecredly coDre to a 6srop for no apparent
reason. TheD you Thav€ to wail for ags before anything
n1oves. But let! lAce ii, n can be equally 3infuriating when
you're ddving in rhe couDtry and you 'guner?ectedly have to
stop to let a herd of sheep pass by. Then teD minutes later
you have to stop agaln to lolet a herd ot covs past!
@ . -* . ' , rhc wrongword in t l ,esr *nrence..
'I
2
3
Thats ^ bi9/huge/la+9e nisrake.
I lo\e watching/gazing at IY.
I erybyllkellove to learn languages.
Good eveniDg, slr. I'd lil.e to introduce you to
I was \ety crcss/furiaus/ansry.
He:s so cauftgeous/rcckLess. Iis such a good
influence or th€ children.
Listening and Grammar
@ a).r . r , 'k ar phoro. l -4 ol rn, 'p5 l rcm,vdr i r" ,?. .
a lqoo\ I v \crcncc-ncnon \€nes. wnar r< rooays
equi\alent oI the technologr' in the photos?
b) $:l!!l:: rtten to fou. extracts from a Star Tr-eir
do.umcnran and che.k lour an. ' rcr. .
@ rtten again. cl'oose the correct answer.
Cooper nade the fiFt caII rc a coUeague/
sameane wotking fot another canpany.
Ihe tlrsl cell phones {ere roughly /0/50 limes
as heavy as modern phones.
Dr Ralnon is a, aJtorart/a scientist invalved in
the expLorction of space.
\urr ts . | | . ro . . - l i lea\P the,aLd rvston/ t ' tL tn
Surgery used for diagnostic purposes belore the
1970s waslwas,'t sate.
Dr Adler is warking an/has prcduced equipment
that can desroy cancerous cells without surgery
hr fie late 1980s, Steve Pdln\nwaswarking
fat/took his idea ta ^ pple Computers Inc.
QuickTime /ol1o'vedlpre.eded the iPod.
iiririut,
a) Look at these sentences. In which one are we predicting l
the result? In which one do we know the result?
49
't We didn't know our ideas were gaing to be successful.
2 We beLieve ou itleas arc going to be successful.
b) Match.cntenccr I and 2 in 114) ro rhc.e meanings.
a) talking about rhe future seen lrom now
b) ralkjng about rhe future seen lrom a poim in rh€ past
c) Look at the verb foms in bold in speech bubbles A-D
in 10 and complete the table.
the future s€en ffom now i the future seen from the past
;;';)""';;,"r," i inr"'it u" ' ' *^r*"n soiig ro , inJiiiii,u
; t - _ ' - j * _ : : _ : - :
anr4arc srpDo.Fd to - inr l l ' ' " 
_. . . . 
. - . . . . ._
am/islare aboutto + intlnitl\e I
an/is/arc ta + inlinltive
d) Check in ;iril:i: p128.
@ ri . t , t ' " .orr" . , \enrences. Ihcn correcr rhe micrake<.
Kelty ls going ro come, but her car broke down.
I had no idea that ii will be this exhaustingl
You've tinishedl WasDt Dave supposed to give you a handl
I'm about to leave ihe house when I remenbered you were
Ih supposed to call ny sister before she left, but I forgol
W€ are to stay in a hotel Dear the beach, but it closed down.
That day he rode a decision that he would regret till the day
a) Complete these sentences with true and false information
about yourseli At least two sentences should be true.
1 Yesrerday I was abour 10 ...
Yesterday lwas aboutto wakh fV when thercwas a power cut.
2 Last summer I was going Lo . . . . but . . .
3 This ilme lasl year I had no idea ld ...
a My besL triend and I $ere supposed ro ...
5 When I 'vas litlle I :hvays knew I was going to ...
6 Once, I nade a pronise to (mysclt, etc.) that l'd aivays ...
7 I gol up early last (Monday, etc.) becaus€ I was due to ...
b) Work in pairs. Take turns to say your sentences. Your
partner guesses which ones are true. Ask follow-up
questions about the tru€ sentences.
l
2
3
5
6
Work in goups. Group A + page 109. Group B
Group C ") page 114. Follow the instluctions.
dil.ii:': Listen and I'i[ tu saps r-4 in speech
bubbles A D with one, two or dree words.
We didn t know o!r ideas were going
to be slccessful.In the originalseries
nothingwas based on scientific
research.We just made it altup. LittLe
dld we know thes€ gadgets were going
to inspire a generation ofyoung
€.rthtings.And some of these young
fans would go on to spend their lives
trying to turn Slar lrek fantasy
Years later we were to find out that
many of the , in Siticon
Valley had been sta,.Irek fans as kids.
Allthese geeks in the 1960s decided
they were act!atly going to make
pe6on. t computers Uke those that
spock used, and that inctuded pocket
or palm computers. But lt wouldn't
naPpen overn gnr.
We dldnt realke thai these bits of
cardboard .fd ptastic being used on
set were about to be tnnsformed
into everyday 3...................
And we thought that Sfar I/ek wasjust
supposed to offer 1
-) p]12.
Making a splash
QUICK REVIEW ...
Think of as many near synonyms as you can for each of these words:
enormous', let', infuriating , enjoyt clever unexpectedt. Work in Pairs-
T€Ll each other your synonyms.
Vocabutary newspaper
language
Skitts Reading: stories from
tabloid and broadsheet
newspapers; Listeningr an
interview with a sub editori
Speaking: creating a front
page news storyi
Writing: a newspaper story
R€aL World persuading
Review near synonyms$t#fimffi;
a) LooL at the front pages of two different newspapers from the same dal
Then \vork h paiF and answer these qucstions.
1 lr what lais are these tro nervspapers different? Thi|k about the size an.l
contcnl of lhe headlines. the page layout and {hat lhe main stories are
2 Which paper is a tabloi.l ard which js a broadsh€et?
3 which tvpe ofnewstaper do ),ou lhink sells the nosLl
a what ldnd ol readership do you thinh the difierenl ne$spapers apf.al to?
b) . r:::il l-iste" to pan ofan interview with Andrew Cook, a sub-edi(or on a
national tabloid newspaper Compare your answ€rs in 1a) with $'hat he says
c) List€n again. Complete this inlbrmation with one or two $'ords-
1 Sone broadsheets. like Ih€ In.s, havc changed lheir fonnat aDd bccome ..-.....
2 In papeF such as Th.Iin.s, the languxge is Nore and the ptesentation ol
the ness is more
3 Tabloicls try to control ho$' you and ......
a The broadshect papers have a circulation ot up to thousand.
s The rauoids sc l l aborL. . . . .op ies.
6 Broadshe.rs often toclls on stories.
7 'Downnrarkef tabloids prefer stodes about lilm slars, ro,vals and srories.
s Andrew descdbes'his'paper as in ot the market
s The people $ho buy Andrewi paper tend to be micldle class
d) work in pairs. Co pare
e) Read these extracts hom
the inteniew with Andrew
What do the words/phras€s
in bold mcaD?
t the so called qualiry
prcss. orneNrse Krlown.s
2 rhe tabloid papcrs t€D.l ro
3 ... something lvith a rmrch
sorl ol brasl€r instant
appcal . .
+ ... the downmarket so called
red-top rabLoids ...
5 sometimes\re'll.lecid€
that the splash should be a
pol i i ica l s tor_r . . .
6 . . . ihe hcar t ofour
r,rc41
as
- zto Feal World
a) Read the r$'o different newspaper stories. what are the main differemces in dre kind
of language used?-fhink about a) the length ofsentcnces a paragaphs, b) the choice
Give him a medalas
bigaqalryrg p3!
By MARI|N tRlC(ER & ruBECCA EVANS
A HIROIC British Airways pilot aven€d .atastroPhe
yesterday by Sliding his jet into Heathrow after its
engines failed.
Capt Peter Burkill kept Flight BA038 airborne over
houses and schools before crash landing in a field. Only
19 of the 136 people on board were hurt.
A witness sajd: "He deserves a medal as big as a
frying pan.'
The jet swooped in a few feet above cars heading for
the airyort - including one carrying Gordon Brown.
FUrr STORY PAGIS 4. 5. 6&7
fleatnrow escaDe
for 150 passengers
and crew as BA jet
crash-Iands before
IUnWaV
M u ' r h " n ' i 0 t J n n g ^ d n d . ' d h F d p 6 d
J i s d q d r ! d l r - d d ] " r " - d B r r A i s " - " r " h
l " l d " d - - . " o , r P x " ! "
j us tn i ss i ngan€a i r y f oad . I heBoe ing777 ,a t i v i t l
tuom Beijing, struc! ih€ grourd ar 12.43!D or lhe
I " ss ) doo ro " . h I I " . r r , o i j ou h ' u s . \
" r . h : o " i r . I d " - , " c . . , ! b F . d m
.1 " d \ pJ , d l r , dd i C o r ' . b - l r f o ' . " r " ' d
Tie 16-strong crew and 135 passenle$ weie
. F . , . L d d . t h i r 6 4 p 4 o o - d
i " u d n 8 o u . . - $ w r " . F d , " d 1 h o . p - l f ,
'. 
. 
rtten to endrew explaining how a story gets chosen
Ibrthe front page of a tabloid and answer thcse questions-
r Who do thc reporLers have ro convinc{: ro choose their std-r?
2 Ho\r should the story be wrirlen?
3 \vho makes &e tl11al.lecision about thc nrain sror-al
@ t t : t ' l o : 'n : " | r l , ' ( r . . \nk l (n r { p l l0 . \ rudcnr Bp1lJ. >tuoent ( pr 1+.
b) ..: Lisren ro Andrew talking about
the language used ir tabloids. Are thcse
statemcnts true or false. according to hnr?
Ftud examples from story A.
1 ' " n r . n . . - i r J . J . 1 , . r , r , u . u d l . l " r r ,
and clearer lhan in rabloids
2 Tli€ language of labbids tcnds ro have
3 Paragnphs are deliberately kept very shon
c) Andrew uses these phrases to describe the
language oftabloid nervspapers. what do you
think they meaD?
1 snappier language
3 a crash. bang. Nallop style
a iD Lune $ilh rhe audicncc
d) Discuss thcse questions.
r Wrre )'ou surpriscd b) .tn-vlhnrg AndreN
Docs )our countr) have the sarne distinction
berween the qualiry' rnd'closrnnarkea prcss?
\\tral kind ot newspapets ha\.e thc biggest
cifcLrlarion in your coLln1ry?
i Youve got to adnit .. .
,' ]'d havc thought rhis stor) r'ould nukc a befter s|lash
DoDi you think more people are inrerestecl in ... ?
This isjust the kind ol ston people rvant to read.
Writing Extension
write your story as it nright appear on lhe lront page of
either a 'middle-of-the road' or tlownmarket' hbloid.
i. ,.' : Lookat the song S nmer in the Cit) on pr06. l
I o l lo\ t rhr in.rrur r ion..
4 Review Language Summary 4, p127
@ c'"*"tr'.*"*.twords.il::l::;i l @
r readlr€ceive a lot ot cov€rage
2 holdlmale a press contcrence
3 iee*/isiue publicit)
6 receivelhit tlic headlines
a) Choose the correct verb lorms.
Sometimes both are conect. ':
1 ltanny's an the verge af
retning/going ta rctire in li\.
2 Ssshh. the lilm MllA abodl fo
3 (.Ile is an the brink ofhaving/k
d,e to rave her b,rby in June.
4 Their new coinpan)'is sur€
iolbourdlo make a profit this
s The nanrgem€nt is urrlely
to/prcbably natgoing to oltd ^
6 Pri..s arc fa\ing/are |et ta faLl in
the next montn or so.
7 He:s on the pointofapplying/abaut
ro appt for a place at universitl:
b) Work in pairc. Compare
a) Use th€se prompts to write
true or false sentences about
yoursell
2 lm unl ik€ l ) ' Io . . .
3 lm on the verge ot . . .
s fm l ike ly Lo . . .
b) work in pairs. Swap sentences.
cuess which are tra1e.
a) Match words/phrases l-7
with near symryms a!g). 'i1]':jl:ii
t make soneone a)
3 like
6 friend
7 huge
r) large
b) work in pairs. Compare
a) Complete drese sentences
with the conrct lbrm ol
wordJphrases l-7 I'un 44. it:i:l.::ri
2
I ftrall)' love arraa life.
Da!€s gol a
problem $'ith hjs boss.
Good afternoon, Madan.
Someone lefl a message
for you. She said sh€ $'as
a ot yours.
His behaviour
at times. He's so selfish.
I to lisrer to
music when I'rn driving.
They me relL
then everyrhing I knev
about al'ul lason had done.
7 I was . to leave
b) work in pairs. Can you
complete sentences I 7 in 5a)
with words/phrases a)-g) in
4a)? Ifnot. why? (Think alout
lormality. gammatical
agreernent. etc.)
@ a)Rea.l the *tory. rhcn fitl in thegans $rtn rne (orrect lorm oI tnc
phrases in brackets.
Last Saturda,v Brigil and I
I 
..lvere to 1reel !P oneer up)
in towD andjoin the anliwar
demonstraLion. She z
(suppos€d to cail) trom Lhe slalion
but she di.lni. I waited an hour
t h e D l d e c i d € d 1 3
(vill not stay) any longer.
Holvever. just as I a
(about to leave) another frien.l
shouted m,v name. I didn't know
he L--.-- (going to be)
there. Anlvay. we deciiled we
6 
.. Gvilljoin) rhe
nrarch. Then two ninutes later I
sav my brother and his girlfriend.
I liad no i.lea thcy '
(going to dcnoDstratc) €iLhei Ten
ninutes after that, I saw Brigil.
Apparently, she 3. .. .
(iust going to call) ne whcn I
spotied her. There were two
nillion people on that narch. lt\
hard to believe that tlie live ot us
, (viLl bump) iDto
each oiher. but we didl
b) work tu pairs. Compare
a) Tick the thnrgs you can do
in Inglish.
lcan recognise and use phrases whch
refer to the futue.
I can keep up wilh an animated discussion
I can identify near synonyms in a
complex lext.
lcan talk allout lhe fufurre when seen from
a point in the past.
lcan recognise and discuss different sly es
b) what do you need to study again?(;r,'tti.
@ :,l;:lh:Sgd;l;tt"c 
--d s'-"trncs both ansrvcrs @ nerrexvr rnorouus 1r1
Accurate Writing
coNNEclNc woRDs: contrast (2)
PUNGTUATToN: capitat tettefs and flrLt stops
I This coat is so old despltelbut ir.s srlll nr) falourile.
2 tn spite of/ALthaugh 1r $rs frcezurg rh.! Ncnr for ! bike ride.
3 NonetheLe$/ln spite af rhe lacr thar he Nas ill, hc wenl into
a lln not hrng.I NeyerthelerrlHow€yer. I Nill have one ol LLose
s Il. onl,v got 50% in his eranr, bulevertiel€si/rowevef tLrt!
bcrtcr rhan lasr \..ar
6 Detpite/ALthough heng lete, ih.v alloNcd us inlo the lleatrc.
7 . D t p a a l r o o t h c " , a " - l r p n r t t t '
3 Despite/ tn spne af all tl1eir hard $ork. the) taile.l Lo nuke Lhe
s I rokl hinr noi io plrone Nerc.theless/Even though,l\e ,].id.
Add capital letters and frll stops to this postcard- Circle dre
full slops lvhere their use depends oD persoDal style.
ffiff.l$ ptus.
\\4ut is the difference in meaning betrveen
sentences a) and b)? How does the use of
the reflexive pronoun affect the meaniru]
p130.
1 a) Sh€! teaching her ro s$jm.
b) She! teaching hersell to swim.
2 a) The children are allo$'ed to read Lo
Lilenis€lves before thel go ro bed.
b) The childrcn are allo$'ed ro read ro
*rch other before they go ro bed
3 a) I'm having ny house redecoraterl soon.
b) I think I ll reclecorate my house mls€U.
a a) Geoffwent to d1e cinena b,v hiinselt.
bl Geofl went to the.incma.
i'll n^edr yor,( o^ +tr€s ll &c d+ ud+e/loo
stdl-io^ a+ I 30 dn^ i've .k!ck?d od
{ilr1^s, r\usic aigs, gl. +ker€'s lodas oh.
d! yoa {o^.y d .trip drur^ +L! river
tto$\€sl if yoa dr, ue.odagd a bdat
'to 1l€ tdue/ o{ loRdrh lool. frudra *o
sh,uring yod the si9h1s
@ vrru + rrrnrrvr wtrH ro oR vERB+/Nc (r)
Complete the sentcDces with the conect
form ot the verb in brackets. p129.
OnJanuary lst of l|is year my girlfriend
persuaded me I (cut.lown on) the
amount of television I was varchinS. She said
she wouid z. ... (allow) me 1
(choose) one soap opera a week and
obviously I $.ould need 1 (keep on)
5 (watch) mv tootball iean on
Saturda) alternoons. I had expected 6.......
(tlnd) this \oy difiicult because I was i real
telly addict, but surprisingl), I managed
adnit I nissed q (sit.lo$n) nr front of
ny favouriLe progranimes every eyening. bur
having trec eleninss has encouraged ne
, 
. ... 
(see) D)' lriends rnor.e olren and
hehed me ro (organise) ny tiDe
betier. I have stoppedil ... (tliink) abour
the characters in my favonrite programmes
and I anl tD'irlg1,. (iake up) orher
interests such as learning13 (play) thc
bdt gln^
5 , a ) R c r d r h i \ . r r r d c r l r o m i . r u d c n r . w , i r r . n \ n r L l h . n
,orrccr rhc underl incd mi.ralc\ . \onr.r imc. rhcre i r mor,
tfrur'r on" po..iUt" u.r.* "..
b) Find and correct se\'en mistahes \rith capital letters.
c) Look at all the full stops. which are a) essential? b) a
matter ofpersonal style? c) generally considered inconectl
A^ve Tau euer beea +o Nefl Yar{. ? t we4l +a New \orNr
?.s.A: +d tra + rlt tr@ t^'+ deceeber. t:,'e lr)p 6^s e
b n t b a ^ v a , t s " ^ l l . ^ - r P ^ , " " 1 s . A L t ' a v a ^ a n t l , b . ^ q
'",, ' 4, ' , ,",2 "",.."1 ,,,, ' .,y t i '" i ly. 10""o "u"
i "^ . ^ "e . ' ^ j . . i : . t?6 ^! . t ' r ^ " - .d :^ 0" ' ' 1 ,?q a t e L e l t e t B r ' t d y f r ( e n l t ^ ! D N . . e t c : - ) " " I " , , " z , " a l .
: n f ^ c t d " \ at e | - w t d t " " r t l o l n " ? X . t ? d r \
o o y . r ' ; n l . f - ; r ^ ^ , , - ^ t ^ e , - - , e ^ d s - ^ a - . A ^ ^ s
E+- ^:d \-. ?etre 
gofru, 
"tda bo+^ Ie^ct: ^t :tew 
yyt<
ai.erstfu. awet aparldea+ )s Ahte +^r +atu +t"e LilX
ceatret b\^l t@s!aa) t Mlredil+a +awa eve\ n\. "
Preview 5
5 lt 's just a job!
Behind the glamour
QUICK REVIEW ...
Write as many news coltocations as you can.Work in pairs. Take turns to say the
noun in the cottocation. Your partner says the verb. A publicity.B seek publicity.
Reading and Vocabulary
@ $'ork in pairs. Discuss Lhese questions.
t Why clo so nrany pcople ivant to kno\ aboul
celebrir lesT
2 \\'har klnd ol liles do ,vou thiDk cclcbritrcs
havc? Do rhev Nork har.ll
@ a) r l r r , k r l rc mcaning ot rhc-c u, ' rd. a,rrJ
- pho..r I .c thcrn ro ralk al 'our rh( I , ,** iLle
advaDtages nnd disadvantages ofbeing a
c€lebnty personal assistant (CPA).
vocabutary word buitding (1)l
prefixes with muLtiple meanings
crammar reflexive pronouns (2)
Review news coLtocations
The personal assistants to film stars are overworked,
underpaid and invisible. Why would anyone want the job?
Jake Halpern went to investigate.
HE ROMANS HAO PERSONAL ASSISTANTS, OT COUfiErc' AS lhEY
were known then, and Napo eon Bonapade a egedy
empoyed an assistani wth the same size feet, whose primary
lob ii was to break in the emperor's new shoes lt stancls to reason
that a city I ke Los Ange es home io so rnany of the famous and
the semi-famoLrs, s a so honre to ihe Assoc ailon of Ce ebdly
Personal Assislanls (CPP€)
ftex bte demanding drudgery a perk
a can do attitude trlvial sacriflce
rub shoulders with proximity to a Limo
b) Rcad the article and check 1'our ideas.
a) t hoorc thc . . r r r . , t ar ' .$cr . I ind c\ idenc.
ill the arti€le.
1 CPAS originatetl in lA/have ken own orqanisatic
2 People bccome alP;\s as a rcuteto stadom/ta
be nearfanaus peapte
3 De.n ]ohrson savs his iob makcs liini
fee I i n po ra nt/ we Ll - kn own.
a aPAs arc required Io .annitto regulal
hounhauifice ther own daneni. life.
s ,{nnic BrcnLwell descr-ibes the relatid$liip
q'irh hcr employer as 5e4eJilse,!r,e.
G \n 1. . JJ) . . l I " p . r t . hd l l - "aF g laaarc" .
7 Annic .cgrrts not wortlrgtofmore
peapte/havinq nore tine t'ar he6etf
b) wbrk in pairs and discuss these queslions.
1 Do )'ou cnr! peotle who beconc CPAS.
or arc )ou surpriscd the-\'li)uLd waDL
rhis jobl
2 lf \ur could sork for an! ccletrritl: sho
Nould vou c|ooser (;i!e reasoDs
Lln ke Lawyers and agents, who rlrb shoLrlders with Hol pvood
siars and often make mi I ons of do lars, assistants are not paid
parucuary wel, especialy gven ther rcund the clock obigatons.
Proximiiy to the sta6 appea6 to be the only perk theif profess on
oflers. N/lost descr be the bulk of the r work as drudgery do ng
aundry feichng groceries, paying bils. What's more, the job is
usualy an end in itsef, raiherthan a stepping stone to fame.
spoke to a personal assistani, Dean Johnson, aboLri why
he does t, ' don't consider mysei van or superficial, bLri
enierla nment s what captivales the wor d today and lhese
celeb e .re kflo^n "ro-nd lhe sord We ass Ldr .9 are the
gatekeeperc and that's a powerful postion to be n."
Dean invted me along to a semnartted 'Beconring a CPA.
The organ ser began the sem nar by ayng down some hard truths.
.You rnusi be in goocl hea th at a I t mes. f you gei recurrent co ds
or genefaly stressed, ths job s not foryou. YoLr aso need to
be f ex b e wh ch means it s probab y better if you don t have a
spouse, of kds, or pels or even pants. And you have to have
a 'can do'attitlde. f there's one word thal celebrtes clof't wani
lo hear that word is 'no '
I 5,4
Help with Vocabulary
If!v. doni kno\ rhr Dearing oL troun.
aclj.crilc or !erb. we can olicn makc a gucss
A panic panl at the sem far, Ann e Brentwel, agree.l wth that.
'The most imporlanl tlring s not to express or even thnk about
your own needs. i my empoyer has to ih nk aboLrt m€, t
detracts from what they are doifg.'
Breftu/e fet she was conslanty changing how she was, to
becorne the perfect counterbalance: she coud pay the hlmbe
servant. the trusted conlidarte the admrer or the suppoirlve
lanr y member And yet, even when she pretended she was
a ffend, t was ony a pseudo friendshp. in whch one persor
dd a the takng There was never any rea interaction.
Belore her present posl, sh€ hacl workecl lor the actress
Sharon Stone, af evef mored-omandng lob. As har.las it was
however, she sad she d d Inenage to enjoy hersel at t mes.
Tlre i rst afd rarest occasion was when she could p ey dress
!p an.lgo to a prem ere as she d d ofce wear.g her
emp oyers lewe ery and shoes. Best of al theE's the lmo
seeifg the fash ng lghls an.l havinll that very spec a lee ing
lor one nighl '
Another rnofe conrrnon joy came of tlre days when she
r,/orked so hard sire was a most n a stupor. " i yoLr have wofkecl
lrom eary nronr ng lntl ate at n ghl and you ve done a the
thfgs they throw at you boltr inrpo.tant end tfval-you fee
She lei proud of how many people wanted her to work lor
them but she was also serious about making rnore tme Tor
he€elf. wsh hacl lraveled more. And do wsh lhai had kds "
f f i at rt ,r, t rhi r 'r , lr \(: Ir bold ir rhL .rniclc ro
nunurgs a, gr.
a) bcts'cen (l\!o rhings, tcople. erc.) ,rfer
.) bcfter/nNre rhan usurl
e) p, r lv
b ) l h c . . , m . t ' , , l i \ , : , n . . r n r t r m r . l a r , r r r o I(han one mernirg. NIarch t}c prclixes in
bold ir scnreDccs I 6 ro ncannrgs a) 0.
r lhc sircs Ncrc tigh t l)' intcrlockcd
2 lhcrc has just bcen a countcr-arlxck bl llre
3 l vc hcar.L lhat nian is per- ch
a Lightring tLaslicd overheacl as wc ivalkecl
5 Nctt. )ou halc nr dras a semicirclc.
6 l l ic ! roun. l qas leryqct undcr l i ro t .
a) frcni dbolc/or1 top/across
c) chcck in p129.
a) Fill h the gaps with a prc{ix {rom 4a) and
4b). There is somctimcs morc than one possible
1 What kind ol landscap. worlcl )ou like \oLrr
bechloDr ro lookl
2 llale lor elcr bc.n .lraEed lol
an!hnrgl
3 Whl t do lou usc rhc nel lbr l
a I lavc )ou c! . r done sonel l r ing $hich tumcd
out ro bc t rodl lc t i le l
s D ) u r . l , l l l I r ' l r ' , . l o l
6 \Vho roulcl 
,!ou sav \!as rhe ileilest
star o l a l l r inre l
b) $brk in pairs. T,&e turns to ask and ansr,r'er
the quesft)ns. Ask lbllow-up qucstiqrs.
Alapted lrctrt Tha Vbck 27 iA1 n7
Listening and Grammar
a) work in pairs and look at rhe
photo of'extras' on a lilm set.
what do you think theirjob is
like? Thinh about these things.
1 their \orking hours
2 iheir pay
3 the ltind ol des they ger
b)::..'.:iit t-isten to al interview
with two €xtras and nake notes
und€r headings r-l in 6a). Then
work in pairs and compare notes.
c) ,:.ii:tir; t-isren again ro Daniel.
$/hat does he say about thes€
thrngs?
1 $h) he became an extra
2 $hal he does s'hiLe li€! Nalting
3 seeing hinrselI act
a gelLinillr slightLy better pa
s bccomirg an actor hiDEelI
a) !i:,::il;,, Listen again to l(are. what
does she say about rhese things?
r $,hy sh{: became an exrm
z Lhc people who become exLras
3 $,har lhe srars are like
a d1e negatile things about thejob
s Lhe positive things aboul the job
b) work in pairs. Give reasons lvhy
you would or wouldnt like to be an
extra. If you would. which filns or
television series would you most
like to appear in?
Sce Preview, p45.
@ a) uatch examples a)-c) to uses ofretlexivcs 1-1.
a) Daniel. whar nakes people like yourselfraDt to be an extral
b) She rcad the scripr to hctself.
c) I lik€ thc job itselt, bul..
r aft€r lik.,l]l wcll.r', ds (for), etc. insread of object lronouns, aLthough
thisc are possible. This usc of $e rr:flexire can show poLiteness.
2 io enphasise a noun. pronoun or nounphrase
3 ro nake ir clear thar the obiect (after a preposidon) relers to
rhe sane person/rhing as the subject of the verb.
b) which of these verbs are not used with a rellexive pronoun?
Choose th€ conect answer.
r ... unless I reall,v con.entrate/cancenttate nyself.
2 lti a great opportlrnitt ra meet/neetautseLves and have a chat
3 I tLought il would be a q.a,v ol supplenentng rny incon€ ,t1d
enjaying/enjaying nyself at rhe sarne tirne.
a You ler the crew and prmcipals helplreh ther$elver ti6t.
s There are ti es wh{:n 'lo]r feeufeel youtseLf rerr rie,l.
c) Check in r: i p130.
@ r i , l , t ' " . o r ' . . r \ € n r c , , c c . t h r r ( o , , r ( r r h e l r r s r . r L e r .
r Concentrale yourselvcs on vhat lln sa]ing.
2 I niyself.rm nol very interested in ballet but nv daughter lolcs i1.
3 l'm teeling Lnyself a bii rired toda':
a I've broughl a tuiend xith m-vsell
s H€lp yourself ro any books you need.
6 As a ell as ),ourselves, there are loLs of oilier peoplc comhg.
/ l l , . r r < B o r n g r o r , , , r h . r ' . \ ' - " - - j d . ' . r " r l .
B she! $,atching relevjsion by herseli
Work in pails. Student A p]10. Student B pl 13. Fol low
5B The young ones
QUICK REVIEW ...
Write six sentences that are true for you, using words with these prefixes:
oveH undera inreF , semL , counleF., super . wotk in pa in, Say youi sentenr es,
Ask fotlow-up questions. A IoveBpentagain tastmonth.B Wht?
!'
i VocabuLary verb + infinitive
i with fo or verb+ing (2);verb
; noun cottocations
! Revi€w prefixes wirh mutriple
Heading and
Vocabulary
@ a1H,* . " " " ' ' . .1
.ucctssnlL YonDg Pcopte dr)
you knodhave you heard
oD What have rhey done?
b) Read rhe rirle and
The Young Ones
From musicans to horse ioels lo oampagners to
they arc a you|g peopo who itade ef lmpact at
E'nma Hardy tfte.V ews them abolt lhLr r slroess
TOO]DaierS.
a very eary age.
@
introduction [o rhe article,
and look at rhe phoros and
captions. Whar lacrors do
you think make some
young people verl
a) work in groups. Read
an extract ftom the arricle
Th.: \hmg On$.
Group A pll0.
Group B pl13.
Gmup C : pl l5-
Group D , plr6.
Make not€s on rhe alswers
lo lhese questioDs for your
young pelso'1.
r wh!-n d1d hc/she take up
his/her interestl Was
rhere a rcason ior ir?
2 nrhat cxceptional
pcrsonal .Luallties do yor
rhink h../she hasT
b) Discuss the questions
in 2a) h your groups.
Work nr groups of lour
with one student lrom
each group. A. B, C, and D.
Tell each other aborr the
people you read about and
discuss )-our anssels ro
the questions in 2.
Theo Walcott, Footbal/e{ who became the mast
expeneve 16 yearatd prabssianat and the
yaungest full Englahd internatianat of hjs the,
Dizzee Fascal, Ihe ,Bt reppe. and yaungest
persan to win the Mercury Musjc pnze fot his
debut albun in 2A03 ||hile stil a teefuger He
w*t an to have his a||h recording label.
Sophi€ Chistianson, Frlopen Parutyhpics
ha€eirding chahpion tor dressage at the age
of 1 6. Born wnh cetebral patsy, she did not
watk unaided until she ||as nea y tou.
nis Andtews. Canpaigneci for the arganjsation
Pea@ Ane Day while stt at schaoL She went
an b worK tar the orqanisation ful time.
5B
Sec Preview, p45.
@ a) lool . ar the*c paiF ol renrrnce. l ,om |he arr ic le 3nd
- 
compler. rh( e\plandrion. $irh vcrb + inf inir i \e wir l r ro
or verb+ing.
a) Read these sentences. which of the four young People do
they apply to, and why?
1 withou! this locus to m,v Ue, I probably wouldnt haYe a job.
2 I used to be qur(e dimcult to live vith al times
3 Somedrnes I leei like an inposter'
a I have leaned a lot hon the people I vork with.
s This work has helped me to coPe with my personaL problel1rs
6 I hale had to nr:ke personal sacrilices to do this.
7 I often feel isol:ted from oLher people.
s I teel I hale cl'nnged my personalitv bccause ofwhat I do.
b) Work in pairs. Discuss these questions.
r \\rhich ot the lour young people do )ou think is the nost
impressive? Ciive reasons.
2 what are the pros and cons of b€comnrg successful a( a
,voung age?
1 a) I never forgel to sil with my head do\a11and vlsualise
mysell scoring a goaL.
b) 1'll never forg€t getling picked Ior the \\brld Cup
squad ar only 16.
= looks back to n1emories o[ the past;
.. 
= relers to nos or tbe tu re
a) The biggest thing has been learningiust to go on
.loing it.
b) Maldng beats went on to become lny lite,
go on + ..... = continue an acrLon;
go otr + .... = beg'n a ne$' actron
a) Riding was jusi m€ant to nuke ph)siotherapi tun
b) ir m€ans coordinating really rveLt
nleml+ ... = involve/necessitatel
... 
= intend
a) I regler to sa) thar ar school i xas trouble
b) I wjll alsays re$tt losing them.
l?gret + ..... = be sorry ior whars alread) happenedi
f tget + . . . ( fonnaL) =besorr f fornhat youre about
Joryet +
foryet +
5
6
7
a
Iirr| * Ve$soffie serrses (scc,,loti.€, erc) can be follo' ed by:
a) object + verb+t1g \a hen .lescribing a repeated acrion d m i
. . - lun ln p lng . - \ Hc,o" i t a Pl r , ;n"
b) objecl + intinitive \qh€n.lescibing a single action or a :
compleLed action: I sfl! lt im let i^La he car. ]
b) check :;rr:ll;liiprze i
@ a) Co"rplete these sentences about yourself.
1 I really regret ...
2 l'll Dever to€el..
3 Aher this course l\n going to go on ...
4 Next year I really mean ...
5 I must r€nember
b) work in pairs. Take turns to say your sentences
hom 7a). Ask follow-up questions.
@ cl.*" tt* -.*t verb rbrm.
3
I regret t€11;r9lro fell )''ou lhat on thG occasion
your applicallon has not been successtul.
ll I take the job. iL will mean ta leave/leaving home
lr . \ ' . r ts ' r roreer n"" , rg I h l r . in .
After her best selling noyel she lv€nt on lo
wrltelwrlrrg two oLhers, whjch 'er€ni successilrl.
Sorryt I meaDt locklrglfo 1o.k the door but I lorgol.
Th€ audieDce began to get very restless, but ttre
lecturer went on fo falkltalkl,g regar.lless.
Danr lorger enailinq/to enail r.hen you gel home.
She really regrets shourrglto irort at hin.
5B
Listening
! Ir the LK. voung p€ople cithcr Lcavc schooL at 16 after their
GCSE (GeDrral Ccrrificate of Secondar\' Eclucadon) cxans, or
stai on for anothcr tuo ycars to do dleir A (Advanccd) ielcl
. . J , i , 1 , I m . , g
a) Listen to an intcrvie\v {'ith Claire. Wilt and Charlie.
thrce 18 ycar-olds who llave tah€n their A levels Answer these
r who has taken .r )ear o11 ro pian his/her luture?
2 $Jho has decLded to do research iDio a range of ditlereniiobs?
3 \\iho changcd hK&cr Dnd about wliich subject to do .rt
b) Listen aganr. Tich the true sentences.
1 4 Clrjre hrs reil\'enjoled all the ditterertjobs she has
b) She leels there is so much choicc rhese da)s rhat irs.lifficulr
1o make a decirion.
2 al \U]l thinks thar his time h Lhe sixth ionn Nas quite srressful
b) He has not let decided $hat to do atter his year off.
3 a) Clurlie is still nol sllrc she hrs choseD dle right subject.
b) She telt thaL English N.rs not thc right chorce ior her to
stu.l) at uniyercitl
c) Do you think life for Clair€, will and Charli€ is easier or
harder than it was for your parents and grandparents? Is it
morc cDjoyablc? Givc reasons.
Vocabulafy Verb-noun cOll0cations
a) which of these words/phrases collocare
with dol Which collocate $ith gerl
Sometines drere is more than one possible
answer.Checkin. ; .p129.
a-d€€ree good results English
a good education work experience
a place at univeBity a course
an exam research
get
b) \\4lch ofthese verbs also collocat€ with
rI( $ord-/phr. ' .c. in 9a)? \ , 'mctrmc\ rher. i ,
more than one possible answer. Check in
I i : : : pr29.
€ffi carry out sit enrol on take gain
obtaln have be awarded achieve
c) Work in pairs. Ask and ans.rver questions
using the verb-noun collocations irga)
and 9b).i rr*"* y", u""" "" ""v."*"i"l,*ti
{ than EngLish, ln the last f€w yea6? j
g l t l l \ n u $ c r c r h . \ l i n i . r c , . l r d u , a r i o n i n
your co rrry now \loura )du rmpro\e
schools? write six suggesftrs. Use these
ideas or 1-our owrl
The range ol subjccts Iliich are offercd
llow subjec6 arc tauglit
\Uredrer ceflain subjecrs sholrlcl be
coNpulsorv or optbnal
Thc svsleLn ofe\ams and essessmenr
. The standard o[ Lcachcr bainn]g
a) Work nr groups. Discuss your ideas.
Agree on thc bcst thrce.
popularl
sc Priorities
QUICK REVIEW .. .
write one sentence with verb + infinitive with to and one
sentence with verb+rrg for these \erbs. ga on, regret, mean'
/orqet. Work in pairs.say your Pairs of sentences: He went
on ta talk about the weather. He went an talking aboutthe
weafher.What is the difference in meaning between your
Partner's two sentences?
S a) rlck thc phrascs nr bold you kno*: check in pl l0.
Har. )ou .!cr bcen stuck in a ntt of in a dead-€nd iobr
Ha\'c 
-vor .\ef takeD on loo much work and bccn
Do rou know anronc rvLo .rlr'!,!s talks shopl
Arc volr . good tcam player or ro ld you pr.f.r r) be
Vo€abutary work expresslons
R€atWorLd conversatlonat
strategies
Review verb + irflnitive with
6) )s,
2
3
5 \\rhi.| jobs crn )ou think ol th.r cilhtr la! a Pittarce or
$buld lou pft'lcr a high-powered or run of-theinilljobl
Halc vor .\ef .l.nc an! I'incl of work expedelce or
shadowed ,ofonc at workT
Do you likc deadlincs did $orking againsl (he .lo.k?
Are lon np to youi .y.s Ln r'ork at thc ntonrent or rrc
)ou rakirg it easyl
flo\! itr\rrraDt is ir for \ou lo climb thc carect laddtrl
l'n afraid we'lL have to nake you alL rcdundant sawe can
affotd the directois f300,440 bonus!
Hey everyone, it s afficial. We wotkthe longest hauE
in Europe.
a
9
b) \\brk in p,rirs. lakc turns to ask ancl answcr the
q(cstions ir la). r\sk tallow-up qucstions
Listening and Speakins
a) Look at c,rnoons A-D and t}eir captions $'1 1 social
issucs arc they addrcssingl I)o )ou have simil.tr issues in
b) work h grorys ot threc. Discuss topics a)-d) Talk about
each tqric for onc or tnvo minutes and tr) lo come to somc
a) ls iI fril Lhrl r conparL! dir.ctor errlls much norc than
b) Ho\ ! iml ]onr tn l is Norh to vou or thc peopl . lou Lro$l
Do )ou/ t l ic \ \ \ork to l i le or l i le to $or l '?
ls Lher. or sho l.l rhcr bc a lcg.l nxLjorum va:lc tn )our
col lnrr )? ] f d iere is ot lc . ( lo . r l l enplo. 'crs heep to t r r
Should cDplo)ers bc forcrd ro nuke ii easicr krr morh.fs
\Y-7
& | , . r . n r . ' t , ^ h . l m ( . \ 4 , , , 1 l i 7 d i . ( r r . . i n g i o h t \ l J r ' l rY r r t r a c t r l - i t , ' l l , r c c o l l l n r . ' n i t \ i r , 2 l r ) \ \ h i , h r o l i , L l
Less than ninimun wage Less than nininun clean
thel a!1 discuss?
They said noto a criche,then.
' . . ,... ... 5C Feal Wodd
@ .t ListcD again to llxtract 1 Then ansEer rhese quesrions.
1 \\ihar do the firsr rwo speakers agree oD?
2 $rhar counr{:r-aryunert docs Liz ncntioD?
b) Listen again to Extract 2. which ofrhese argumenrs for and
against 'living to work' ,rre a91 mentioned?
!) cn jo! ing your job
c) Listen agair to Extnct 3. Then answer these quesftxs.
1 Li: sais, "Whar I do lcel strongly about is rhar cnplolers make
provision lor working noLhe$.' Whai provisionsl
2 Josh sals, "\Vcll, pcrhaps they rould ifit Ncre more acccpred."
\\rho are 1]re] I \Vhar ivoulrt they clo?
3 Tr?ce) sals, The probLeD is people sith no kids ..." Whatls
a) Work in pairs. Change the \r'ords nr
bold in these convcrsations ushg one
phrase lron 5. You may need to change
other parG of tbc sentence.
1
a SnokiDg is !.rI cxpensire.
B And also its a disgusling habir Nof ro
mention it's a disgusting habit
A Bul I lhoughr yor jusl said Iou
snroled tor nosr ofyour l i fc.
3 Thars lrue. I admit itL
2
A I rhink parcnts should lr) and L€ave
soDre inhcr i tance to thei r k ids.
B I disagreel \\liat abour .njoting )our
non.v )ourcell iD your old agel
3
A Eecca\ inyited a liw tiiencls rouDd tor
a sl..pove.lcDight
B A few fiiends? tivo or riven()?
4
I think t]re Pdnc Nlinisterls torcign
policv is DrisglLided b.cause . .
I agree. Ancl wh.rt hc plans ro do $ Lrh
eclucation is 'nisiluided, too.
Ycs, well, btrt (o go ba.k to his lbreign
polic]a I thmk il.s dange.ous
5
a l ts a waste o i l i ine.n. l nonq but ing
CDs these .lays bec.rusc .
B weLl, I rhirk it! casier and cheaper jusL
kr dos'nload theDr
A ]'hals what I mcanr
b) Role play your conversatlons.3 By (provis on)yoLr mean . . .?
e You ve got me therel
1o Oh, dont kfow aboLrt
(that).
I Not to ment on . . .
2 That s exactty what I was
try ng to get at.
3 You look dubiols, (tiz).
4 I nr with (you) on that.
5 All m saying is ...
6 c.ffy on, (Liz).You were
saying?
7 Anyway, (assunring you do
want promotronl ...
, @ a) worl. n gL,,up. of rhrce. Look at
R5.5, p153. Choose one of de exrracts
and add at least eight more lines to
end the coN-cEation.
b) Practise the lines you added. Thcn
act then out tu the class. The class
decides which extract the lines
c) The class votes for the best endhg
Work ir groups ofthree. Choose an
issue that's in the news at the momem.
Have a discussion using some ofthe
strategies in 5.
@ a) lratch convcrsational stralegies aLj) $ith phrases l-10.
4 iiclud ing someone ln the -_--\
conveBairon \
b) addlng sonr€thing to the argument \
c) stressing an lmporEnt point
d) encouragrng someone to contrnue
e) justifylng what yoLr say
f) gett ng the conversation back on
s) sayrng yo! agree with someone
concedlng someone ls right
aisagreelng politety
askng someone to say more
b) Look at these sentences/phrases and match them to
conversational stratcgies a)-j).
1 You' re lc t quie l . ( losh) . a)
2 Thar'-s prccise\'whal I n1cllrr.
3 Whr l l n o ' ) ing lc) sav is . . .
a \Vhar were yo( .rbou/gong 1o say (lracey)l
s \Vcll, I canl disagrce with thar.
6 To ger back to $4nL (I) $as savilg aboLrt (nonrolioD)
7 lU go a long wj lh 11u1.
3 Whar do ) olr rnean $hcn ) ou sat lprolision)l
e Acluail), I |n noL sLtrc vou crD say (that).
10 r\nd o[ coufsc theres ahvavs ...
c) Chtck nr ::i:,ii.l,rl: p l3l.
5 Review Language Summary 5, p129
a) Cross out the vord that
doesn't match the prellx. tl.i':l'
1 s\per wonan/-ich/Iacked
2 s.ni action/-.ircle/ fanous
3 .owtet balance/foot/ attack
a firq acro n / Locked /wor ke d
5 o\er warketl/-fanous/head
6 r$d.r foot/ ba Lance / p ai d
b) work in pairs. Compare
a) Tick the correct scDtences.
Con€ct the mistakes.
1 l ls real l t inpor tant to
concenrrate yoursell nhcn
2 He cant come hinrself, but he']]
s€no a rePreseL[3nle.
3 Sh:ll \re mceL ourselves oulside
a The event is open to pcople
such as yoursell.
s Are )'ou feeling )ourselt ill
6 Piease feel lrcc to help
vourselves to tood.
7 I think I'd better uke aiunper
srrh mysell.
s He didnt shave lilnselt this
nornin!]. lle wenl to lhe
b) work in pairs. conpare
Fill in t]le gaps \\'ith tl,Ie corect
l taga/going
a) t ll never torget
abroad for the tirsr tine.
b) I'nr always lorgetting
..... to Ine Dant(
a) I regret ... yolr
that t\n leaving the conpan):
b) I regret .... t11y
boss vhat I rhouglit ot li .
a) Taking up thc gulur means
... lots ot pracrice
b) Ile beer nieaDLng
. . . . a colpute.
a) ln the luturc I ll probabty go
subteci such as business.
b) At school I found i1 hard to
@ a) uatch sentence bcsnnings r-7to sentence enorngs al-9./.
1 Myjob could be described as
run-of-the-mill. because d)
2 'Ihefe are lols of p€rks silh
ny job, even if I .lon t eam a
3 l'n snowed undrr at rhe
4 ln prepared to work .gainsr
th€ .lock.
s I dorl wan( Io earn a piltance
evcn i[ it means I .an tak€it
6 l'vc $ orked here for 20 )ears
and feel stuck in a rnt
7 I rn nol a team-player, realL}
a) lve kken on roo nuch Nork
b) I get a cornfan)'car, trec
lunches and g,vm nembeLship.
c) I need Io reraD and do a
ditterenl kind ot job.
d) I srt behind ? desk doing
undcmanding work.
e) I donl nind deadlin€s as ldig
as the Job is flexible.
f) I'd preler a high-power€d, well-
paid job.
s) itl preter to be self-€mployed.
b) worh in pairs. Choose lour
of the words/phrases in bold and
talk aboutjobs you hrve done or
would like to do.
go on
becluse I sas hopeless at it.
a) Choose th€ correct
words/phrases. There is
somctimes more than one
possible ansrver. ,r, .
I left school alierldo,rgtiftlrg
my A lelel exams iD thrcc
subjects and '?takl,g/geftnq good
resuhs h all of rhern. I then
decidcd to rgalrlgei somc work
expelience belore going oD to
uniYersity, so I \veni !o work in
a solicit{)G otlc€. The lollo\ring
year I 49otlacrl€ved ! place at
Ednburgh Urncrsiry vherc l
5didlca.t€d out a degree conEe
in pq'chologl: Altcr t$'o rea6 I
gave psFholog) up and
6d;d/rool English instead, vhich
I nuch preterred. Alter
labtaining/getting I dcqJee.
I lhen went on to 3dol9a1,
fesearch on l6tl'-centurl
English literature.
b) Work in pairs. Compare
c) Take turns to tell your
panner about )rcur education.
Ask followup questions.
a) Tick the things you car do in English.
I can recognise and use preiixes wh ch
have multiple meanings.
I can take pari in a discussion on
edLcation and express my deas cleary.
lcan summarse a complex written text
concsey.
can follow an extended nformal
monologue even when t's not cl€arly
structured.
I can use a range oi conversational
st6tegies approprlate y.
b) What do ),ou need to study again?
rrf,llir.
Accurate Writing
coNNEcr Nc woRDs: t ime (2)
SPELLING: /E OT E/
@ ct'**" tt* ..-.1 conncctrne rvord. fillll,1iti p r; r.
\vh.n I snv Kay dr LLc plr() lhal sunrmcr I nnarttlaiorce
PreviolJtlBelore Llns lil onl) .\er sfcn h.r nr photographs
I inmediately/straightaway $en1 up ro h.r and inrro.luccd
sub'equent/After tl1at tl^,\. $a' \'ere insefarahle !ll rhrough
I loNelcr, thc ).a. a/terllarer \!e lra.l ro go brck io college D
dlfierenr pans ot thc couotr)l
tuentuaLLy/Atthe end. \|. dccidcd $,e Nould ha\,e to split up.
LatelylFl,alt, ir rhr lasr rnonrh or so. lvc hale b.gun seeing
Up until/Ptiat ^ noir]n ^go, we hrdnl seen each orher lor 20
@ cornprerc these ."ords *th ic or ti. ffijjff prlr
1 Did.,-ou rec !e a card lronjin oD )our birthdall
2 Hr lc )ou mcr nr) n ghbour, ElsNl
3 lL takcs grcal par nce to do that kind ot work.
a SLlc doesni h.t!c cnough crpcr- rce tor thaLjob
s rhr house is s rround..l bl f Lcls
6 \iru n1ust bc \erl rel led rh:1t lic is bacl( sNtcLv
7 lb a.h \e good gr.rclcs. voltll havc to ivork hr(L
3 Sh. s zed l l rc motcv and ran.
e I l ihc HaL. but he! a b i t con. red
10 I {ilL ncv.r lofitire her tor de. lnrg nc.
G , a ) R . a d r h c . \ r . , r ( r l , . J m a . r u d c n r \ $ r i , , . n $ . r k l l , c , l
r o r r ( c l l h ! u r d , I l r n , J \ \ i ' r J \ ' l l r r , F ' \ u \ l n g , u l l l l c i l r l g
sords of t ime.
b) Look at thc words in bold. Correct thc *'ords which are
spelled inconcttly:
Preview 6
2
3
. L,:e 7 it ai.l.n b, .it.se. j LN |...r.t. .r.,., e..ei
a . i r - t - r i . tu - .1 , ) l i t a r t r , . . ^ .a tu . .ae t . t l r l : , . . . . ) . t )
r . r . . . / . ' . r t . /e .N, t r . Lv . , . ,1+ , tDar< .a i t / . . r r
wLeghbovrhood 11 .1 . r r . .e / . i t ) i .b i . r r . . t . t n r . ' . ,
..ti,) rr,l t t/ r.t::\..,rr patelNt | .r. r. rcL:teved r.r,n
i-i r,u: ,!ar: L?i ,f trr.: r.v,.:t :t.|.'l v..L ra.:rir-./ i.r-'-.
A . , ) t t t 2 \ r , ) ' ,aa t tL . . : . t , t9 . ! l : f , .n : ! : , l : t -h r tae
1tr., r.r,i..r tr\.t 11! ex?er'Lev,oe.i tL.et:,v.2 LtrtL, br:
] t 
, teL I t t t - r . , . t ;1 : ,a i l i . ) a r . . t r .d , t .L . ( . , . t , . , . t
t , : t t t t t ) . l r , rL , r t . r t l . r / r - . +P.e t r .v . t t t i (e / . h t l r . ' l
, . ^ .
@ wlvs or covcrnnc
a) Complet€ these sentences using the
prompts in bracLets. pl33
1 Srreer survels are agreatdealmole
taecessfi!! tha1 relephone survevs.
(a grea( deal / successlul)
2 Inteniewing people in the street is
I imaglned. (nowhere near / sorv)
I H u r . . . r , r . . r n l r r r r r . , . r L ' r . L '
wealher is ba.l. (wice / haLd)
4 I've noliced thal $,onen !rc Lrsuiliy
to stop lhan men. (slighdy / $,illing)
s But meD are if)ou do ltllerview
then. (jusl / heiplul)
6 One Lip ]s to make sure the inrc ie$ tahes
Lhar rhree mrtluLes. (Do / loDg)
/ o \ . r l L , . . . r . I \ , j J r J . j r ' E , 1 , .
rnlorn1ation I need. (considerably / good)
3 B , r I J l . I r . r h l r . p d p ' . $ o l , .
doing the intervierliru. (almost / ditticul0
b) whlch of the nnrds/phrases in bold in 1a)
are used to talk about: a) a big difference?
b) a small difference c) no diflerence?
@ mvrnes
choosc the corrcct words. p134.
i Hale lolr tl"velled anl\here interesting
late/lately?
2 Nowada)s, people hale 1o work k'ally
hardlhardt 1o eam a good livirg.
3 ThaL pon) c^n.i\mp ftt\ highLy/high.
a we arfived aL the meedug reall) lafellately.
s Unlbnun.rtery ihe storl ended
unhappy/unhappily
6 Ir! an.rzing ho\! eaiyleai/t she got thrL
7 He has sertled h hcfti rc^lly weLL/good.
3 Irs suerising/surptuinqly cold loL dlis rtrnc
e Fortunatel),! she\ [ccL ng t'ine/finely no*.
Ci Ask the public
A curious science
QUICK REVIEW ...
Work in pairs. Use these words/phrases to talk about wotk: dead'en4 deadlines:
run-of-the-nillthigh-poweredt flexiblei perk; demanding;pay a pittance. A Have
you evet had a high-powercdjob? B Yes, onesummer Iworked.-. -
Reading and Vocabulary
Vocabutary words with
different but retated meanings
Crammar formal and informal
ways of comparing
Review work expressions
quirky / kw3rki/ ddj unusual in
an atkactive and inleresting way
- . - . : / - r . . , i , / r . , r , / J . . r . . ! i r . . _
a) Some scientists specialise in
researching quirky human behaviour.
what kind of hunran behavioff in th€
picture do you tbink is betug
investtated?
b) Read e$racts A C and lnalch them
to headings l-3.
2 Brcaking the rules
3 lhe poNer of lhe subconscious
c) Read the extucts ngain. Tick the
true s€ntences. Co ect the lalse ones.
1 The ailn ofTrinkhaus! res.arch \as
to itr\estig:te the belialiour ol
2 Some o[ lh{: supennarket chcats
tound a $av of avoiding tlic ten
itens or le$'ei rule.
3 rinldaus believes that s(lneD vaD
drivers drive faster thaD mcD on
a Dutch pslchologisrs carde.l out an
elperiment Lrsing protessors an.l
football hooligans.
5 Both thc Dulch and r\rnedcan
research prole rhat people are hclped
by positive thiL'tking.
6 The xorld! tunnies{ ioke s'as one
7 It is possible thaL certain sounds
rnake people look and feel cheertul.
d) which ofthe pieces of research did
you lind the most interesting? $'hy?
-
JOHN TRINIGUS, of rhe Zicklin
School of Busin€ss, studies
ordinary p€opl€ goinil about
their everyday lives. On€ of his
sp€cialities is the strdy of
dishon€st or anti-social
b€luviour. In lris 25 vcan ol
research, onc group oi pcoplc
has conlc to stand out as
decidediy mofe likely than
othcrs to push boundaries. These
arc not djsaffecte{] teenagerl or
noisy football supporterl. Th€y
are women van oDvert.
TrinkhauYs linding is perhaps
bert illultrated by his extensive
work secretly monitoring a
supenDarkett 'ten items or felcer'
checkout over a period of nine
],'ears. r\s lnany of us have se€n
for ourselv€s,'Iiinkhaus found
that somc shoppcrs using this
lanc oftcn had somev"hat mor€
ilcms lhan lhcy should ln iheir
baslct' somccunningly placcd
their items in groups of len and
paid for each group separatcll
He found that a very hiSh
p(rportnrn ot these supermarket
lane cheats sere femile van
drivers. Furthermore, he has
shown that a good deal more
r4'omen than men van clrivers
break the sp€ed lintt, $rhich he
suspects is becaus€ they may
have an unconsclous need to
out-do bchaviour assoclatcd
rvith mcn.
. - 6 A
TWO RECINT studies harc suggcstcd that
'nost people are totall)" unawarc of thcir
reaso'rs lin behaving a! they do.
In l99lt trro Dutch plychologirts aslicd
half a gmup ot volurrteers to c$y out
a limple rnental exercne thi't involved
imagining the minciset of a typical
university professor the other half
imagined a football hooligan. All then
had to answ€r solne general knowl€d8e
qucstions. Thc pcoplc ln the prof€ssor
group got l4t/o morc ans$'crs .orrcct,
dcspilc thc tacr thal lhcrc llas barely any
difference in their actual lcvcl oi
Iocusing on the body rathef than lhc
min.l, relearchers at Ne*'York Unjlersjq
asked one Sroup ol volunteers to do a
nrelltal task involving w(trds relating to
old age, such lts 'wrinkl€d' and 'grq,'. A
second group were shown words un.elated
to old ag€. th€ res€archers then said ihe
experim€nt \!as orer and s€cretly recordecl
th€ time each participant took to wilk
down the long hail$?y to the exit.
Thosc wilh old agc on thcir nlnd took
significaDtly longcr lo walk down thc
So 1t se€nrr that if p€oplc had marglnally
more tinre tu thlnl about whal lhcy had
to clo, it would heD thc'n p€rtoml cithcr
better (r worlel) than normal at bolh
nrental and Phvsical ta1ks.
Help with Grammar
Se Preview, p55.
' , , 
-vw' , ure bf i t rs l l Assooat ion for ,ha ^ / , , .^ -^)c,ence wem in jed,rh or rhe; ; ; ; ;s ; , - " 'd(emenr or
€.kperiment Invotved peoDt tr'-'" 
',unrret ioke. thF
rhei''ore5 on ro d w;b;;ie"#;:fl; 
,Xil ff#;l[j,";|,,
ffifi [i::fi ilff"L-ni:: ifl:ril:;.rrr r.,"
m#fi***$#w
##-#ffi
(], FoRMAL
a) Look at thc highlighted {'ords/phrases h rhe extracts. $hich
}yords/phrases (pink or blue) indicite N) a big difference? b) a
small diflereD(c?
INFORMAL
b) Look at the infonnal wordtphrases in bold in these statemenrs.
$ihich indicate a) a l,ig difference? b) a snall difference?
u | ' , . DFI : to - o d"r D"op e
i.-Y:1g€jn loads..nore tinr€ by rslnCtheio;;'.-' r;;;iilA;;t'l
- ----'-....----' 
'(
I th inkthe d lck joke is mi les funnier then the othefs
I ^"1.!",r ',1, 1110 -ir . "i i"yi i i " ". onoF,,, ..,hd,
Some rlltornal phrases qirh nor ds ... .N can shoq'bjg
diftcrenccs: Clrr.riirg in d srydlnathet lsn't hauhearlJ/ah!-^herc nedt
ds a,[l'so.idi .rs dri]tr.g tu, fdsr -!j)c.dr8 rs ,r .} xob.
Sorne Lr orDal phrases sirh llc rrf (s can shonvery sfrall
difiererces: On. 
.gmrtt l.fcl oJ i"k]lgc,r.. wds pr€rt:t ucltlnore ot
IesVnuclr thr sanr as thc ortrcrs. Th|lt ttos hardlt tlnJ Ai.lFren.t
c) Chcck in pr3l
@ a) Completc these sentcnces with your olvn ide^s.
1 I earning languagcs is marginall) inore chatlcngmg
2 ... aft'a good dcal lasrer th.rn
3 . . . is s igni t icaDt l ] less safe t lan . . .
a ... is decid€dl,v nore srylisl than ...
5 ... afe soneNhat less dang€rous than ...
6 . . . is d isL iDctL) Less heal thv lhan. . .
7 is barely ant more exp.-nsjle thdn ...
b) work in pairs. Compare sentences. Do you agree
{ith your partner's sentenccs?
a) Makc comparisons with these words/pluases
ancl the adjectives in blackets. Use informal
words/phrases ftom 2b).
1 teenagers/elderll people/ (selfish)
Ieenaqers are way nare selfkhthan elderlypeaple.
2 eating at home/ealing n a restaurant (lun)
3 gomg to l\'ork/going to school Giring)
a being nraraed/being single (goo.l for vour healrh)
s havnrg a barMuying a shotrer (relaxing)
b) work in groups. Say your s€ntences. Do you
agree? why?A\rht not?may exprd,n why rhe,ound i;:;Jff;:,ilXl"ool#l
Help witfi Vocabulary
son ic rDcs onc r \od cu hd \c ( r ' r l | ) ] f l r l ) ( l i l l c | | f l ] r t in i fgs I .dD!D l ] l .
on t/lr train tr roi Jl o'rD ldr. sJr. n.rrrs ro lrrin ro 1). .r 1,s-\.lDlogv
Somcrinics or lc \ \ord crr l r r \c d l l ( ( f l f rcrnlngs br( thc mfaning5 a|1:
fclatc.l: I l,f nfdrJ,f ifns ro.i.r) L11..|r3 t,l.l]on
ffi a) I ook at thc {ortls in bold nr A. \larch then to th delidftns in B.
ihe wanted ro put on oaa socks every d.y.
I t was odd thar he d idnl phone.
i'lis daughter s reaLty sweet.
Da* cho.olate isn t sweet enough for me.
They hopped o!t of the top of her swe.t-"r
He s alrlays top of the class.
Nl,llch these general nrcaDnrgs t0
the h ighest po nt or par t in d is tance or qual i ty top r iusrator pe.r t iar
c) Look ar thcse phrascs. All 1hc lyords in bold are rriated ir
mcaning. ['b^t do vou think is the general meannrg of each group?
I a branch of a trcc; a branch ol r brrk: a branth ol scrncc
2 fccl flat: a flai piccc oI La[cl; this LeLronerlt is flat
: hrrr: a break lor cotfcc: trreak r wndcur trreak Llrt hr
a plain prpcr: plain looc| a platu tacc
s h.a1y naftict a hear"l coaL: a heary slecper
d) Chcck p l l2 .
dp ? l r , l l r n r l r ' . - . r r s s i r h qo r r l . l r o |n 6 i , o r bo .
5
\\i'ha.l snor hcrc rt Lhe wecheml
I finrl shocs mucir moLe conrlorLtble Lhrrr lrrtls
l.l prcti:r r clrfcr to r partLrncd drL.
\Vhcrc ar. vou itoing Lof
b) \\i'rk h piirs. Think of five rnorc sentenccs usnrg Nords from 6a)
aDd 6c).
,fta
€ ; t r 
\ l r l . , . r o t . . . o , , t l n u r r r - r r r l L . r l ' r r " l l . r r r 1 r . ' 1 , 1 , , , r r L n ' , s .
Lsc i l lcsc rdcJs ! r \our 'n \n
lood rrrincs mNsirnnrs .h)thnr! pcls oalclling
dp a) \\b* in s(rps. rrlk rbo(t rhc pcopte in s. .{sk foilo\\'np questions.
l'1y brothef alwiys eats .erealwltholt any nr lk on lt
b) Tcll rh€ cl.rss .ibo(r (he unusual behaviour I'our group discussed.
l
2
3
5
6
ti)
B
a) rtrange or !nexpe.ted
d) charming, attractive
e) the hlghest parr
r) |re most sLr.cesstuL
# 4 checL lhe neaninss of thcse{1)rds/prIrases.
l-istening af!d v$cabN.i!ary
clawl a hedge chickei wire
glamorousty patrol a stuffed toy
a p€bble wlnd up
b) lisrcD to tour lriends
lalliirg abour srr.tige behaliour.
which stor) docs rhc piclure
illustratel
c) Iistcn ag.rh. Complete thcs€
sunnrancs usirlg orle \\'ord.
r a) \TI r in i hrd to f rc( ( . t her
finn rh. Lbir,i.
b) \VI .n rhc spcr l ic f lLr l , fc l
l \ ' i , r r inr . thc. !bbLrs crr i r f ou l . l
2 4 \ r l r l ic tx l l icd .bor l thr nr in
\ho rL l r i )s gc ls orr i r l l rc
cn . l 0 l L l l L t r r L l
b) i lc rh! i \ .s \a l l is up r i l l do\n.
lool i ins for rhc tLr lLc l
3 4 Th. cou| lc on t l , . lml t L 's .d ro
l i f . u t rhc i f i r t th f
b) Thc orhcr tNssc[g. rs a l \ ! i \ s
a 4 K. i rh dr inhs hb l l r l ( g i i l
.o l lc . ts so thr l 5h. rnd
h.f fdcn(Ls .Nn rh.nl
b) \h . f rcr . fs ro \ \ . r r
d] \rhich ot this beha\ioN d )ou
fitr.l rhc quirldestl
thc fairc o{ lrords nr 6a).
LraMgLr c,f 1 Lrig i,,sui ct coLpdtr)l
LhNt N. L ld 1 | ] bu ! i l .
But is it ethical?
QUICK REVIEW . O.
write two phGses for these wordsi
sweeti odd; plain; heavyt flat.Wotk
in pairs and conpare your phrases:
A sweet coffee B a sweet smile
Vocabulary word pairs
a) Tick the phrases in bold
that you knorv. Check new
phrases in tli',*:* pl32.
r a Do you walch much TVI
B Not reall)'. I can take it or
2 A Do you ever buy things
online?
B Yes, on .rnd off.
3 A Do Iou rhink ad canpaigns
around al the momert are
B
br€ak an ad cxmpaign?
B \ J ' , ' a . r t s r . r - l r . ' . t a c h a n d e r e r )
one is diff€rent.
6 A Do you think TV adv€rtisirlg is part
and parcel of evcryday life?
e . r ,1 ly ; , ' . tsUr | .1 . B.r r ic l . and r i r€d
of seeing thc sameones over and
ov€r agair.
7 A Can you thiDk ofa product rvhich
took off in leaps and bounds?
B Yes, the iPo.l.
b) work in pairs. How 'vould you reply
to A's q(estions in 1a)?.
Listening
a) Look at adverts A and B. Do you ldlow
them? Do )'ou like the desigr?
b) l'tii,ii ri lr,j : Listen to craham and
Lindsa)', who have a background in
advertising, talking about th€ adverts.
$hat are their opinions?
c) work in pairs. Compare an$vers. Do
you agee {ith Gmham and Lindsat
Vocabulary word pans
Crammar position of adverbiats
Review words with different but
felated rneanings
Sone aft:, bul some are a bit hit and
whcn you go to lhe supernarket, do
rou always choose d1e sane brands?
No, I tend to pick and choose
Wlul do ) ou thid( can irak€ or
@ t) ii ,:it,, tot"" . Graham again and choose the correct answers
1 Graham srll worksluied ro wort in advetising.
2 \\tat he liked abour th€ Coca Cola adven $as .he deslg, o/
the battLe/the effe.tiveness of the 4o9an.
3 He thought the ddvert shouldhave mentianed/didn tneedto nentian
the name o[ the product.
a He associaLed the wor.I'real' \ith being ardinarylwell being.
5 He points out that the slogan'irls the reil rhing 6/6r't a coninnrn
b) i., iir:ri t-i"t"" to t-i"a"ay again and choose thc corect an$\'ers.
1 I indsa) was lnpressed bI th€ iPod advert because of rLs ybual
effect/ a p p ea L to you n q pea p Le.
2 She thinks iPod advers arc informative/nenorabLe.
3 She thinks iPods are popular because they nake people lool
t re ndy / affer a c onve n ie nt way of lkte n i ng.
a Sle has/wauLrl Like ai iPod of her oivn.
5 She believes thar other a.lvertisers willlwo,'t be influenced bv Ge
iPod campaign.
c) Work in pairs. Discuss these questions.
1 $rould you ever consjder a career ir narkctirlg or adyerdsing?
2 Ilyou were Io go inro adyerLisiru, woukl you pref.r io be a
cop)avriter or a designef
3 re young people in your counLry very image consciousl Whar
are dre luusl-ha\e products or brands at the mornenrl
6B
ADUERTISII{G IS DEAD
iir As advertisers adopt increasingly sneaky ways
iiijji; of selling their proaucts, Leo BenedictLrs charts
i#ij the rise of 'stealth' and 'buzz' marketing.
These days it's quite nomal to reqard all forms of
marketing with loathing.Afler enjoying a long, golden age
oi witty, imaginaiive commercials, the public has now
become too cynical- 0I'marketing literate'* lo be taken
in by lraditional adverlising. The aveEge Ameican, for
example, is exposed to around 3,000 messages every
day s0 it is difficult for each individual message-maker to
gel noliced.
Even morc dangelous for the Juture ol traditional
advertising has been the accumulation of evidence lhat il
no longet work. There was a sludy a lew years aqo which
showed that only l8% of television campaigns in the US
generated a positive return on investment, suggesling that
most TV advertising, however successful and crealive, s
Reading and Grammar
@ O t*r ,, 'L. phoru\ whar do \ou rhink- 
uas bcing..rdterr i tcdl Ho$ .uc(t tJul do
you think the carnpaigns were?
b) Chcck the neaning ofthese words.
sndaky dnical iterate be taken in
lnnovative word-of-mduth findraising
c) Read the article. What is 'stealth' and
'buzz' marketingl
d) work in pairs. Discuss these
1 u/hy :r{:n't pcople as easily persuadc{]
by adYerrs as thev used to be?
2 Why may it Dot be nonh spending too
niuch on televislon coumercialsl
3 Ho\ are curtnt advertising canpalgns
.litterent fron previous oms?
a ln whal situations can indirecl
advertisjng be tolerated?
5 lD $,hat situations can iDdirect
acllerlising have rhe oppostte effecr ot
Nhat was intended?
6 h Nh?l \aa)'s has Nike succeeded in
gaiDrng goo.l publiciq' for itseln
7 whI does the writer believe thrl
adv€nising is ultimatcly not ioo
litUe more than a fun way ior a company
10 wasle ts money,
It is frorn this crisis thal marketing has
emerged inlo ils next revolution.
Intereslingly, thistime it's no ongerwhat
brands say thal is changing, or how they
say it, but where. "Previously advertisinq
had speciiic foms," says Tom Himpe,
auihot ot Advefttsing is Dead - Long Live
,4dvedlslrgl " lf you asked someone, 'What
ls advertising?' they would say billboards,
newspaper ads, cinema and so on.
However, these days every possible
means of communicating a message is
beinq used and experimenled with."
An extiemely innovative and witty
example oJ this experimentation was al a
recent whaling confetence, where a
Geman animal-welfare group fitied
capsules inside lhe bathrcoms, causinq
the taps to gush'blood'. And a New
Zealand television channel found a nove
way ot promoting its show ng of ihe iilm
fhe lnvisible Man by etting a dog rcam
lhe streets, wearing a lead wilh an
invisible ownerl
'Slealth' advertisinq of this kind
overcomes lhe problem of falling public
interest by leaping olt ai consumers
unannounced and grabbing their attention
by force. Being intftrsive ls probably
Jorgivable if the advedising s
enterta ningly done. However lf ovetused
or done badly, it somelimes antagonises
people and incfeases their rcsistance t0
me messaqe,
one of the most popular ways lff a modern
brand to win the consumer's heart is by
performing good deeds for them, thereby
genentinq positive unofficial inl0malion,0r
'buz, aboul lhe brand. The company could
offer extra value io ih custome$, 0r ii could
perform some aci of sponsoled publc
seftlce, such as lhe renovation ofa much-
loved swimming pool in Brlxton in ihe UK,
paid for by Evian water Byorganising laQe
football and iuning evenls, Nike has also
generaled pos tive word-of-mouth for ilself,
as it has wilh charitable fundrais ng, such
as ther 2005 'Stand up Speak UP'
wristbands against racisfir.
lvlost people, one imagines, would prel€r
to receive a new swimming pooL than an
ad campaign out of Evian's rnarketing
budget. Likewise, il is probably a good
thng that Nike and many othef brands
now spend an incrcasing proportion of
their rnoney on charity work rather than
commercials. Whethet one respects tlrese
companies for their etforh or despises
them lor try ng t0 buy one's respect is a
declsion that each consumer rrrusl make
for hlm or lrersell,
The whole woid has a poini oi vew lhat
they hope to convince oihe6 to sharc -
whether they are linancially motivated t0
do so or not, We are allfree io disagree if
we wish, And, sometimes, if we et
ourselves, we may prefer to be €ve the
hype. Ultimately, we are the only ones
who can decide what we want to believe,
and what we want to buy.
Adapted lrom the 6rarda, 3o/01/07
6B
$ a) rrrrch rh. nourr.ALrb. in bluc i rr rh :rrrr(1, ro rhcr dcf inir i .n. @ u t r ' . r , h . , o r r c , , - n , ( n , , r t h . , , , . r , < . 1
r a rc lusal ro acccf t sonr th ing
2 an a(enift 1o rnlrkr pcoplc tccl thrt sonr.rhing is good,
inr for l r r r , cLc. by le l long about i t in the nredia
3 bu i lc l l r i t rcpai rs
' L r " r l , , r . , . , , , J , , l
5 lhc increasc or co l l rc l ion o{ r l r rngs o\c. a pcr i f t t o l ne
6 has a s l rong d is l i le o l someo ie or som.dl ing
7 admircs somcone lor har ing gocxl cds or quaLi t ics
3 annovs somebo.l) badl\
b) Work in groups. Discuss these qu€stions.
1 Do \'ou thnrk peotlc are manipuhled b) lhe Dcdir? \\'hV
2 ls stcalth and btrzz marhcrnrg comnron ir lour countryi Gile
cxamples i t possib le.
Help with Grammar
See Preview, p55.
thc mistahes. Sot11etines therc is nore rhan
one possible answc..
1 Pcople l,l(e soncrines rhe .rdycns on
rclc\.ision bcner tldn rhc progrlnrhcs.
2 Advrrts on billboads in thc furure sill
3 I eyLr an las.inarcd b.- car advcns, and l
a I always tolloF nc$ lashidr LrcD.ls sirll
s Thc srDlc brands elen rcrr liar,c thc mosL
popunr producrs
6 Pcoplc sill defnrilel\ losc intcrcst ]n
's lc . r l th 'advcnis ing
7 ChLldrcD oftens.c producrs rhcv wani ro
b) worh in pairs. CoDrl,are ansDers. Do lou
agre€ *'ith the sentcnces? \\'h,v?n\tly norl
Put thc adverbials in brackers iD thlr €orrecr
phce nr thcse s€ntences.
r l . I i d is l ike la lng to . lo house\od( (
(at seehends; al\ya,!s: oblrrsi!)
, 1 Nill ( do rhe run I to reisc nnnc) Ior
clarir)l (irfobNbh r on sarur.la))
3 I one of mv cssars Nnl I bet ! !shc. l ( .
(dc ln i tehi bv then] onlv)
a ^ . nI car l br.aks dowl (
($ithout anv Narningi .rLxlovingh: oicn)
s rhat actress is ,( nrore popular rhan her
brother ( ({:\eni rlicse dals)
Choose an advertising can'rpaigr rhat vou
think is or {as very effective. tr{akc notes
' tlic product bejnil rdlerLisc.l
the sr_vle.rnd conLcnL o[ thc lds
slogans or cat.LphrNses
rhc rargel Drarhet
$'h) lhe cantprign sas sr..csslul
your opinLon ol thc carnplign
a) $brk in groups ofthree. Take LurDs to
talh about the advertisnrg canpaign )-ou
chose. $hich campai$ does the group
think is or was th€ best?
b) Tell the cl,tss about th€ adverrising
canpaign yo(r group chose.
s lclcL ot ccrtainrl (tois ,))
6 comDlcnt olii,ush)
7 .letiritc tucquenc,v fun
@ a) I ook at the adverbials h bold in the article. Ilarch rhcm to
calegones | /.
2 rnne (r /r ls srr ! ' r f r)
r manner ( i . , t f L! . l l )
a indehnltc l feqlLenc) ( . t l .nJ
Nor all adlei-bjals hale onc lixcd positiD in a .lause or
scnlcncc.If)ou arc unsurc, Lhcs. g€neral gu chres nray heh )oLr
Front comnlenl: S&'?risirgb. il Dor[i.]
level of cerldtu(y: MdJbcrh..(nurrign triil su..c..l
l4id (soLlc) indcfinite frequnry: .slr.i dh'a)6 righr
(nDc) level of c.rtainty, H.'ll d.fnit€b $i,.
End maurer: thr1 norft lrard.
place: sl,ii at tfte olf@.
tim.: I ht tltlrtft (atnt ott a y@( 'go
definit€ frcquency: rrl ro.ro.rsc €r..'l .la
indefinitc frequency ($itl long a.llcrbials): I wo,[ (l
ho,,. fl€,:y so oJren
whcrt there arc sevcnl a.herbials at thc erd of thc cLeusc, the
usual order is Dranncr, place. ri.re: -sh. sdng l'lrdurilull! tr l,r.
FOCU5ING ADVERBIAL5
FocLrsing adrefbials cone bclor Lhc r orcVplirasc {c wanr
b) How docs the position of the focusi4 acherbial in botd in
these senten(es change the meaning?
1a) Jan . rnd I only $orkcd or the Vcr lkswagen rdvrr t .
b) Onlyjan ancl I woll<ed on rhc Volks\lrgcn a.iverr.
2 a) Jo.ls becn cvcrv\,hcrc Hr'-s even beco 1o Tong..
b) Nlorc peoplc arc going Io Tongr Eyenlocs bcen Gcrc.
c) Check in pl34-
. submissions must be ii E.g sh.
. We don't pay for your slories, but we do atrafge
for them to be recorded by profe$iona acto6.
. Stories nrlst be lict ona and work wel on radio.
complctc scntences l-7 *ith the
conclt fi)rm ol onc ol the \erbs.
caJ€ig Leap up grab storm out
nudge hiss drag
r KiFri Lrr(d ro eajqlc Janres inro
srr \ A lor r l r f f resrr ra l ior
2 Janrcs o l the roou \ !hen
h. rcd l isrd i r $as t r l inr f -s l rare
hNes in . t l lnn , rs Xi rsr i
can. up ro r l re i r uble.
1(i61i to l.rnrfs th.rr lhe)
N.r rorLg to r t re bai ik .
KrrsLi Jr rnes so l l ra l she
couLiL gLrc Lr i r r r L ss.
KLEtr larncs oLrr o l l l rc
cLLrLr to gcl thc .)one)l
\ l ike l rhes 1() 1!arn hrn
t lLr l K i , sr s . rs foming.
6C Rea World
a) Listcn tojohn NlcRaes tips li)r inroling a listcner Fill ina) Thcsc vc$s are used 1or
dunraric cffcct. Check thrir
t l l l . I h e n
the gaps in these noles.
. pa(sps, rhythm ad drress
. ro^9e of lively ru*d.s (e.9. , ad{ec1ives,
. vorl the o\d the
)
. b@ldup +he (perhops uuke ,1 nore scarl y hold sudrhng
. "f "".e "s yoatelllke drory
. gtve d a lloqr 1o n^al.e swe 1[e lidr?rc/ e^loys i+
b) lvhat do you think d lrrisr i,1 lh. t.dl Drcansl
d J a ) r l r i r r t , ' l a - r o n r l , a r \ o u s o u l d l i k . r o r . l l . R ( , H ' n l f l r - r n nt t , ,(rr / lv ' t 'c .ur rr , , dor, or r iu l( . | .c rhc.. id(d\ ! ' r ) , r , r .$ n.
an . 'nbaDassurganrusing s i rLrrUon \ou ! . bcen in
e meerilg or rclaiionship Lh.I chrngcd )our Litc
a Nondcrlul or clisasrroLrs hdidNy
e parr\. or cclebrarion \ou yc .rLlended
e mcnorv l ron lorLr c l r i ldhood
b) Plan your stor}., using Iolnr N,lcRaet tips ftom ?a). Nlakc rores,
bur dont write rhc *fulc stonr.
Real World
\Vc c.n usc thesc tcchniques io add irncrcsl lo a slor):
b) \\orh iD pairs. Put thc scDtenccs
in the order they happcned. Givc
norc infonnation about cach
Short, dramatic
5entences
Descriptive Language
A mixture of direct
and indirect speech
ldiomatic language
A personaI comment
at the end
t was 'l98Z.Ihen nry llck changed
A range of verb forms lt took me a fuLl ten m nutes to realise where
I was. f,le .t. t me share presentation? Do
reatly look the sort of peron who wo!la buyme, I thought she rnust be lookinq at
someone behind tue. The. she smiled aqain
and beckoned to me. I cringe to recal how I
literally pointed to mysef a.d mouthed "Me?"
She laughed and nodded. ply stomach
.see yo! later ldds," I whispered to my
mates. "Yolrs l.u y has other fish to fry."
I knew they'd look to see where I was going,
but r€sisted the urge to turn rolnd and g oat
when I reached Kirsti. I led her over to a
quiet corn€r of the club and we chatted. I
kept talklng too qu ckly and sayinq st!pid
things, K rsti didn't seem to notice, thouqh.
she seemed to be hanqinq on my every
word, After the host bllssf!l4s min!tes,
Klrsti had to 9o, I was just pluck nq !p the
courage to ask to see her agal. when she
suggested meeting up ror a bite to eat the
folowing evening. a local restaurant at
8 p . m ? D o n ' t b e a s n g l e f f i n L t e L a t e , " s h e
pouted, As ifl I was outslde the .estalrant on
rhe dot of elght. A big burly ffan eyed me.
a share ln a hotdayhome?
lVy stomach somersaultei.
prot€ned, blt she frowned, shoo ng me
atong. "There! no t me "
A big bl]ny man eyed me.
Time-share scams are a thing of the past
thes€ days ... a bit of a shame, really.
c) \\brk in pairs. Tal€ ttrrns to practise tcllilrg ).our stodes.
d) $brk in groups and tell ]our stories. Is thcrc one vou all preferl
Writing Fxtension
a) \\tite ).our stor,v as ifyou *'ere going to submit it to
sho(storl'radio.com.
b) Rcad other students stories.
Looh at the song Chd-strg C.ll-s on p107.
Follow the inslrucrions.
Aaapted lran The Ttnes 02/OslA4
6 Review Language
a) Look at thes€ pairs ol sent€nces.
Do they have the same ntaning? lt
not, {hat is G€ difiererce?
r a) \kitiDg in Englisli is deciclcdl)
hardcr th.rn speaking il.
b) \tidng itr Inglish is
sonc$luL hlrclcr Lhan
spealting iI.
2 a) Organic lood is signilicantL)
nDrc erpensile fian non
b) Orgdnic lood is barely an,v
more erPenstte thar non
3 a) Ha\1ng a cat is narginallv
easicr than heviDg a dog
b) llaving a c.]r is disLiLrcll-v easier
rhan haring a dog.
a a) lheme parks arc wa) tu)rc
lun than museutns.
b) lheme parks dLe loads nDrc
fun Lhan ntuscums.
s a) lidvclling b]'plane isnt luLI
as stressful as driling
b) rralelling b) plane is milcs
more srrcssful than driving.
6 a) Exting ar hone cos(s much
the sanre as €alLn8, our.
b) Ealng ar honr cosls pretq
nuch dre same ,s erliDg out.
b) Change scntences I 6 so that
they are tme tor ,vou.
tthinkwriting in Fnglish is nuch the
sarr'e as speaking it.They'rc bath
hard indiffercntways.
c) work nr pairs. lakc t rns to
sny your seDtences. Isk follo\\'
Fill in the gaps nith a *'ord which
can be used in both selrtences. Yotr
may need to changc the fonn of
r a) I rcall) lil<e Louis€, she is so
5!v!el and fneD.llv.
b) I can'i drink i.a with slrgar
ir.s much too 5W!e!
Summary 6, p]32
L€L rne gel you anothcr coke
b\' no\!
Life seems ! bit
no$ all rhe excitc ent is ovc.
I $,or1t be long, I 111jusl on
n) cotrce ...
H.ve )ou e ler
Have volr got any
.. paper lor ihe
Sorryr l Ycbeen at the Town
Hall to sce lvlonica! show
I rliought she brilliaDtly
perlormed, especiall) gi!en rhe
lack ol rehearsal tiDc The onl)
problen js we had a po\cr cul
Unlortunately, oft€n Lhat
happens I doD t kno\r $hI
Are lou gomg to see dlc sho$,]
\ts. I'11 So probably rnd sce 1t
ncxr Thursday il I can gc1
2 u )
3 4
b)
s a) Whlch ot
linguistics inl€rests you mostl
b) The compaDy I work tor
has all over
Fill in the gaps with these words.
l i . ; , : : ,
break leave off tired
bounds parcel choose
B 1ts, I thiDk it! €very day on
unril rhe end ot Nlarch.
b) Work in pairs. Look agah at
the conl'crsatior. Find one
exarnpJc ofan adverbial of: pJace;
time; deff nite frequency;
indefinite lrequency; level of
certaintl conmentl manner.
Fill in the misstug vowcls ilt
these verbs used for dramatic
ettect. ' : ; r i
1 c j_l_
2 clr,g
a gr_b
s n dgc
6 I p 
- p
a) Tick the things )ou can do
in English.
I can compare th nqs n bolh an inlormal
and formal way.
lcan !nderstand words with ditferent but
related meanings.
I can qive my views and respond 10 op nions
on advertising and marketing
lcan work outthe meanings of words and
phrases from context.
I can iolow established conveniions to tell
a peBona anecoorc.
b) n'llnt do you need to study Ngain?
I an sick and - ol
dris drcrdful rveathcr.
t a l $ . , ) 5 p r , L a n c l
vhat I watch on T\ .
I usual\' have coffee for
breakfast but I can take it ol
i t .
I thiDli nress is part and
of nodcrn lile.
ln m) opurion. ihe choice ol
.... a part):
I thn* ny English vocabular)
has improved in leaps and
I go to thc $ on and
a) Read th€ coDversNtion and
look at the adverbials in bold.
Tick the adYerbials that are in
ihe correct positiolt. Correct
a Hi. Clare. l ve bcen Lrying to get
holtl ot you all nornng.
Accurate Writing
coNNECT|NG WORDS: PUTPOSe;puNcTUATtoN: coLons and semi colons
fick the conect sentcD{es. Then correct t}c robraKes
mpl l5 .
1 T]re colo6 necd to bc boldef so as ro makc rhe
desiiln sLand our.
2 In order thc canpaigD ro b{: I succcss, rve nrust
increasc our budget.
r \ o t h a t \ . , , J m . . r ' , r o , . r l l . , . , , , J , t r . . r , l
your ideas by ttmorow
a I l ' l " . 1 " , I r ' r , i r ' ! o . . s o r . S . i r o
5 I'll send )ou sone possible slogans ir ord€r you
6 \\rc lure done resear.h (o sce which adverts are
tnc nosr Popurar
@ cororro"ors, ,esc ron",
poinLs for speeding.
3 lf you lost your
a It youtt hadnl gone
firough that red lighr,
a) Match a conditional clause in A to a main clause
i n B pr37.
A B
1 lfyou do nore rhan -\ a) rhe police wouldnl
50kph along this road. \ have sropped you.2 II you get any more \ b) you gct caughr by
0 you'd probably lose
youf job.
d) Iou'll be balned
lrom driving.
@ P.*;;::ffii,i1.j, """,** *nn ^..,"" "'
There arc threc soLutirrts, s'e could gcr aD olcrclraJi.
sell lhe conrp.riy or close ir clown.
I began lo gcr r bit ncrvo s ro caltll olyseif do\an I
nudc n,)self.r drnk.
The meelng $i]l be hcld in ile librarlt rlie Board
Roonr is being decorated
I Lrsed 1o livr iD FraD.e, I nr no\r based iD Tokyo.
V r l J r , . 1 , . 
. . , n e i n n l , . . p r J l . l , . - l , . . i n g r r r n u .
a) Rcad this extract from a srudenr's \r'ork. Corrcct the
undcrlined connecting words ofpurposc. Us.
words/phrases from 1.
b) Replace th€ asterislG (") with a colon ( : ) or a
sa\y Ls q v,.r'4 {quoL.s brq^d. lney
A(a1v'? o , /qr --1 , at - l -c l t - .q qaa4\"
aqM?rqs, pl,atL?s, DV, reaor.l?ri, ?ta.
I r<a,zube.r axe of titetr cqupqLqtl"s q
€, q.qrs q.l,* it r,.,qs .,'\. ara?r"lqL.l"ch.
q n<.a cqueiq pl^,o*<. fl,<. catup{!ry LLr?.d
qctors ,r,pader thror.qh us cities-*
tl"e.q hcd {" pre.tend to be toarists
d - , q . h - l p o s \ - r s - b . 1 t o 1 q l - t ^ - " .
pl,.lo, 'so to hav<. qN ixcns. to sl,oa
ll.ew tlLe cqw<:rq. ire qctors then
r?Lctttue\d?d ' Ik zir' xeu cqu<.rq lnqt
u,qs [,te* tke probl<u uas tl,+l: sow
' l - . t t " " , 1 - ' t a q d p " r d L q L , r ^ a d -
dar,e cL't d p?aple D<.r< d"trqX<.c]
5
b) Look at the sentences in 1a). Which is a zero, firsr,
second and third conditional? How do we make
each conditional?
c) M.rch {ntencc. l l in la) ro rhc\c meaning5:
a) an nnaginary situation in &e pasr
b) an event/sitlrarion thar is a general rrurvlacr
c) an unlikely or nnagnrary siruarion in rhe pr€senr or
d) a possible,4ikely future resulr
d) Fill in the gaps with a zero, Iirsr, second or rhird
conditional form of rhe verbs in brack€ts.
Cet your coar. I[we..leaye nova s-e'l] srill be rhere
in pleDty of tin1e lor the nexl show: (leave)
Dont n'orry -just follow my insrruciions. It you
switch olf the computer and ften start ir up again ir
... ,I pronise. (work)
I knonr tour parenls wonl ler you, bur ifyor could
have an,v pet ir the world, what. ?
lfl -.. rhat newspaper articl€, I wouldnl have
realised he was ativel (nor see)
Dr l | orSer .bour rha\ n l "nr . . I n l - \ou . . . .
them properly, they die. (look afrer)
@ ressrvr ronvs
2
3
5
6
a
Make passive sentences srarring with the correct
lbnn of the words tu bold (you may need to change
the pronoun). p138.
His conpany olten sends him abroad.
He is often sent abroad by hisconpany.
People ar€ blaning hinr for rhe current problems.
Charles Dickens wrore Bleafr Ilour€.
My leachd was always encouraging me ro write.
Someone has stolen my car.
The kids had lefr all th€ food
They are going to announce.he results soon.
Someone should rell my morher.
They could have invitecl Frcd
Preview 7
7 Laying down the law
Getting away with it
QUICK REVIEW .. o
Write three sentences about yoursetf using four of these adverbials:
last year; to Areecet fast, usually', evety Monday, prcbably Wofk in
pairs.Take turn5 to say your sentences:/wasmaPlay lastyear'
Reading and Vocabulary
@ a) Luok at the ph.rt,\ of inmarcs
work'ng,n an opcn rrrson.
ln what ways do you think'operr'
and 'closed' pnsons are diff€rent?
b) check the neaninss of
rehabilit;tion tendcattle
orgnic cr6ps accissible a citizen
c) Read the articl€. Why is Bastoey
'a]'fry difermt route to reltabilitationl
d) Read the article again. what does
th€ article say about these things?
r lvhere BasLoe) prison is situated
and vhat the lanclscape is like
2 the lejsure opporluniti.s th€re
3 the kind ofjobs done bv pdsoners
a prjsoners acconmodanon
s \isits lo and froN ihe p son
6 the cost ofmlnaging the pdsotl
e) LooL at th€ wordvphrases in bold
in thc alticle. Match pairs of near
q.nonlns. mhabitants, /esiderts
t) Do you agree with these quotes
from the a icle? whyl/$/hy not?
1 The biggesl nristake thal our
societi€s havc ma.le is to believe
that you must punish lud to
changc pflsoners.
2 The big closed prisoDs afti criminaL
3 lfyou tre.u people bad\t the), will
4 lcology is a greal tool because it
shovs thal whal se clo has an
jmpact on th€ luture. Crir nals
olien do nol think belore acling.
t's a summer day on Bastoey
lsland, and MagDe Rmstad is
making the most of it. LyinS on his
back in his shorls, the 38-year old
NoMegian is sun}arhing. Around him
is lush woodland, bngh!]y coloured
houses and the sparkling waters of the
Oslo fjod". For a prison, it's an idyllic
tradjtional, rep.essive pdsons do not
work. "The biggest mistake that our
so.ieties have made is to believe lhat
you must puish hard io change
prisoners," explains Bastoey's
goveFor oeyvind Alnaes. "But rhe big
closed prisons are cdminal schools. tf
you lreat people badly, they will
behave baily. Anyone can be a citizen
if we treat them well, respect them and
give theD challenges."
Bastoey's philosophy is that
individuals wili stop their cdminal
behaviour if ihey develop a sense of
responsibility. The way to achiwe that
is io take careof the naturc around
ihem; in the stables, for insrance, each
person is responsible for a horse or a
"Ecology is a great tool," adds
Alnaes, "be.ause it shows that what
we do has an impact on the future.
criminats oiten do not tlink before
The staff at Bastoey also run
cou$es designed to challenge
prisonerJ behavlou and lbrce them to
confronr what rhey have done. Security
is delilemtely kept low so there are
fewer employees, which males the
lrison cheaper to run than a closed
Wbat sets Bastoey apart ftom other
open prisons is its emlhasis on
ecology as a tool for rchabilitation,
and some campaigners would
weicome more lile il. "This innovative
NoNegian model promotes what
most ciminal justi.e refomers l<now
to work a requirement that
offenders tale responsibillty for their
lives dd work had to pay for what
they've done, in an environment thar is
snall scale and fmm which family
contact ca. be Daintained.
't rd = a narrow area oi sea belw€en li/o clifls
Adapledftan lne Guatdian 261a7106
Vocabulary phrases with get
Crammar conditionals: non-
Review position of adverbials
It's a hard life !
"This place is unbelievable," says
Ramstad, who is seFing a six year
sentence tor dng smuSSling. 'At ihe
prrson I was at before this one, we
were locked up in ou. cells 23 hou$ a
on the ole square mile islud, the
tls inmates, who include murderers
and fraldsiers, enjoy activities noi
usually associated with ja . In
summer they can improve rheir tennis,
de a ho$e in the forest dd hit the
beach for a swint. In winter thcy can
go cross country skiing.
But filst the inhalitats rust work.
As the island is a fam, there are cattle
to tend and orgmic crops to grow
Prisoners have access lo tools such as
arcs, LDives and saws; rhey cut trees
into timher and restore the woode.
houses dotted around the island.
AiteMards, residents returtr to
comfortable houses shared between
four and st peolie. As Bastoey is an
open prison, family menlbers can
come at the weekerds; the island is
accessible via a shorl twice daily ferry
dde.Inmates.an also leave BastoeY to
A11 convicts must begin their
senten.es in a traditional, closed
pfson, from where ihey apply to live
at Bastoey. The prison selects
individuals on ihe basis of whether
they wanl lo iun their lives around.
Bastoey is based on the idea that
V0cabulary Phrases with gef Listening and fframnnar
@ oNlatch phras€s I 7 to a)-g). Checkp t 3 6 .
sonr . . \ t . ison.rs r f ) 1o gc l thc i r
osn back or fo l i fc in lormfrs.
l rs nrorc r l i l l i fn l ro get awa) wi lh
burgl . rN rhcs. . la \ 's .
r l . $ is banne. l l ro . r dr i ! i rg bul go(
round i1 b) bLr) ln i l a b ike.
I s}oLr lc l .hrnge D! locks bt l r I l l r \cr
I ctrirl gct lhrough ro rlty drugLrcr
ho\ drngcrous l l ia t i ,1 ' l G.
T|r Inr i ch l l led i r r coun lLr t h is
Loss lud be(n getting at hLm untairl.-.
Ullike o\ licuds, I \e rLcvcr gor irto
cf i l ic ls l r i l repe.{cdh
l ind l l f rL nr lo ( lo so r rdr i lc
do $roog and nor bc puf l ished
pur ish rhe feople Nho d id sorneLlxng
u,rp l ( . rs t rnL lo Lhe,n
e) r \ o idfd . r p foblc . r
r) mrlic sorneoDL undLrstard somethLng
g) brcoDLc rntcrrs lcd in
b) Cornplete these sentcnces so the,v
r I sonerjmcs llnd ir hlrcl 1o gcl
2 . \ TV n ' r i fs I ve rccenl l \ gor i r to is . . .
3 \ lhen I . r bLrs\ I nc\er gf t for l rd lo
a I sonrct inrrs gel a l . aboul . . .
s On.( I i f rd gor r \a . ! \ ! i lh i l .
c) \\brk nr pairs. Sn) yolrr scDtcnccs
fronr 2b). Ask fbll)$ up qrcstirDs.
")
d
d)
S a t r r ' . r . r r * , , ' , ,n inRor r r , ( - $ur , rvnr , , . , . r - .
a forensic scleitist a trace of GaUva) DNA sweat a flbre a fragment
b) \V(rk ft fairs. l)iscuss these q(esti(Ds. Usc words/phrasrs lron 3a).
1 \ \ 'har nrcrhods arc uscd 1o catch cimini lsT
2 I loF do f rif rinals olicu gi\c Lh.nsches a$,?) l
c) LiskD n) thc ffIst part of a radtu intcrric\r {idr a scicnce
jonrnalist. Which crnnes does she t,rlk abourl $hat usually lcads Lo
the crhnuL henrg arrested?
d) Listen again. Fill in thc gaps in these note.-
r \\'h.r brcaltng inio a house. lrv noL to break an,r'] or scLarcli
2 \\'c!r r and a to l\od lL.vLng pdlrs, bur nrale sufc
thcr'rc not nude of 1
3 l t possi t rLc Ncar.knh.smadeoutof6 metcr i i l . suc l r is7
i \ \ , . t , , . t J q r t . . u . , u r 3
s Dont bc tcmftcd to e lhe slolen goods nnrnedirrel,-
a) Check the ncanirrg of these words. $4rat crime clo yo( thnrk Zoa
is going to talk about?
an alibi a maggot a fly a weapon a distingu shlng mark
poison an icicle a plddLe of water
b) Listcn to the sccond part of rhe inrcryic*: Wcrc you corrccll
c) Listen to the secoDd part again nnd ans\'!er these qucsriorrs.
r \\:lnL pcrsooalit) tfiits do Dunl killers hrlL n .ornnonl
2 \\t! crr dre lgc of r rni$tot be rseJirl to ld.nsic s.icntisisr
3 Ho$ cau llies bc uscfuL cli.lcncc for lo.flrsic scre listsl
a Whil is llrr disad!aDtrgc of using toisonl
s wh.{ do ) ou hN\c Lo (Lo if lou keep )onr $eirpolrl
6 \\rhrtr $oukl thc prrfect ilcaton be, a..ording 1|] Zoc? \\,h\'l
d) Can you think ofany recent murdcr cascs in rvhich forensic
c\idcn(e played a part in con\iclirg thc killcr?
7A
Help with Grammar
See Preview, p65.
- \Vc can use a laricty ol verb lonns in con.lilioMl
serrences. not oD\' dose Lrsed in rhe tour basic'
f l at L" l t or ,cntc".(5 l -1. I in ' l d \ . rr i . r r ior ol rtg
- 
zer . ' t ondi r ional , r l I . r conr l i r ional , d .c(ond
conditional ard a third conditional.
r lf).ou'rc gojng ro commit a burglrryi loull
havc to bc careful nhat yo! seaL. trst
candhional
2 ODe burglar would hare got a\ay $,ilh iI
' " r rp l t l l , " l r \ ' ' n ' { r r r r "
3 lf I $erc coLrinilinrg a burglarli ld be beller
off wcrring gloves.
a lfa pcEon doesnl vant m Learc torcnsLc
e\.i.leDcc. Lhe) slould trst sli.lc throllgh a
MIXED CONDITIONALS
b) Compare these pairs ofsentences. Then
aDswer questions i) ir).
1 a) lt tlic lddnrpper hadn't lick€d thal
cnvclope. he rvouldn't b€ in prison now
b) lt dic kdn.rpper ha.ln't lick€d rhal
' ' ' " p h w o u l d n r h a \ e g o n e
2 a) lt thc) weren't sucil goo.l actors. mosl oi
thcm would have been forrd ou( much
b) lt thc) hadn't becn such goo.l acLors,
most oI rhen would have l'.e[ found out
nuch errlier.
i) Arc all the scnicnces rcferring Lo rcal or
inagirlrry sirualions?
ii) ts each clausc reiering to pasL or presenl
Choose the correct verb form in these conditional
sentcnces. Sometines both ar€ possible.
The,v woul.hi t havc caught Lhe burglar il he hadnl
d ra p p ed / b ee n,l ro p p in g hts \\ ^IIe t.
lf rhe poli.e were hoprrglhoped to nrake in arrest r re)
\aould need to .Lo il now
Il.'or're going ta boffow/ bonowrq Lhe car, can IoLr
remernbcr to gcl ir*uraLlcei
tl \on te naking/ LI make rhosc cakcs. )olr need a special
rbu must Lcr nic kDo$ Ll !ou'11/ re qolrq lo need a lilr.
Il I d kno\iai $harwasgo;ng folr.rould hapLren, I nighL halc
5
@ a) change these sentences. usnrg mixcd conditn)nal lbrms.
r I vr onl) goi rhis car becausc I rook our a h ge bank loan
lf I hadn't taken out a huge bank loan, I wouLln't have this car-
2 \\'t nissed a lcsson, $,hich is wh,v Ne dont understand
Nlut Lhe tcrcher! saying.
3 I onl) agrced lo go to lhe club becluse l'r.d lvorks there
, r " . J m . . ) l l - o a ' l i r ! r . r h . ' n i .
iouniament Loda) instcad of mc
s M\' brothef loles $orking \aith \.oung people, r'hich is
Nh\ hc bcc.tme a tcacher.
6 Jcss is reall) laz) and so s|c |as slill no( linished her
7 Ydt.Lnldt Lakc nty adlice. $,lich is wh)'$.ere no\v so larcl
b) work in pairs. l)iscuss th$e qucstions. Ask lbtlortp
r Il )ou could hale ihc hst ter years ol )onr lili orer again,
'vhat wolrld touhavc done dillerentL)l
2 It )ou could choose, $.har special talent s1)ul.l _\'ou likc to
ha!e been born $iihl
3 lt you wcre able Lo go bacl< ur a time rnachire, vhich
pcriod d histor) woulcl 
-vou hale llked to live in?
work fi pairs- what arc the advantages and
disadvantages ot open and closed prisons? Use these
ideas or your own.
Open prisons try to educate peaple not to re offen.J but they
can be diflicuLtand expensive to run.
CLosed prisons arc often popularwith the general public
because it s felt that prisoners should be severely punished for
theircrines, but they don t help to change pisoners' behaviour.
' j
i i )
iu)
c) Checl. in p137.
which scnlences are \nirc.L coLldttiolalsl
wh,v arc the) called that?
what is tLe dlllercnce jn ncaning bet\reen
fie basic and rnixcd condition.l sentcnces
\Vork in groups. Group ,^
Follo'r' the instrxctions.
p108 . Group B ' p l r r .
ffi Every step you take
QUICK REVIEW .. .
Complete these conditional sentences about yout life,lf I hadn't... ,l'd now ...; lf I
werc better at ... ,I night have... .Work in pairs and take turns to say your sentences.
Ask fol low'up quest ions.
; \ .
i Tax exemPtions to dtscourage ,ffi,il;il;fi:;ry__* *
'.t- "-*'Y'-:f:"' ""n
,*ii". 
-;. 
..:
f,u,^+!.c_gqrcRYovER .r u niHi il E riab?iNt"e'Xrus i
Setl:acks in
households
Vocabulary phrasal nouns
Grammar lmpersonat report
Review mixed conditionals
Helo with Vocabularv
rlrrasrl nouro arc compound noLrns tomc.l trcm lerbs
and, ParticLc (a prelosirion or adrenr).
rd#" %
a) Look at the phrasal noum ir rcd nr hcadlines
A-D. What v€rbs and parlicles ar€ rlxrv nade up oF
, , \\:hen phras.l nouns begii Nirh a panicl..
rhcv h!v{: no htphcn (orll( '. .1,!'n]rorr. ,rprt)
when phr1rlal Lroutu bcrin sirh a \,crb. rhq Lna) or nn!
nol ha\e a h)phen (iri.A .,1 bklldorn. gft,rogcr,ro).
Nor all phrasrl \crbs can bc ma.le nrro ffrasal nouns:
l'h.| pril.d.lolir rno,rrrsrs not +lr*-ros a p*ICr*+rf
, Some plrfasIrl routu arc nude rp of Lhe saLuc norils
as fhrisrl ycrbs. but halc difcrcnr nrfanrngs: lh. inraft.
(enrolmeLr0 or /hirr."r,1. irds o!., I00. Hf sr',i'. !)Jdrr
I.dirl.,rl t(f.d il in (uldersrand and ft'mcmbcr)
b ) l o o L a g a i n . , r r h c p l , , J \ J l n , , u n \ i , , I ' c a d l i n ( \
A D. which phrasal nours rercrse the order of the
verb and thc particle? which oncs cant be made
into a plfasal verb with the s^mc rn€aning?
c) \\lrlch phrasal nouns in hcadhrcs A I) are
heavy min beginning of the footbaLl match
contrlbutlon iunrber of peopte who are accepted
forecast informatgather ng delay caused by a probrem
Kick offal \\tl blc) $iLL bc ar l p m
Thcre has been r setback in |lans ro ban junk lood
l l , . o u t l o o t l " r . , . . 1 . . . , 1 . r '
\bu. inpul ro tllat ne.ting $as rnuch apprcciarcd
\vc slcltered under trees.luring rhe downpours
NI\ farcnls arc haying a g€t-togeihei Nilh lriends
The Lrni\ersit\ lns rcsrictcd lts intake to rhosc \!idr
good grirdes.
d) chcck in p 1 3 6 .
Listening and Vocabulary
l&F a l r , ' ' L : , r r h ( , , ( $ . t t r f ( , . 1 \ i r l l i , , c r . ( h , . L rh .
- 
m . . r n r n g . ' t r n r r r r s o r d - H r r c r n t o t t l r c r @ 
rratch thc ptrrasal ltouns n] bold to these \sordvphrascs.
::.!,i,iiry{ ff I ,i:, :.ii:
flf'ff;r'go'*iigifl, f'
topics bctn an issue nr )our (olllrtry?
b) Listen to Stcf^no lioDr lial)'. Hilnud
1,, , , , , , , . | , , , . ' , , ) rrrJ lurr ru tr , ,m Pnl.nd gi \ " 'g
thcir otnriorrs about horv much thr: statr: should
intencnc nr peotlc'.s lives. Which topic from
thc headlines is lot discussed?
c) Listcn agah. In shich arcas do thc spcakers feeJ
rhat stale intcr\cDtiiD islisn tjustifiecll \\'hy?
\Vork in pairs. Discuss she(her the government
.houlJ g.r rn 'ol ' ,J in InnI.r \ . I .h a. rhc\ ' .
t smokng Ln public phces
2 LrvrronLl rcnLrLtssucs
3 .clationships and nrrfia!e
+ Lhc foorL pcoplc caL
3
5
plans to charge l
for rubbish t
w''"- -4"
Reading and Grammar
a) Check thc Dreadng of thesr
biomet c data an iis trbcklng tagging
transmit a mlcrochlp an implant
b) Work h pairs. Look at the piclurrs. ln
which places do orgaDis.ttions olten watch
peoplc\ moYemcrrts? ${ryl
c) Read th€ arti(lc aDd check your ideas
in sb).
d) Tick the trrc set1lences. Con-ect the falsc
r ldenr i r ,v . r rds arc unnrrsr l l , - . l is l iked on
tlre gronn.ls rh,t thcy lmit trcoflf-s
2 Onl ! rhc scni .e prcr i .Lcr kLrows wl i ich
\cbsl tcs pcople l is i t .
3 l t rs l ikc l_v rhrr Rf lD t rgs wi i l soon be on
xlrosr !ll o r su|cnMrkcL sltoppiirg
a RFID rags. !n onl ) bc used oLr obj rc ts .
s 1l you \,!luc 
_\'our tdqqt it is bcltcr lo p!,t
cl|sh lor public rransport.
6 h ccrlrjn colntries. Dobile phcucs
ouLl 'umDer Pcopre.
/ ,{n) orgrnis.trio. ]s ilLolvcd to lisLrn to )our
mobilc dronc conversalnnb.t.r) tLlnc.
s ]L is k l loNn lhar ( i ( - lv camcLrs havc been
uscd to chcck tp on cnployecs
e) $ofk in goups. Discuss these questions.
r H,rre )ou cxpc.icnccd rriy ol the tr^cknig'
2 Do )ou lecl tliat a goyrrnnrenl js jr$rificd
in r r . lck ing ] ]coplc. or Ls i t a t \ rnacccfrablc
inrrLrs ion l \ \ ih) l / \ \h) not?
3 Hoq nruch has Lhr s i tLrar ion changcd in
!oLrr countr_\. siDcc this ltrticle \\as {rilr.n?
** Sinrply by going onllne, you can give away niorrnaton aboul every,lhing irom
your policalbeliefs lo your buying habits. Tags, or'cook es', record the websites
you've vsiled, so anyone who can read your cookies can flnd oul about your
Inlernel activities, nol just your seruice prcvlder
RFlDlags (Radio Frcquency ldentfcation tags) - I ny rad o-transm tling
micrcchips - a€ getting sma ler and cheaper alllhe time. lt seems thal they wl
soon become the norrn on a I food packag ng and clothestthis willalow relaiels
notonlylo keep track of what s being stolen bul when slock s runnrng ou/.
Howeve! as wel as being used in shops and on everyday objecls such as crcdll
cads.lickets and keys, RFID lags are now also being offeed as implants. For
example, a tag can be mplanted in cub mernbers arms. acling as a secuily
pass and allowing access lothe barwilhoutthe need lor cash. Theae also appear
to b€ many hospilals using them as liny denlily cafds for patients.
Buy ng pre-paid 'si,ari' lravel cards which conia n a m crochlp means ihal you can
be tracked across a clywhen you go by undeqroundand on the bus. And rn some
big clies such as London lhere is a charge fof traffic enter ng the cty dwng busy
periods Th s tax is often enforced with the a d of a neMork of camerds, wh ch
records the number plates of everyone enlering the congestion zone".
nputtng a pesonal identilicat on nLrnrber (PlN) into a cashpo nl may be the
easiesl way of gelting yourhandson youa hard-eamed cash, bufwhileyou are
walllng foryourmoney to appeat yourideniity and with it a lthe informaUon
aboLl you on recod, is closely examned. Your wilhdrawa is aso recorded and
fled. And ll is clajmed thal even your financia records can be accessed lf there ls
a justifiable cause
There are noweslimated lo be morc mobie phones lhan peope in rnany
counlries. As soon as you activateyour signalby using lhe phone, any
organisalion wilh lhe apprcpriaie techno ogy - for nsiance, a caf breakdown
seryice can accuralely ocate you wiihin seconds With lhe co-operalion ol the
phone company, il is poss ble to islen in on people s conversaiions.In addton,
each mobie has an internalionalidentificalion numbef transmitled wh€nev€flhe
pnone s 0n
ccTV cameras ae known to operate in more and more buildings, both publc and
pfivale. Worke6 at a hotel in Boston ir lhe LJS took egal aclion against their
employels after finding a uny c€mera obseruing lhem frcm one of lhe r ockers, and
at leasl one school in lhe LJKis known to have nsta led cameEs n pupils'toiets.
Adapledfrom 88C Focls Llagazire Autlmn 2006
"congestonzone:arareawilhalotoltafc, n which molorlsls oflen ha@ Io pay a tax
t3
n:il
r;i
ia:
;i i!
7B
t, R:Tnle drcse.sentences sta(ing
1 We believe that milliore of
commuters avoided paying dre
congesroi durge lasr 
,\'ear.
Millions of conmute6 arc believed
to have a\oided paying the
co n gesti o n ch arg e Ia st ye a r.
2 It appears that mosl p€opl€ in
this county are against the
introductor of lD cards.
3 It is estinuted that 75% of p€oplc
have al least one store card.
4 It is rumoured ihat th€
govemment is introduciDg RFID
ugs h passports next year
s Some people have alleged that big
stores are k€eping detailed
personal r€cords of their
6 ft seens that seo€r monitoring
of chillro has become
acceptable in sone schools.
p u*tt'. -.*t t rmof the lerbs in
Use these passiv€ report structures:
if + passive + thdt dause;
subject + passive + infinitive with lo.
1 House prices have tallen by 8%.
see Pr€view, p65.
.! We use imperconal report structures when we want to disbnce ouEelves
fton intormadon which is not necessarily our opjnion. They ?re comnonly
found in rcporLs and newspaper ardcles.
,@ *tto*t,"" *'t" t"t oott'u,
a) Look at these sentences. Then complete the rules with thdt, or
inJinitive ]l,ith b.
It is claimed that even your financial rccords can be accessed.
CCTV canens are known to operate in nore and norc buildings.
There arc now estimated to be nore mobile phones than peopLe in many
To make lmpersonal report structures ve.an use:
2
3
@ work in groups. croup A +
i pl10- Gro(p B + p113.
It is repotted that house pices have
fallen by 8on.
House pices arc rcported to have
fallen by 8%.
The rebels have \\,ithdrawn. (knorv)
London is one ol the most
expensive cilies in (he rvorld to
live in. (sat)
The s€nior manager has resigned.
More than 3,000 people have lost
Ihe[ lives in a devasuling
earthquake. (tear)
The airpon srike is attectirlg
rhousands ot l'roliday flights.
(believe)
a i l+passive+ + c lause
s subject (CcTv.am.rff) + passn e +
e tl1e/e + passrve +
iii:5i o We can use a variet)' of infinitive forms with impersonal report
str uctures: si€ is known io hcie srynt Jbc |n6 in India. He is rumaured
to be resign'n,g el., month.
* We ofien use rhese verbs ro repori with the passn'e: .ll:lin. dll.ge,
\timate, belie\e, Lhi nk, Ie.tr, rutnow, expect i repott. undcrst.tnA.
REPORTING WTH SEfM AND APPEAR
b) look at the* .cntcnccs. Thcn choo.c lh€ con€cl $u 'd( \ \ " ' rhc ru l ( .
It seems tha. the)'will soon become the nomr.
Opinion appears to be di\ndecl.
There also appear to be many hospitals using rhem.
The verbs se.m and dpp.ar arelare,of used in the passive.
I
2
3
c) check in ill::iiiiip138. j
Not guilty!
QUICK REVIEW ...
Write sentences using phrasal nouns made from these PhrasaI verbs:poar
down',brcakdown;set backi get together.Wotk in pairs. Take turns to say your
sentencesr lhe matcl, lta s cancelled after a heavy downPour.
a) Look at these paiE of scntences. which
words/phrases in bold has a literal meaning
(L)? which has a nonliteral meaning (NL)?
what are the nonliteral meann1gsl Check in
3r"-i:'i p I 36.
r a) I grile.l the meal for five minutes. I
b) The poLice grilled him for hourc aboul
wh.ri he'd done that nighr. Nl
z a) $t got a warm welcome ftom my cousin.
b) The pizza wasnl warm eDough so I put
it in rhe niicrowave
Vocabutary metaphors
Reatworld functions and
intonation of questions
Review phnsalnouns
b)
b)
The lorecasl $.arns a sevcre storm is on
The police stormed thc building and
rescued the hosGges.
The narket is flood€d rvith cheap.
b) lfit rains an) nore, the roads will soon
be flooded.
5 a) lt was such a bdght day I needed ny
b) Hels a rcall) bright La.l I canl believe
he'd tum 1o crinre.
6 a) I have Lo get up at dam to drive to
b) lt suddenly dame.l on the inspector
who the suspect night be.
wli€n I sai! the burglar. I froze and
Ir vas so cold ihat the lahe frozc.
\,1) prftrnts ncw io Brazil lasl $.eek.
The crlne novel vas so excning, the
e a) \'ick) is a good choice lor theiob becausc
shc doesnt clack under pressure.
b) 1 suddenl)' noticed the large crack in
thc ceihng.
b) r,\'rite five sentences about your lile. Use
netaphors from 1a).
c) Work in pairs. Take turns to say your
sentences. Ask follow-up questions.
(;eorge $ orks as a
George hrtl the monev under rhe ...
I,like lett En1n1a's house to get a ....
He lvas scen b) his at about 8.20.
Mike toLd the police he satched a.. . on TV
Listening and Speaking
@ a) Look at ttre picture. what is happeningl
3 George usurll,,- goes out .rt about ....
5
6
3
on Fri.ta,v elenings.
George had hldden poun.Ls
10 Nlike hasnl gor much mone,v because hel
11 ii-, il l risrn to this extract ftom a pla)l wlq' is Mihe a
suspect? wtu( crime is he alleged to have comnitted?
c) Listen again. Fill in the gaps with one or two words.
1 Ennna is lvlikes :
2 The police think llar lvlike is usiDg Enin rs an
pasr
in Lhe [al.
d) Do ),ou thinli Mjke is guiltyl \\ty?Avhy not?
r
I
7C Rea Wodcl
@ rr r," ' ao 'r ' .- pr,rr.c. tro,n 'h, r\, 'J(' mca,,)
I ir .rll strikes me a5 yerl odd
2 liring fighl on your doorsi€p
I \ve rc notjoined at th€ hip
a $e we(ent borD y€st€rday
5 I losl lrack of$,haL was haplening
5 .rLrsl h.r\c hit you hard, Ll,sing \'ouriob
Real World
llrlo| ion pducrrs iD Enghsh arc lariccl an.l cornplicNrcd.
Ho\cvcr tbe toLl,r'i,rg guidehrcs n,a! bc he\rtuI.
& . 9 a l L i r t r r t 5 q , , " * ' ; " | l r l - ' \ \ h r ( l r q u c - r i o n . J r c
- 
. F L r r g l . r n c $ i ' r l o r D r . U i u n . \ , 1 $ l , h i r c ( h c ( L i n g
inlbnnatior (C)?
1 \VhrL docsl
, . r r h . . ' , . , , t , I r u . 
. . 
, A . , - . '
3 How D1u.hl
4 So. )ou we r l o . )ouf owr. d lou?
s HoN corncl
b) Listen 1() the ques )ns again and choosr the correcr
1 . fftnq/falling raia \rl1en asking qucsrions Lo tnd our n.w
2 r nsing/falling r.ne $1L n checlifg i|lornution {c thnrk
is ight.
3 a $ing/faLLing rone i qlrenion tags whrn rrc c\pcct thc
listcner to .onfirnr rlui $e are fighL.
Wc sonrctunes h!\'c.liflere'rL reascus lor asknrg
.LucstnDs. othcr thln requesting fc$ or chcckiD! olcl
nrlorDrition Sonr.rirncs tro rep ) is exp.ctcd ald a lalling
lntonntion is Lrs..l
c) Lislen Lo questnDs I 4 aDd match then 11)
lunclions ,t)-d).
r Couid lvc i st 1to orcr
this onc nFre rinel
2 HoN dnNl.l I knoiv? /
3 lsnt rhat r eoinc idcnccl
4 flc nclcr sra)s i'r on a
rri.lav clcnmg do.s hcl
d) Check in p139.
W ul L-r .n ro rhc$ , tu.-r i .n. . \ \ l r i , h
one Ls Lrqu(srng I 'e$ Lnhn nr.honl
a) gn ing iDstrnctions
b) a rhctorical qncstion
(erpcctDg egrectnentl
c) agg.cssi!e/deiensi!e
rcsporlsc ro a quesrroll
d) n.lting a sarcasric
r A I helcn\ got rLr) nonc,! on nrc
B lsn l rhal a surpr isc l l
2 a So s. rc nrectirg ft 9. lrc $a'l
E tts Sorl1 I \c forgotren rlreadl
\\hcrc afc $c rn.ctiD!?
3 A Could vou put crcr l thnrg in thc
.lishrasher. Lrh.srl
B \ \h ! shol r ld I ahvavs do i r l
a A thank goodncss i r ! er r i lcd ar lasr t
s a I hcld liom T.rri lasr night
B (lh. so shc linalLy dcciclccl ro phonc,
6 A I belnr'. ll)0 peoplc are .oD i rg ro rhc
B Are rou su.e i
7 a 1 ne.cL sorr( mcDc):
B (lh )olr d.,. do )oul
b) Look at R7.7, p 156. Listen again and
notice the senlcDcc stress and inronation.
c) \\brk in pairs. Listcn again and practise
rcading the e-\ch.Dgcs.
$brk in pairs. Studeit A. fbllo\y the
ifftructions below Sludcnt R pl15.
r Student A \\iorlt on !ou. o$u. You are .t
pol icc o l l iccr \ou are going ro r rcn ie l t
Ennn! lo see i[ hcr storv contrrdicrs
\ ' l ikcs rhurh of .Lucsr ions us i lg d rar icr )
oi qucslion Lvpes mcl .ling qucsridr ragsif l,.r.rl] Ldd bccn expccrjng Nliltc ro
go round Lhat cvcnnrg
whcilef tris bchaliour seened norntal
$.h) she d r'L go orlr wirh Lin n) helc
hoq lorg h. tmk to ger back \'rth his
\rh.r rLe) di.l Fhen h.- goL brclt
rvhen he left ro go home
rvhere he got his phone frorn.
\\brk \!jlh lour partner lslt Emnu the
quesnons r )ore an.1an,r or \our o\ tn.
Nlakc notcs. Does anlthing EDrru sals
.onrradicl lvlik€! stoDl
\\ork in groups ot tor. Ualc )ou
changed vour nxnd about qher l rcr Mikc
is gni l ry or nor l Discuss rhe cru lcnce.
T
7 Review Language Summary 7, p136
a) Iill in the gaps \\'ith these
words/phrases. l::. r: ;
into round (x2) at away
through my own back
l rc nevcr gol Lo
lea ing how ro cook, c'ei though
l've hcd on ny om 1or,veafs. I
get . thc problem b),
buying lors of ready ma.Le neals,
but I l0o\1' I wonl be able to ger
a) lill in the gaps sith the correct
form of the verb nr brackes to
make mi\ed coDdi nuls.
r Il I d inv.sted tliar nione,v ivhen
lolL told ne to, vc
Iill in the gaps with the concct
form of the verbs in brackets.
There is sometimes more than
one possible ansrver. -fhe lerbs
in bold should be in the prescnt.
Recentll burglanes
in this ar-ea. (rcpo / nrcrease)
Ir thar the cosr of
the Olynrpic staclium will be
over budgei. (lea,
Thcve a huge
demand lor Cup l-jnal tickets
Mike andJane
diYorce. (rumour / scek)
People dilided
o!er rhe issuc (appcar/ be)
conrroversv over the nes. poljql
a) wrjte two sentences for each
Eord. One should show a literal
and one should show a non-
literal meaning. : .il. i'.;
fticnds are al$'a,vs gettiDg
I ani . Iger5 . . . b)
poiDtlg oul hov nuch iine Lhe)
vasre i lhc kitchen. Hoacvef. all
tlie publiciry about eating hcalLbily
is tlully g€I(ing 6 lo
ne. alLhough I really .loni tlurk
l'll cvcr ger 'i cookjng
b) work in pairs. Compare
a) Choose the corrc€t answer
Sometimes both answers may be
possible.
1 ll Latt^il1t k gaing/night go inr.i
Iolvn larer, shcll post this letter
2 That $asn't bad dfjving, but if
fou hed falerlbee, lakhg your
test. 
-vou'd have to be more
careful than that
3 I'd leel niuch happier if ,vott
phonetl/wauLd phone $e )a\er.
a lf )'ou s'ash $ool. )ou
uielihould uJe cold walet.
s Il \orr d been tellinq/taLd ne
about )'our problen, I'd halc
hetped ,vou.
6 l [1want tocatch/ m gaing to.atch
that lrain, I should leave noN:
b) Work in pairs. Compare
ll I hadni lost mt keys. 1
(gi\.e) you a litt.
BLrt Im afraid I caDt litul thcn.
Il you . (o\D) ,
irobile phoDe. yesterdays
arangements ivoulcln't have
been so complicatc.L.
Clar{: .. (finBh) thal
essay b,v noq. ifshe didn't kecp
Il you hadnl stayed up so late
lasl night, yolr .
(not leel) so barl today
lbu could liave appli€d tor thaL
job we sas' il rou ...
I d slill bc hvmg in \vales it I
0ror changc)
b) Work in pairs. Conpare
@ rilt i'. *regaps-jth rhe.e partrcl.st0 nrake pnrasaLnouns,
2 biglit
in out off down on back
Tal<e your coat. -Iherc! golng
Io bc a -...pour latcr.
Because the roads wcre bus)
wc nr issed k ick . . . .
The set of hcr illncss
began whcn Julie was vcr)
)oung.
There is going to bc an
cry when the
ito!crnmenr publishcs the
Due Io an unavoiclable
set , our departurc
Tr) rnd rcduce,vour ......
take o{ saturated lat.
b) work in pairs. Compare
a) Tick the thnrgs you can do in English.
can undeBtand a radio nterview in deta
and make noles on il.
can undersland and use a ranqe oi more
comp ex conditional lorms.
can report inJormation in an irnpersona
way using a range ol structures.
can identl] and use a variety ol questions
and intonation patlerns.
L can recogn se and use a range ol diomalic
and metaphorica languaqe.
b) \\4u( do ]'ou need to study again?CE
T
Accurate Writing
coNNEclNc woRDs: condition
PUNCTUATION: COMMAS
{ f , t " ' . ' - , ' t " , "" , , r (onnci r ins $orJ. in rh(.r *nr. , , ( . \s eJ i i p t lo
1 U,1eii//,.are .\ prison.$ ire gi\cil hc\r, dlcI Nrc Likch ro
2 \\t rnust acr nos,. rnleiilotherw6e (he prLsoLl popuhrtun
lriLl doublc.
3 hx trisoneN shoul.l h. hchecl Jlrir(jrll\', as lorq aJllrleJj
there is cnough nro.cr
@ wtsu, n oNw .,.
1
2
3
5
3 4
s 4
a) Tich the correct words/phrases in bold.
Th€n correct the mistakes. p141.
tl onlv I didn't haYe to leale Lodal
ll only t krow someonc \rbo coulcl help,
I \\ish Tom is hcre,
I lvish it isn't raining,
Il only I knew ]'on $'cre coming.
Il only $e'd b€en taught langLragcs atPrisoners can beconre rcsponsible citlzens.
otherwrelprovlddg $'e allor thein to
lmagine/Whether rhe go\enror is right or $(ong. there are
man\' 1ilro orsagree
Supposing/Athe,wise tfu trisorcrs arent rell cnougli to
u ork. q 'har Iappens dref l
7 I \\'ish I cal liv. here.
e I $ish l11orc yourg people would vote,
e ll only Nancy gets her hair cur,
b) Co'nplete 1-9 withl, t + subjcct +
auxiliary verb. Is the auxiliary vclb past,
present or tuture? $ftt?
lfonly ldidn t have to Leave today, but Ida.
c) Complete these sentences wirh the
conect fom of the ver.b in brnckers.
I wish:
r a) she ,?dlold me about it before (tell)
b) she mc r.har the
problen, is. ftell)
2 a) I olorc riDc ro hclp lou
tomonosr (h:!e)
b) I Dorc tllne ro help lou
vesrerdar (havc)
@ rut cornmas in hesc scnLences. ffiffi pr:0.
r ]f 
.,-ou havc intnde.s in thc house itls beiicr nol to
z Avorl ktcpLng txpensive coDlpnters handblgs ancl wrllers
HorcvcL you shouLd rlso bc wcLl insured
Door chrurs rnd spl holcs which your lancllorcl will
prcbebll tit ircLp to rcducc crnne.
rh. pol icc of f iccr sa id Y(rshouldserupa
Ncighbourhoo.l \\ratch schcme.
\ou sliould instaLl a burglar alarnr o(heh!ise )o(t ll regrcr it
I
3
a) ltend rhis exira.t frorn a student! *ork. Corrcct the
urderlnred connecting worcls of condition.
b) O indicates a missnrg comma. \\'hy is each comma
whJe I was ar,"nV lo worA Tesle' oat aaa
eafinq a 4.aissanf A a car +lasle.d i^ h,r'Ll's af
/ve ) de4'ded to stao otlLe.w,te sat ebad\ was
d trolble A wki.L was lL4kt beeaase fke &L
lurned atf lo lE a^ Lhlta.ked pli.e .a. -fLe
eli'p./han fald lre fhaf it tuas llelal k eaf
wLile ! was a,u,n7,zgUdt+ r /r1ittlt ka,e an
aadent'. Apparenfl% A %a1 a.e not allawe.d lo
eaf a driAk ol srea* M to{. rrable eLone
'sLe(.sit+ fLe a.ar Las stopped fke pliaenah
said Le ;aLtd ,af Ane te fLis hae ct a+tlefs
r a.V.eed nof fa da if ataih orfa.fLnaleh O
a#er drdiht 1or anoflter +et/ /r'inLfes O f\@
I you norc oficn.
I vor r.hen you were in
I $ork Last nighl
I to snrdy lbr
tonrorroq's exan. (not havc to)
he nuktug all rhal
he smoking when )rc
Preview 8
sa/re paliler.a/t stopped n'e qad and said G)
'' It''s ,le?,tl k drue uhl16Lt' Nea.inl. a sealtrF.ft "
8 What's stopping you?
Finding t ime
QUICK REVIEW ...
Choose four of these wotds: bright fLoodt fLy freezet stotm,warm.Wrlte
one sentence for each word with its literal meaning and one sentence
with its metaphorical meaning.Work in pairs and comPare sentences,
VocabularY Phrases with fir]e
a) Tick the phrascs nr bold &at you kno\'!: Che.k nelv
phrases in I p140.
1 lf I have limc to kill at an fuporl, I usual]v rea.l a book.
2 I Like 1o ger Io class iD plen(y of time
3 I al$r)s lake my time \vhen I l:io homevork
4 I usual\' hav€ ver) little time lo sparc jn die DomiDg.
s For (he t imc being. l 'm happ) doing$hat lm. lo ing.
6 lt's only a matter of time belore I change n)'
7 I bcliele in thc sa,virlg thue's no time like th€ pr€s€nt'
3 l'v€ got no aimc for peopl. who donl carc abort
cliniaLe changc
e lrls ditticuh for me to find time Lo get involved nr
environmenul issues.
10 I give people a hard time ivhen Lhe) dont recycle
things.
b) Tick th€ senteDces tha( are truc for you. Change the
ofier sentences so drat they are true for you.
c) work in pairs.Take turns to say your senlences.
Reading and Grammal
@ O v,r , . , r , r ' 
n l pcoph uh, ' , lure had a prolound cl lc( l
- on rhc $orld dthcr lor sood or , , ' r I 'J,1.
b) [brk nr pans. Compare lists and choose trvo peoplc
who you think have had thc greatest effect.
c) Tell the class \lho you d se and why.
d) Read an interyiew with Edd) Canfor'Dumas, at author,
TV scriptwriter, peace actilist and €andidate lbr the
Green Parqr llatch dre interviewer's questjons, a)'.c) to
scctions ]-f of thc article.
a) Do you bclieve rhal one pe6on can rcalll mak. a
What have )ou done oD a pelsorrl le!e] to acldress the
issue of clLmare change?
Ior havc rccefrly becone scriously in!olved in green
issues Ho\ .li.l lhis conlc about?
vocabulary phrases with ttme
Crammar past v€rb forms with present
or future meaning
' I I
| l 2001 1l , , 'as wofknq on a BBI
'ditagt€i lfama, tupL'r/o/aonr, iboLrt
the i at onaL efLrpt on ol Ye o,,rrttofe
Nnl ofn Pafk I t re LISA To re p my
relenralr tpoke to a raief l5t ! \ iho rad
Irst r,rf ttef a book aboLrt i tre ,.r,i,r!t
the , 'of d m qht efd Top of the i \r'/at
! oLrn \,rafm n!, afe:ted b! nr,lf made
t0,- em 55 on! lJLrl, lrc sn al, a re of tlre !,rof st offendeft, tre
U5A, l rou r l oL lLar l Lar alrar l le urt a ter ies ol devalt i t ln!
rLrf f rcane5 h t r15 l i ! l f fn( ea5l aaiasls
Tr,,,ro 
_lears nls \,/.r5 ,rrork rll 0f nfotlLef altatter pfojeat
tuperJlrrfir, dLr0LrL Lhc elfert af il oba ,rarrn f! on rLifiaan€t n
the At ant [ , arf ! ! iL$] Llre \nlana aent€f fof Almosphef a
Re5earah in B0! der, Co o a(lo At tre t me, a nLrnrbef ol ! o ef t
rLrff aane5 !r'ere h llirlll the (,Lr I anl east aoattt of tre lll^,
rotab y (irtr ra, thal wfeakca Ne\(' Orlenrs, !o agked the ]e.rd
of NIAR l\40 qlest 0r5, s !] rrb.r '"r,nrinll . fe. ity, .f.l t 1
man maie? He loo[ed irl ric as I | ,.!as rnal Hov,/ aoL] d nnlone
st l be asl nq 5uah bas | (Lre91or] t? He l lnve me a shoft l l tor in
0n a mate sa enae, ard i r f lcr f r f l l rcf dl taut5 0rs \ ' ! l th othef
saentst5 camc home ror! r lcd thnL Lh!,rainfen nrr ler,y '
serioLrs prob em.
It's time we all accepted the fact that
everyone can make a differen(e.
b)
4 \ , , /e , I reir sed I h.d L0 bc rno e lhin l l r l t i ( l fe.L dEblt
e r ! r o n m € r t a 5 t , p d y r l l i r l f f t l m a r f m ! r e y e a a h m 0 n t l l
to Frefd5 ol the Earth L0 ei l le fy rof!( enre Sa lempoyed
tomeone to do irr eao d L ar mf l rolrge Lo sce haru/ my
@ t"ua *,. i,,,".'i.* again. find answers to rbese questioDs. @t \ \or l . in tair \ . t ) i \ u\ \ rh, \ , qu(ni ,n_
2
Whv did Ed.h go ro America jn 2003?
Wh) clo you thinh rhe tcad ot NC,{R was surprjscd by !ckl}.:s
Whv was Ed.h':s col\.ers.rLion \yirh rtre scienrisr so significant?
In \rhar $a)s did E.l.ly beconre more rhdniusr a .dire(t debir
e. ! r ronnrenral is f l
s whv.locs Eddl mcnrion peopte tikc C;anclht and Nctson
I ook ar rhis sayirgr ilnor lou, trlo? 4 llo.
' rom $hor l Whar do )ou ar i rk i t ncans?
What do )ou rhmk ts nrvolved in lialirg.n
eco audlr . lone on your houlc?
Ilo\' green'do votr ttlinh yoru lilest\,le isl
Ilow coul.l\'olr aDd )our home be ,greerer'l
\\l]at could elery fc|son innne.tiarety do to
l ighr c l lnarc chrngcl
Help with Grammar
Se€ Preview. p75.
t$t lerb fonns .lo nor atN.tls rfer ro pasr tnre
a) Conrpare rhese pairs ofsenrcnces.
Then ans!r'er the qu€sridrs.
1 al ttb tirne ro accepl rhe trct rhir
erer)o'ie can nake a difcrcnce.
b) lrs (i|ne we all acc.pred Lhe tact rhal
creDore can Drake a ctifierencc.
2 a) tc lsooner do o.c of rhe johs
b) Id $ono somcon€ etsc ,vas doing on.
3 a) r'd prefer ro ger drcct1y nvolved
b) t'd prcter ir ifa lor morc pcopl€ gor
direcrh. involvcd
a a) r'.1 ralher look ar rhe smal ttrirgs I
b) l'd rarher peopte tooked ar rire sm,ru
things rhe| could do
i) Do an) of rhe scn((.Dccs rcter ro past
i i ) Do a l l Lh. scnren.cs tc l lus what Lhe
spcaker would like ro happcDl
b) Look agah at rhe scmrences in 5a).
\\'}ich verbs (pink or blue) are nrfinirile
terb forms? Which .r€ eirh€r past Simtlle
or Pasl Continuonsl
c) Look at rhe subjecrs in botd in the
sentences in 5a). TheD choose rhe conecr
whcn ira ln,.. r',rld soo,w, voutd rother,
and r.&ld f,./ir ii ilare tolo\red bl a
s bjcci + \erb, we use a, t rrl'y€lapaji
\Ve c.n also sa\' it\ drori tinc... or at!
hish rtn. . ro slrggest sonething is utgenr:
lr\ ligl ti,'r rr. r{dli!.d llc.dnl t.fp rising llp
th. cdrth\ 'cnnr..s lit. rJri\
@
fn f l , i aa! ( beaome lrrener, ard i , ,cnt akr t ! to a |eet inl l 0f my oai
! erf Paf ly l ef t l l tc / |eel | ! l i rs thc air fd l i te lof ml ;rr ,a f the
r l tomfq l ! r :a qolcrf tmenl c lcatonrafd l l t reeal0f or la| i rer lo l i l
f i rurh b ! ! lcr . f . .
Fof t r{ ] imr bei |o 'm 0( .boul . lo inq r l th loL:r5 bLrt I .dm t i t , , h i fd
l l f ! t0 Lc\ 'eryl l t i | l l f , t0 obr or 5i ! l 'd 5rorer \Lr r0/ lee reu/. ts
r! f l l 0rr ! t i r . jo l5 l f 1. [ t , r /0t ]d pfef. , r t r l . kr l mor peop c lot
r l rr . i , / rNol,r .d LtLrt 'm io| frd. i t Lhir i t r i r r , , . rpe .5 peopre 5ee
Lnri t \ | re af | fot cofLItLle tar lve as th0Lrlh lhe p, l rcthad ! | lm td
rc5!Lrfaer nIa;n Ll I miL-( i rapir i t , , , lo:btorb tre cl leat, olevef
trr i r lef a0rsLmfr i rxt .
3 1
l i rere E af ara erLlrpafe5r] 5; ! ! , Ore i ! the f i | | ref 0r ter
l l ro! ;af( El ,er.r t i r | ! beqr tr ! r t r Lh.: fd v lLral l ) )r pefsl l | ahanlJcs
ara 5elt ol i a ira| l ie I n t i r thef lcr50f, n t . l so i t roes or, elef I t
1 i k : 5 . l r c i r t d r . 1 ) [ t m e l l t h e . u l l _ o e n t l r e i n r ] ! d L r ; i r p r o f o ! | d
af i l0rLJsc! ' r f fe a,! fq0r pfe,/erLi | ! l sLl l fcrrrq, t l l t r : ranl le he0 sha
5.:15 0l l i f o iheft ," , r i 5e . the ! *r trr ant I . r fe.(hir ! took at Llrc
l l reat fel ! lo!5 lenLher5 | l i t rstof\r 0r leop c l rom f i r l re modern I f i res
5uaf as G.I tdr i an{ Na1t0f x lafdel: l
0 J . o c . . , . c
0 . C O . C O D ' . D ,
rn i reI r loort te! 0trer\r5e thEy l jet pLrt 0i f b! { l r f lkrn! Lhey r.ve to
Lfan{la Llrc r ' /or ( Ardt l r i tL ! , r h;r) !en a|y, , , , ,a! , I r , r 'e i l0oL]f lL
irfl perh.rp5 jLrtt ;,' tt e nrrrr
e.o: .onnecred lo llre envifonfn.nr
d) check in pr4 l .
8,A
@ uar.e sentences wlth,thesc wor.ls. Sonetimes more than
oDe nnswer rs possrDre.
1 I / prefer it ill $,e / meet / at the cincma.
2 I / sooncr / David / do / the clearing up.
i ft / tin€ / h.r!e / a break.
a \ve / prctcr / go / on Tuesdal
5 I / mdlcr / )ou / noi smoke / iD herc.
6 lt / abouL time / Pcrc / a.lDit / he Nas wrong.
a) Ti€k drc correct sentences. Then conect the mistakes.
Sometimcs there is nore than one possible answer
1 lkl raiher leopl€ .loni drop liller in lhe streets.
lkl sooner tra'cl by tr.rin tlun by bus.
l'd prefer Dor€ p€ople \rere environnenrally corFcblrs.
Irs higli tiDc pcople slop uslng cars in cities.
I'd rarher ny taniily spend nrore time rogether
I d prcfer it itp€ople dont use rheir mobiles on pubLic banspo .
IIs tinre i liarl a holxla,r:
I'd prefer I Livc nca.cr to the coasl
Work in paiE. Compare answers-
c) Tat(e lurns to say which sentemes are true lor,vou.
Ask lollo$'up questions.
Listening and Speaking
2
3
5
8
b)
@ a) chech the rncanins of dese words
soot scrrb an incinerator federalbw
b) 
. r. Listen to Fddy talking al'ort
Hazel Henderson, an ordinary woman
who has made a significant diflcrence to
thc world. Choose thc correct aDswer in these sentences.
1 ,{11 the children $4ro played in the locaL parlt iI
Ne$ York sere dtlyrll.
2 liazcL succee.led in ger\ing bette. playgrcuntls in pak/levek of
air polLutian nade public
3 Hazcl is row anadvisar to the Prcsidentafthe UsAlgavemnents
allrcund the warld.
c) $brk in groups of three. Yo are each going to summarise
part ofHazel Henderson! story Studer( A.look at list 1.
Srudent B. look at list 2. Student C, look at list 3. which of
rhe itcrns ftom your list could you already talk about?
1 Eristol, school, qualitlcations, jobs. New lork, an American
2 locaL plaigrolLnd, sool, pollution, other nothcrs and chiklrcn
3 iD Ncw Yofk. lhe qualil) of the air. AtsC nc$,s neLwork.
veaih.r [ortcasrs
d) Listen again. N{ake notes on your section of the story.
e) Think about how (o summarise your part ofthe sbry [5tu9
fie prompts lrom 8c) nnd your not€s.
fl ln the sarne groups of three, take tums to read out your
sumnary Do you think you have covered all thc manr potuts?
i:t:t..:',i:,:ii:iii :,':,i'.:,jiri ',:.l.ii:.,],i.,' ] .:,,:,..t:.,..:,.,:,i':
GJ a) lmaein. \ ou could \1,( rd an .r .ning
\virh rhrc. ldnrou\ txot j l ( rhar )ou rhi | l l .
have made a difference to the rvorld,
positively or ncgatively They can be fron
the prescnt or the past. which three
people would you choose and rvh14
b) \\tite one question you rvould like to
ask each ofyour guests.
a) $brk nr p,'irs. Sa,v who you chosc
ancl what questnnr you would asl..
\Vhat topics ofconvcrsatidr night tour
b) Agree on the threc most interesling
(i,: ix" i" ^ ^" ii'"*""J'r-. ;r
' cir', r'i 'u***" r""i,"a .
J o h n t e n n o n . H s m u s c h a d
a great lifluen.e on the world.
c) Tc)l the class rlrc your thrcc gucsts arc
and the topics ofconversatirn that are
Iikely to conre up.
d) which group woLtld you like to.ioin lbr
the eveningl 'l\hl]
@ a) \lork in pairs. lisc ss these ques(ions.
Do you agree on \rliich photos. A f. illustrarc erch ot thcse
cmolions: anger: disgustt feart jori sa.lDess; surprise?
Do )ou Ihink.tll cultures experience the sane basic
3 How do )ou think basic rmotions he\rcd our ancestors to
sLry alive?
a whrt other enrotions are there besidcs the basic ones?
b) : r , Listcn to a radio programme about emotions.
Check your ansrvers to qrestions 2-4 in I a).
c) Listen again. Read these quotes from the radio
programme and answer the questions.
1 'Whoevcr said that is \trorlg." Said whall
2 'whcrcv€r rhis experini€nt lvas crrried oul. lhe resuhs
\\'ere rire same." What cxperinenLl
3 '$'hocvcr sa$ the photos identilied the sane emotions. '
\Vhich crnotions?
a 'Whenevcr vou do dlis irl pivar€ ... its udikel.,- to cause
emb.trrassment. Dowliat?
s 'Thar's dre cliff{:rence between higher and basic emotions.'
d) $brk nr gro(ps. Discuss wheth€r this statement is true
or not. Cotrsider lllings such as sports, food, dress, attitude
ro relatiolrships. attitude to animals, pfvac,v, etc.
Thi,rgs tlrat "right rnaJir ptoplerom onc.ultutr ptoud.
cn}a, r.lss.l, 
.gu iltlt dlglri sdd. disgrsl.d, hdppl,t er. nighl nor
rri$t.r rlr. sdn. .,rotion in peoplc lrotn dnoLho .ltlture.
a) Read thc rule. Then natch the n'ords in
bold in sentences l -1 in 1c) to meanings a)
q h , r $ , r d d , ' , , r o q , r { o , q r J . , l ' ' ,
whoca.r, Dh.nc1'cr. hd.('rer. rihi.h.1.f,,rolrrrr,)
ir usuall)'has one ol rhese merniLus:
a) l t docsnt nrat ier n 'here, $ho. \ rhen, etc . lL
can be an,v p lace, anyone, an) r i l l le .
srdrl rhe o.peri,n.nt h.rl]lcrloll ndrll lo.
(i( doesnt nratlcr n'hen you sla )
a;ivc rhc rcsrlts ro lfho(1cr xdnts lhcrl.
(anyone \aho vanrs lhenr)
b) An unknown place. persor . r i lne. etc .
urtocf.r Lr rctc lhis rcforr did .'lanLasLrc jt)b.
(l don t kno\a who the person was)
; '::,i r: Wicn&.rc:n also mean t'\,ery rime :
W?l.ftlersll€.dlls, I,1 o . (= eyer! tLmeshc
cal ls , lm out . )
\ \ a ' o . . , , , , , 1 , , 1 , , , , r r l ' r . d r f , , 1 . ' r ' . r h ,
subject or rhc objecr ol the verb: whoeref nrx
1'otr ... (subjeco whoer€' 
_1,ori
sd ' i . . . (objeco
b) Check in p1,10.
i Vocabutary wrerever,
I whoevet, whatever, etc. )
' word buitding (2): suffixes
I Review past v€rb forms with
i Present or tuture meaning
Fear!
QUICK REVIEW ...
Use four of these prompts to write true and fatse sentences about yourself: Mo5tol
ny friends prefer...; I'd Nefet it if ny tiends... I I'd sooner... il'd rather ldidn't have
to ... i lthink it's time to ... i lt's about time L.. .Work in pairs. Take turns to say your
sentences, Cuess if vour oartner's sentences are true or false,
Lislening and Vocabulary
@ a) lvork ln pairs. niscuss Lhese qu€stions.
1 What is lhe scar iest th iDg )ou hale e lcr . lonel
2 what! thc scariesr ihing that has erel
happeDed to youl
3 what Nould )aru clo ifyou hcard a burglat
trting to break inio tour homel
b) Check the neaning ofthese words.
crunch scrape chisel medi,jcre mund;ne
Read the article. Ansqer thcse questions.
\\ihar happencd ancl \ahat did the wriLef do
&' t a l R(ad lh! r r l rc le Je,r rn. whr i n o l l l r ( -c -cn lcrrcc\ ar 't?- l r u c . $ h r ( h d r c l a l . c a n d $ h i c h r r , n o r n r ( n l i o n c d l
1 The s'dter $as terrified when ,he heaid lhe noise.
2 l l , h . , h J . d q . - v " L n b r r h . n , . - .
3 She souLd Likc ro bc niore likc the rhrill-seekers
a She noti.es pcople taking rislG tn da)-toia) lile.
5 She experienced a lot of lear as r child.
6 she vent doNnstairs $,(h hef husbiDd.
7 Iler husbaD.l saw dle burglar.
b) wol.k in pairs. Comp
AB
Choose the correct Dord. Sonetimes both
words are possible.
r i\n going to fnish rhis tod!) wrateverlrowever
2 Haweverlwhenevet n ry Ltnes he lells me. I can
nrler renrember his nane.
3 1 doni nrnrd. We caLr go \n whi.hever/||henevef
perlormances rou likc.
a I ln happ_r io tlr) rvhltheverlwhatever,vou ltanL.
s Whoever/Whenever I visit llenr, lhe) re ahays
$alching TV
6 Whoever/\llhichevet waiLs thls book can have it.
7 Howevet/Whatevet I da [or hcr. it'.s neler eDougli.
3 Wherever/llhenevet \ar\ lranl Io go is line bl D1c.
6 a ) r r l l i n r h c e a p - r v i r h / r , r l r , r . r i r c h r . , r .
- 
" l ' , , " , " ' . " l ' o r l " , . r i u r ' r r r o r h , r , r r r . r . l h c r c
is sometimes more than one possible answer
1 I caD wear I \aant to rorvcoLlege/school.
2 nuch I wan( Io, I doDt gct nuch
chaDc. to pftclise tn)' [nglish.
3 carly I go ro bed, I ncver tccl as il I'!c
had cnough sleep.
4 I ear out, I uslralh. order thc satne
lhnlg
5 people say abour thjs countri: I think
its a good place to liv{:.
6 tou go in this cii)'/rovn, you can
alwavs find sonderlul architecturc.
z planncd the parl<ing in tliis city'to$,n
did a sondcrft,ljob.
s tine ol dr) )ou lralel round ihis
cjl)/town. there dre ahtays trafffc lams.
b) Work itl pairs. Conpare anssers. Say which
of thc sentences in 4a) are tme for you and
wherc you live. Ask follow-up questions.
Heading and Vocabulary
What woke me that night were the iwo oud bangs, one
after the other, I stood at the top of the stalrs with my heart
trying to escape my body. Then ihe sound of crunching,
scraping, ch sel l ing. Whoever was causinq th is d is turbance
was obvlous y l ry in9 to enter my house at :1 a.m., !n inv i ted,
c)
2 Docs slie sce hersell.rs a thrill scckcr or a lear
How long d id i t take my body to calm down? Wel , I have to
say, my recovery was slow, Even now, the very tholght can
tr igger the sarne sensat ior i that raced throLrgh me that n ight
and I wol ldn ' t w sh i t on anyone. Bl t some people, the ' thr i l -
seekers 'actualy go looking for !h is rush of adrena ine. They
are the riders of ro ler-coasters, the fans ol horrot the boy
car racers, Why do they crave lt? why am I so different?
In an art cle I read about lear, it sa d there was a clear
d iv is ion between' thr i l -seekers ' and' fear avoiders ' . I
mmediate y put mysef down as a fear avoidei Now,according to the ar t ic e, t isn ' t jus l that I m not courageols -
I cou d accept that b l t supposedly, I hate change, I want
lhe wor d to s tand st i l l , Happiness for me, i l seems, l ies n
being 'med ocre and m!ndane' ; nol very ia t ler ln9, but at
east it shows I have a keen sense of survival.
8B
NOUNS
a) Look at the Douns in bold in the articlr.-then answer rhe
1 \Uric| rhrce noLrns hale a verb D tl1e slmc foflnl
2 \\hich seven nouns ai-e mftlc bv adclmg suffixes ro rcrbs?
what suffixes.tre adcled ro thc vcrbl
3 which tno nouns are madc lron a.ljectivcsl \Vlur sutlircs
are added io lhe adjecrl!cs?
VERBS/ AD]ECTIVE5, ADVERBS
To make acljecli\es lron nouns tre can usc use -l_r. -_\'. -ous.
To nrakc adlerbs lrorn adtrctives {e can nse -h
To nrakc .rdtccrives lron verbs se can nse N(, -cntl-ant,
To mlke vcrbs liom adjccLivcs sE can usc ise, ,.i1, -rt
b) Look at these groups ofwords. $/hich two groups are
adjectives? which group is verbs? whch group is ad\.erbsl
r co$ard4: noodl .ourageoLrs. culLurdl, svmpathetic, ralenred
2 rcentl): coDfi.lenrllt finalh
3 creatire,.lelendcnt, remarkable
a ratxrnal is . , widen. c lar i l !
,i,j , Somernnes wc change rhc spelling of rlie $.orcl
bctdc we add e su$i!: .lw : clLltlb.h pp) .t huppin\\
c) Check in , . pr40.
a) Fill ft the gaps wirh the correct lirrn of
thc words in capitals.
Grandpa \ras a ls!,?blc
ano a greaL srorr
lI galc him grear
ro leed our .
0ur lavouf i tc
'I
2
3
5
7 bv rel l ing us
3 airandrna . ..
LOVI
IELL
PL!A5I:
II'1A(;INF
EN IERT]\IN
LIVE
SCAR[
CLEAR
IR{D]TIO\
lH,1NKFT,L
she prelcrrcd
bul , Grandpa
didni.
1 0
b) work in paiE. coDrP
@ a) \lak€ a,li\r ol rhinss rhar triAhr.rld
ro as a cnrLo nno rnrngs rnrr LrLghrcn
you now Use thesc ideas or you o\m.
'.ragrnary nonsrers
. rhe daLk
. thulrdc. aDd llghrniDg
.' ceftain anirnais or insccrs
. beug a passcnger irr d car rhai'.s being
For thr i l seekers, on the other hand, i t seems l i fe is too
safe, perhaps even too long! They ove excitement, growth,
chanqe. Noth ing p ieases ihem rnore than a d i f f icu l t
chal l€n9e, or bet ter s t l r , an impossib le one. And fa i lure ro
f ind th is b i t o f danqer in the day can ieave them despondent .
Are these the dr vers I see overtaking other cars on the
wrong s ide o l the road and j !mpin9 red l ights? Pres!mabl ,
just to stop themse ves from feeling iorrnal'.
And what about imagined lear? The arr ic te said i t 's p layed
oul a l through ch ldhoodi and there are c ear development
markers. A fear of monsters !nder the bed is common
between the ag€s of four and seven. Af tef that , ch idren
eave the wor ld o i fantasy and enter the realms o i
possib i l i ty . They deve op fears abol t and I 'm quot n9
here "bur9 ars breaking n"
I ended up wonder ing i l thr | -seek ng was par t of my
burglar 's mouvat ion. And f so, I wofder i i in some smal
way, I helped h m achieve th s when I so courageous y sent
my husband downsta i rs to nvest igate.
: nyiDg
b) Nlake anothcr list of things you
enjo)! which might frEhten sonr
people.
a) Work in groups. Discuss the things
on yolrr lists. Who is most liLe yor?
b) Tell the class how you wor d
descnbc yourselt ,\re you a thrill
seeher or a le,lr al.oider?
When was a kid, had to have
the l ight on a l t i ight .
The pros and cons
QUICK REVIEW ...
Complete these sentences about yourseLf: When ever Igoto...,
Whenever lsee ... ,Whenever l try to .. . twhatever Idoto .. . ;Whoever say,.-- |
I t seemsthathowever... ,Work in pairs.Take turns to tel leach otheryour
sentences. Ask follow-up questions.
a) work in groups (of the sarne sex if
possible). Nlakc a list of reasons n'hy
you think it's casier and reasons why
you thnrk it'.s harder to be a menber
of the opposite sex in your country
Use th€se ideas or yonr oi1'Ir.
. ph)sical strcnsth
socielyt expecrations ol and atlitude
ro\rards men and voncn
b) l'ell the class your group's
conclusions. Do you agree with what
the other groups said?
c) Are there any points that thc n'hole
a) : 
_ 
Read and listen to Sophie
Hannah's poem about a problem sheb
experiencing. Then ans$-cr the
1 \vhat is her indecision about?
2 whl is the pocm call{:d Ih. Pros dtrd
3 llolv niaDy pros ancl hos nan] cons
does she mentionl There may be
different interprelalions.
b) Read the poem aganr. lvlatch
Dearings a)-g) to verscs 1-7.
Phoning him means:
4 l ll enbrrfass nrlself because I'11 seem
b) he mighL tlink l)n too cntlnLsiaslic
an.L I niglu put hun of|
c) he'll think I lr] a nice peEon.
i) he'll l(now th:I l rn k.en to sec him
e) I vonl be wasring time $oD.lcring ii
hcs goirlg 1o phon. ne or not.
f) itls OK bccause it shonl.lnl rutter
who approaches lvho
s) iflL bc less enbarnssing krr hin iLl
frorlt of his colle,rgues.
The anci
H€ ll0 peased 1 phofe t0 ask h m hO,/i he s
It,,! inake nio 00k cOnsderale afd he kes cOfsiderate re0re
He be feasslred l0 see thel halert ost flefest,
Which m lht make h m jlalpy afd then r have cofe h m a falOlf
lf ph0fe h rf | lht n0\'/ gci l0 speak T0 h m sOOref
thaf \\r i st arOr]fd ,,rra l]fq l0r h m 10 phOfc ne
l-le night fot waft i0 pirOfe nrc lf0m \'r0rk n case sOm""0fe heas
h m afd beg r..s (0f coftfues) t0 sLrspoci tlrat thcit s someth fg
belwe""r !s
lf \,rart10 afd dOft afef't lbeLfll allt rfrfailre?
We fe both adu ls. D0es 1 firattel w th ad r] ts, 1,'/fr0 makes tlr e
1 fst move?
P " " . d r ' " L o o o " o o o o q
The ess keef appeaf, tho nore keef hes kely to lre,
afO I phOfed h || hr/ ce 0f Thr]fsday aro 0nce 0f Frda!.
He .-nLrst tlrefefOfe be fLr y af/are that ts hs luflr f01 m fc
lf make 1100 easy 10f h m re assLrnre 'm t00 eesy
I\h e I make f0 eff0d tr-at eaves hrf r\rt| m0fe Ola cha cnge
lshoid demOnstrate that frale a sefse 0f pfopod0f
H s v/Ofi( rrust come f rst 10f a |rh e afc i sf0lridr't m fd \'/a tif!]
FOr a kf0ur he c0! d have gOfe 01f ne a feady
afd 1 d0nt ph0ne lcan aliays say ater, lhat r,' ieftOflhmf st
c) Match meanings h)-j) to verses 8 10.
Not pholing hnn means:
h) I can preten l I rejected hinr {lrsl iliI tums oul he doesnl qarli to see me.
D jrls probably betLcr bec.ruse Lren ?re hunrcrs: thet hke the chase.
j) he'lL knoa l understand tlur I c.lnt be the most nnponant thiDg in
his life.
II
t ;
I
I
E
, l
, l
Vocabulary idiomatic phrases
Skitls Reading: a modern poem;
Listening: people discussing whether
i ts better to be a man or a woman;
Speaking: ctass survey about gender:
Writing: summafising a class survey
ReaLWorLd exptaining choices
Review whe reve t, w h aeve r,
I
phone ot not to phone,
a) \latch these phrases from rhc poen ro mealings
make no effort make the first move back of
come on strong go off
a) rlor tr nake no effort
b) sbp hking or b.iDg nrteresLc.l iD sonreone or
c) st(4r being involved nr a siruafl,r
d) bc the person to take aclior
e) sa) sotneoLre is verl arrracrive bur sa! ir t{rc forcelulL}.
b) work nr pairs. Ansver rhese quesrions.
1 Wiar culiural lsstre docs rhis pocn r?isct Did you
nention ii in )our .liscussions in 1? If nol, .Lo€s a
similar issue e\isL nr your countf)?
2 Do vou rhink lhr iviter's prcdictidrs abour hos the
nun rnrght react afe correcr?
3 What \roulcl a) r man or b) , rvoman adlisc her to do?
a Do vou rhiok r nan Nould have a si.rilar dilenmal
ll so, !oul.l Lr be for ihe sane reasonsl
a) llory do ).ou thnrh nost people vould answer
Do vou think that beirg a rnan/a woman has e\er
sropprd you lronr doLng somerhing )ou lvanred ro dol
ll )ou coul.i live ),our lite again as a Dan or a $onkr.
tvhich would 
,vou ciroose ancl rvhy?
b) Lislen ro six people ans{ering rhe quesrions
in 4a). llow nullt answercd'),es'to quesrioD l? IIow
nany *'ould chooseto be the same sexl
- ".- 8C Rea World
@ a) Llsten agaln. work in grorps l\ and B. croup A
nake noles on rhe aDs$,€rs EDr, Mick and Joey
give. Grorp B make notes on rhe answers Bob.
To
Kay and Dan give.
b) $brk in pairs with a srudem tiom rhc otircr
group. Compare noles.
a) You arc going b nrter-view srudenrs in rhe class
using Lhe qucsrions in 4a). Do you rhinh the
results ofthe class surley will be snnih (o 4b)?
b) lntervicw as maDt studerts as you can in tive
minutes. Nlake notcs on rhe answcrs.
Thcres no way I d wdnr to be L. .
I canl inraginc shar ir rould bc Likc ro tre a
I'iL choosc Lo be a bccause I Lhirnr Lhc) halc
more oPPortunr t 'es ro . . .
I \ ' n r o u t l , l h r ' ^ . . . J \ . . . , J . r . r , r , . t 1
I IL s t i l l choosc ro be . . . .
ld be qlrite curious to lind oul whar ir! like ro be
a . . . bur I .LoDt th ink l 'd enioy iL .
Whatever you rhink about woDeMnen. rhey
def in i re l ) . . . .
Whereas/ryhile lvolt1eD.. , mcn ..
c) wo.k in paiF. Compare notes and then ansrver
nese quesdolls.
r Did anlonc feel Lhcir gencter had sroppe.L thern
doing $,har thet wanted (o dol lfso. hos.?
2 Whar rcrsons did sLudenrs give for !,"anriIg ro be
a rnan or a wonrani
3 Dicl any ans$ers sLrrprise youl
4 were your sur!€) nsulLs sinilar ro rhosc in 4b)?
Writing Extension
Write a repo on rhe resulrlr ofyour survey
Use lhesc guidelines.
a) Explain whaL rh. surlc) is aboLrr.
b) Cile delails abour rhc pcople you inrervie{.ed,
nunnrer ol nule and lemale, age range. erc.
.) cive rh{: results of),our srnae\l
d) Civc your conclusions.
r., 
-..'' 
I Looh at the song you Goltd B€ on
I p107. Follow the insrmcrions.
I Review Language
@ rr,t. l . '"nt.*" Ucginnins5l-8
!\1th lrntence cnd gs r)-n L
. , , i ,
1 The fligh( is at ien. so il we
leave at scven.
2 _lake your time,
3 Nly pafenls used to gile me
such a hard dme
a we re vcry different. I usually
put things olt,
5 lln so busy these days,
6 \\€ cxnl move into the neN flat
7 l've gol no drne lbr Suzy -
3 ft: onl) a marter of tine
a) bctofti rhere.s another oil crisis
b) but tof joe, therei no line like
thc present
c) r'c ll get lhere tu pLent) ol tjnre.
d) thar I cant even [iDd dme Io see
ny triends
e) thcre's no need to hutr)l
r) for not s0clving enough.
s) so tor rhe tine beiDg wek
stayiig wilh m)' brother.
h) as far as I\n concened shes
lazy and selfish
-at . _ . , . _Gt al trrr rn tne grps rurn tnc
1 A Is il OK if I call b.'- this
evening, or would )ou preler
tne tq !S4?q loqnd elrrli€r?
lconre rouno/
Summary B, p140
\bu look exliausted Its high
Lime iou
break hom nork. (havc)
I d pr{:ter ..-. llris,
lhen I can forget aboul it.
( l in ish)
Ir's rime thc kids and I
B
@ .tr, ' l r , '" Lhese inrrrucrioirs.
Nlake adlecliv€s [.oln these
nouns: .orrzg.i rrooli crltrflr:
tdl.nri slDpdlJrliJ/i.nd.
Make advcrbs tronr Lhese
a.ljectives, .orlid.nr;lindi: fc(jerlr.
3 lvlake vcrbs trom thcse adjectiles:
ndIi.ftrli wi.l.t .lr.rt:
a lvlake adjectives lron these lcrbs:
crmtt: dtptrul; rtmth
s Make nouDs lroni thcse vefbs:
distul,i r.oicri rividf;..r.il.iJdili
b) Complete these sentences llnth
the correct form ofthe *'ords in
r I n quiLc a aoodY pcrson,
espcciillt jn the nunings.
(mood)
2 t i e l e l l a r l l p r n
(linaL)
3 fhere are pLans ro
rne noroNay n order ro cur
rraffic jans. (\vde)
a Therels a slrong
she sill b. pron1ored. (possible)
s Shels an exrrcmely
c) work in pairs. Comparc
lor lookDg after them. (go)
B A pleasure. Shall l get you a
taxi, or s'ouLd )ou preter il if
L . . y o u d l i l t t o
rhe st?don? (give)
6 A Vincc sa_rs itls tinc lor him
. on. So, hes
lealing thjs Fdda}l (nove)
s Yes, I kno\. ]'d preter rt ilhe
, thougli. (stay)
b) work in pairs. Choose three of
tlle coDr€rsations in 2a) and add
three more lnles b each one.
Then role-play your
conversation-s lor another pair.
ReMite these sentences. Begin
the sentences with the sords nr
brackets- ::. I :
1 I donl knoi! $41o made ihis
cake, but thc) mllsr have a great
recipe. ($rhoever)
Whoever nade this cake must
nave agreaLrccrPe.
You can relv on me lor rnydring
drat needs doing. (whareler)
No mauer lioiv n n) rimcs I
wash my hair, it rl\a)s looks
grcaqr (HowevctI'd rather )outhis attenooD. (come)
what s'ouLd you preler
this evenjng,
go oul lor a mcal or sLat inl
Iti sooner
film. acruall): (sce)
Look, isnt it aboul tilne you
to your sisterl
whaL lorl She vas lhe one
$ho starl{:d the argun1enl.
I hnow shed rather I
... 
the lirst move,
but she sllrrre.l the algumenl
onike)
II doesnl natt€r whal )_ou
do, don't iclL ny lnum
l \,e lost her canera.
tl doesnl matter which road
you rake ro get to the sr.alLon,
il ll rake the sam€ .mounL ol
I donl knos Nho Nrote this.
bur the)' cetuiDll' canL spell.
It doesnt nratter {hcD I t,lng
Mick, hels alrali ouL.
a) Tick the things you c.tr do
in rnglish.
can recognise and use past verb forms
which refer to pr€s€nt orfulure time
I can use suffixes to change a word lrom
one fom to another
lcan describe peope's feelngs and
lcan understand a mod€rn poem.
lcan summarse the resuls of a sr.rrvey.
b) \\hat do you need to study aganr?
rrittil.
Accurate Writing
coNNEcTtNc woRDs: comment adverbiats
spELLtNc: commonly misspelled words
@ a) cr'n,,'" ,r'" .".recr word. gffiffiS pr4r.
1 Za. brokc lris lcg so obviousty/pesonatu.
Bur tankLy/ t'ortunatety, l aa ca]
2 Quite hanesrLy/surety. I ltatc \,\. iob tn t'act/Surpr'ingLy.
I Lhirk I'll rcsiln
3 ^ Unla,tunatel!/Forrunarely. I can r 8n.e ).ou I lifr
B Ta be honest/c\ea y, I clor]i ihirnt I ]l ro
a I arer.).pr. Anazingly/rra,*t, I wasnl latc
b) ltepl,tcc the phrases in b.ackers !'ith onc of rhesc
apparently actuatly personatty frankty accu!,n8 ro
r (to b€ horcst). I uever gor on wcll $,irb him.
2 (honr \ \hat I ha\ .c hcad), rhc d i recro. is Soing to ledrc.
3 (sonrct l r ing Dalru ro ld. re) Daivn, \€ o$.e louej0.
a lin m\ opinion) t rhnrl rltis conrturcr is ]ropctess.
s \ou s.tl that her $ ofkls OK. but (as a nuft{:r ot fa.l) h.c
7 buisncsvbusiDcss
3 accotnodar€/accornnodale
e m.decincr'mediciue
10 exagcrare/exaggerdte
11 rdnrilled/rdnrired
12 coLleage/colleagLte
@ d,-* ,t " *rl*t spclting. fgffi plal
r nrccsar\'/nec.rsar\'
2 aquanrtacqu!int
4 go!crnmenYgo!ermert
@ a) Reacl rhis extracr Fom a srudent\ work. Fill ft thegaps with a commentnrg $ord/phrase trom 1 ro nlake
the storY more inrercsting.
b) Find and con-ecr scven spe nrg nfsrakes.
. 
,. ee Xtl lost so it uas (AIe .Jl+r, v..n
atuved') z , i+ Da_s W nidr,tq)+.
kan lle aclress ',-v. ,,Adw'+ g/,rss;d +le
La#a$. tr^s iw lAe middle "l a duil u"rcl
A.y,cl , m1 l>.i*zss collu4.\s
descriplia' ol lhe atconuda+i*" t-s Lxuyiat s
Dl,s A- Toss er/1q,4(Aliotr, , ,7 aAr,+ed
la lea,e ^+ 7 ui"ldw) l^,ue ar:lmi+ed il.
7 +a(d A,y", ll,al iI ua-sw'l ^ tLka,y /,/n, Ls
la dAll bll ' , sW uawled lo. "
7 c^.ld l\L"e iwsisled ue let+ a+d ,
llvl is v.tFat 7 ,l,a,ld L,L,L dou iin
@ ra,rr, rur on ro mrrcre 1 I
p144.
Clroose tlrc correct answer, atan. thc or
no article ( ).
Sorne olra/t e horresr nighiclubs have ,-/a .reLhod
tor checknrg rhe i.tenriry of 3al Vlp guesr. Ttrev
send aarl- enrry pass in rhe fortn of a barcode ro
5-lt e \rlPls nobile pfone. This is scanned b) 6al-
.loorman. Even rhose \!ho nrust pat 11) gcr in nuv
need lheir hands.r At a recent night ar 7Alfte
lvlinislry ofSound in 3 /fhe tondon, sru.l€nis r!r,r
offered discounrs if rhey used ,thel- motrile phones
b hul electronlc rickels.
Preview 9
@ srvnr v courlruous
unlikely (U)? p143.
a) | ool ar rhese *cnrenc,. \ \ hich rr :c\ ot rhr
continuous arc corccr (C), incorrect 0) or
r I'm rot olien mceting up wirh old school
2 l\e bed reading six of his books recentty
3 LIc was dyingo. 20 March 1997.
a he b€€n liynrg herc for a long rime
s l was living rhere lor six )ears
6 I rirink l'm becoming less materialisdc
7 A What are lou doirg?
B I'm looking for n\'conlacr lens.
s I rvas just leaving ryherJiln was turning u!
9 I'm liviDg in fented acconrnodarion a |t,
b) Read these rules. Are the rcrbs nr the bor
state verbs (S) or acrivity verbs (A)?
6 \rerbs thal describc stales are nol nornnll).usc.l
iD the conftruorc form:I brli6.r'rr. not lm
6 Vcrbs thaL describe a.{iliLies can be used in bolh
the simplc or conrinuous fornr:I iii. in Cornhdu.
hn li\)ing i,i (:onrrall.
hate (sl work (A) prefer understand ptan
pray know recognise want do watk
suppose agree mean seem coitain tister
consrst study belong tatk lake give own
14 1 a,.rr1. +l(rc els ^' .l,A t+ee t {L+ De.
ua,ld lea"e W+ ?laLe ali,e!
9 Gash
Where does it all go?
QUICK REVIEW ...
Change these words into nounsj rccover,excite,disturb, haPPy,
/a/. change these words into adjectives: coward, courage,culture,
sympathy. Change these words into verbs: ratiota I, wide, intense.
Work in pairs.Take turns to say your words.Are they the same?
Vocabulary
price and cost
a) Fill in th€ gaps rith th_e correct lorm
olpr i .s or cost . Chcck in : ' i l : ! . i : pr42.
r \Vhrl-s dre most ... -effective lvay
oi lravelling aroun.l cities?
2 Do rou rhink basic pro.lucts are
r€asonably l
3 H.s the of living dsen muclt
orer Lhe last learl
a Do shops ollen have half- .. sales?
5 ls the ofdenral treahneDt high?
6 Do you have an)'rhing that vou Lhink is
7 llave you evcr bought sonething tlnL
. a loraune and regettcd it?
3 Do you ahvays check the tag
bcforc )ou bLrf cloth.s?
s llarc you boughl anythnlg rcccntly Lh.rt
)ou thought rvas ovcr ..?
b) work in pairs. Take turns to ask and
ans*'€r the questioDs tu 1a). Ifyou'rc
fron the sarne country, do you agree?
a) Rcad the article. Accolding to th€ \,niter which t}?e of things are
bccoDing nore popular and n'hich are becoming less popular? why?
b) Rerd rhe article again. Tick the irue sentcnces. Conect the false
1 lhc sdtcr is likcl) to get le$,er suus lro.r loe.
2 t r . " J - t . 1 1 r . r 1 . r , " r . r ' r \ . r . , \ t n \ r \
r r t r ' r r ' l ' r r ' l r 7 " p ) ' . ' t l l ) | . l ] | l o . . . ' i o | F
a People go to cafas becausc there-s a grealer selecLion oJ lhings (o eat.
5 All soci€tics arc oving awa) Ironr nralerialism.
c) Looh at the last paragraph. What do thc phrascs in bold mean?
d) \ rorh in groups. Discuss thesc questn'rs.
r Do l|e issues raised in the article reflect current tr€nds in 
_rorr
counl]-yl $1rl l/$rh-v not?
2 wbukl Iou say drar mosi pcople ,vou knos. yalue elperi.nces over
possessionsl WI,vlnvh,! norl
Vocabutary pri.e and coif
Crammar simple v
cont inuous:ve|bs with
different meanings
Reading and Grammar
@ n*a "pu-,.,r ,nd-br \ t i(h sould)ou cnoosr rno $ n) i
t a; have friends rouncl lor collee
b) nrec hem in a cofiee shop
2 a) buy a new pair of designer truiners
bJ spencl monev oD enlertarnnrcnl, e g.
a theatre tickcr
3 a) spend moncy or state-of-thc art
equitnneni. e.g. the lalest hand heLd
b) spencl rnoncy or lfavel
@
Have you got experience?
SPENDING PATTERNS ART CHANGING. IT SETMS PIOPLT WOUTD
RATHER PAY ]O OO IHINGS THAN ]O OWN THINGS. BTN MAYNARD
CHEC(s OUT THI'EXPERIENCT ECONOMY'.
T r r . c ( i r c ' t n - , d T ' c r ^ r i t r , r l l F i . r l ' ' l i , o o f t p ! . n { l u b u ) .
I | 1 ' L , . l " \ - 1 - r ' i ) l l . . { l i n r . g c r r u l
the samc size and his cast-offs fii m€ pericctly. T rhink he,s someone
vo lvoulci describ€ as Mr Consumer, or at lc.si he was, but there's
been a change in him r€centl\,. Wh_\'? \A/etl, ihcy're firting ncw bfakes
on his lbrschc and according to h€, the pdcc he's been quoted js ttre
same a\ thc cost of flyint lcssons or a no expcnse-spared wcckend in
Rome, both of \4,hich he'd prctir io spend his monev on. So I norv see
r\t)' hc's ihjnking ofselling his nash spofts c.rr In faci, he's cxp€ciing
somconc to come and look .t it todat: If hc gers a good cnoLrgh otfea
I expect he'li sell it. And if hc does, th€n it appears my fLicrrd is part
of a gI.(Ming trend. Apparcnilt people arc choosing to spcf d their
d . t ^ . , h " n . o n r ' . r . \ , . i i . r . - . l . , F ) . . , , , , 1 8 , c r , r i r - o f p r
maicrialisn and becoming mor€ particular.bout what thcy spend
Of coursc, ii's all relatiYe. For the supef dch, instead of asking for a
IliscraLi as a birthdav prcscnt ihey now wani iheir favoufik, band to
play ir their party (I'm told . iop band coutd cost over 11 miltion).
riut fot nroe normal folk, hkc nre, who coukln't eren dream of such
crtravag.nce, there's thc 'ihjrd space' a icrm used by sociologisis to
dcs. bc places other thnn otrr home, work or plac€ of shldy. peopte
spcnd more tine than cvo bcfrre in coffec shops, restaurants or bars.
Clcarl)', jt would be much cheaper to havc coffee or eat at l]ome, but
pcoplc are rvilling to p.rv thai bit extra to cnjov th€ €xpeLturc€ of
cating or drinking in a social setting, with friends or evcn bv
l l r r r - ' , . A r d l l . \ l l l , ' p t l - l o l d , , r ' r { \ p o . e n o i ! i r t i o r 2 L t
lcars anc:t watch a lcss than state of thc-.ri TV set, if that all vs rhem
to h.ve a season uckct to watch their loc.rl football team, a nrassag€,
a ride in a hot air balloon or membership of a sports ccntre. There arc
m.n) 'rore teisure activitics and opportuliiies for a\,cl today than
cver before. And no*, pcople are li\'lng lurileL thelr havc more time
to try d iiferent thhgs.
ltcsearch done bv Th€ luturc foundation shoi{ecl that'personat
lulfilmcnt' 'as ih€ top prio iy for 50% of those interYie$,cd, .s
oppos(d to 2-5% in 1983. So it seems that oncc a socreiT reacncs a
. , l . r f u i r r o r . . ' L c . . . l l - , p l J l o u . r r . . i , . r i o r , . h a . I f , : t b a n k
ac(ount and a lot ofposscssions do not ti.k rll the boxes - and rve
cn.] !p ihjnking, "l hcrc musi be more to lifc than this."
Help with Grammar
Scc Preview, p85.
soDr€ !cfbs can clescrLbc stares and
acinitics but then- L canings chNngc.
a) Look at the simple and coninruous
velb li)rms in pink iD the arti(le.
N{atch the verbs to rhese meanings.
a) bc the coftrcr size /il
c) bclieve $ ill happcn
sl halc !n opnton
b) Compare these pairs of senlences.
\Vha( is the differencc in nerDnrg
be(ween the Yerb li)rms in bold in
1 a) Hc has his o\tn businrss.
bl Hcl hali'rg sccond rhoughrs aboul
rhc ying lessons
2 a) fic appears k) be tasr isLccp
b) Shc's appearing on a T\isho(r
I a) lt looks e\pcnsivc.
b) He\ looking at a ne\\ car rodar
a a) Ihis maLcrial fcels ycr! Dicc
b) She's ltclnrg bert(r'
5 a) Shc comes lronr I oLrdor
b) Shels comnlg fro.r I ddon
6 a) Hels. l i l l icu lL.
b) Heb being difi.ulr.
7 a) l imagine shc rc?lh llkes (_anada
b) Ihcre-s lobod] rherc. \brfrc
ibaginnrg thnrgsl
I a) \4v c.rsc w€ighs I i kLlos.
b) Thcl're w€ighing all rlic hancl
luggage.
c) Check in p1.11.
Adapted tu)m lre Tirlrs 17102/06
9A
a) Tick the correct sentences. Then corect ihc
1 Nl) n.w train{:rs arenl fitling me prop{:rl}:
2 lrn s€eing $,har voure trying to sa).
3 ltls looking e'lsl: but it! not.
a lrn thinking KrI\ hatiDg Lurch no\l
5 H.\ being unusuall,v ftiend\ at l]re inonrent.
6 l m dnnking of gonlg to Krako$.
7 1 m expccting she ll xant Lo raL belbre she leaves.
3 Lt appears he r{:alh. hkes chocolale. He\ ealcn rh. lori
e ]'m seighing 60 kjlos.
1o Tlis nxterial is feeling rcalL) solL.
b) \\brk in pairs. Conpare and explaln your answers.
a) Work in pairs. Tick the tnle sentences. Then correct
T!!o of the sleakcE beLicre monc! can bring )ou
\4aureen believes noncy c,n buy you tLnlc Lo do wLal
r , , , r . r i n l - r l , n ; - r L r l r L r r ll r p t . . l o n t
0 a ) r o r r r p l r r e r h c . e . c n r ( n ( c * $ i r h r h e t r . . . r r r \ i r n p l cv or t ' rc 'cnr t orLinuuuJ lorrn ol th. rcrbr in blackcr.
\orncr i rn(- In , , rc rhan orc a 'F$, | ' . to . . ib lc
r I u J b r , i r l r l r l r ' r . .
( look: lcc l )
2 \\'e four public holicla)'s a,vear. (ha!c)
3 Arn) in a niusical aI school. (appear)
4 I shc ' lL wanL , l i l r horne. (expcct)
s I of girirls up \ork (rhink)
6 I q'ell so 1 today off. 0rot fcel; harc)
7 Sorry, I iave to go. Suc nte (expcct)
b) work in pairs. Compare answers.
Listening and Speaking
@ . r i . ' " " r o t a r ( . \ l J u , c ( n a n d t ( r ( r d i \ u - i , , c- $ h ( t h I o r n o r I n o n c y , i n l ' ) y o u h a p p i n L t t \ \ 4 r r t h
ofthese senterces best summarises their discussiur?
Thc_v a l l agrcc L l tat . . .
I none,v cant buy )'ou happuess
2 poss.ssidr can\ bringtou happincss.
a Maureen doesnt thiDlt moncy can buy yon ttcalth.
5 Caie agrees with lvlaurcen tlut none) c.ln bu) lo!c.
b) Listen again to Cate (C), Nlaureen (Nl) and Peter (P)
aDd Iill ir the gaps with one, two or tbre€ 1vords. lhen
check yorr ans'\er-s to 8a).
1 c \ loney cant b l l ) loLr happiness ' is actual ly ?
5LaL.n,rnL, rh !L - . \cu l I l , - . . ro
a) I kro$ r lcn of people say rhal, calc, bu( ihen
thcyrc drink g ol and drings
b) ]t can bu) you Lhe lhings vou
a) whar abour rhings Lhar donl |eccssaril) rake a lor
of monc,v but still l
b) l t . locsnt nal le f l tow you ar ' : . vou
caDi buy Lhrt kind of leel good laclor
t . r ' J r ' " t h . . r . r g r r o . 1 , t r t t r ' 1 .
lve bcen th€.c. Norfy l l rg aboul where the nexl
p.nDvls coDulg frcn. lL!
And ita like xheD rhcy say morcy canl buy )ou
heal ih $c l l that !
I about that l
2 v l
c) work n1 groups. Discuss rvhether nroney can buy
you happtuess. health or love?
d) Tcll the class your conclusions. Did other groups
haYe similar opinions?
Mahe a list of things )'ou havc bought
.rnd experiences you\'e had that have
giren you greal pleasure. Wlich of thc
e-\periences didn't inrclve money?
a) work in goups. Tell each other about
the things on ,vour list. \\4rich are the
most interesting?
b) Tell the llass aho(t the most
intercsting things or experiences your
group discussed. As a class. do nos( of
you gct rnore pleasure from experiences
fi "pp""i'.ir'"#"'i J*'1
I get more PLeasure rrorn ... _J
I vou onLy need enougl rnonc) to covcr )our basic
9B Cash-free
QUICK REVIEW ...
Think about the cost of living (food, entertajnment, transport, rent, etc.) in the
country you re in now Make a l ir t of things you lhinl are reasonabty priced and ihings
you think cost too much.Work in pairs. Compare yout lists. A tn genealtthinkthe cost
of publictransport is reasonable.B Yes, but intercity ttain farcs arc overpriced.
Lislening and Vocabulary
a) Can )-ou think ofant advantages of rrarelling
b) I isten to fte firsr cxrract from a radio
progranrme about Satish Kumar. Answer rhese
r \\har iras Sarishs planl
2 Whar did rhc rcdchcr say (olrld happcn il thcv
h J d l r . ' ' . r . r ,
3 D sllish aird his companlon takr anv rnonclt
c) LislcD to the nerr extract. Make nor€s oa
satish Kunat walked the world for peace.
VocabuLary word buildine (3):
c.ammar a/an v onetfew,
Review pr,.e and corf
prompts a)-l).
a) 8.000
r) thc English Clurncl
d) \!brk in pairs. Comp
a) Listen ro rhe ffnal 
€xtracl. Fill fi the gaps.
What point is Satisb Kunar maldry?
Ic lcanrcd d lat i f hc . -a\e ls ds an lndian wirh an lndian
I hr ' l l ne€t a Plk is tani , or a , or I LrS c i t izcn
carr l ing r i r r i r r l l lc gocs as a 1 , hel l nrecL a
capira l isr . l [ h . gocs as a 5 maD, he l l incer a .
nran or a a man. bLrr if he rravels ihrough lifc as .t
3 l ' . ' ' r . . r l , '
b) Listen again 11) all rhree e).lracrs.
\\'}ich of thesc staremcnts arc true. which are false and
Ehich are n91 meitn)ncd?
1 Th$e $crc lois of anti r,\ar dcmonstniions ir rhe 1960s.
2 SaIish and his conrpaiion $,crc in their rsenrLcs {hen
tley began the jouncl:
3 T|el olier &ouithr of gilLng up an.l going back honrc
4 Salish lelt that bisioume) had been successlut n
persLradrnS gorentncnls ro cliange.
c) work in groups. Do you think...
I Sar ish KLLr)rar wNs too ldeal isr ic l
2 his idlice on hoiv (e rnig|l achieve pea.c was nghtl
3 rhc \aorld is bccoming more perccful?
a rhc vor ld \ i l l evcr be at peace?
sulli\cs usuall)'chrng. rh. class ota lvord:gown
' . ' , P r , r . t 1 1 , . | , | \
' u l l " . l ' J , r . ' . r " n , l . " n o . ' , - , 1 r o . . J r .
@ a1 r uo l u ' \ c , , rd , ( ( - i -+ t , , , , n r t r . r ud l
Progrrmme. L nnosc the ri' cct sutla.
1 There $,erc nran) connuniN-led4re€ ca.rprigrls
2 Thc 1\o ncn q{o $,ercnl panicularlv moxrv
mmdedlworthy an)w.ru scr of
3 Their 8.000 nr i le $r ik cenain l ) Nasnr enLi rcLv
11 +t6. n:, obd
4 II-s norcworthy/ /ed rhar apafl lion crossing rhe
lnglish Channel .rtld the ,\rlanrLc by boar, Lhq,
reall) .L Nalk.rll &e ra).
b) $4rat do you drink rhe sufffx€s in 3a) mean?
c) I o, 'k ar thc.c ( \ : rmtl . ot l , rodu. r i \ . \u i \ ( \$trat clo you rhink the,v merrl
r Iheiriourney was toralil unprcdicrable.
2 Ihev didri ha\.e ivare eroof clo I h ing.
3 lhe) staric.lwalking around si\ish evcry
a lhey n,erc very healrh-conscious and ont), arr
d) Check in : p142.
@
9B
@ what do yorr thinh the worcts in bold mean?
!
d
! Y r
Sii:'n"
rcddish hair
a pollndor-free enrironment
a ncwsworthy s(or)
an nnlorgettable noment
a gov€rment-led inlriatjve
a politicaly-minded peEon
f ashior-conscious teenagers
MOBILE PHONES.
the new cash?
When purchasing goods or pay ng for sewices, many of
us move from one means of payment to another within ihe
space of one day We m ght use cheques to pay household
bl ls, credit cards lo pay for food and cash for bus or train
fares. However, few financial expefts would dlspr.rte lhe fact
that some of these meihods of payment w ll soon become
a ihing of lhe past. Some experts even believe that one
day we could be living in a lotally cash-free sociely.
Smart cards and mobile phones are becom ng an
increasingly popu arway to make all soirs of paymenls.
Even now, n Japan thousands of transactions, fror. buy ng
railtickets to pjcklng up the grcceries, take place every
day with cusionrers pass ng lheir handseis across a small
flalscreen devce. And prediclions in the world offnance
rechor lhal palmel is r< 19 'nobie p io ' rF- w I havc -Fcn
to mofe than S50 billion in the very near flture.
Whals the appea of e-cash? Compared to cheques
or credil cards, it offers the speed of cash, but more so.
l iakesjlst one tenth of a second to complete most
trdrsaLtions dr d as lo.hanga s raqLirad. Fffor< 1
counting afe eliminated. Fraud and iheft are also rcduced
and for the retailer it redLrces ihe cost oi handl ng money.
Sony's vsion of having a ch p embedded n compulers,
TVs and games consoes means thal films, music and
garnes can be pad for eas y and wilhout having lo ifput
And what about the future ofthe banks? Wth the r grlp
on the markei, banks and cfedit-cafd fims want to be in a
postion to co ect r.osl ofthe iees from lhe users oi mob le
and contactless-paymenl systems But the new system
could prove to be a d sru ptive lechno ogy' as iar as lhe
banks afe concemed. lf payments fof a few coffees, a
irain lickel 6nd a newspaper are made every day by
a comrnuter with a mob le, lhls w I not appear on the I
month y credit card statements but on their mobile phone
slatements. And having spenl forlunes on branding, cred I
card companies and banks do noi want io see other
payment systems ga ning popularily. lt's loo early tosay
whelher banks will miss out and if so, by how much.
However, qLrite a felrAmedcan bankers are optimisiic.
They feelihere is reason to be suspicious ofthose who
predicl lhat h gh streel banks may be a lhing of the past.
They point out that nternet banking d d not result in lhe
cosure of their hlgh-street branches as was pred cied.
On ihe contfary, more Amedcans than ever are using local
branches. So, as to whether we ll becorne a toially cash-
free society of not we'll have to wait and see.
@ a) +n.u. r rhe< que.rion abour your*cl l .
1 Are )ou very safety consciousl lf so, in $.hat lva\.s?
2 Is there any electronic €quipment tha! )'ou thhk is
iol-prooll
3 wllat human charactedstics do you drink are the nDst
praise$orthy?
a Is it easy to find additive tree tood in your country'?
s Do you think people should use disposable cotTee cups?
6 Arc an) ol your tuierds rery slrong-mincledl
7 Havc you ever lived ni a snallish to\n?
b) work in pairs. Take tums to ask a'rd answer the
qu(-r ,on\ In 5a). Ask tol los up quert i , 'nr.
Reading and Grammar
O a) rV ' , k i , , pa i r \ . { n r$ ( r rh ( * ( , t uc * r i on r .
1 Hos'do you usu. l) pay tor thnlgs: bt chc.Lue, by
credi/debit card, in cash, etc.l
2 Do you always have cash on you when,vou 8o outl It
so, vhat.lo you nainly use ii for?
3 Do you have snia( cards lor publjc transpo $hcrc
),ou li\.e? Do you use rheml why?nvh\'Dot?
4 Whar do you thiDk'c-cash meansl
b) Read lhe anicle. Does the w ter think we \\ill
become a cash-hee society?
c) Read drc anicle aganr. Underline sentences in the
aticle which disprove thcse statements-
r The usc ot mobile phones as a ncans ol paving lor
things will become less popuiar.
2 lr takes slighlly longer to pa,v by niobile phone rhan b,v
i The oDly adlanlage ofusing e cash is to incfease the
speed or ransacrions.
a Banks donl hrve ro lear e cash.
s lDtenet barking causcd many banks ir lhe USA ro
d) \!brk in pairs. Compare anslv€rs. In your countr,v,
have there been chaDges tu how people pay for thnrgs
since this article was \rrittenl
e) work nr goups ol three. Discuss these quesnons.
r w'haL are lhe fros and cons ofa cash-ltee socjetv?
2 Do you $'elcome the idea of a world withoul cash?
Why?AVII noi?
Adapled frcm the Ecoromisl 1 7/02/07
9B
Help with Grammar
See Preuiew, p85.
i 4/dn and o,. bodr relcr ro one rhing and can be used wiLh
shgul.r couxable nouN. Horcver, $c usualll use on. if$e
$ant to cDrp|lsisc rhc number: I [rhrs j"sr a rc,rrh old s..ond
r.) .,,r/frf ,nosr ri?ns(.ridts It nttus just one tuth aJ se.onA
lo.onpl.r. Dlosr ,?nsr.Iions (i.e. ror t'o or lhrce tcDrlis).
\\t also usc on.:
a) NhcD r'. are rltinking ol alE prrricular d.r,v (in Lhc
futurc or rlc pasr). but ivc doni s.y exacill, $hich da\.]
\\'t pdid thnt btll oie dar lds nonrJr. not - d+ry-+d*
H€xl+. lri.d,r s.r ,rf rdnft ndrdg.r one d.ry ncrt n..4. nor
---@€r?
b) in phrases \ ith ,n. . . otlcr/dnothd/th( n|:it Mtln), of us
ndt ton oft @s of patnetlt to anatho nor M.s].€fuj
r+€{fr{r}r1{ft/B eff,i84nfr31-1dd}srA€+
a) Choose the correcr words in rhese s€nreilcs.
Sometimes both answeE are posstble.
r He! so fdrlhaLc. He has a/ew,i/ew prob]erns
corrpared ro rnc.
2 l !c gor a/o,e lfieDd who rcrlLy.loesnl care abollr
3 I lirsr Dicr \'la\ orela dlr! lasr sunrmer
a I\n so bus\'l on\ havc o,e/a lree clal a 1'eetr
5 she! working lale. so sadl) drcrets llrdela /title
charcc shcl lbc horne belore e ighr
6 I nc\€f kno$ s.har l m going ro be .long ftom
a/ore da) io tLe nexr
7 I haye b hale a/ore snack D the alicrnoon
3 Qurrc/e/a/ew pcoplc I l(DoN uplord Lhen
phoros ro the ln t .m.r
b) \\brk in pnirs. Compare and e-rpla]n your
aDs$-€rs. Then tell your parnrer which sentenccs
h 8a) are lruc lbr you. Ask follow-up questiols.
t-, t
l r . l - . r :
@ a) neplace the words in bold wirh dn. \l.h€re
appropnarc or necessa4l
I phoned nlo !*urance companics because
I tlee.led inslrmncc lorran a.llenruft: holid?\r
'zA cornpan) ft'tused ro insurc ne. .rnd,a co p-,,
sa thq \aoul.l if 1 got aa medical ccrtificare.
So sa da) last weeh l \\err ro see 6a docror and
I ha.l7a checkup. I passc(l rhe cxan Dtion aud
got 3a ce(ilLcate. ()nce I had rr I dec ed (o chcck
out orh{:r insurcrs I went furn ea conpanv to
anothcr lookng for rtre bcsr price, bur t didn,L
fiDd roa quore under€1001
b) wolk h pairs. comp
b) work tu pairs. Compare and e)plain your answers.
fEWtA FEW, QUtfE A fEW
c) Look at thc \rords in pink ft th€ article- NlarchJer.
dJa{ a'd 4ute aJ€1r ro r-:1.
1 a co$i.lerlble nurnbcf
2 somc. but a snrall [umber
3 not man\r or nor eLlough
d) check in
l i r f a) w.r l . in p , \ \ou rc :rerccd ro r :rL, pan irr
an expe nenr in $hich ^ group of people is
lelt nr a renote ar€a of)a)ur counrry wirh no
moDey and no contacr with the oulside world.
Nlak€ a list ofthe problems you ll face and Lhc
skills you'll Deed to overcome them.
b) $brk $ irh ).our parrrer ard rick rhc drings
oD your list rhat you could do.
a) Read the question and choose the corred answer in
G;;&; ;", " l ;+;; ;.t i;rJb";,_l
\or rv i rve on y got a/one r€n-po! .d .ote.
Sory 've only got,a/ore five-polnd note and I need it.
t l +4 .
: !r is olten used in more fon)al siLuarions
lillield lirll. is used Nirh uncounrablc nouns in rhe sane
s"y /c1rld/c'v is used lvirh couDtable noul]s:
It( sptn.ls ra-! little ti'a.t rtiil hii.hild,"n {nor much nnc
at all) Errrl ri en urg hr: sp enls a little tine ||ith hit chi?rcn
(nor a lo t of t ime. bur som€).
@ O "" ' , , In sro,,p\. Div u.. rt ,(.c quc.ri ,rn\
1 What skills caD each person conrriburcl
2 ,\re thcre an) essential skills )our group is
b) Tell the c]ass holv wc]l and horv long you
think yo(r group $ould sur"'ive. $'hich group
has the best chance ofsunirall
w o . r e r . - 8 q L i t e a ? n o \ d - . d . l t . ^ a . :
g o , o 4 p e . o / h o . d . o o r / " D U r ^ . ' a " n i
gor d - ron" nLo "n d . r . t . e o^ rh i C . -o " j
A gloomy scienc,e?
QUICK REVIEW ...
Write one word for each of these suffixes: -/ree; -led; -conscioust -ish; -ablel
-minded -worthy; -proof.Work in pairs and swap papers.Take turns to say a
sentence using the words from your partner's list. A. sugar-free. B Sugarfree
drinks are much better for vou.
a) Tick the words/phrases in bold you
knotr Check new {'ords/phrases in
i:.ji,'i.i:!l pt+;.
r Can )ou nalne one thing that is
rnass-produced in your counrry
and sold olerseasl
2 Does your governmeni send
ov€rseas aid to developing
3 ls your govern enl deleloping
renewable energ,' Iechnology such
4 Ho$' srong is the housing market
at the momenll
s tlas,vour counrry/ ever been an
economic superpowerT
6 ln s'hat yeris were there record
l€vels ot unemplo)menrl
7 ln rhe last tc$,)ears has there been
cconomic growih or economic
declir€ iD rour counrr)'?
3 what steps is,vour governnrent takjng
to !ry an.l sav€ thc earthb resourcesl
9 Does )'our country hale nuclear
'ro Are there la{s againsl gender
disclimination in Lhe \vorkplace?
b) work on )'our own. Itow much do
you knorv about the economics of your
country? Answer the questions in 1a).
c) Work in pairs. Comp
If yotr are from the same countr,v, do
)-ou agree? lf you are ftom different
counhies, holv similar are your
The Tokya Stack Exchange
@ , 
- . 
r i . r c r r r o a r ( r ( 1 , ( ' d d d ' ( * i x g . i g r o u p u l < u d r r r r . c h o o r i n g
- $hi(h.ubjccrr ro takc r t q lcrcl f rnd.rn.$c' . ro rhc\ que\r ion\.
1 Why did r$'o sluclents raisc their handsl
2 What are Ih€ lhree sections of his ralk aboul?
a) iii!-i risten to the nrxl part of the lectrr,e. Tick the Lr(e sentence-
( or<(r rhe Ia l rc rerrenr e\ dbour cconorni r r
1 Ir can provirle aLI thc answers to rvorlcl problcms.
2 \\rithour it you caDt uDclerstaDcl rvorlclissues propcrly
1 \ ' ' , o n n n . , d I n ) f J r ' . . . r r l . t " t - d i e , . , ' n i ' r
a lt is onl) usctul ifyou want to go iDto the worlcl of business and turance.
b) Listen again. Answer these questions.
r what does Lhe teacher say iboul currenL sorkl tood prces and what
effect they will hxve on thc world?
2 What does hc mean when he talks abour "fie rerl cost ota plastic bag"?
3 What q?e ot p€ople does he sa)' are suiled to economics?
a Does he tliink thc study of econonics is difficultl
5 why does he DeDtiorl careF such as architccture, politics and
6 Ar the end ot die taLk. {hich tour a.ljectives .locs he use to describe
c) work in paiE. Comp@ a) uortr in pair . . .Make.a l i* t ol school
or uruversl t) suDlccls Inat )ou tnrnk
are interesting or tun. Then list ones
you think are dry or dull.
b) Read out your lists to the class.
Do you agree with other students' lists?
Was €conomics mentioned? Il so, was
it considered to be an interesting
subject? why?./why notl
@ rvork in pairs and discuss these qucst,ons.
Which of drc teachera argumeni-s do you rhink s'ould urnuence a
,loung auclience the nrost and ivhy?
Do you knoN an)'one whose iob requires a knovledge of economics?
Il so, $'hyl
Il,vou have studied economics. did you enioy irl Ifyou have nerer
sludied economics, do Iou think vou d enloy itl why?,Alhy noI?
Vocabutary news and
Reat Wortd presenting
Review productive suffixes
@ a) rook rr rhe.e quore\. wht Joe. rh€ rca(her u.e rhc.e\enl€r|(c. in Ihe inrroducrion L, his ralk)
I'n going to divide the talk into (three sections).
FirstofaLI, (howeconomicsis rclated ta real life).
Ihen I'll go on to (the intelLectual chaUenge).
And finaLly l' (discuss future carcers) .
b) Match phrases r-r3 to headings a)-e).
a) to make the flrst polnt ?
9C Real World
a) aomplere rhe\( .err (ncc. * i rh rhe conrcr
a) liirst 
... alL.lers s(arl .. looking ir
t h e p r u b l ' n . h " r o . , u r h l F r \ o u n g f . o p l r
b) Lealing thar aside a nonenr. ler's
.. . rhe advaltages for
society in having apprenriceship schemes.
c) Now I'll talk..... bowa rraDsfer ofskills
u I I b p | | . l I r d r . d J d l . b o r l , \ n r 1 8 . r n J " l , l
d) As I said ....... , the berefils will be
considerable.
e) nd ro go..... a poinr I made
earlier, the elderly have sLills rhey can pass
on to lhe young, ancl vice versa.
f) To sun1 ....... , whar we need is to lind a
$d\ ro rn. J . , r .ge morp ropr .nr iLL.hrp
s) coDclusion, unless we do sonerhiDg
soon, ihe outcone loolc bleak.
b) Woik in pairs. Answer these questions.
r \\4rar is the ulk in 7a) abour?
2 Do you lhink it! a good ideal Whv?/^\.lry nor?
3 Would il be iil€vant to your countryT
wht?Avhy not?
G, a) $ork 'n pai r \ . You arc each soins ro s ' \c a
rwo-mrnule la tR on thc 5amc lopic to d
different partner. Choose one of rhese ropics
or your owa and then tollow insrncrions I 3.
a Juk mail should be nade illegal.
e Public rranspon should b€ free.
,, Everyone should hale a threeday veekend
* People should have to rerire aI50.
1 Make a lisi of rhings ).ou could include nr
2 Put your ljsr in a logical order and make
notes on whar )ou ar€ going ro say abour
3 Tliink about how to open and close your lalk.
b) Work on your o.ll'rl. Think about whar )-ou
are going to say. Mahe notes.
c) work with your pa ner trom 0a). Take
turns to practise giving your talk. Give each
other advice on how to improve it.
Give clearer signaLs ta show how the taLk is
Uary yout voice narc.
Cive mare eye contact.
Work with a new partner who has prepared a
dillerent talk. Take turns ro give your ralk. Was
your panner convinced by your arguments?
b) to refer to a point rnade earlier
c) to sign:l a new point
d) to summarise whatt been said so far
e) to signalthe tast poiit/bring
the talk ro an end.. . . . . . . . .
1 In conclus ion . .
2 F i rsr o l a l l . . .
I Now I ll lalk about .
4 LeIs move on to . . .
5 So. to sum up . . .
6 As I said betore ...
7 l js r bur 11( ]1]east . . .
8 Lel! surL s'irb4ry ...
9 To go back to . . .
11 Leaving thai aside lbr a
1 2
t 3
To retun to somethlng
I n€ntioned earlier ...
And finally .
c) Look at R9.5 and R9.6, pl58- Look at the phrases in
bold and notice horv the talk is structured.
d) Check in @ plas
9 Review Language Summary S, p142
@ rl1intrre gaps",lh Gese$ords. @ :i::i,l':,;1;iil,:::li 1'*,n
lo4an6 tag reasonably
half effective over
HoN could he attord to bu,v thai
car? lr cosr a lb4!i4e l
I expcct€d this to cosl a lot more,
b t i t ! f ced
li lvas originally €60. but I got
it for price el0.
Elcusc me. Lhis hasnl gor a pdce
Holv tnuch ]s it?
lindertlNr heaung is 'l Yer-a
cost \vav ot
neaong your nome.
Thatls priced I !e
seen chcaper elsewhere.
eio{+f proof ish abte
retated conscious free
Someone you can trust
conplelely is lrusr woltlly
Someone with sort olgrcen e)'es
hxs greer eles.
SomeLhing you can aford is
affod
Soneone who considers safcq'
is particularll imporlanl is
Whcn an illness is dlre Io slress
it is a slress- illness.
A room rhar doesni lel sound
n or oul Ls a sound
7 A pl.cc where Ioule nol
alloNed to srioke is a snoke'
environment
3 Soneone ivho has srmilar ideas
to )'our olrn is a likc'
b) work in pairs. Compare
a) Read the story what do you
think dre moral ofthe story is?
master and said. ' lsDl i t ,3
terribLe dring the boy has broken
,1 teg?, ,5 . . Zen
rnaster said, Leii wait and see."
Then 26. lerv nonths later,
21 
. . . . . . . . country weDt to $ar s i th
'z, 
. neighboudDg countD and
)oung n len o f 30 . . . . . . . . .
\.ilLage {ere called to loin 3r
arm): However, 3'? bo\a nos
31 young nan, sasnl
alloq.ed to join because ot his
intunl 31 villagcr weDt to
31 Zen nastcr and said,
'lsnl it 36 ivonderful thing
he doesn't havc to go to war?"
''Ler.s q.ait an.l see," said the Zen
b) Fill in tk gaps with d/dn. lhr,
one or no article (-). Sometimes
tkre is nore than one possible
c) work in paas. Compare
anslvers. Do you h.rve the same
answers? Ifnot. are both answers
possible?
a) Choose the correcn er-b
form. Sometimes both are
possible.
r Kim! nerv laptop raldt
we ighs / s h a rd Ly weig h i n g
anylhing al .rll.
2 \or shoLtld weigh/be weighing
thr iigredients il you want thc
3 lhe) havelre ravlrg ihejr ovn
turniture business.
4 I expect/'m expecting yar'll
be 'ery tircd ali€r such a
5 Ther\ someone aI the door.
Arc you expecting/Do yau expect
6 She /eelsli/eel/rs very relaxed.
7 This chair /eelsl'r leelmg \'ery
I a I think/ nthinking hes rery
B lts, I Jeelmreelrg whar
9 Ihat doesn t fit/kn t fitting ir rhe
kitchen. lt! loo big.
10 She appean/ s appearing ir a
nclv produclion ol Hanlel.
rr It appea^/lJ appearrrg )ou $,ere
righr llels goirlg to iesign.
b) $brk h pairs. Compare
ans$'ers. Discuss {'hy you chose
the answers you did.
r4 lilrle boy lronr 'z
poor lillage uscd ro walk
3 long d is lances hom
1 lilhgc to lnother,
sellulg baskels. Then I
day 6 httle boy was
given'z bicvcle. 3
villagrF went 1o 1 Zen
naster and said, 'This is
r0.......... wonderlul thjng to
happ€D torr boy -
tillage will eler ger rr
chance ro o\ !n 11 b icyc le. '
I s-....... Zer masrer said,
_Lei ! sa i l an. l see. '
r monrb larer r7
little bov lell ofi rs bike
and broke r'q leg. 'zo
iDlur,v iras serious. 'zr
villagels went to ,, Zen
a) Tick thc things you cal1 do
in EDglish.
can follow compl€x interact on behveen a
group fi peopre.
can talk about complex issues concern ng
money and linance.
can recogn se when the simp e or
contifuous lorm of a verb can chanqe h
meaninO.
can recognrse and lse sufl xes which have
meaning.
can follow a shorl presentaton on a
subject I may or may not be lamiliarwith
can plan and givea talk on a sullject am
tamiliar with.
b) what do you nced to stuc\. againl
Accurate Writing
coNNtcTtNG woRDs: reason and result
5PELLtNc: ible or -able
Relvritr thcse senrences in rwo different vays usrng tne rwo
\iords in bmckers. Chanee rhe words and word order iI
necessar.'. i?lXRlX p r.r5.
1 H€! leD delcnniDed Thar! {h} hc! succcsstul. (duc roi because)
His success is due to his deterninatian.
He s successful because he svery detemjned.
2 Nlaris ract(ct {as brokcn. I lenr her mnrc. tsoi Decausel
3 My Spanjslt is really br.l He didnL uDdersran.l nre. (as a resulL;
a Visibiliry wlts poor. There (ere sev€rat road accidcnrs. (because
or: cons€quen y l
s Ydr donl want to |clp. ]'lL do ir mvscll (sincc: as)
6 -there (el1r rcrdble ltoo.ls. Thcl tosr a rhelr crops. (rhereforc:
/ the \aearhcr was bad yestercla)l I dicln i go climbing. (owrng ro,
ao| l rp lcr r rhc cnd. ^ l rhc $or , l . wi rh rhc .uf l l rc \ - in l ( or -dbld
ffWpr+:.
Something that ...
1 )ou can eat is e[
2 )ou can undersrdnd is undcEtand
3 Lnakcs sense is scns
4 )c 'u can sce rs vLs
s )ou can do ls do
6 rlur vou noricc is nodce
7 ),ou can b€lieye is belie!
I !o can c lesrroy is dcsducL
9 that is hard Lo bclieve is incred
a) Read this letter *ritten by a srudent. Which of rhese
$-ordtphrases could be used 1I) corecr rhe undertined misrakes?
Sometines ther€ is more than one possible answer.
consequently therefore as since as a resutr so due to
owing to because of
b) Find and correct four spelling mistakes.
Acccr&ni +o l(!, iai€si hal\t sia+elneda i (a!e beerL cj\a.aeJ-
" * - , , o $ ' ; n t . n z e t ( ( N r r . e r , 4 . . u r u , . ,1e. (i&at.aa'\ \ lso an l a&saar d-s orsrare I [a,,e beel1
c,U..'Er Lo F- .i,,- ,rr-rr,!(iise,t c.i?.]-i{} rtu-a!€{a]'+. i (a
" (". ", .c,.-r 1 e J. ,r.a r "rr€u^-ro , l . -n,,. ^ o, .
J'o i\e4se,!, aL r s 'l? Lonr {i} i{? alt olllo
r . d t n , : u e , n 3 h . . r 5 * : n : , e o r d \ l a \ a ? c e r ( .
atuJ. i l€ue\z {ka+ crsr..\€Js ,l<se,az .r io'e .e,,b.e laaic!
I +rzl r+ {,^4ccq.ri{e a,r.r y+e r,*l.er.e.alr-z rka+ !n i}Lav sl.i.Ld qt c\.a.teasal b11l kil\q s{.rl i{ts+ar€r a<rs+ s!n_ce, i
'd^Ld an_recr.r€ rin€ e+_4 arrcrr .{s 1{] {]y $.ze e.roi
,"s,'i,ia.i].1E,ry,
Preview 10
@ voor vrnes 1r;: rurcrrors
a) Match tuncrions a)-h) to pairs of
sentences 1-8. pr46.
a) ability
b) retusing
c) obligation
d) advice
r) prohibftion
s) criticising people's past behaviour
h) for repeared/rpical behaviour
1 My brother could surtwhen he was
erghr.
Unfotunaiely she can't rouch r)?e.
2 You can use ny phone.
May I use your phone?
Could I leave early rodal pleasel
Ben had an eye resr and heb gor.o
You musr ger your brakes fixed,
You should rerurn this because i!
He ought to change his accountanr.
She'll cone home aDd imn1.diatety
He'd always stop tor lunch ar noor
I x'onl iet her use ny car
She wouldnl give ne a lifr lasr nighr.
They ought to have rold you.
She should have gone 1<) riniversul
s You can't smoke oD any public
b) Choose the conect word/phrase.
Sometimes both are possible.
'1 \Ne couli/were aLLawed ta \te^r
whatever we wanted ar school.
2 W. cauLd/we were allawed lo inren,iew
3 I losi my kq'bur I.o,ld/nanaged to
climb in rhrough rhe wjndov
4 I tded ro skrt rhe car bur I
cauldn t/didn t nanage ta.
5 I was able fol.ould meer him lasr
Friday.
6 The,v said we could rere abteto sr^y.
7 a Did you have ro change planesl
s No.Ididn tneedto/tneedn thave.
There was a direcr fli8ht.
10 The key to success
Be creative!
QUICK REVIEW ...
Choose four of these verbs and make sentences about yoursetf using
both the simpte and continuous forms: have;come; beithink; see; expect.
Work in pairs.TeLL each other your sentences: / rave three brothers. I'm
having a party on Fiday.Ask folLow-up questions.
Reading and Grammar
a) work in pairs. Think of
differ€nt ways in whic'h animals
used to help humans in the past.
b) Check the meaning ol these
a.ictone a c6nflict a siese
ing6nious epitomise
pione^e ng swift an 6ehan
wiLaernes a sied
c) Read the aticle. which
animals are nentioned, and how
were they used in the
Fill in gaps 1-6 in the afiicle
with sentences aFl). Which
words/phmses n1 the article
helped you?
al Funher north, Dail \ras being
delivered to the icy coners ot
the world by huskies.
b) Cals, mean$hile, were first
employed b)' the Post Office in
1868.
c) There \,!as clearly a gap in the
narket lor a swifter seNice.
d) However honring birds s'ereDl
only used in :ncient tiDes.
e) Airborne nessengers are most
usetul in rine of conflict,
r) There '!as no shortage of
Crammar subject/verb agreement
R€view simpte v continuous: verbs
with different meanings
Posta workers these days iend lo be hlman but it hasn't aways been so.
Pgeon posl was used first by lhe Sumerlans n 776 BC and t s known that the
ancent civLsalons oi Egypt, Persia, N,4esopotam a Greece and Rome reied on
pgeons to carry messages to far-flung corners of thef kingdoms and emp res
ln 1850, Paul Julus van BeLrter began h s news agency
lry sending nformation beiween Aachen and Brusses by pigeon And unti the
lregnnng ofthe 21sr centLrry lhe polce nthe ndan state ol Ofssa were us ng
a pigeon seruce dung ioods and cycones News comes va emai these days,
so the bifds were pensioned off ong ago.
durng the war n I 870, pigeons provded a vital link to
the oLrtsicle wond. Tlre bifds were smuggled out n
baroons returning ater with the nformatof that
everyone was so anx ous y wa t ng for DLtring the lour
month sege more than a mlion letters were de vered
to the ctzefs of Pars by llris nger ous method Durng
the FIst and Secon. lWof d Wars theBrtshamywas
also dependent ofr hLrndreds of thousan.ls oi pgeons
Wth great sadness ihese przed flocks were
iranclecl over to suppod the war effort. N4any ives were
savecl by the iimely aff va oi a p geon and 32 oi
these winged heroes each received a medal fof bEVery
n the Second Word War
Ho|ses too, frave pourered the nformaton
superhighway lor tholsands ofyears. No eq!ne posta
sen/ ce is more con c than the Pony Express Athough
it asted ess than two years the Pony Express came to
epitomise the pioneefng sp rt of the Uniiect States.
W q 6 9 ( ] 0 . I q 6 , e i a . o a ' , - o , . " 1 o .
1848, t took 24 .lays for etters to arrve irorn oveo
ones n NewYork.1 . . . So, n 1860
adverls were placed for "Young, skinny wiry felows. not
over I 8. \4ust be expert r ders w I ing to iace death
da y. Orphans prefercd.' 1 .. Pony
Express r.lefs had names ke Chad e P Cyc one an.l
Pony Bob and ihere were arouncl 400 horces and tOO
rnen. Drring its shofi rornantic existence t was the
lastesi means of deiverinq messages across the USi
2 000 mles is e lofg way to trave on horseback, but
the ridefs would manage to get irom the rairoad stat on
n 1,4 ssou across w derness to Caifornia in only nine
to len days The pub ic were fasc rated by the Pony
Express but even so, the team was a tnanc al laiure
and was pul out ol business by lfanscontnenta
5.. Cornmercla dog teams n
A aska and Canada saw lhe r soufce oi income
ebb away when mai deivery contracts werc ost to
the aeropafe n tlre 1920s The dogs are st gong
thoLrgh and nany of to.Jayb clogsled races folow the
When Pars was suffolrnded
nta y ony a coupe were
10A
a) work in pairs. Look at rhe words/phrases in pink in
the article. $'lat ideas do rhey ref€r back ro?
b) Match the words/phrases
r taken our secredy
c) In what ways do annnals
HelD with Grammar
in bold in rhe arricle ro
4 v€r) important conDectio.
help humans todayl
a) Read the basic rule for subject/ve agreement an.t
choose the correct rvords in senten€es t and 2.
A lerb usualh ?grees'wirh ils subjccr (i.e. a singular
. u b . . r l . . - / , i e t r , . \ . r r J D . u IL t - j , . r -
plural \rrb.)
1 Horses, too, railiave powered the inlorDration
superhigh!al for rhousands of )cars.
2 Fu(her norrh, mail wailwere being .leli\.ered ro rhe icy
corners of the \1orld bI huskies.
b) Choose the correct $-ord in rhcse examples ir goups
A aDd B.
CROUP A
1 il the subject ol rhe vcrb ]s a cl.ruse: Hdurlg..rts lslar€
nor! d lhinS o/ rhl]p.rst.
2 wilh nouns lvhich cnd in s bur .re not plural: N.Dj
came/cames \ia tntil thts( d.ts.
3 with e:pressions of.tuanrirv. mcasuremenr, erc.: 2,000
tnil.s is/arc d long )tt1), to trc\rl
+ alter rr s such as ry.r]on., drldft.J, erc.: TIL
ntonnttion thdt t\t'lton( waslwere e drriotrsD rdirin.qJ;f
GROUP B
s krr nouns \rhi.h don t end n an 5 bur afr nor singutar:
t'k polit:c was/werc using a pig.dn seryicf
o after$ords sucli as bothal. all oJ. plenry aJ. nunlb( al,
a (ovpk: anry .t .orpl( was/werc r.rruiLed.
c) Choose the co ecr word in rhese rules.
rD goup A, $c usc a irglla pLutal rcrb.
' 1D group B. rve usc a 5 ingular/pluftL rerb
d) Iill in Lhc gaps in the ruics wirh si g lar or pl i.rl.
Somc collecli!e nouns ancl naures can rake elrh€r a
sinsular or a plnal fom
1 Whrr toclrsing on countries $ hich are a grolrp ol
skrcs, or an ins l i rur ioD (r .organisar id as a nholc, rhe
verb is us allv : T/r. U.s-A hdr /t/l} nat6
T,r. Brilijn a,nl 1|tls rlso d.potd.rt ,n pig.ons. T,rc r.d,l
$$ a Jnnnci'tt lddur( .
2 WheD focusing on a collection ot ndi\.iduals, rhc \.erb
is usuaLly : rhe public wrc ldscin.Ldbl
rectuited and an a owan.e was pad to a Post Ottce
porter ior ther upkeep ln the clecades that folowed,
dozens ot cats were empoyed aL UK so.ting offices,
ensLrrfg that morey or.lers wefe Jrot eaten by rats
^ . . t , j a a p c o r . . D o o t - ^ o . b r a l
now a th ng of the past An mas have been retire.l from
the comrnLrn cators busrness and are row found ony
n the Pages oT stainp colectons
Adapled nom Lhe Gua..i/an 14102/02
e) Check in p146.
104
Fill in the gaps with the present form of the
1 Both o[ my parents .... clogs to
cats. (prefet
2 Everyone that econonics
a really interesting subject.
File litres ofwater . too nuch
to drink in one day. (be)
Mathemadcs not a subject I
enjoy at ali. (be)
The arny in m)' country
people from the age o116. (recruit)
E The staff really friendly. (seem)
a) choose the conect words. Then complete
the sentences so that they are true for you.
1
2
3
5
6
The neNs a! the monent lrlare...
Keeping pets isla/e . . .
The United States lYare ...
The gen€ra1 public r/a/€ tascinaled by ...
Ereryone I meet thes€ dr)€ lalkltalks about ...
Lots of mv frieDds l/kel/ker ...
b) Work in pairs. Compare sentences. Ask
follow-up questions.
Listening
%
work on your own. Look at these photos of useful
inventions. Which ones couldnl you live without in your
daily lile?
G/
o
a) work in pairs. Choose the five most useful inventions
liom the pictures.
b) work with another pair. Take tums to say which items
are on your list and why you chose them. Then agree on
the five most useful inve ions.
c) work with rhe whole class. Decide on the top three most
useful inventions.
J'f.'^
@
@ a) work in pairs. Do the quiz.
l) {liffi ltten to part of a radio programme.
Check your guesses.
a) Check the meaning oI the noun collocations
in bold.
what does the presenter say about many
things $'e accept as a mattd o{ course?
Ho\r did Marco Polo becone a mine of
information about ice cream m.kin8?
ls it generally acccepted tliere is an element
of truth ln the way tea Nas lirst crealed?
Are the clalms for ho!'people began to eat
coffee beans a matler oI opinior?
\\,hat rlas the centr€ of atrerrior in Chicago
tu 1885?
6 How did it set off a tlair of s€nts which
revolutionised ciry life?
7 what is described as a stroke of genius?
b) Listen again and answer questions 1-7.
c) Work in pairs. Compare your answers.
d) wllich of the things discuss€d in the
progranme do you think had rhe most
interesting beginnings? Do you lorow any
others?
1oB Stick with it!
QUICK REvlEw ...
Complete these sentences with your opinions and information about yourself: / fblrk
having pets... i Everyone lknow ...; lthinkthe police... ) My fanily....,My favourjte(footba )tean... iOnly a couple ofmy tiends....Work in pairs. Take turns to say
your sentences.Ask foltow-up questions.
Listening and Grammar
@ a) vate r , l . r . r ul pcople rou knor uho have been
l Ie ) do . l \ lhc \u ( (c \ \ due lo
luck, talent or dre fact that they were very dedicated?
b) Work in pairs. Take turns to tell each other about
the people on your list.
@ A L i \ r c n r o A J . l a . n d L o u i e . w h o a , c r h c p c o p l c i nphoros A an(L B?
b) Listcn again. work in cmrps A and B. Use rhe prompts
Gronp A Whar does Adcla say abour: Ladni Martinls ralenr;
saruday iigliti his girlfriend; berng positivel
Group B WhaI does Louie sa).abour: luck: TaDg Y n:s childhoodl
I ouie's school; gifted chilclren;being a soloisrl
c) work with a student from Ge same group and cornpare
d) Work with ^ student from the other group and use your
notes irom 2b) to summarise what Adela or Louie said.
e) Fill in the gaps Fiih one ofthe modal verbs in the boxes.
ilr might can't must shouldn't
Help with Grammar
Se. Preview, p95.
Modal verhs are auxiliades which expreas our
arritude to, or assessment ol, an event or
! u . r " ' r J r o u 3 } 1 . , 1 \ i d . r - r u r u . r . o L f .
a) functions such as obligation. advice,
permission. prohibition, eLc.
b) levels ol cerrarnrl
1
2
Here it is Sarurday night and l'm sure he lil b€ working.
He be crea(ing a D€s anination charactd or he
could be working on his next short lihn.
clearl! he etrjoy vhat he does, why else trould he
But I teel sorry tor his girltnend. lr be easy having
Martin as your partner.
People arejust surtiDg io norice his work, so ir be
long belore he g€ts the recognirion he deser\-es.
Ile\ ccrlain he find a buyer ior his nexr animarion lilm
yonf may must wouldn t can't
7 Tang \uD. tor example, louJust kno! rvoalt have been
eas) for hin as a kid
c) What verb fom follows rhc nodal verb
when it refers toi the present? dre future?I Hc ..... have devoted LnosL o[ his childhood ro pracrising.9 I have had some narural raLent,I'no nnows.
1o My lather says rhat I have wanted it badly enough or
I have givcn up.
q Listen again. Check y
c) SenieDces 7-10 reter ro rhe
the pastl
d) Check in
@ revr* o, crnrerrl
a) Look at sentences l-10 in 2d). Complete
the Iules with possible. deJinite, or prcbable.
. We use "i11, 1!or?. .dnt, Dlrd, rvdr/d(nl)
\ 1 , . n \ c r h n l . u n i n g F
We use siould to express when we rhink
something is
we use ndt might, .ould \yhen we rhinl(
something is . .
b) Look again at sentences I l0 in 2d). Then
fill in the gaps with pasr, prcsent, or Jiiiu.r.
4 Sentences I 4 reLr io the
b) . . r i n . . - s dn, l o . . . r . r l l
Vocabulary antonyms
crammar modalverbs (2)l
levets of cedainty about
the past, the present and
Review subject/verb
p t 4 7 .
108
@ w"re.cnrcn.e. * i rh rhc"ramc mranrng.- 
u. ing rhc corre( | lorm ol lhcmodrl tdb
'Wbrk 
with
They got there lale, so I dont see hov
they had time to visit the exhibition
She probably wonl have proble,ns
tinding the pl:ce. (should)
1 lt! possible rhat she went to see
Martii (mighr)
She nighthave gane to see Martin.
2 lt! obvious he didnl pracdse enough.
3 I'm tairly slrre the parcel wiLl adve
tonorrow (should)
a It! possible ihat]lrn.s having iunch
s clearl):, they're not enjoying the
holiday as thef re conring home early.
(canr)
6 DonI call him now because l'rn pretty
certain he's sleeping. (xill)
Hefdefta Brockwal Golfen She cut h4 hiidicap frcn 45 (o fou ii two yeaB
it rhe i€e of I l.She '€cenLly hit. hole in one.
Frcm an eary age Henrieth alwars had a lery cLear idea ol whar she wanted io be
She wa5 on I n ne whei 5he told her fdther she wanled io be a protu$ ona go ler
lle was cookng and was I<e,SueIo!do 8!t pers ned lsed 1o plllttle notes
lnder ihe door sating "m se. olslThal lear he asked me Whnt do fo! wani for
Chfnnasl For tsenretta that was ai easldecison He we expe.l ng meto say
a Barb e do o .someihng.a id sa d . l ve a readr to d |o ! asero lgo f .ubs :
lo ned a gol c !b and pra.t sed on the drvig ,uge every dat nlf ig the slmmer
Gofr preltl adn,.ive Yo! ht 20 bad shots then pu lr 1 o.e good oie.Yo!
wanl io hi thal good one aga n and aga i so to! lu3i l<eep try ng ani tfy.g. ti the
dclcm naton olwa.iing to ht the b: atthe stad. |athc.ihai a God grve. rft
And ih.n on.e fc! 3iart wnnng yo! think wanito do thai agan
Daln B.ckham s lery down to ea.th aid hcs a .ca y sweet guf too .a. ear.
a oi frcm h mrth. vr'af h. haid.s hims.lThc wal hc worb han:-r even ro th s del
Hes n ear . ig . He e v$y de t€m ned and he oves hs +o .1 . f . s tmerh lha ths
a.ademf.When we.rthere leami about det i.d lr.ess Now t.r. elery da),, n
th€ glm a.d o. the .o!tse One lo two holrs in lhe $n,lhe. al dq, on the gol
colEe ln sh€d s.hoo &t ),e,rr t tr as a hard de. s on to make becalse obvlols /
educaton is mporL.]l]t brn t wa5 eihe. gonrt to be one o. the olrrer
n iwo Fari tme I be ookig to be on the prolessroia ...u1 lve Fad l me
ibe oo<ingto Lre nwbe. one n Elrope:ten ),eaE'iime be oo!ngio be
nlmber one n the',orlil
@ a) nead both sectlons ofthe article. Then answer these questions.
$1 ch person describes the olher as being soneone who:
a) is exceptionally good-looking? DavldSeck amsays this about Hen etta
bl is inlelligenl?
c) is a lerl nice pcrson?
d) is lery practical and sensjuel
e) shows rhe abilily ro nake goodjudgnenrs'
il doesnr gile up easilll
b) What words do Hennetta and David Beckham use jn the anicle
to describe the qualities in 7a)?
exceptionally good-Laoking stunning
c) work in pairs. Comp
a) Complete these sentences lor
yourself
r Right now I m pretty sure my b€st
friend will be ... ot rts waY,rrone
2 By dr is l ime next ) 'ear I l l . . . .
3 It $ouid have been fossible to ...
r'llen I was younger, but I didn't.
a h shouldnl be h:rd for rne to ... .
5 When l linish rhis course I mighr ... .
b) work in pairs. Take tuns to say your
sentences. Ask follo*up questions.
Beading and Vocabulary
a) what do you think this quote means?
How do you think it applies to the
people in the photo?
AmaLtrts pradise till they {t it right,
prolcssionals prd.ri5. rntil th.), dotr'l
get it wrong.
b) work in pairs. Student A, read about
Henrietta Brockway. Student B. read
about DaYid Beckham. Then answer
1 How do rhe) kDow €,ch olherl
2 whar do the] say about their lithersl
10E|
p146.
a) a lighL colour
a) a lxll buiL.lnlg
a) phn tood
5
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j i t rc t H ! . r ' r .a i re la l t ie i ! sh .w i a r l l i d rya .an .ml
Str r srtania: ..!.: lee t".re ii{ :.neth ng 5De. a rb.!i h.r 5h. had
r r f r r lpbr -g fg t . rne here : e . 1 n i ry k ds rho har . i c ra
nrpp.,t lr.n -. prrenr5 ias -.y to ha,e ihai rid ts..^/! !.k
l,l), { .lr r.r r nrir), gli rt i bLl em..rref he mr.l. nr. . t
t ie . i r r j . r i s p i y rg . ! t ie i in l ns to 5 roc i : t goa and h . ( ; j
T : : ._g me.onro the br e na ie . re < .k : i . .a !p . the . - r 00
t Tes anil ..nlro t ira ...iro i lri goi i ghi /\.d !re. lhe. s.t
- r ?ht he nade rre Cc t :one mo . Y.! i.n | [now io( mporiant
th : l :1 t ihe t r . . b . : a1 . ' n jo ! . . ; . cc ' rc ! . c i b . r . : k ina th r i
Wcw ,ra: s. -.<\ io helc ihai
i.'r" !.1.iL.1 m..1. n! ...rr';.t! ,,-er ,r-s Fennr5 ase 5!t
ih . f . i . r a r l : . n . r . l . " r . l ob ;b l .o t a r r i r ! rs F len . f has ha . l
r id , ! ha ! . b . .a , r . n r . i b l r t ! i i . r . r ; r . i t Eo fe r rn . she5 s t ln r ng
b- r s f . a .cad ' h ;s a . ! ! r lea . f (h r r p .ben. : .ome l r th f i . re
I a e ! .n r t re l c - r ig . lee ! r . ! 8 .1 r , , re he : : . on re sho! ce s a .d
: ' ' '
f r,.-i t{, be p.rr. .I h.r 
€ te.ilse shes :. -! r. i!.i : or .f
.e , r l s . S re ; .1 - - i_ t . r s . i? io . ' r rge gc ' i r c ln i 1_ . , . ro d _ i f rc . . r :
t . - " l . ' - rs , r :a n - E id , , i . i re e l rcm !J . . an : r ! rg .
A.ipteC f!n th. ar.ri.r 0,1C1/07
fietp wm v0caDurary
a) Look at the phrases in blue iD Henrietta! scction
of the articlc. \\'lat adjcctil-c could you use Eith each
mun so the phrase has an opposite m€aning?
b) Read Dalid Becldumi scc )n of thc article aganr.
Find the antonyns tor thc phnses in Llue in
Henriella\ seclion of thc article. $'ere your answe$
in 8a) the same?
6) Check h ,t) in
# a ) \ \ r i r . r h c ( o , , , , r : r n r , , n u r r l o | c , r h p h r : s ,* 
u r i g t h L s o r d . r r h r : r L k , r - ( l , c c l , i n l , I n
3 a) i iu !nB r , ' t tLc
b) Work in pairs. Takc runs to say phrases
I 8 in 9a). Your partler says the anton1,m.
l " . , "n* i i . . " ' ,
a) Make a list of things othcr than language
lcarnnrg that you hare cloDe or trted to do.
['tich hayc vou achieved? Which havenr
stopsnoking achieved
keep to a regulat fitness progranme - notachieved
b) Look at,vour list and aEtrcr thcse questions.
r Wli) do \'ou thi|k lou Icrc succr:ssful aL scurc
finrgs and not others?
2 Di.l oiher teople help or cncourlgc )oul
3 Would vou considef !oursclf to b. someol1c
Nho gencrall) nicl(s r.ith thirgs?
a) \\brk in groups of three. Takc ttllns ro rell
each other about the things on yorr lisr. ?\sk
follow-up questions and tahe notes on rvhat rhc
other l\vo studcDts sal
b) work in a di[crcDt group of threc. Ta]k
about the oder t$o studrnts h your orignral
group. Decide which pcrson is the mosr
c) ltll the class about rhe person your grotrp
chose and $hy you chosc hin/her.
We think Mia is the mostdetermined because it
won thave been easy forherto ...
b) a rough sca (smoorh: filn)
b) a l jg lu nc. ] (hcaw: dark)
(aggrcssirc, stronr)
b) rn o1.l buildng
() oLL ig: r{lcrn)
b) a r.rll prrsor (sho : lowl
b) a dry daI (\!ctr srcer)
b) .r slrcng possibilir!
( rerk: hnt)
p1,16.
lOC Go for it!
QUICK REVIEW ...
Make sentences about peopte you know: /trrouldn t be Long before ... )
Tonorrcw night... will ... ; Next month... niqht... ; Nextweekend...
won t ... , Last week... wouldn't have had time to ... . Work in paks.
Take turns to say your sentences.Ask folLow-up questions.
a) lnaginc ,vou nre gn ing advice to a
begtnner in English or another
languagc. N{ake iotes on things that
helped you ti) progress. $hat would
,vou have done dillerently?
b) $brk in groups. ,q.gree on a list of
c) PreseDt your vie$s to thc class. Is
drere aDy adlicc that the whole class
a) It is claimed that La,ig cg€
R|1 olrrion. a lan$ageleaming
course for beginners, Eill teach you
holv (o lealn a language in just eight
weeks. Looh at the photo. What
rechnique do you think the se es
b) Read the r€vie$r ln what s at is this
mell d of learnnrg a tcvolutn n'?
According to his publicity, Tany
BLzan, whose narne s invarably
associated wlth the words mind
guru', has rcvollrtonlsed the way
people th lnk and remember, n the
wonkplace, c assnoom and at
honre. At the heart of all h s
work arc m nd maps a way of
graphically organls ng and
developing thoughts.
M nd maps help you to
remember by l ink ing words and
inrages in an intuitive way. Fon
exarnp e, in his Latguag-"
Revolution ltaliatl course Buzan
encounages earnefs ro oraw a
rn nd map of wofds lhey can
fernernbef assocated witha tr p
to the bar. They arc nemembered
not as a st but as one suggests
the othen, with co ouns and
p ctures as prcmprc.
Buzan says this reflects the
organrc and f r€e fow ng way the
bra n works naturally, meaning we
remember bettef by associal on
Lists have no assoc atons, so a.e
much ha.den work He developed
the idea af m nd maps as a lool
for note-lak ng when he w6s a
student and has s nce wftten 95
books and taught his pr nciples to
everyone frcm govefnment
departments to the Bft sh
Olymp c mwing team.
Remembering by association,
as a child does, pefmeates
Buzan's ieanning techniqLre.
Babies arc the best language
eafnerc in the wonld, but they
don' t learn gmmman Buzan te s
me Fof example, a ch d wi l l b l r ld
on the wofd Daddy'wi th Daddy
wofk' and Daddy go wofk and
'Daddy go caf . And that 's a mind
map n a baby 's head.
Buzan cla ms that his
techniq!es .efec! the wofkings of
the bfain, bLrt the sc ence s
explained t n tenns of engaging
the parts of the bra n that make
us crcative in memory tasks, as
we as the systematic parts of the
bra n that traditiona y domlnate.
BLt he prefers to talk to me aboLrt
natura eanning styes. And what
he says cefta nly tunes in with
what ch ld development experts
know about the mporl€nce of
learn ing by associatof
expertse s what makes his
appfoach so d ffenent. The.e is
nothing m raculous or conrp ex
about h is techniquesi h is great
knack is to take things that we
suspecr are ffLre rrom expenence
and incorporate them nto
eafnrng pfogrammes.
Adapted lmnr fte lr?es 01lO3lOA
)
lr,tencv?
@ a) choose the correcL *.ords
1 Buzan is iD farour ofmaking Lists/cannecting ideas.
2 He is irispircd bv thc r'^y sport\ peopLe/.hildrenleat\.
3 Buzan\ claims abont mfid nap. te .anvin.ing/ uncLear.
a ChiLdreD are bcLicled to lea hest hy naking links/using
s tsruaDs approach is basaLl oi linguistic thea.y/what he
beLieves is self eident.
b) \vork in groups. Discuss these questions.
1 what i]rerhods do )ou use to record vocabulary?
z H . ' , ' ' ' . . u . , J r r r r ' l r r a p . D u 1 " u . L r r r . 1 , 1
3 \\buld )ou col)sider using Lhis ncthod ifyou vere
le.rrning.r ne$ language? Wh) lA&y ror?
a) work in pairs. $'lut do )-ou drink nakes learning
English at an advanced level different from other levels?
\\4rat do you nced to do in order to be successtul?
b) l-isten to N{ana Pia, an advanced Italian
learn€r of bnglish. Does she agree with what you said
ir 4a)? Arswer these questions.
1 wlat did Mafia Pir do tirsl al elementdry lcvel. betore
learning gra'n.rlrr?
2 Whar does s}c sa) ale rhe adrantag* of rcacLing
ne$sfapers at i nrore ad\anccd levcl?
3 \\ihar dlsadlafrage does ft'adiru the classics lurc?
a \\tnL helps hcr 11) kccp Lrp'Lo{atc $ith DeN language?
s wlut has sirc Iound usctul rn order to unclcrstanil
diltercrtl Llpes of pronurciatronl
b \ 1 , . r . . u r ' . u . l r . I ' a r ' t u r . r r ' n l ' n g
7 WhaL. lor her, is thc best wa) to pur into pra.tic.
Lhe hnguagc you ve lcarnecl?
c) I i \ r , n ro Bnrcc ra l l . i | lg abour h i \ c \pcr icn.c
oflearning languages. According to Bluce, are the
follorving staternents tme or false?
1 Hc has learned lour iarguages, all leri succcssluLll
2 He has nelcr likcd leafning langurgcs in a classroom.
3 \\ihen )ou arc adunccd ir a l.rL1gu.rgc. you nee.L to be
4 Leaaring a lofeign lrngauge shouklnl tdk€ too loDg.
s \iru shouldnl wol) abouL niakng mistakes wiren
. . . 1OC Rea Word
@ a) Listen again to Bnlce an.t answer these quesftns
1 what does Bfuce fca.L in a foreign langlLager
2 ln \ahal $a)s does hc thDk reading helpsl
3 Whar does he list€n to?
a \\ihai does he sav about grammarl
s \\hal rcchrique does he lule for learning \ocabu1ary?
b) work in pairs. What do the words/phrases rll
bold meanl
1{oul.l jusrjot it down in ni} LiuLe bookler.
lrn a very grcgadous lcarrcr ... )ou kno$: jusr rr)
and inreract $'irh ollter pcoplc.
... anthing fronr lrashy nagazines to crinre nolcLs.
... lm siill a bir woolly rLbour the grarnnar.
He used to srile in English aDd then he switched
2
3
5
c) $rorh in groups. Discuss these questions.
r What do bodr Maria and Bruce xgr.e onl
2 Do you stronglt agree/disagree Nith anvthilg eilher
3 Do vou tlink, like Becketl, that somc people tale
n1ore tuccdom to express rbensclvcs in a foreign
language? Do \.ou feel likc a different person rvhen
you are speaking rnglishl
I ts a good idea
Thc n iah th ing . . .
It\ absolureLy
csscDiuL to . . .
What l t l do is . . .
Whalerer )ou do.
@ ut t t"r . . a l i . r ol f ic areJ{n $hicl , vou.r i l l nee. l
ro i rnpro\e your fnAl i \1, . Pul r l 'cm in ordcr ol
rmponanc€ ror yor'.
b) Work jn groups and talk about hov you are going
to continu€ to improle your English outside the
ctassroom. Give advice to odrer people.
Take evel'
opponunlty to .
Make sure 
,vou
Tr) 10 avoi.l ... :
Thukng back, I
wouLdnt l iavc . . .
Writing Extension
@ a) \ \ r i rc dn .rcr ion,plJ ' , l , { rhc ncyr l . q Inonrhr.gi ! , rng c\rmple\ ol l r , \ r ) t 'u Jrc going ro, o| | r inuf
to improve your English.
b) Compare your action plan sift other studenls'
plans. Add any usefnl idca-s to vour plan.
'lO Rgvi€W r.nsrrse surnmary ro, pr4ti
a) Tick thc correct sentences.
Th€n conect the mistakes.
r Fating fish are good lor )'ou
2 Have the nril afriled yetl
3 The police are on their wa):
a Onl)'a tew people has aniled.
s Th{: nes's toda) are veD'bad.
6 The pubLic are voring todar:
7 Anything ar€ better than schoolL
3 The reaD \ras slnning until
b) work in pairs. Conpare
work in pairs. Look at the modal
verbs in bold and explain their
meanings in context.
r a) He must hate thatjob. I
\oulchr'I do it tor Lhe world.
lan surc he hatesthatjob.
b) You must try ro be more
puncrual . /war tyou fo be
morcpunctual.
2 a) He won't have paid yel.
b) He might not hav€ pad )er.
3 a) we should haY€ boughr |er
lhat violin, but we couklft
attord it
b) She sho d be back soon.
Wh) dont lou wait?
a a) John will still be sleeping
no$: He gets up late.
b) Thel'll have eaien by no\t lts
They couldn't have lell
already
I couldn't ss'im until I $'as
Lucy wouldn't lorget to
He wouldn't often talk about
his experiences in the war
You may see ne Later, il I can
s a )
b)
a) work in pairs. Follolv the
rnstxctrons. , 'i:,.::
Studcnt A \\'rite the oppositc of
2 p la in tood
z a lighl colour
Stud€nt B Wite tli€ opposile ol
3 a dry loNel
6 a strong possibiLiq
7 a light meal
b) Make sentences about yourself
using five phrases lrom 3a).
c) Work in pairs. Take tuns to say
your sentences. Ash followup
wbrk in groups of lbur.
Read the mles. Then play
(he game!
Rules
You necd: One coulter lor
each sttdent; one dice for
each group.
How to play: Put Iour
co niers on -START HERE.
lahe rurns to throrv the
drce. move lour counler
ancl follow rhe instructions
on the square. fhe first
sluclent to ger lo FlNlSH
is the winner.
and
, ,,:::,ji :i: l,rr.;.squares: The
first student to land on a
Crammar or \bcabulary
square answers question L
The second student to Lancl
on th€ sane squere answers
.lucstion 2. 11 ihe other
stud€nts thilk your ans$.er
is corr€ct. you can stay on
the square. If the ansr,r'er is
rvrong. mor.e back to the
lasr square yot rvere on.
You can check your answers
wifi ,vour reacher. lf a third
or- fourth student lands on
the sarne square, hdshe can
slay on ihe square \\'ithout
answenng a queslon.
$eep {alkaxq squar€s: if
you land on a Keep Talking
square, ralk about the topic
Ior 45 seconds. Another
student can check the t ime.
Ifyou cenl ralk for 45
secor]ds, nove back (o the
last square you were on.
Ifa second or third student
lands on the sa e square,
h€/she also talks ebout the
same topic for 45secolds.
a) Tick the ftings you can do
in English.
lcan recoqnise devices for making a
complex lexl coheslve and coherent.
I can identify and use a range ol
antonyms and their collocal ons.
I can use a range of modals to ta k about
levels otcertainly in the present afd pasl.
I can fo ow extended speech on a
complex toPic.
can give a clear well-structured talk 0n
my p ans forthe future
b) what do you ne€d to study again?
Glt !T
@
o _ o
I a ln )o ld tea the hure
'i icre - -,
2 a marble white loveLy
o
Coffect the mistakes.
I lw sh,you went &ay
2 Not only hegoesro rhe
gym every day, he runs
I
@ v
Talk about a person
or a place that you
think is remarkabte.
@ l
HAVE A RSST
HAVT A REST
I
Change the nouns into
adjectives into verbs.
2 .!lt!.e, sympathy, cleaf
t
@ I
Explaii the meanings of
r She appears to Like me.
She s 6ppearing on TV.
Her fitting new doo6.
t
, h t
- Talk about plans
that you ve made at
some point in the
Past, but which you
didn't carry out.
^ t
Correct the mistakes,
1 Did yo! efjoy ar the
concentrate you6elf,
Talk about the most
f rightening experience
you've ever had.
@Maie these sentences
i'll,:ffi{,i1:il**
2 lhis is loads berter
This isa tinybit cheaper
t
Q"*, * ",1, ,",.n *",
of saying this sentence?
1 lrre peuon to whom I
spoke suSgested Ptrone.
2 RarcLy do lhave iime to
t
o r
MCVF FORWAIID
rwo sQU,qRFS
,t
O l
What does this savin!
mean?
1 We ll cross that bridge
when we come ro it.
2 Nothing veftured,
^ to
Talk about things
that you have done
over the last few
^ tv
wn cn prepos[ ons can
we use with each of
1 ave€ge, necessity, tou.h
t
ItAre both vtb rorms
possibLe in this sentence?
1 | sa 'ye ree, B Ll th s
Talk about ways
you and your friends
try to stay heatthy.
II
coUocations? lf iot.
deeply liunrating
d stirctlv remember
I
@ v
MCVE BACK
rwo $quARES
I
@ i t
words mean.Which has
a Positive connotation?
1 delermined,obstinate
2 couGgeous, reckles
I
I
MOVE BA'K
rwa sQUAR's
I
+
Nlake a word with each
2 m nded, -wonhy, -able
paiu and use them in
1 take t o r . . , , s ick and .
2 o i a n d . . , o v e r a n d . . .
I
@ l
MOVT BACK
IWO sQUARES
I
@ r
Talk about things you
are bound to do and
are about to do in
the near future,
I
@wr.u,, tt'n".*.2
1 Only Peteeatsfish.
Pere o.ty eats fish.
2 tos met ev€rybody,
ev€n th€ Queen. Loads
of us have met the
tt
Tatk about the
successes that people
in your family have
Are both verb forms
1 I d Ptelet it lf yau net/ ft
neerrg me lf the cafd.
2 1 aIeged/is alleged thal
^ t
r i , 
_. . . -
rarK aDout how
your life would be
different now if certain
things had or hadn't
t
o r
Say four words/phrases
- t
tl,
Use these phrases in a
1 get round to sth,get
2 a break-up, a setback
o,
in
2
I t@
@ tt
t
@ r
t@t@t@
Explain the euphemism_
Tatk about your top
If four favoufite
inventions.
FINISH
2 Having eaten/Eating a
b i8 lunch, d ld f t want
START
HERE r) HAVE A. REST
p a) Match verbs ]-s to deiinitions a)-e). @ Work ln groups. liscuss these questions.
Summer in the City ac pas
'|
2
3
Little Wonders zc ozs
a) gradually disappear
b) when liqui.l moves and
carri€s things $ith it
c) turn over and over
d) bend and turn (somerhing)
e) move smoothly over a surface
b) work in pails. Compar€ answerc.
a) Rcad the song. Then filI in the gaps with one
of th€se wordYphrases.
$tat clo tou like/dislike aboui th€ summer?
Do you like spending summer iD ihe ciry?
\\rhy?A ry noi?
\\terc do 
,vou nrost like to spend the summer?
\tu-hich is th€ best summer you've ever had?
i roll
2 rwisl
3 slide
a fall asay
-F3tt falls away feel heart remember
shoutder twists shine turns remain slide
turn wash away
a) .iiiil!: Ltten to the song. Choose th€ correct
wordVphrases.
Hor towrld€idr, summer in $e citt
Back ol ml 'zrecklread g.uing dirtv and grnlv
:5eerlree, down, isnl ir a piryl
Do€snl seem ro b€ 'aryshad-"/a shadow nr dre cltl
All r.ound, Ireopl. looking shaLJ dead/stleseti aut6ta&t"q/lva&t9 on dle side\ralk, hoLter Lhdn a Dratch h.ad
BuL aL nighr its a dillernr 'woldlpla.e
Co our and lind "jone/urla gtl
Conle on. come on, we'll'darce/tall all nisht
Despire rher0ro6e/heat iLll be.ll righL
ADd babe, doni 
_vou know irs a llpityhhane
That the da)5 "wo,t /ca,'t be lile Lhe lighG
in thc slmnrer nr the.itl
ln the summe., nr ihe.it)
rrorealcoo1 ro\!n, Nr rU in ihc ciiv
Dresnrg so line add looking i) )'prettyX\etr
Cool rsguylcar Lookilg lor a kitry
Gonna r5lootlwat. nr e!er) .orncr ol dre ciry
Tnl I nr ''rradi"9/wheezt g like a bus nop
Rrnnnrg !r? the srai.s, gonnrr\eelneet yotr.n rbe rcofto!
b) Work in pairs. Cornpare answers.
DoD\ yox kno* the h&len pe.t is ovtrl
Ld y{nu .hrit) d.Iiie )ou
\t wiil only lusrr ho\r ir teels
On.lne are nrade n, these small hon4
These' ald' ol late
Tnne 6 
. 
bur thest s,tull hou$
L.L four roubles fall irehind you
Lhrril )ou teel ir all a,!!nd _vou
I t r r ! me \ "u nrL l l u ' "
h! rhe " rhar r&ll) mLrers n Lh. end
L e r , r , r c L L n t s h r , t r ) , , r 1 ,
III ot ny regrer NilL '
LluL I crnnor to.ger dreNay I'r
@ a) nead the song again. Find a woril thatl
a) is Anerican English for 'pavemenf.
b) can nrcan tashionabl€, €xcellent or slightly cold
c) means to hare difficulty breathing.
b) Work in pairs. Answer the questions.
t What does the singer thinL are the pros and
cons ofbejng in a cit,v in the summer?
2 Which x.ords/phras€s in the song support your
ideas?
b) Work in pairs. Comp
c) ].:li,r.iiit Listen to thc song. Check your amwers.
@ rv l i , n " r rhcr idea*d . , , )ourh in lbc* l
surnrulnsc! tne mooct Dl Ine songi
It's one person telling another that:
r iheir relationship is in difficulty and has to end
2 a1L their troubles are over/co ing to an end.
3 ri's OK no\r but problems are about to happen.
Chasing Cars 6C p63 You Gotta Be BC pAs
@ \'ort in g,oup.. Di.(u\\ rhc.c qu(sron\. @ a)Uatch rhe w.rrds rhar rhune.
r WhaL are your farourite love songs?
2 Which is more imporialr h a good lole song,
the wods or the nusicl said
)'ou
unfokls
hot.ls
@ a) Look at verses 1-8 in which lines are mixed
up. Put the lines in order.
1 a) heNlhirg
b) We l ldo iL . l t 1
Ifl la_v here. if l jusL la) here
wnuld yo! lLewilh dc andjusr foryer $e woddl
h) 1 doni quite know
a j) Iher'rc tuL enorgh
k) Aresaid Loo mnch
l) Those threc wods
tll la) hcre,lf I jLFr lay h.n
\lbukl lou lie vlrh nr and.itrsL lorger rhe sorld?
lrorgct *lui veh roldbelore w.8ei bo old
Show me d gardcn rlur\ buBdrg inr{) lll
b) R€ad the song. Try to lill in the gaps wirh
words from 1a).
Lisren as toxr drr ' qafold5
challenge rvhat rhe fulur.':
TrI and kecp yoru head up io rlE sky
LoveN, rhey md) cause 
_vou 
r
Go ihead release ),ou 1 .....
Stand np and bc ouied. don l be "shamed Lo cry
You golta b. bad, )ou gorla be bold
You tona be trise! )n! goru be h.d
nr gotia be Lough, )ou Sorra bd srong€r
You gorra be.ool, Iou gorra be.al
You gdta sray rogeLhe,
AIL I kno$r all I knoq love will savc the day
TIE world kceps on spimnE
Cant slop it, ifyou try rr
Th{\ r'har is darycrsra.ing you tn rhe I
RtrN Lr\Es 1-5 or vtrRsE I
CoI Io bc bol.l. gor ro be ba.l
Cor ro be wire, no nelersad
cor ro be l]ad, not roo roo herd
All I linosr lo\d will save rhe day
He.aL.L what rour mod.. '5
Readni lhd books ),!ur farher 6
Try ro solle fie puzzles n )ou o$rr s$ .ei ftn.
some mal hav. mor. cash rlnn 7
orhds take a dilTrrenl ! 
...... , nr_v oh hIheh, her
Tnne asLt no quesrioN, ir goes on wiLhorr,
I t J \ r n A ) o u h e h r n , t r l ) u u L r n r s r J n r l r h r "
7 t A l lLhdtI cverFas
t l - 1 . " r r : ' o f . i , . r , . . , r a " . 1 , , . . "
3 v) h{ lnoir lhese Lllirys will neler changc Lor us rr all
w) Q,ntus.d abou how as well
x) I donr knowwhere
b) Work in pairs- Cornpare answers.
c) -' .: : Listen and check your ansrvers.
@ wortr ln pclrr. What do vou rhink .. .
1 is the .elationship berween lhe p€ople?
2 is Lhc snrger's attitude ro orher p€ople?
3 he means b) 'a gar.len bursring into lite'l
c) ri:.t: :lListen and check your answcrs.
Read the song agail Whar do you think the
phrases in bold mean?
Work i[ pairs. Whar advice woutd you give on
how to be successful in love and lili?
Pair and Group Work: StudenVGrouP A
1C f,f ors
a) Read deffnitions 1-3. Makc sure you understand
thern and can say them fluently-
ra\r,/re,v/ about somethirg 1o talk very enthusirstiodllt
lbout $nerhing: Ja, ,ar?./ ahaxt Tatuh ros,e\r
Jilnt. ) ar.nLtr i* ge'nt
@ t it ttr" .oorto g"r u".y anEf lboul $nelhing: Itlr.r
Jure sa\ ho\,n|rh Pet. had spent a, his h.\r.ar
O 
to." 1ou. lrotrt" *rt"o you no longer have th€ coungc ro
do something:/'"rr ro l,e ,unsctjuhlph I ?ldce hxt
. 
I-lost nry hotl. at the la$ tnntuk.
b) \ \ur l ( in groL,f5 ol rhf tc. You a,e Eoing ro gi \c
tlrree d€linitions oleach idiom to Grcup B: the
co ect definition and two false delinitions. work
together to inveDt two false definitions and three
exampte sentelces {or each idiom.
c) Decide \r'ho is going to give the true definition and
th€ fatse defilitions for each idiom. Then reh€arse
exactly what you are going to say. Remember you are
alt trying to convince Group B that your definition is
d) $/ork with three students from Group B and
follirw these instnctions. Your group starts.
Give your detuitions lor idion l Group B discusses
which definition is corrcct. Repeat your dellnitjons i1
Group B sa)'s shich delinition the,v think is conect,
rvliich are false and whr. The student in )our group
with lhe conect definilior then reads it oul
Group B dren giles their d€finitioDs for idiom a).
ContinLre $'ift rhe gaile unlil both groups ha\.
guessed Lhree delinitiolls.
e) which group guessed the most correct definitions?
48 @nm
a) work with another student ftoln Group A. Look
at this list ofcities. $'hich country is each city inl
Berlln lslanbul London Mumbai Warsaw
b) These figures show the population growth per
hour in the citi6 in a). Tr), to match the figures to
the cities.
+O +1 + 6 +17 +42
c) Work with a student from Gro(p B. Give your
ans* ers ro a) and b). Youi partDer s ill c]tck your
anssels. How many did you get right?
d) Listen to your panner! answers and chech the
nrformarion. Say hor.l' nrany yoru partner got right.
Los Angetes (USAI +9
r ' .1adrid (sPain)+8
S5o Paulo (Brazi l ) +25
shanghdl (Chln.) +31
Tokyo Uap.n) +3
e) Did any ot the figur€s surpnse you?
7A
a) work wi(h another studeDt from Grorp A. You are
in lavour of closed pnsolts. You are concerned about
thc increase in crime and feel that the courts should
gi\€ tougher sentences to deter c minals. Nlake a list
of reasons why closed prisons are the best wa)'
forrlard.
b) You are at a m€eting to discuss how best to deal
with c me. work in groups of lbur *'ith a pair from
L , r o I l B . l a L c t u r n . t o g i \ c \ o u r I n , i n l \ o l \ i c $ .
Decide on the best way to dcal with clime.
There vnuldn't be as nuch cine on the streets if we
hadn'tbeen so soft with crininals in the firstplace.
c) Decide which is the best way to deal with cnme:
open or closed prisons.
d) Tell the class what yorrr group decided.
38 @ pzo
a) Read extracts l-3 from the article'crear wa)5 !o well,
being. Then answer these questiolrs.
a) What is the adlicel Did ir narc} an) of your predicrions?
b) Accordhg to Ihe rcsearcli. lios can rhe adnce conrnDure
to a personi $'ell-being?
c) What facts or figures, it an1: support rhe research?
E(]t mole culrg. only recendy have experts corne
to appreciate the health benefits of eatingcurries. Not
onlydo curries protect aga in st Alzheimer's, stress afo
depression, but they can also hep you lose weight.
apparendy, meals containlng chillies burn up rnoTe
calories* than other meals.
Get o hobbg. Having a hobby can ease
depression, lower leve s of stress, improve nood and
rmmune systems* and may reduce the risk of high
blood pressure. According to research at Maastricht
Unlversity, men who have hobbtes are ess likely to be
sick and absent from work than men who don t.
Drink mor€ coffee. Not untit recenfly has the
world's most widely used stimulant been considered
good for you. lt can lower the risk of diabetes*, reax
muscles and improve speed of thought. According to
researcn done at Harvard university, women who
drink coliee may reduce the risk of having a heart
attack by up t0 30%. The research was carried out of
32,000 women over six years. Dfinking six or more
cups a day a so reduces the risk of diabetes by 54%
for men and 30% for women.
b) work wnh the othcr people in tour group. Tal€ tums
to tell eacb other your answers to the quesrions.
Pair and Group Work: Stud-ont/Group A
48 @ par
a) Work with another srrdenr from c.oup A.
Look aL in1-entions I and 2. Then discuss tlcsE
1 \\hat Ncrc rhcsc inleniions supposed ro do?
2 Why .1id (he inventors ihink rlicy $ould b.
3 \Vliar do vou rhink verc thc good ancl bacl
aspects of Ihe irrcnilonsl
4 Do you think they {ould be popular in )ou.
countrrl \V[] l/Whv nol?
b) uor l wi rh r r rudrnr l 'orn uro t B and "
stud€nt lrom croup C. Take turns Lo describe
youl inventions. explaining whar rhey were
supposed to do. The other students should try
and draw what you havc described.
Ihe persoi who invented this obviousty
thought it was going to help people ln rainyl l U E I L W d l a u t r | a t ! l e P P e o P l e I r . l n y l
i . c t m.res t wa! s lpposed ro . . . )
-]." --- ----*
c) Compare your drawings wirh rhe original
picu,rcs on pl12 arld pI14. Decide which you
rhrnl i . thc bc\r Jrd thc wcirJd5l i | \enLion
o
'calore 
= a un I for measuring the amount of energy that
'lmmlre sysrem = system by wh ch your bocly prolecis
itsell aga nsr diseases
'd€beies,'da,.'bi:ii,7i 
= a serous.lisease in wh c urere
s too much sugd n your blood
Dai' ancl Oroup Work: StLdenT Grouo A
4C @n+s
a) Work in pairs with a student lrom Group A. You are
nelr's editors from a tabloid ne*'spaper. Looh at these
notes for trvo possible lead stories. Thtuh of photos and a
dramatic headlnre lbr each storl What extra details could
th€ stories include to have maximum impact?
2dd d"ivers trapped ir cors and coacl^rs o" {66 i" norlh o{
Englotrd lds+ (9[+ becouse o{ h€au/ strour 0^a go{es. 3'\our cay^e
i^ very fod., rc !]drtrihg, Sol!^€ occupor{s rmi*ed {or severol
lours bdo"e being 'escu.ed by police. t'llany rescued {ruu A66
urere +ol.a^ to {€orby villoges. q5 pehsio^e/s +d&!^ to hot€l+o
uJait {or o bur. i,Iatry r^dlorists oraved on foot, coll ond wst.
Villagel.s hllpea ufth.efreshhenk, drc. bd villoge holl kad
^o sleepi^g {ocilities. Po0& ^ ow closed
@
A loryeorrld boy laas been l,oiled os o l..ero ofter he toud ks
notl.er <ollapsad on il,.e fimr dha calldy aidlka qqq, {e |ras too
{rig[+€^od to give kis tr0ri^Q ba+ Joshua B/ek€s expldi^ed +o +[.
operalor t[ot ks wrumuy woald^\ udk ry. Polic€ +racea+hlir
ad/ress ond porouae&cs uet1 to tl* louse bu1oul&\ 9dr in,
so Joslur slmd on o bor od ld. tL" a i^. ftis ho*t€a lsobel,
lllo suffe"s t"oyr a rare l'.eo,'t co^di+io^, uns lqkh to hrspital,
wl*re sl* na& o {ull recovery.
b) Work h a group of thre€ with students lrom goups B
and C. Lislen to the t$'o reponers' presentations oftheir
stories. Decide which should be the main story that day,
78 (l ptt
a) $brk Nith a stud€nt ftom Group L. Read these
ner'spaper headlines. Choose two and add ertra
information. e.g. why youthink the measures have been
inrroduLcd , , ,J shrr " i l l happcn a. a re.ul t .
( 1 1
- WARNINGS TO BE PUT ON COMPUTER GAMES
t 2 \* Football boots outlawed as being'too dangerous'
( 3 )
- Cameras on beaches to monitor safe sunbathing levels
b) work in pails with a student from Group B and tell
your stoncs. w]1at do you think about these issues?
c) work in the same pairs. Think of any other similar
stories that have happened or could happen in the tuture.
5A @ n+a
a) You are a personal assistant to a famous
person. You are paid well, but these are som.
things you would likc to change about your job.
Think of any other ideas.
You are expecled to be on dull'lrom 6 a.n1.
unlil midnight six dals a $eel.
Your emplo,ver phones lou on )'our da)' o11.
You have onl) one weeks holiday every )'ear.
You hale nor done aDy of the orerseas travelling
you lvere pronrised.
The job advert asked Ior an edu$red person to
oBanise four employer! diarl Ho\ever, your
job includes clearing up aJrer the dog, washing
clothes and bablsilting Lhe childrcn.
b) Work with your partner. Complain about your
hours and the kind of q ork you have to do and
discuss how your situation could be improved.
58 @ n+s
Theo Wdcott
Berore a game, once l've put my kit on, I never
forget to sitwith my head down and visualisemyself
scoring a goal. When you score goals, ii puts an
absolute smile on yo0r face.
cc.l.aioil :t|r.l //ork lrd,'irar.l Yr! /r'arl t! be !ett-.r
e\€ry day tnr'to ee.. sinel. ng t on_ -.rery l?n.g
sessoi n tlre earrJr.la!s Dac !se.l t.) asi nr. Hoi do
!c! t l r .k /oL '1 .1? t ' rday! f raCr idoi - . . .we
- s ' .
.l s.r.!ere.j lo.ttra !rr. )i b!.r:rn.e at the age. l il
/r.iref a .oacir .ane t co sk s sess.is at m! s.lc.
and roLL. l lnr . . r L i . ! t . l i t t ,c , r l ! .ed Arsera nr ,
da.l .nd !e. n e renl.n d iLinrg th: r/-.el trrr.l t
rea ! t.rg' a5 !e 3ria!: bee' Ne./.c5e .. mji l3ri t
lr. tudelt b: N"!E rrtr iirny lrll nry n.nn BLI nr
p.r3nts h.i'e ! ,./r'a!. tee. ther,. trr ne
ne,re, f.r!e. leri! p.ked Tr .r; Ltrrittl] s.!:in
trl y - 6 .atr o.l so lrJ. ltilLt r.f !a!-.rs.r)De a'th
! tirs p€isne.na lb.rLt teng parr.t tfe lean od
rta !. tf al nt '! Ba: !. t C I'cf.nt L ti al rt rtlr.r :/r! r!
ie.rs BLl e,rer i il:1 L.--f at:!fu. inuabtr,.L,.lnt
tale [.::. .u: Gn/.g a:_, n .,.r..e :c ao l]at al llr:
I t 's hum tat ng fo. someone wth my
q!alif cationr to clear rp after d dogl
Pair and Group Work: Student/Group B
1G @or r Cl pao
a) Work qith atuther srudent from croup B. Look at
this list ofcities. Which counrry is each citv irl
LosAngeles Madrid Sao paulo Shanghai Tokyo
b) Thesc figures show the popularioD growri, pc.
hour ir the cities in a). Tr,v to marctr rhc figures to
the cities.
+3 +8 +9 +25 +31
c) Work $ith a studenr ftom croup A. Lisren ro your
partner! answers and check rhe nrformarim. Say
how many your parrner got r.ight.
Berl in (cermany) +0
ktanbut (rurkey) +17
tondon (UK) +6
i\,lunba (lndia) +42
Waraw (Poland) +1
d) Give your answers to a) and b). your partner witl
check )-our answe$. tlo$ many did you ger righr?
e) Did an,v ofrhe ligures surpise you?
7A @noe
a) $brk with anorher srudem lrom croup B. you are
in favour ofopen prisons. Because of recenr advances
in forensic science, Drore anesrs are being nade and
there is a dang€r of overcrosdnre in pris;ns. Nlake a
list of reasons why rhere should be rnore open
prisoDs for all caregones ofotfenders.
b) You arc at a meetnrg ro disc$s how best to deal
r,rith crime. WorL in groups oI lbur wirh a pair frotn
Group A. Take turns to give ),our poim o{vier$r
Decide oD the besr way to deal sith clilne.
If prisonets acquned skiLls in pisan theywoutd be less
likely to rc-offend when they cone aut.
c) D€cide $trich is the best \r'ay ro dcal.r'irh cnm€:
open or ctosd pnsons-
d) Tell thc class rvhat your group dectded.
a) Read definitions a) c). xlake sure you understand
them and can say them fluently
be up for somcthing to $ait to d. or t.y somerling:
l,l:e1? gaitiL:.luhhntg this we.k l,|rclo ap.brxl
@
b) $ork in Aroup- ol rhrcc. \o r f t goinq r, ' 8r\c
three definntuns ofeach ididn to Group A, the
co ect delinition and two f^lse d€finirions.
Work Logether to invem trvo fals€ definirions for
c) Dccide $-lro is going to give the truc detinition
and the lalse definitions lor each idiom. Then
rehearse exactly what you,rre going ro say.
Remember you are all trying to conrince croup A
thal your deftrition is cor.ect.
d) work wnh thr€e students lrom croup A and
folloi! these instructions. Group A starrs.
r Listen to Group As dclnirions for il:lion l Discuss
which.leftririon )ou rhink is corecr Ask croup A
to rpear their deliniLions ifneccssarl.
2 Teil Group .\ $'hich dcfinition vou rhirk is .orrecr.
Sa) shv,vou think rhc other r\4o dclirituns are
taLsc. Group A then rcads out rhc corrcct.lellnitior
Were vou correcll
3 Give yonr d!-JlnitLons for idiom a). ConrDue wrln
the gaDre unril boLh g(rts }ale gu€ssed rlree
e) Which group guessed the most correcl defnritions?
talk shop $hen collclgues t.lk rbollr \ofk ryhen rhcv
cofld be.eld\ing and h.lnrg lrn: Ereh !housh it vas
d I.r,l.at:\ part, Chrh dnLl Bat rttt att nisht
ttlkutg\h0r
call it a daX lo decidc ro srop worknrg or doiig a.
, . , ' . , . ' b l ' b c . u , e . . " " ' ' , c d o r \ u u . , .
donc enoughr / - ,"a//r rtltl. Leti.all it a du.r
we.dh ljnish th..lednhg bnath,t.
Parr ancl Group Work:
38 S pzs
a) Read extracts '1-6 from the article, Gre^t {a,vs to sell-
being. Then answer Lhese questions.
a) Whrl js lhc adlice? Did LL malcl an)'of,lour predictidis?
b) ,{ccofding ro thc rcsearch. ho$ cdn lhc adlice contibutc
ro .r person\ Nell b.Dgl
c) Whal lacrs or figlucs, if.n). .upporl lhe researcli?
Eot dqrk chocolote. Alihough dark chocolate
was ofce thought to be unhealthy, with lts h gh evels
of o, o" llears t\ row b6 tavod o bp good .O yOL ir
moderatlon, with research show ng it can reduce blood
pressuret and bad cho esterol. AccordinS to research
at Harvard University, flavonoids in dark chocolate
reduce the rlsk of dy ng from heart disease by 20ol".
Stuclent/Group B
l l rush goul. tcctl l . Not only does good dental
hygiene save painfLrl and expensive vislts t0 the
dentist, it may also pfevent strokes* or heart attacks.
co umbja university fesearch based on around 700
people found that those wth gum disease were more
likey to suffer from naTTowing of llLood vessels that
can ead to heart attacks.
l.(rugh o l()t. Laughing reduces paif and dlabetes*
symptoms and a so irnproves tfre immune system*.
Researchers have ca cu ated that aughter burns up
calories* at the rate ot 2.31 a mnute Ar average
o d y ' d r g r e g p r \ r d o a l - h " ( d o i e 5 i l "
pepper0niprzza.
48 ff par
\ - - - a
i The p€rson who nvented this obvlolst
! thought it wolld hetp office wo*e6. t was
c ) ( , ' L p i r r \ o u r d r i $ i n g \ $ i r h r l h o r i g i n d
pictures on pl09 and pr14. Dccicle which you
tlirll' b tlc bc5t.uxl LhL $LirJ.lt invcndoD
a) \Vork rith another student from Group B.
Looh at inventions 3 and ,1. lhen discuss thrsr
r \VLat \ !crc lhesf inrei l ions sufposed lo dol
z \ \ r r . J , l , l ' r . r ' o r ' r ' . l , l ' . . o , , U \
popular l
3 What do )oLL rhink $cre rhe good and bacl
rsprcc ol the jn\ enl ionsl
a Do )ou thl | l ( rhe) would be poplr lar jn )our
counLr.-l \Vh) lAih) rot?
b ) \ \ o r k $ i r l r . r . r u d c n r l r , { I L , ' o u t \ r d .
student fron Group C. lakc tums to dcscnbe
,vour inyentions, €xplaiming \\'hat thel serc
supposed to do. lhe othcr studcnts should try
and drarv rvhat 1.ou have d,:scribed.
G)
G:
b) \vork with the other peopl€
to tell each othcr your ansrvers
in your group. Tal(e (urns
'blood pressure = the force with wh clr bood travels'a stfoke = when a bood vesse in the brain becomes
'/dmune sysiem = systern by wh ch yolr body protecis
itsell against d seases
'd,abeies nl.r. birirz, = a serous .lisease in wlr ch lhere
is too much sugar in yol r bood
'calone 
- a un t for meas!r ng tire amounl oT enefgy that
78 @ozt
a) $brk widr a studcDt lrol11 croup B_ Read rhese
ne\spaper headlines. Choosc trvo and add errra
intormation, e.g. s4ry,vou think the measures have been
inrro,h((d rn. l shJr $ i l l hrt t (n a. r r( .ulr
- RFID tags soon to check how
much food we have in our fridge
- Cameras in safec|s to monilor responsible pe, ownership
o
- LOCAL FIBEWORK DISPLAY CANCELLED
.IN CASE OF POTEN]IAL INJUBY'
b ) \ \ o r k r n p r i ' . s r l h a . r u r l r r r t r o m L r , , L r | \ a n c l r c c a c t r
other your stories. Whar do )-ou rhink about these issues?
c) Work tu thc same pairs. Think ofany orher similar
storics that have hrppcn€d or could happen in thc future.
4C @pas
a) $brk nr pairs $ith a studenr fi,om Group B. you are
reporte.s on a tabloid re.!r'spape.. Re,rd rhis ourline ofa
possible lead story.
200 &iv€rs t/opped ih cars o^d cod.les o^ *66 r rc^'!
o{Egld^d last ^ i9h1becarce o+ kdv} sio,,r a^a9aks. S^our
.arl^€ itr ve/y {os+, @ oorNhg. Sorrc occuponts uai*ed tor several
lows belbre being rescud by pDlice. rxahy rescrca{rc$ A66
llrQr€ lok hto ^edrby vilLaqes. lS peNio^ers .tot e^ +o ho.tel{o
woit lor o bu-s. t41any notorrsls ofiived otr +0o1, cold ohd urst.
Villog*s l€lp-'d oitk refr€sluaeds, d.c. bd viltdge hatL kod
rc sleeping {acili+ies. Pood-s rcu ctosed-
b) $'rite a short first paraeraph and rhink of a dramatic
phot{). Make a notc of$har else,vou imend ro include.
Think of reasons why your story should nake rtre ,splash,
c) Work in a grorp ofthree with students tron groups A
and C. Take turns to pr€s€nr your story ro thc ncws cditor
and sal why your story is rhe bcsr.
d) Listen t(, dre ne$s cditols reasons for choosing onc of
Pair and croup Work: Student/croup B
5B @prc
Dizzee Rascal
I started witing lyrics when I was 14. The biggest
thing has been learning jusr ro 90 on doing ir - to
heep press ing on . l lee ia tonea ro t . A [ you .vesor i s
yours€lf, so if you'rc not trying had enough or
working yourbest, il,syou who hasto tivewith that.
..F. Li q.r !n..!.r !.! .af !!r Ir n.e ; ., th:r !
! mr l r J r a . . !e rL regr l t i f s . t . r : r t !1s . - r ! !d .
tr!.rrr_: .!.1Ld.r rirs k.i..rl.|n -.t !.,.es ,.n rfy .ir.
s . ! . ( ' : . ! , . r | i ! I L !h r r .p . i l , t l t ! , rL . r . t . r i i 
- - r
.L I e :l:! Lrr.rr-a a.n j!r_1r;!.it r! i.r i:tn: -rjr
,rkflt be3.: (err,r Lt ir--.on.. n! ti (tf.!1 i r
nr.!! r.r t 1 rnin larl Jrr.r r(rr. tr!-- .f,e-i .i
Ol.'r .f,e /inrli .r.] .r:.s. i .r x ,- rairri:tf,,,l
1.1n.: lN. reir sr ! tfe n.l n.L€ :ir. r.':\t , r:ierr
rri itr., !r .!.Lt r A .. .: !r-- - r i i---a:riflr:rrrEo
lri .tire ,r..! . m! i.rr . .| L : .,, ,_. L.c ii r. -- t .t_
iirr (rr .l: ti. rtht lt ir h.pi j,itrr :irp :rils : ,
a) Yotl are a lanous person. you knolv rhat your
€mplo)-ee is not entircly happy wirh his^er
$orldng conditions. You dont want to lose
hinfier because otheN.ise you would have ro pav
for a housekeeper. bab).sirler and dog walker as
well- Look ar the lisr ofsome thinss vou knolv
he/she would like 1I) chanse. Think of rvavs
which you are prepared to compromisc.
He/she Ls aDno\ed abol having ro work lcug
liours in a sixday iveek
He/She has li(le hoLida) rinie
He/She was c\pccting nore adlrlinistr?tivc $.orr
and lray.l. and l€ss domcstic $,ork.
b) $brk wilh your paflDcr Telt hnr,tef aboul the
$d! . in shich \ou drc t rcparcd ro comL,romi. (
r' or, iif."[ ',;" v", il" t-;;- ]
! get yo!6etf some Llnch frcm now m. j/ , - . ' - - -
5A @ nao
Pair and Group Work: Other activities
48 @ nrr 4C @ nns
a) worh in pairs $ith a student from Group C.
You are reporters on a tabloid newspaper. Read this
oudine ofa possible lead stor;r
Alwryearoldboy hos ben hoikA as a l'€ro afie.ltr
found ks u^othe" collapsed on +[e {oor and co[rly diolled
qcc. |1! uJds too {r,qhtehed to qive kis hoh^e ba+ Joshuo
BroDkes €tpldircd to +[e op€ralor +ha+ his r{an^u^y
oalan\ udk? ry. Police tdced+keir od/'ess dd
paromedics uen* 1o +Le !ous-' btr+ oalatr\ 9€1 ih, so
Jxhu stood on o box and l€t *l,.ella in. Hs M^o+L"a lsob€|,
urho suffers {rom q rqra teo,.t cohainotr, oqs tal.etr 10
Itospi+al, u[ere shl uode a {inl recovery.
b) $'rite a sho first paragraph and drnrk of a
dmmatic photo. Make a note ofnhat else you intend
(o includ€ in the story Think of reasons rvhy your
story shoulcl make the 'splash' that day.
c) Work nr a group of three with students from groups
A and B. Take turns to present your story to the news
editor and say 1.l'h}'your story is the best.
d ) L i - r c n r o r h c n c u . c d r t , ' r r r c r r u n r l i ' , ( h , ' n . , n 8 o , , (
a) \\brk $ith aDothef strdent from Group C. Look
at inventions ; and 6. Then discuss these questions.
1 WliaL \.re thcse inlcntions supposed lo dol
z \ \ 1 , . l , l , . i n ' . n r - r \ I l r h . \ q o . l l "
3 WhaL do )ou rhink lvcrc rhc good and bad aspects
ol Lhc in !enl ionsl
a Do )ou lh in l t Ih . I ivoul . l bc populr r in your
couDrryI \\4rI?Avh) notl
b) wbrk \'!ith a stdent from Grcup I aDd a
student fron Group B. Take turns to descnbc youf
inventions, explaining what thq' were suptosed to
do. Thc oth€r strdents should try and draw r4rat
1,ou have describcd.
i Th€ person who lnvented this obv ously thought t I
i wat going to help commut€6. t wat srPPos€d to .. I
" i l : - - : - '
c) Conparc,vottr drarvings with the fictures on
p109 and pl 12. Decide $hich you think is lhe best
and th€ r'eirdcsl in\ention.
38 @ pzs
a) Read extracts 7-9 from rhe article, .Grear {?ys ro $.ell,
being. 'l hen ansx,er these qrestions.
a) What is thc adricel Di.l ir march any o{}our predicrions?
b) Accorcljng to the resear.'h, ho$ can rh€ advice conrribute
nr a person! {cll bcing?
c) What lacts or figures. il any: suppon the research?
Drink teo. Tea, both btack and green, has been
associated with a wide range of health benefits, from
helping to prevent heart disease and flu, to hair Srowth
and weighi loss. A King's College study says thai mree
or more cups a day reduce the risk of heart attack,
and there is some evidence that it can improve
rallaloprjorrnaTCa.
Get o pet. Laughter js tinked to good heatth and
research shows that dog ownefs have the most
giSgles during the day. Pet dogs can lower hearr rare
and reduce stress, but having a cat reduces the risk
of a chi ld developing eczema* and hay fever.
Researchers at Rakuno cakuen University in lapan
calculate that 3o-minute walks with a dog are 87%
more effective for heart hea th than going for wa Ks
(lhcw gtlm. Not only is chewing gum good ror oral
health, especially sugaFfree gum, but research at
GlasSow Caledonian University shows that people who
chew 8um eat fewer snacks and 10% fewer ca ones-
It's also good for face muscles and high blood
pTessure* and diabetes*. And according to a report
pLrblished by the University of Nlichigan, chewing gum
may prevent tooth decay.
b) work {ith the orhcr people in your group. Take rurns
to tell cach other your ans*'ers ro the quesrions.
'eczema 
= a skin conditon when the skin becomes reo
-calore 
- a unii ior measurng the amount ol energy that
'blaad prcssute = the lorce wlh which btood travers
'd€beles /d!,a bixiizr = a serious disease in wh ch urere
is loo nruch sugar in your blood
Pair and Group Work: Other activlles
58 @ p+s
Sophie Christiansen
when I firsi took up riding at ihe age of six, ir wasjust meant to make physiolheEpy fun. twoutd have
to do ten difierent exercises jusr to toosen up tr,y
muscles, because they get reatty right. Riding realy
C-.reiraDas,, fas afejen a n! rLs, so rr
.c.'i.at.r .ll. r1 Dress.ge . a )oLrr rrr_i i.,r!-
lr.!r,\i gra.e .n.!sl.|L lrLrl ltDfe .r t me!.r!
.r.or.l rntng f.a! re I .ri--r 10 .on.. .,r. 'r.rf-4
t rn.iics )r. rT.. am.7rq
i r_ils r)e.'.. lrar! .rr mti'Jn ,/ fr:.:r ..npi1. lei
:ea t r ti,.e :id arlG r,,.n l, !n :ir.! it.re !.rji ,e
r. D,i !! rTfrllal erre.: ! is !..'. r a .iq .) t tr.rs.s
Ert.o.rp.i r!1 lr;: r!-r.'.i rt I-. rD]'ri L,:en:. !e
itr:e sn! arir se ror jt.r,s
,r-!.,r",a,/s !e.i !.rt. ilcrern f!! rltti elIr.r:.r rJ!1]t
r Lrr ! r . ! t r . ! : : ! .Lr [ ! .1 ] . . r in : . I t . . .u ! !c f . ! r !ie ii! 1,. r..'r ii ! )ilT :ti L ei:.t1lrry iJ.! I,! :
9., !!: .'riin! rtr rr! rries 1 r r.ir]l f.rr.!
L-rs. r Mr'..tir.n ! l.r i .!i.,, Iri_. l..r' t)r iLo.rl
F73
a) work on your own. You are E nma. you arc
going to be inteniewed by a police ollicer. Read
fiis nrformarion and add your. own ideas.
.. You wcre surpriscd {hen Mike iurned p. in.l lie
secttred strange (ln s.har $,a\,?)
r: \bu hadn't secn hin for a long iime before u r
da}l (Ho1Y longl)
'i Mike se.Dled ro bc donrg {eL1ar \ork he $,as
wearing De$'clorhcs ?nd had a ne$, phone
(\\'luL did you rhink?)
: You ottcred ro make 
,vou borh somc pasti bLrr he
sec|nc.L very eagcr to go out and ger pizza (Whar
clid Ior sav ro hiD?)
i. Ilc was a long Line gelring back - hc said rhered
Deen a .tucue Lor przzas.
' I le ins is ted on sLa) ing ar )orr house unt j l larc.
You couldnl undersi.rnd wh)i {:speciall,v as he
obllously didnl {ani ro s'arch TV (\\rhyl Whar
do you think hc lvantedt)
b) Work with )'our parrner. Ans\-cr the police
c) $brk ir grotrps of follr. Have ),ou changed )-our
mind about wherher Mil€ is guilty or nor?
Discuss the evidcnce
IPa r ancl Group Worki Other activities
38 S pzs
a) Read extracts 10-12 from the articlc,'Grcat ways to
well-being'. Then ansrvcr these questions.
a) Whar is the adlicc? Did it match an)'ol)'our predictions?
b) According to the reseirch. hoN c.tn the advice contribute
to a persorlls welL bel11ill
c)wlral lacts or figurcs. il an), slTport the r€search?
@
Eot fish. very rarey do you hear anything negative
about eatirg fish. That's because according t0 moTe
than 10,000 pieces of research, fish and ts ols can
protect you from or tTeat lust about everythinS, from
bad backs to asthma*. lt can aso contribute to
healthy brain cels and good eyesiSht. A study from
Harvard ljniversity shows that women who eat plenty
of sardines, tuna and salmon durjng pregnancy may
have cleverer chlldren.
Tqkc up singing. choral slnging increases
immunity, reduces depresson, mpToves cogntve
function* and mood, and increases fee ings of wel -
being. Work carried out at sydney LJniversity and the
university of Frankfuft shows singlng he ps people
cope better wth chronlc paln, lowers stTess levels
and boosts the lmmune system*.
Get morried. sedom do people associate being
married wih being heathy. Howevet having a good
marriage can extend your life, reduce the risk ot heart
disease, and catching colds, and can lower blood
pressure A study by the university of Tampere,
F nland, shows that mafiied rner are 70% more I ke y
to live longer than sinSle men
in ,vour group. Take turns
'aslhma = illness that causes breaihing difiic! ties
'cogntrve furctlon = abiliiy io ih nk
lmmrre system = syslem by which yolr body protects
itsell against diseases
b) work with the othcr people
to tell each other your answers
58 6 p+s
lris Andrews
What I do is nothing to do with
talent. lt's a passion- | have
been passionate and aware
and asked quesiions aboul ihe
world for as long as I can
remember bui I only began to
locus my energy on this sluff when I was 15. I
managed to get support frcm some or my peerc by
campaigning and holding assemblies and
F: . r ' .nr b. r ! . : ! i tc ; r l r . r , . !
..o1. _arc snrnr,rL: !.rer r r_/ ge.ei.lri .!.lrd
! . r ! t L l - . l ,5 t a. . i r r : : r i1 . - r . l :J : f . r5 g- 'ne. : t . .5 i .a
.e: ! . . j i m.r - - . .n5. i rs ; . r ' f . n t r . r re fa\ ie r . r .Lr i
. ;ne r .n.1, r pei .e . .e ! . f r , r r f i ! , r
l. f! tf .r ir. !s re :. i](1 ! lr..riliJ rcr5!..1 r. ! r r r
o{ Ie F.r r . r r . ! . r r r . ! t . : ru i t r : : b . : r ls ' r l l
! . l r ldrc l : , s . l r . Ar l r r , lh n
.Li!!r:i r(;!: :elret .:r..t lheir hr!.!.,:,er..l n,,
.j,ri .r 1l ! . !!er f .1 r:.'.rf s.'+ tft t lir s 5 r.rir--le
'r--ar r.: e'il !t:h. r.i.l ..ne. Te.'- ke n . .r.n.eie
n: r.l thnl n ,t.ng t. let f. r ril .. :r,. r . rLl 1r.
if.t .1. inttrn: sE.r. (r rrrqi. r.-- r,,i.1rr. Jr,,,
t t . ' . . l lere r . re A . t . r : ! . . re Lrrk . ! l
1f1j,"*:.$ Communicating ra 6r po
t make dye contact when rwo people look inro eacn oulcrs
eyes ai the same time
come into cdnta.t with be in comnrunicarion \!irh peopl€
g6ssip talk abour other people! pnvate ti,es
butt in- inrerrupr someone $ho is taLkirg
d t r h e : ) r . " , r i d . n L l \ r , : r u r o r t r c r r , o o t . J n , , , \ i n P
wiihoul their knovledge
Dave a row lrau/ argue, especialiy loudh,
witter r'wrl.1 dn ralk abour unimponani rhii.us ror
a iong time
grirmble I's mbl/ complain abont sonebod)' or somerhing
chat L1lk ro soDebody iD a liier.ily infornul waI
bicker lbrk.r argue abour unimpo anr matrers
chat {sb) ip ralk ro so ebody in a rvay rtut shows rhem
thar you are seruall)' artacted ro rhem
:l::.i .In rhe t anguage Summa es we onh shoq, rhe nain
stfess (') D Nords rDd phl.ases.
. \\'e can sometnnes combine a verb and a nolrn ru d(5uDe an
actron, rhcl /rdd d gdssip orer..,//€e. insread ot TJr.) gossir.,
. \\t.1o nor Lrsc rud j,r h fonnal contexrs, e.g. in a mecting.
i . Preposi t ions and phrases rBOpr l
t on the same wivele.grh /'wervlcn€/ wirh snnjlar views/
opinions: I ftrnl Eorli wiih him, \re.re silnpty nat on the
on pr l rpose n. , n i . , , r r , , I , , b \ J . . dcnl : \ , r / , dn j p,n, .
ru Dur l f r . sr r r hc i r rn l f i t , r , f r r i t , \ .
on good tErms have a good retarionship wirh one
anolher:J."_] dh!.rys ri.s td srdl or good tcrrs.,ritl
d girryflcnls. (opposire: on bad t6rms)
on a regular b j \ 's o(r . r . hdo , .n inq ur dorng om, r r r ts
o n i v e r a g e . , i . a l . O r , \ . r d g , l t n l u i l , ,
, r rnunt l
in ph:s€s / ferzrzl for shorr, irregular perio.ls ol linej L1
atnemb.t ol d {tnbut t on4, go in tldses.
in the t6ng run i l . r ' \ . r , lenqrh. per oJ ot r j , , L
4 ' r r , o r q , r 1 D . , r , , , . j . a , , . , , , . , r . . . , r r \ r a r / . , / o , , 8 r a f
th. 30 ' €r , ,n . , r ,d l i r ! .s Ne r l t ! a t t b tncf i t
in tdlch h communicarion (ivith): irn still i, rorrh wfuh
nJ old s.JD"ltr'ends. (oppostte, out oftduch)
in cdmmon sliarnrg interesrs, experience. or orher
. " . . r J . . , r . . r , \ $ i t r . u m . o n . o r . . r . r r t - S l \ . r . , . ,nad n i h 'n , r i r io ' , n , lh n\ . , . r , r brr , , / . l i r ' g , I .a
in c6nLact . on,m' , - i " n ; I rh -u n. on I rc) , ,
.onrd.t i rh rn]/riends dbroddl, dxait.
olt ofh:bil emerhing lox do ohen, wirhour dinking
about it: MdrJ t dopl. s,r ohe out al habiL t..1thcr than
bc(dust thcl vdnt a tilorelLt.
orJt ofyour d€pth /depo/ $,uhout rhc knox.ledgr or
skilts ro deal \\,irh somerhng: Withill hatJ dtl hour ol :rt(! r ' t o l t h , ' . " . r : r r ' , r u " , , 1 , d , r , t . , , . u t , t l i , d . l t ,
o u t o f c o n t r 6 l r " I n l r r , , r , r l , o r r \ n r l ] o \ , . r o
someone:. rhe c.onomj. situatian is out of ro tnl aL the
monenr. (opposire: in 
€ontr6L)
o u t o f f S s h i o n b I n B I n n o p u i f d . ! . , , t d r r , .
. r p . . r J r \ . t u t h . - h r , r r t c . f u r , r r t . l , d , p 8 , , n / . i , r
nJ ln \h ion in r ( rnt ] f , r r ropmerLejn f ;sh i ;n)
out of necdssi ty /nescsr t i r because ota neect : r reaocsnr
vorh o aJ nccessit|, but b..a,se he dnls tu.
Language Summary 1
' : , . \ 4 , 1 r ' n . r o t n J U . u B e . , , r J i i , r h , , r t r . . p . . i r o n ,
an.l try ro learn rliem as 'chunks, of rneaning
{1ffi Sayings rc @prz
Rome wasn't built in a dey. said to emphasise rnar you
i a n r a \ p . o J J l l o r u t n r t s . i n d - h o r . p f l . ^ J u t i a r c
Don't make a mountain out of a ln6tehitt. dont nake a
slight difliculr\' seern like a seious problem
Once bitten, twice shi. said $,hen Lou are ftishrened
Io do somerliing again because you had an uipleasant
, \ o . r , r J o r n g I r h c 1 r . i r I
Actions speak touder than w6rds. said to cDrphasBe rhar\vhat you.lo is morc impoftanr and sho$s \'oir,
i.tentions and feelings morc clearly,than *iar y,, say
One man ! mear is anorher man s po'ison. vio
emphasise th:t people like difterem things
Engage br.in before mduth. rhnik abort something
betore saying anyihing aboul it
Noth ing ventured, nothing gJined. saicl to emphasrse tnatyou have ro rake a dsk in order ro obmiD a banenr
Better late than n6ver sant when vou rhink thar n ls
beuer for somebody or somerhingro be late rha! revcr
ro arnve or ro happen
Rome wasn't built in a day
Language Summary 1
$;lllrt Past Simple and Present Perfect
Preview l tAOp6
PastSimple
we use rhc Past Simpl€:
a) tor a srngle comtneted action iLr Lhe p.tstr How
,l.l wer.lou Wl.n ),or t'dd-!otr lirst English
l.ssor? [4tcn,.Ls lJr. l.ist ritn. ].u spofte
English oLilsid'] cldss?
b) tor a repealed actidi or habil in ihe past ,\,1
son hd.l some Isssons. rhdl s.ftool.
c) tor a sraie in the past:Ildr dlwd-v..t g,o.l di
ldngldg.J.
$'e also use thc Past Simple $ith expre$ions
such as rhc /irit/l.1sr rin.: Tlle last tine t botght
d di.tiorldn ilds whfn I lras at sclool.
\\rc use the Prsent Pe{ect to talk aboul Lhing.
lhal conneci the past and the prcscnt.
\Ve olien use Lhe Prcscnt P€rf€ct Simple:
a) for €xpeficnces: Hde ) or tvo read,t nor,:l tllLt
vas rriil.rl ir EnSIisfi?
b) lor staLes or aclivities that saned in the past
and condnlre in the prcsenl I've had lhis
.li.tion.rD Jof ).4'r.
c) for complelecl actiorls that happened recendy
but $c don\ sav exactlv {her: Hdrs I or s€d
dny lilms in English rctcllLu?
d) aiLh superlarifes: iii tlr edsi.sl l.itrg&as. I't€
e) Lo talk lbout chang€: Irry English has impr@ed
sir.. lhh .o&rr. rtro't.d.
. \re olicn use the Prtsort PerLct Continnous:
a) lor longer actioDs Lhat suned in fie past and
conlinue jn thc presenL: I'!e hee sotlilg all
rhjs /or nlo hor/s.
b) lor longer actions Lhal have recent\' finished,
bur haye a rcnrlL in the presentr l'n tikd
be?ust I'\e beet ftiisiry Jar an daln
c) lor actiorE that happencd repeatedly in Lhe pasr
and still happen in lhe present: Ho'v lo,rg law
Jonbeen .oni g to tllis schaol?
SI14PLE OR CONiINUOUS?
', We ofren use thc Present Pcrfbct Conliruous to
emphasise $c actioi we\'e beerl doing ntller ftan
rhe result: l'!e b?e redding this i,oo,?. (we doft
knov if thc book is linishcd or not)
. $'e otreD ur Lhe Present Perf€ct Simple to sa,v
rhat soncihing is completed: I'ie reod Ll]|dL booh
(rhe book is linished noN)
;i:li:i:r: Time expressions with Past Simple and Present Pedect
1 A @ p 7
\\t can use thc Present Perfect $ith rnne expressions wiich meaD
up to rnd nclu.ljng no$': I\e bought 4uitu a Je\t s.lJ h.h boohs qlr
tJrr pdsrJa "1onrhs. I\e ruiA dbout 150 pdges sojdr. Dr/irg tJl. ldsl
@!pL4 1!r4l!s I\s d.Iudli-v- l'"or tryirg dut !,n. .t Cdirt.gi.:t
srgg.srions. LIp unril "or , I\e n.ru r&l\ had tnl contott \tith tht
gll} ill th. ti.h.r ori.e.
We usc lhe Past Simpl€ mth de{initc tinc cxprssions in the past
(lesrc,ddt. dJc1' Dr.[s as,, last-!.(r, ctc.): in ]9J7 dr. book\
irndl,.r1, su...ss,n€a rl c tublishtrs had dillittlL! h.cpnlg 1ip rr rr i
Some tjme expressnDs can be used wLth boLh lhe Present Pedec(
Simpl€ and Past Simpl€. Cotnp.lte Lhese senlences:
^ I to la at bdst t tn ptupl f . r lo l i ld l ror l i lh is .c f t
6 I\e bll at bdst ttn ptopl. dlorl ir dr 1rorft lhis ech
Speaker A uses d1e Past Simple becausc hdshe considers rhe pedod
of tiDe (this \'€ek) ,s linished. Speak{:r B uses rhe Pr€s€nl Perfiqct
becanse hJshe consi.lers lhe period ol nne (rhis week) as still
a I ftadiL dujtg th( sum'r.f hoiidali
e t w nad " l-t "l lnoh' n', nS r" lJ "/ "ri
Speal€r A uses the Past Sinple because the cvent (rcadDg the
book) was completed ai a definite fine in thc past (duiDg tlie
sunmer holid:)s). Speaker B uses the Pres€nt Perf€ct bccausc Lhe
I r . . f l o I r , l u 1 - q | . . r n r l ' - r l l . u . r ' r u . r d .
A sli( ^rltr srggestea lhis otu t\t turl tl to ple aJ his orhcr rdohs.
B I1l] fcdd iols othis l,odl?s l]]4! 1'v. ree r.tnpiolfd.
Speaker uses the Past Simpl€ aftcr srr.c becausc rhe evenl (Anns
suggesrion) s?s compLcted at a deliniLe Line in Lhe pasL. Speaker B
uses rhe Pres€nt Pofect bccause the cverL (being unemplo)ed) is
contrnumg ro happen.
A A5 soon di lfnislsd /.ddingiL,I ga\c it to nt hrorll.|.
B A5 soon ds he tnisle.l ,-.ddi,rg /r, Irrlgott8 rogilc it ro,nr iliothfli
Speaker,{ us$ Lhe Past Simple because the eleni (reading the
book/magazine, €Lc ) \vas coLnpleled aI a dcfinite tjrne in the past.
Speaker B uses &e Presen( Perfect becaus{: the eveni (readnrg dre
book) sta e.L u the past but is continuing to happen After d5 soon
as the Prcs€nt Pcrlect relers lo julure cvenis
!i l,: . \\rc c l nplace ds soon ds virh on../sh.n/dJt.r: l'll l.nl ir nr ror
. \\t use .lifrng or i, + rhc lasl l.i! .i.0s/w..lts/Drontts/r'r.1,s. etc.:
Dutin+/In nrc last coupLc oJ tunths 1v. ,tad ill.c r,/ hcr ldo,?s.
. \\t use p untii / unlil / till / rp rd + lloi': I\. wriLtcn Jout p,tgts lp
. \Ve use rt\ (nor) ih.Jirsl iinc wiLh the Present Perlecl to lalk about
dre ffrst jnsrance of soneLhLng happening: If3 rhcJirit rin. I'f. rcdd
abaoh Iitu this, rtdl\.
. \\r can also sa) Tiris is (not) / Thats (iot) th. first (setonl, thittl,
Jowth, etL) Line ... Illis is rhc/o4rrft rinf 1'v. iliift." d taii.w 4
i
I
' . Clett sentences: wrafand itclauses lB 6ps
Cleft senrences clinclc I message into trro parls, nsing L!]ut or
ii clauses. Thel cen fo.us alleflidt on ne\!: nore irnlortanl or
contradictdl iDlomurion
(l..rn gft d bit str!s..ir_! lorl.) W[al I dd 4] gft str.sJ.d is
ldur rd ,rr ri.nls. orc'N lnfornration)
(l gfr on Dfil i1h ,rr fdrants ) Horlo'.I it\ l1r_l /rid.ls tl4t
I LaIh La il I h \ t t tlroblcn. {conrrudiction).
WHAI CLAUSES
Clclt sentenccs \ith ]rirar are \.ery common in spokcn English
([:.'ll ird]. d rl1rl dn,l rdll dlt.rirards ) wtlar lr. i.rift rl,.rr
isn't d\p and nnnin+[ul thoryL.
The lfirdr clausc L( imncdiatcl) followed b)'Lno\!n
inlornratjo| \Vc kuo\ Lhat thcr talk becausc ol lhe spedker!
prevjous sentencc.
The ncN inlbnnalion. rl)aL Lhci. conlersarion isni decp and
nreaningful, is in rhc underlined part of rhe sentr:rce.
\\c join the l$o clauscs in tlis tlpc ot cLcfi scntence vi(h ]rc.
10 focus on an actlon $c can use ]r.it + subjccr + lo + ,c
. whcn $e usc l!lo. rvl}, hos., wh.n. rrl.,.. erc. insrerd
ol nftat, we usuallv use an expresslon such as a p.rsor, rl.
rc.ren, erc. sith or Nidrout rhe rrfi- word: A pznon (n'Lo) I lcnd
tr, .,,rli.l. Dr is ,rr haird,"ss.r. Th" redsdr (whJ) r'. m..t rhc," is
b..auj. tftf trt up r!ith dll our l|oisc.
. Wc caD revcrsc tlie ord.r of the clauses nr 1r,r clefr scntences
$idour cliangiDg thc Dreening: rhcp.lsr,,r (rr,rd) I rs..l tu s.&nd
,//ld ,r,sl urs nrr hdirdrssfr = It] l.rifdrcss.f nds lfi. t.r1.n
0v,ro) l ,scd 1. ) sorr l . , tn , rnosr .
. \Ve can use 11. il rgls,tndhins/aL1/dn\,thingont thr1g. ttt. it1
place of liirdr,fih.rfrf, ur clctt scnrences T|ese phrascs are
especlall) coLnlnor in intornai spoken language: The thingl h tt
is rn.rt .lrllirgril: up -4,r!lirirg I .lo is ifrong, rr sclrms.
/I CLAUSES
In clelt scntcnccs \ith an it clause, rhe speaker er\rhlsiscs rlic
inlbrn tion in th. cl.use siih it
It'd probablt be nt\ p4r!I1t w,ro ltl t.rlft to lrrsr
Ir l{.lia'l u,rtii h. brui. rJr llilfi his ll:ltttad rhd n1
hairdrcs5o s ldr l .d ld .dr l i . l r i r , r f .
The lerb dra( lollows ir is bc.
. ]n cleh scntenccs Nidr an ir clause, rrlD can bc used
iDstca.l of llrdt wheD referring io a person/people
. \Vhcn dlcre is a plural noun in rhc ir clause $a' slill use a
singular torn ol lcrb b.: ids his ll i.rds rhdr I .dn? st.rrd. not
@1r}|!ir...
. \ \ , . . , . n o b . . I p r r r r u r . t r . , r i ' . h . . , j n r , . 9 , . . 1 , . d .
t Ir\ hi,n lldl\ dh!.rys grssifing.
Language Summary 1
, . , ' . ' , . i ' , . , -
: l . l i , : . ' i ' .1 : r . . . - r . . , '
' . 
,. Explaining and paraphrasing tC Oo J
,, \Vhen we nce.l to clariJ), sLmplit\, or.xplaiu sonlcthing
\re |ave alr.d.l) sajd, Ne olren usc phras{:s xhich signal
io the listener that wt arc going ro say the samc rhing
again in a dillrrcnr iva\r
Whi.h simply/jast/basicatly meirns...
And wh: t iv th is / rh: t me:ns ]s . . .
Wh: t mdrn by th; t is . . .
By whth I me'an ...
wh;t |m td ng to say is ...
which is to s ;y . . .
or to pilt it anbther wiy,
:'::i . \Ve can also srv i . ,a, ,1 (= rirdi is) ourfdning Lo
Panphraser [? li 1n..1 ll.r, i .. .ir rh. strtior. Hc said irf
' ' ^ , , / , b " . , p r , ' l a . l , " , , , , , ' , . A r , -
,' \Ve someLincs use connccring rlrds toioiLr cL.uscs ancl
scnrences Lhat add irfbmrarron.
,, \\t usu!l\' use as,ell .rnd .&, .i rhe end 01 a clausc:
.Sh.t bc.,r , rnirrg tI. co,lpd,r_v sil.. No!(."rr.,: Sirft Sor
thtr( dliLlrtn kt looh afd, as ilsll/too. Cftirtcsc lrod is
f.rt tuisr_r il\ .lrit..l.dp as ldllltoo.
* we can use also xt thc begnrnnrg or D rhe nriddle ot
a clausc: Thc hd,lrli. is r.rlil hcd1.l dt lJris rin. ol ddr,
th( ,.aAs at( also trtftm.ril '(l sr,l)f .dr.JirllAlso
rJr. ro.rit dre.Jr,"r .l_l i.y so bc urtlul.
s \Vc usuall,! use nol oflry sirh bar: rh. 'ill(ll. ij trot o'4
rctno . btt tatallJ inatctssibl.ll rodd.
d] \Ve use *lai's nor. aLXl besides ar ihe begindDg of a
sent€nce:l har.'tl go1 .rn)i .ftdngc o,r rrc. lv,rar| norsl
Besi.les, )!r dlr.ftb orvf nr. rDn.] /l.om ldsr rin..
'1ii5l 
. \Vc do nor usuallv use dls.). roo, or .li welt n
negativc clauses. lDstead s'e usc pliras€s such as.,t,rfrl
1 narl]trt r.d.i lhc Hlllr) Portfl i,oo,?s or s..n th']lilns fidr.r.
not I hc!.11 tdd l,-€ H'r-r:i Peft.r ]rddrr.' dr rr.n r'1./ilns
frffi$ Spelling: homophones 63 pr5
Homophones ere u'orrls that sound dre s:mc. but have
dilcrcri spellings and difcr€m meanings
So'ne connon homophoLres arc: rrrosd'lo!.
thc rchhe.{nhheir, of/\(, \'ou\'c/t our
r+ subrrr + rnl ,rr i rnc c ru<:
To tocus on a rvholc scntence, we can usc /rdt hdtrpfns + b. +
m Connecting words: addition (@1fl
Language Summary 2
;1.,,,, i111',1!.:1t:
gjT*i& Gradable and
advelbs Preview 2
non-gradable adjectives;
@ P r s
i, \Ve can modjl) gradabLe a.llcctiles \rith adverbs such as
!d,,! or d bit to sa)'that son.thing |as nore or iess ol a
qualiq: Il1!ds lery int.rsting. I Dds d bil lired.
y-9!1ryIg..:a:-:P:. 
.. -.........tc'"d"br""dj""iu"'
More ol a oualitv i Less ofa qualltv
S r " . ; o . . b - " I r t " . . . ' * " . , g . . r * " . p r i -
: r : " , ; . . r J , . g , . a i r , t r t i , e a o ' e o ' l
.., we do no( talk about non-gradable adiecrives sncli as
i,rpdssil,le or pff..t in the sane r''rl i.e. r'e do not
usualh sa,v thnrgs arc nofc or l€ss ir possii,le or pqJe.t.
We combine non gra.lable rdjectives \airh irnensiqnig
rdverbs such as dbvlui.b or corllpl.reb ro enpliasise
iheir qualitl
a Wt can oft€D usc ,rdlry Io inlensifv noD gradllble
adjecrives: Ift.l..ler. ds rcally fas(indtil1.
-|-1eDllfi-c.9d".9t!: -.... .....1. ry9r*t9di9l-",*i9!Il"-11-.---.-,...*,.,
absoLiteLv comDlateN : f:sc iatine tdrified am:zed
"nti'-ty 
-tdtally 
l1n"'Ly 
. 
i.p6siule sh;tter€d :wrul
i ;xcelLent hus€ sup&b t;dbLe
lii* Intensifying adverbs, 2a 6tpls
,? \Ve can use some adverbs \vlth adjectives or verbs to
anplil)' or mt.nsil,v thcir neaning.
i: Sone nrknsjliing adve.bs go naturallyrith pa icular
adjectives or verbs. Look al rhese examplesl
1 th& o nghly / iallJ en i t\
2 d;eptyhii/.ally Jntstl i kd
. highlJ/dtrineb, 1n)l ihdJ
+ stiilg|1l/fimty btliev
S ttrttefl)/detpr) 1 t3]rl
6 I'itteily/dt],'neu axappiint.rl
z conpl1telykntitely agi c
I'iriah/distihclly r.,ltmbet
ir:r:i.i . \\t cdn usc quire in froDt ofmi-gradaNe acljectives
or advcrbs to rneaD trul): or'coDplcrel):: Hci .fails
renathable. I sr:\t him quite .learly.
. Wc usuall) Lrse rhe adlerb r&irf in lronr of a gradable
adjecLile or ady.rb kr n€an tairl) or talher'r ft\ {rits
. We use diferem strcss and inlonation $ith the di[IererL
e's qiite rcndthahle. G truly renuLkable)
ItlJ quife "rryersive. (= rafi€r expensne)
' 
. \ \ , 1 o , , ' r " q u , r . . r r I n o l o r f r r i \ .
a.ljcctives or adlerbs. lturead we use a i)itla lirtl./slig,rrry:
1l.'| eiry is abit norc ptuctlrl th,!1t l]'d.d $tt.kA it tu bt. l,ot
n+€iiEi5{r*€+!'+"eil€e@
ii.jt Adjective word otder 28 O p21
" $'hcn describiDg a noun. there is an order that a.ljectivcs
usually followi Notice ihat opinioDs coDc belore facts, the
general beforc the speci{ic.
when speaking we iry Doi io puL roo many adjectves ir ltunt
ofthe noun. Nt xlo doing this by addiLlg phrases begindng
$itli nnl, rtl or ir or addi$ relrtve clause: d sllrtrrtrg.
noddn b ihtNi th dn d lunin i n ,amea dagIs&L (nor e
+r1#i{:r*rJe*r-€l+1ll+i* ), d,r dfig/rmj
sal.r.oldr frnrritlg (wiicl is) sigr.d drd ddl.d (noL dr+
qisi{d++d+€*1r1€F3i ia€).
A compouDd roun (e.g. d/essing-S.rwr, blacftb.rdrd. dddr.ss
boo[) cannor bc separrted by other words: a l.dther dddlcss
booft not ad-add{€ss}ea{lrer#n.
SiimjAdiectives: describinq places 2c Op23
divirse /dar v3rsl vaied or diferct1t: Thc dirttsc ftng. oJ
sporting Jd.ilities .1th'd.ls ihliU'seefr ef s.
cosmop6titan hrvmg people and $ings lrom man] dillemnr
par|s ot dr worl.l: London is Lrulf a costnopolitan cit|.
riieged /r^srd/ a mgged landscape is \\lld:nd uneven:
Thc s.olrjsh Highlands are ertrrncly rugled
quiint /l<wernt/ aitractjve because ofbenlg unusuai and
especially old-fashioned: I!'e stq,ed in a quant Littl. cottag(.
g6Lden the colour ol gold: The golden santlt beachts oJ the
Cdmry Isidnds drc dlwdJs Foprl.r/ with aritish torrists.
medievaL /med'rirvl/ rclated to th€ Mi.Lll€ Ag€s. a p€riod in
Luropean history from c. 600 AD to c. 1500 AD: lbrii
llinst.r is.onsi.l.r?d td l,t one ol Lht JinesL e:.a1nples aJ
m.didal Gotht afthiLtctne i11 Bltktin.
unspditt an ruspoilr placc is beautitul because 11 has not
bceD changed or danaged b), people: rhis drcd nds n.1,.f
benvry papular \itll La&rjs.s, so jr r€'ldirs &nspoill.
meindering mi'endrrt/ monng sloqny in no particular
dlectlon or lviIh no clear purpose: Shc nade rr lorg
tnean.lering sperch abaut th€ vd]&e o/ toxris'r.
unique i.jur ri:k/ bemg the onLy eisting one ofits q?e or,
n,ore general\ unusual or special in sone nay: I h. uni4r.
g.ograph) oJ Cdtf roi'n ndJ..s it possirld ro visit s.v.r.1l
,t(r] difJerent bea.h6 on ttu sam. dar
opinion :size ; aCe colour iorigin I materiat i noun
;;"J;ii,t : : - ;;i" i---- G;t.. G#;;
G- .-,-,,! - -iriilrlrr, -i --l-tqc -,-liitIl:.. -'-i;:;,;llijo --i' -:' - -1-' -'-1;5;i;;
Language Summary 2
: Relative clauses Preview 2 @pl5
De{ining relative clauses
Defining r€lativ. clauses iell vou shich pcrsoD, thiDg, etc. dlc raiter or
s|eaker is talking abouL I irr strgfr DIo ],u ddnirc so nr.fi is giiinr d
. .n. . ,1 , . \ t rnonlJr .
ln detinng rclati!e clalrse, we use:
a) r ' io (or r / rdr) lor people: Thc st rge/ holorddmtcsdm.hisgi l ins
d .on.rrlrf.Yi irlonlIl.
b) whi.lr (of r,rdr) lof Lhings: ill lore to g.r dnd s.c thdL shorr *lricwthat
. lc fyor . \ ld l i , rg dbor i l .
c) flr.rc lor places Tlrdt\ thc cafa uherc \r( nrt t.tst nne.
d) los. lor possessi!{:s: Havc_for nd rft. -onan l,hose daught:f
I'dblsjrslor rlsi
$'e donl use connras $iih deftrnrg rclarive clauses
$il c.rD lcale our rfto, rhdt or whi.fi $hen these words areDl the subjcct of
Ihe d{:linnrg relative .lause: Thar ilds th. .dr (i!hi.h) I i!d5 teliingfou ai,our.
. $t can't use 'll.1l in.leliDing relati\'€ clauses: r,r. wornan tldt hdsjust
l4t rnrsi ll.^./o/gorcn hcf .odl. noL +];{.1'i'lrdl1.r}Hr*+Ji+.+l+fi+*i1-+a+
Non-def ining relalive clauses
Non detining rclaLive clarLscs add exra non $sental i omntion: l'n
, r f . t i rg , \1 i . ld . lJo .s , nhoisJoi r i l ]g . ) r I l rn 'c , r sooi
' Ne donl usc thdl ir non-delinLng relatile cl.tuses. l .li.ll? l ) his Lri.st
boo[, ]'l,i.ir wds 1]rs.rildf nf noL +1]@i€€,H+*FR'
\Ve crn\ lcr!e out who.1rh,.h, whosr, erc in non defining relative clauses:
His/ift bodli, ilhich I I'dr.nl l..d.i, js n.drll ld b. his bcn or,?. noL }+id
!d6]i'++€1"J1]+edd-
\Vc must use couiras \!ilh non-.lellning relarive clauses.
Relative clauses with prepositions 2A (t 0r,
In more tornral, usuall)'\1rirten lnglish, $.e tend to put the preposirior
betbre thc relaine pronoun: Hl. is loo,rrd a/!er br' his latlrct Frat1, o,l shom
l. rotu h dcp.,rds lrt Kinr lit otr hicft dn Os.drjfintri,rgrln ds
In less lornal, usualh spoken rnghsh. Dreposirions ar rhe end olrelarive
clauses arc connnon: H. is Loohetl aJn:r b1 his Jather -ho lc torall_f
.lcpords o" ir\ Ki,r\ lit ttat dn Os.dr winnins tiln was |ased on
I Iere arc sorne rules for traDstoming infonnal scnteDces of $is q.pe to
more lonnal. usuall,v wntteD EDglish:
a) \t chaDgc thc relltivc pronouD tJrdt (i[ it rcfeE to a pcnon) or r/ro ro
b) we change thc reLative pronoun rh.1l (it ( rctrrs to a finlg) to lvhi.h
c) wc n)vc Lhe prcpositioD trom the cnd ot |he senlencc to belore the
rclative proDoun
^--.---.-.-.|.^
d,r Os.dr inning /11,t1 ds ,asrdQ4 ? Irl Kin\ lilcQg)
ond,11,r ,u s / i l ,n r . r : bd! i .
NO NE / BOf H I ALLI ON E / N E ITHE R I MOSf ...
D.rennincrs (l)orh, dli. o .. n.itir.r, rnon.
non., etc.) conrbine wirh d/1rli.h or o/
dun nr non delning rela!\'e clauscs. Ihe)
rclcr to sords4trrases in rhe pLeuous clause:
this is on. ol rn4trj llQilr,
ht1\t ),tt betn prolcA
ln lonnal wntkn lnglish we can use:
a) l)orh oJrhon ]n relarilc clauses insread
ot Dlo bolJi: H. d15o has .r brothcr a tl d
sisl.f, bottr oJvhon along lfirh irrd,
hnl1stll dft d.trtionalry .leat ...
b) a re la[vc cLausc s i rh n l lo t$hi .h insread
ota normal clausc mth all: llc had
sdrghl orl .n.).1opa.dias, dtldscs.
Ltltphoht dintu i6a d nemoris.il
the ,.II. ) He hdtl sought out
lrnry.l.rpdcdi.r!, lltldsf s. r.1epft one
dimLaties. all of vhich he mmofised.
I . whcn we are speaking rnfonmLly ive
can nse ro!1' ol tner', d/i o/t/rfnr. etc : llis i5
on. i,f nan} rhcofi.s - 'ro e oI then htlv b.(n
. ln non clelinnrg rellli\,e clauses. prtpositioial
phrases, e.g. at ilhi.h poitrt, irl riir./r ..rs., can
be us.d to comment on i]re \ahole siru.uion
ir ttre prcvrrus clause: wlftr Kin ds d.lill,
do.rors drlis., fuftinf lin itl an inttixrLion, at
}'hic[ potrn Jris pdr.nts toah hin hone insLcad
and /,rfod .d irDn tu boo,?s.
. We can conbine other (Leterrnnrers such rs
c.rh, pdrt, som.. r.n littlclt . d nunbfl, and
superlaliles (th.I'igg.sr, lhc l,.sl. etc.) slth ol
whi.h^fhon: rh.r rie,",r.D0 grcdttlns in
2AA8 dnd 1 tholh tlrc b.st o[ Lheln \,.tx EuraTln.
) There wd. m.tn) gtuit lilms Dr 2008, tts besr
oj whi.h I thrft )tde Futopedn.
. We can conbine.ertaltr nouns Nith a
prcpositun + x/ri.h, e.g. lh. ler'.Ld.gr.dsidgr
(aL / to w hi ( h), ttu tff e cI/aalivcrsd]ir (o/ hi.h):
.. wt must Lcbbrdt the dis.ofcrir oJ DNH, trk
anlriversoi, oJ \\hi.h . .
. In lbrnni s,rLtLen Englisli, se can usc Llhos.
after a prcLrosrLior in rclatila clauses: i L!.r
i spireAb he philosophu Ddnt,, hose wofh
rhis quordljdl] h.is bfcn ld,?.nron. ) I irds
inspitrdhJ tlre pod Danta,fl,n w'ose L orl this
quotation h,.is b.o1 Lahen .
. we can use lrhe,t inslea.l ofirldhrhi.ft in
reladle clauses io lalk abouL location. \Ve do
not use pretosirions with uh.r": T/ris is llc
l.us. sftmlft rhich *c as bom.
Language Summary 2
, . ': Verb + ,1ag and past participles
Preview 2 O pls
as an adjectirc, w./orrd rhc prosp..r d g^ ing d
Ialll ratht, ftiAhtehi g.
nr reduced relatl\'e claLlses: P.otl. wfio dr
lea|ing rarly sJrorlil do so reil' qri.i4r ) Pfoirlf
Isaling.(/h should do so fer-! qrittll
- t . r j - L . r n , . r t ' ' , ' c , , 1 ' ( n J J . l r ' r n r "
tu, rh. .drl t?sist spoiling ho grantLhiklrcn
. .fter Lrrepositions: A..o tding to ttt .],dn dl, LhaL
sviLch is fot opc.'li^g th. baot.
\t usc pasl pariiciples:
rn rcdu.ed relatile clauses \lhcfe rhc original
clrusc contains a passivc vcrb: Tlc.dsll.. Lrhj.h
ds b&ilr in tl.Idtl .cnl ,:\,. is jrsl rcun.l rh.
' ' , , ' / . - , ' j . ' ' u " . r c " g . t r i r ' J ' r ,
built in th. ttnth .tnt1t1t, ... .
as !n a.ljcctivc: K.i,",r ds soon LorcA oft 4 hd
,tittL br ttu guidcd Lour .
29 @ pza
Sorne pa iciplc clauses gile mor. inlornuti.D
about a \'€rb or idea ir a senrence. The-\' are olt€n
used to nulc r piecc olwritmg more \.aried an.l
Becavse tte al ri\d latc, \t( .oukbi't Jiul o tuo1n
) A#'i g ldl., 1f..ouldn't litvl d rcon.
. Ihcrc e Lhcc q?es ofparticiple clauscs:
PRESENT PARTICIPLE CLAU5E
. a.tilg as a ihl m.rt'rs oJ connufietion
,.t'vfcn k'rolf 1,lll.rgcs ard.rosd.d nNns.
Gliai g sil€lrLlj along i^ d.dnoe)or gfl lo sf.
nr tl Kerald
PAST PARTICIPLE CLAU5E
Catght loullly aeu daJ, ir! dhld)'s w."d.4rli]
Poxrcd !"ry slo b ll.mss ro./tr foreh.ad. ttu ail
t . ls l i l i d .ou rs l i . l in81or.
PERFECT PARTIC PLE CLAUSE
ha\ing had a itrdulgent hnch, I d li. irr d
Pa iciplc cl.ruses c.tn refla.e connccting wo.ds
such.s sd,1 'h i l . , l , , : .a&sc, i l .4 i . r , e tc . $, l t rcn \e
usc participles inste.td olconnecting {ods, \re
usuall) lc.rrc out lhe subiect and son.tincs Lhe
auxiliar}l we also change the 'crb to thc present,
past or pertcct lbrns ofthe participLe. con1patt
the tollo\ing sentences:
Wrrileyoi' ) giidr sil.nlb dlorlg i,r d .droc,Ior gcr lo s.c.r r.rulKr'?la.
Glidit,.g silenLry alotrgilr d c,rros. tor gel l.r sc. d rur?i i(crdld.
Parriciple clauses otien gile inlormalion abou( (he c.ruses. rcsulls,
conditions or tinre ol thc evenrs descnbed
. . . acting as a rit meatls oJ comm'r'nicatiotl hct\r..r r(raorc |iildgcs
and.rcw.icd toi!n'. (resuh)
Glidirrg silfltly dlong nr d eroe)or g.t t.r s.. a nrdlK.rdid. (ftne)
Canghtlo&llJ eraraat iti rhrals rinrd.dul4 ftsl (caus.)
Poured vry slanly acrus yout forchead, tk oil Jrels li}e a roir
li.,?in.q )0i (coDditioD)
Haeinghoa at 'Idulgdt tur.,r, I', iir in 11 ,r.rnru.ir Gime)
. i . The subjecr ofa paniciple clalrse is Lrslrall) thc same ,s Lhe
subject of rhe main clalrse: I odlirlg t,ur ol th. xx or: v.fill,roii.c.i rh.
srr h. dl,lrost s.r. (the subjecl otborl clauses is \trirl) not k6lil g-€s{
4111e +il1.]€r +l1€3 . (This suggesls dr.rl tle sLrn is
lookiDg our ol dre winclow:)
. When s'e use nol in a fa iciple clause, ]t usmlh comes belore thc
parliciple: Not $dnting nr sdit an] l,rr.q.,. h. l4t. (not'rcfers !o ivanling
to wait arry longcr'which neans thrt he didnt wanl to {ait an,v longer.)
Horvercrt roI can aiso folloN th€ paniciple: P,alrnlnrg nrI to noli.. hini
s/r. i!(h.d strdighr t(sr. ('noi reler! to rloticing hin. rvhich means that
sh€ preLcnded that she haddt noriccd hrtn)
. \Ve usc r pertecL participle (,rd1ing + past paniclple) insLead ol a preseDt
pdniciple ifdre acLion in rhe nMilr clause is the rcsult ofdre evenG h d1e
participlc clause: Hdring lost olll .f.dir .drds, rc hd.l to get sorn. morl.)
s.nr to rs.(\\'e had lo gel soue moncv sent to us bccause we ha.l lost our
credjr carcls). nol f-e!i+S €+fF€+dir €r]?5 .
. $rc can use prepositions such as dlI.r, 4, in. wfiii., r irh, sin.(., etc
\rith a present or perfect participle clause to make the m.aning clearerl
Ate, l is i l ins / ld i ing v is i ler l sc ioz l tenTr les, rvr r tu ,n. .1to t I . lo tc l
tor a r.5t. a) n"I .ath.q rclrveo nreals. s/re nanagca Io rcarir Jkr tdr.ger
w.ighL
7\
t . '
PretendirS not to nol i (e h m she wal led i l ra Sht pdi l
. Connecting words:time (1) "@p2' ,
. tfte nonfltllli soor dr.rt tlc begiDning ofa.larlse lo s.r\
soDrerhnrg sill hafpcn i rIuediaLtLi rltcr sorncn rg else hrs
happcned Nh.n we re l r '10.r Lro i inLhcf r t Ne usualh
' , 
.1 , Prc\cnr \ implc. ' r ' r '
than a futurc fonn: The 'ro,rdt I gdt lo,r.. Iln 
,going
slkif ,ri t. ,..1 not +i€tt€x+€r+J lj.g!++l]]F...
.: Past Simple alier,r. rnorncn/ds soo, .rs $hcn raiknrg
abouf fic past nrc noment t httL hitl I dc.ir.d l. was rhe
n d n r l r d s . q o r , , q u n d ' f
s cr'€r sir.e Nr dle bc:jirlniDg ofa clal]sc ro mcan contiNall)
slrcc tluL tLrrc: [!er sirr.. lr c, rc to tli sclool Jrris bern
ndl lnrg } ! l l ,arb l f
n li':rllorigi dlb aL Lii. bcgirnrnrg ofa.huse. in lrorr ot rhc
nrjr rcrb or altcr the rcrb ,. ro talk lboL solnedrnlg as it
\as i. the pdsL: llrf .,11d{t )t.Lr origi'rallJ a posL alliL( but
r r rds.or l . f r f . l . r lun l r r , \ ' .db d,go
n /ron then on :t Lhc ))egiuning of a scDtence ro m e.rn
'.o.rnrurllv since thrt timc Hoivcvcr,jron th.n on relefs Lo
nrloNrarion nr a pre!joll5 selLcncc or clausc. Note rhat \ve
.en elso nsc cl.r si,r.. th.i1 irlstcad of'from thcn on: i
boeghr d nclr corrprtcr idst rnortl Erom then on/Lttt sirt e
arftstr) I f. fi.id ltorn|rg l,Lrr rturllf i!it/r it.
r ftildas !r rhc bcgnnrnrg ol claus.\ Lo sdy thatsonrcrhmg
happcns dunng lhe sanre tirnc lhrLsonetlirU els. happens:I
.dr,qhr d,!jli,rtslr oJ 5r.\c rhile I lrds ]nD irrg.lown rhlr srr".t
Language Summary 2
djt.rnards/lhfr at thc bcitirmnrg ol srntcnccs ro lalk dbour
an crcDt thlt haplens rftc. drc linie il.nrnDcd or laL$: ]
tltctptttl thcir itvttaLiar La \uppcr Afue^nrds, l r(grctLed it.
Hf ,.gan dsfting lh. loss dl,oet his tl.irs. 1r'or ,r. r(.dlis.,
l/rf Distd[f h.d ndd. dnd.hang.d rh. srljc.r ./ui.lrl_v
,rsdrwnil. at rhe bcginning o[a senr.ncc to raLk abour.]n
e\erL Lhat happens Nhilc son.Lhing .lsc is haptcDnrg I sdl
d'trio sh rrairing /or Lh. cLtll. M@nshil€,I trid n g(t on
,irfi sonc lror/r bur licll looID].9 rr rh('.lo.h
\Vc nsc l1o aposlro|he (')
]n font.rcLrd IomF oflc, hdrf and nrdal verb, aD.l
bcnvern li rn.l 'f in conrracled lonns ivirh not: l]n, t,!.,
l'd (= I ndd or i i!orll), .lo11'r. .li./n'r. sJr.eldn'r. rit,r,s.
nr lonr ofau 's addedtoanoLrn or af rd e t l l r l . l rL ncui
endnrg in 's ' to dur a re lat ionshrp ofpossessionr Sdl iv ,s
Jti.na. ttlc lricnts' rcl,.t0tsh4,.
a D frcnt ofln s addcd ro an irrcgular plural ro show a
rchftDship ol posscssui: th. .hiklrc n's JaLhd.
nt do not use an apostroph.:
! in possessilc fronouns such as his, h.rs. drfs or rh.rirl
t in lhc posscssi r t a . l iec l i \c i ts : l l r . / lo !s . lds i ts rDn
swilaDring porl. nor +Hoflie+6i+r 
€+'r+ iD*ixt'lr€1r+.
I sat anxiously waiting forthe calL. Meanwhite, trried to get on
with some work but kept Looking at the clock.
The monent l get home, I m going straight to bed
ILanguage Summary 3
m Positive character adiectives i 3AO p26 t R6ckless rcr le dJ dang. r"rr- rh ng. an. l Jo rr"r ' , r '
Cour;geous /k.'ud3es/ people haye the abilitv io conrol
their fear in a dangerous or difticult situation: Il wds rery
couragsors o/her io '"sign viihortlnding dnorhcrjdb /ilst.
Det6rmin€d people \rant to clo something very much and
donl ler anyone or any ditficulties stop them: flou r€
lrr./r1ir1ed to lose xeight, ]d t'ill.
Met io lous ne l l j , ' ' r ' pr"p,e arc 'eq cai u l a d 'a)
grear altention to e\rry deiail: I .dnl b.lie1je lhis rlas writien
bJ Paul - it\ so in'r.(uratel He3 rornalb neti.uiorls in
Canerous / djenaras/ people are wrlling to give money help,
erc.. especially more than is usual or exp€cted: It wds 1rc!-
generous oJ I ou ro pq Jor ainner
Tristing p€ople a]'va,vs believe that ol\er people are good or
honest aDd {ill nol harm or dec€ive then: Tiis is lhc sc.dnd
time sh. hdsn t paid m( bach. I shouldn't be sa trust:otg.
Thrifty / orrfti/ people are car€ful vllh the use ofmoney
€specially by avoiding $lsret He carns a lot ol noney these
.LUs but hes still quirc thilt.
c6nfident p€ople are certain o[ fieir abilitjes or hale tust
in people. pians or the furure: I thinkJour idra is brillidnt.
Yorr shoxldbe a bit morc .lrnfident.
Spont;neous /spDn'teinies/ people do things in a natu.al.
often suddeD, r'ay rvitholrt anl tlanning or without being
forced: S/ra:s ahrals been a spantdneous sart Jl]itlg olf all
o.'er the pla.t at d mamtnt\ natic(.
C.'utious /'krijes/ people act with grat care and atlendon,
especially to,rvoid takng risks: I wduldn'i end.lb, d€s.rib.
54n as d .drriolls driwrl He\ h,.d thrce accklenLs in the
@ Connotation: positive and negative charactel
ad iec t ives '34@p28
" Conrdrdri.rfl means a leelhg or idea t]ul is su&tested hI a
p. icular word. SoDetini$ two chancter adiectives can
describe similar rraits. but ot1e ma) have a posinve comDtattotl
at1d one m:)'have a negaiive connolalion.
r Boft drrogd"t and .o4i.l.ll reler ro someone s'ho is very sure
ofthemselves, but anogait neans lhe person also thir*s tlie]
are berler than other pcople. Co,ti.lerf h.rs a positive
connotalion. Anog.rnl hrs i negalife connotation.
neearive connoLltior : oositive connotdt:on
d o s d , r i o r d " , .
rP \e\ \ - i do8rcr
r .8q. . fnrod ' ' r ih /
finickv* i nretkuLols
:
! ] i r i89tr - - : - 8e-e,o l
8lLllb e' j tru+ ng
o b r . d L e i o q e r r " a
about the risks and the possibl€ resuls.
*Tightjisted people are un\ illing to spend n1onel
*FinicLy /'ftn i/ people are ditlicult to please.
*Extr:vagant people spcnd noney in an uncontrott€d
\yaI
.cijLL;ble people are easilr deceived and belleve
ev"enthing rhat other people say
*Obstinate / Dbstrnct/ peopLe are uueasonably
d. (m, npd ro J. In / c , rJ n $. ) dp.p i r ' ppr- J . i .n
*lmpatuous /r m'petj o.s/ people act on a sudden idea
sithout considenng the resulLs o[ Lheir adions.
*Timid people are shy or are easily lrighrened.
m Phrasalverbs: health , 38 d)p2s
! get 6ver sb/sth tscr b, , , . , . l r ' , an r l l r r* rr l , , I L,ar, r
after sonething or somebody has lrade you unhappy
swett ip when a parl ot ) our bodt becomes la€er
altd rounder than usual, oflen because olan illness
pick ip carch an illness from somebod)'or somerhing
be blocked /blDkt/ ip when a part of Iour bodl: e.g.
your nose. js filled lnth sonrething that prevents
antfiing getting pasr
go d6wn with sth become ill, usually lvith a disease
InaI $ nor very senous
go aliund nhen a lot of people get an illDss in the
same time peio.l beuus€ the iilDess passes tron peson
put sb 6n sth give somebod)' a particular type ot
medical treatnenl or lood
come d'ut in sth \hen spots or a rash appear on
I
#mEuphemisms 3c atp32
d, A euphemism js a sord or phrase use.l to a!.i.I sa)ing
somelhing unpleasaDt or oftensile.
econ6micat /i:ke nDm*li with the truth not lel rne
truth; lie
a senior citiz€n an old person
behind the times he old'fashbned
see better drys be old and in bad condjtjon
get 6n a bit get old
hard of he%ring not able to hear weLl
be/feel under the w€rather be or feel ill
a bit of a hSndfut difiicult to look after especiall,v
children and aninals
ch;llenging very difficult
a bit on the chitty side cold
@'
:!r.i...,:. Intloductory rt 3A 6p27
INIRODUCTORY /I AS 5UBIECT
, Il the subiecr ol th{: lerb js a long !nd
grarnnaticallyconrpler struclurt. Nc often put
it at the end ol the clause/senlence and use ii as
thc subject oftlt verb ar rhe beginning ot Lhe
clause/sentence. Compare tiese senrenccs. Thr
subjecr of rhe lerb is underlmed:
rhd no ak ras lturt is in(r.dibl(
It:s in.r.dil,l.llrat no ons rrds hu|l
We caLl use sever.l sfuctures $ itli introductory it
a) + a.ljec6,e + (rll.1r): It's .lear that
b) + 0ro.) + noun + (ildt):lts}j.ot an asprt ..
c) + adiecrile + nrlinirive wrth lo: i.\ diti.ulr ro
dl I llr, L.L ir Iollor s tllnt hot \|iMit9;,
str.sijrl. Orherverbs \ae use $ift dlis
structure include apfear. rrdnsptc. The l,l.lt
clanse cannot go in initial posilion in Lhcsr
sentences, e.g. not +l€F+ol +riJ}$ir€.rs
++r5*++t€11€r'5
e) + oliect + inlinitive lvidr to + lh.x: il
suryrised hin to discol'er rhd.... O$er
vcrbs Ne caD use wirh this srrucrllre afe
connectcd $ith Lehngs, e.g. dna:l], dnnot.
llstr)nish, .on..rn. lrightcn, h&rr, s.dr'.. sho.l.
INTRODUCTORY /I AS OBJECT
we ohen use it as ihe obiecl ol a \erb wherc it
relers to a clause larer in th{: senlence:
. , /.Y-iat \ \ t t ! ! ) ' r . | n \ , 4 ' t ' t . 1 1 " o ' n a \ \ . L p p o t t t \ l
,rt Llele+ltr1++ff3*{+5€I*€.]J{.?r,iJ,ryp€+i}€.
, \re car use these structures wirh nnroductory it
a) + n lor : . . . Dr . r i l , 'd tc i t td w. ios. l O(her
\ erbs $e use dlis structLrre lnth niclude: .ar'r
,cdf , .d t l? s i .md. . l is l i ,? . . . r9or , l i le , iorc
p r* r. rt s|ttt, understan rl.
b) + adjectile + tl1fnLln€ sith lor ...frd it
diI[icr']l Lo ape v iLh lositg.
' 
:,1. \Ve dont use inrrod cror! it it rhc subjecr
ofthe verb js a nour. rh.irJcd,s ucfe .ollrf/.i.lj
r"rl",...', i r'"r l+r--+ryr- F "-,!
. Conmor e\prcssbns {itli introducroN if: Il3 flo
goo.l gtxing tll ups.t dbout it. It's no usf asfting hc{
s/rfl bus) It's ,rd woDdzr I hdt he gat ill. tt\ no
.oificiderce LhaL tq afi\td toj.thtr.
Language Summary 3
',, ,:: r Subiect and verb inversion Preview 3 @p25
In sralencnLs the verb usuall) lolloss the slrbjecr: i dd ? lnoif hrtl.
Someljmes we nlvcrt the subiecl and lerb so thar lhe lcrb comes
beforc lhe subJect.
\\t use nrversion:
a) alier so treilhflrol:l n...idn 
€le lcst. 5d do t. I didni knr rjr.r.
wds srgaf h lhis. No, n.itlvrhnr did I
b) h the phnses H./e.onrs/cone + noun and 1/rer. Sods/go + noun:
Hse .ones t1e docLor.
c) in question tags: Shcl d do.tur isn'r shel
., \\t do rot put the vcrb betorc rhe snbiecr:
al $ten 1rc include a questior in aDother quesljon. lsread, $'e use
a nornal word order ofsubjccr + !e$: wlc,r dre m) glaJses? -)
Hflt yor an] idfd h('l.. rny glasses arc?
b) wher $,c incLude a quesrion h another sentence: \,r:hdrt his diel
liftc? i I uonl.r ilhdt his diet's li/i..
.) $hen \re ar€ usnig a qucstion s,oi(L ro inroduce a rclftivc clause
m phrases such as I d.nl hrcw 1f,r.rtluh.n erc or i 1'ord.r i'har/
ifh) etc.: I dorl ltnoi!,hat his p/obl"rfl is. nor J #hx€*+Idr
ii+*"r€Hr#i.
d) nr ndirecl speech. $t use i/ Nhen we reporr a ].l/no quesrion.
wt usuall) (but not aL{a}s) change rhc vcrb fomr in reporred
sfeech:Areydll la,ring anr rird,rjns? ; H. dsftcd l11c y'I wds
Idliins arry lildnirs.
.'' . We cant use inrersion ivhen ve use pLonouns $rth ii.r" .on.(s)
or Th.r. go(es): Hc,r .hcl, .onf, nor ++el+ 
€€,lfr++
,,,.,,,, ' lnversion tB @ p3o
- InlersioD is a \i?\. ofadding eDphasis or drarnalic cltccr.
An adverbiai is an)'xord or phrase {hich func(ions as an adlerb.
\\rlen we bcgin a sentence wiLh .r lnniiiDg ad!{:rbial (c.g. scldon) or
a negatire adverbial (e g ar.lef no .ir.urrjrdn..s), rhe subjecr and rhe
auriliary vcrb are inlt ed : t ah rarely dbL. to get orit ltlore se|en
Ra'/'lJ nn I obk to get axr bcJor. s.v.D
: Look at rhe underline.l examples ol iuversnD sirucures in rhcse
a) leopl. sellorr dssr.idt e b(ing ndrriul rith bdry h(alth]l. )
Seldola da peaple dsso.iatc b ng marn l vith hc.inghcaltl!.
b) Drnrdlltgi.n. s.il.s fat{rl dnd .V.nsir. risits ro rh. dc,rtisi.. t
ro , orh do,r , , ,1 , , , , , Lr - rg p .a, , pdt ,Jr t .
.) Hc didtlt '1gttt to sLat erolnlg un.il ldst w..1. 9 Nol tl|ril lr^i
i!.eft did l€ dgr". to stop s,noftirs
d) Y,, r'€ri r.D.il hedr dr-.llhing n.tjdtilc abd&i frtin.gtrsh -) Very
rdrcly do N!-lt!a! ary Lhitry n".8atNc abaut e d'Li g Jish
e) Ert.rrs hdlr o l_v r...nLlf cant to atprc.iatc Lht hr.tlth hcndits oJ
utDlg.urr). ) Oln.Iy recertl;, Aare apcrts conr to dTre(iat. ..
il ltnr sfiorl.i not, rndcf dr] .n1u,1srdn.e5, er.r.is. innetlia]{! dler
.diirg a l.a!) rn.di -t Uder no circunsraaces slorll ]!l
d.r.is. inn.diateb dJi.r &Liis.t h.a\t neaL
' \\ihen using nyerion xith Prcsenr Simple and Prsr Simplc. the
subjecL nust agree $ith rhe auxilirry not rhe main !erb: Nor onb does
]t. ,'ro' r.r \-.*-'"r1a€.l.'r-]q..r-i.
(
Language Summary 3
.: u,1$ nod.rl lerbs, e.g. rill. sJ "id, 1!oLrld,
etc.. r'e invcn lhe subject rith Lhe modal:
i,hd./ ro .irunsran..s wduld I dsh him to
,. lnlersion can occur dlter anolher completc
clruse beginniDg with tloi rnfjl. ont Dfien.
orb U. on! .rftd, Not &"til shc lcdns n)
r ta. will things g I' b. r, r Otrb ntd '
gar t . n 1 d id \ | ! \ur t g . r ' rq ln l {q r " i l r .
,r \\re use iNeEion alier ncifh.r or nor vh€n it
introduces a negrliye clause that is related lo
one mentioDed Lrreviousl)': U nJ o r tuiatc lt,
Coiin didn'r lisl.n ld m'], cn.L neitho did he
tlthe ttu tlacLots .thic(.
'ii, 
: . Although inlersion is usually louncl in
litemry .nd lbrmal texLs, 1rc also Lrse it ln less
fornaL spoken and $dtten EDglish $hen \ae
s?nr to add enrphasis or dra atic elfectiNo
soJ shauld peaple rlrirt to worft i/ .h.y.dn
fossil'lr Llalh.
. \\rc donl use iDvcrsion \ihen se usc n,t
eiLher t d.n't liht Iish atd I dont liir. .u,r-!
cill€r. not --+ii]1€l...l}]:+d#e1+]J,.
. $'e carl find inversion in hteraturc alter
adverbials ot place: Iflto lhe n'om vllfudl.ntan.
Ihey.ould d i wi fh be nS (a b t loos€r l .
t coltd have been a bit hdtter
'd 
e5 fo. bL;ck i'rste'ad ifi were yoir.
ffim Connecting words: contrast (1) @p35
o dltlrc{gi to conuasl l\ro clauses nr ihe sarne sentence: Mo still rnokei,
dltl'o gl sJre ,?nows she siouidtrl. (Mo stiLl smokes contnsLs with Nlo
knowing rhar she shouldn t smoke). Elor thougt' is sinilar in neannlg
to dlrholrgh blrl it is nrore emphatjc:l n.!.r boll.r tu bchny a4 eva
tlorgh I lino , I sho&ld $re can also put dlthorCh and eren t/rorg/r at the
beghdng of senlences: Altho\ghlEld thotsh t ne'et bothd to lo.h mr
.dr l l ino isho&ld.
6 dercds Lo introduce a subodnralc clause xhich ).ou are comparing $ith
Nhlt 
_vou are saling in rhe nanr clause: Th.-! lirll asleep shMs 1\tds
dBd,irlo/ ho ,r. \\t can also put uhercds at the begiDning ofseDteDces:
wner".6 r xds dralcjof houis, thel feli asleep.
s Losdo to conrrrst t$o senlences. we usu:ll)'pu( honc!.r at the
begiDnhg ota scrtence and we pu( a connra (.) after lhc vord
iosev.r:l lil. ..ris Howeve/, iprlef dogs.
a brr to contrasr rwo clarE.s in the srne senLences. ln tbfful \ariuen
language, we do not usually usel) t aL rhe beglnning oL scnlences:
Ffdnl? is v.rJ atJrlfli., brf ,ris lrolhcr isr?. nor @{rH€.
&d +]5++d+As:5x+
W Spelling: one word, two words or hyphenated (dt;ri)
E!€rydal is aD adjective $,hich we use ro describe sonrethDg \nich is
normal an.l not exciting h any way: This jsrt dn eleryday orurrnc.
I1'cry d.rJ is an adverbial. lf soDlethiDg happeis e!er) d-a)! tt h:ppcns
regularlv each da)'r Cdrld\ nothdnraftcs pdsld etery d.ry.
We use euryone Io refer to alL the people iD particular group: trro.1'one
wc use s!?ry on€ to elnphasise drat sonrcthing is true about each of
the tliings or people )ou are talking about: Er€ty on€ ol hisjdcftets is
When we nukc an adj€ctivc trorn a number and unil oi mc:surenrenl
rve hlphenate rhe number xnd ils unit of measurement and rve use the
sjngular forn of dr u1it otmejsureLnent:rh.Jdn.. ds rwo m.tl.s high
-t it ilds d tl,o'detn high/cn.e. $irh ages $'e h)"henate the conrplete
phnse: lire lrorsr wns a h n edrdrs oH. ) It\ ahndrcd-yeawld
we use nnyone to talk aboui people in general, or aboul each person of
a particular kindr Do.s an)orc hnow Pek\ nabile nuntber)
we use anl ons to emphasise that )'ou are rcfe hg to only onc ot
something: Ary on€ ofl?u .an lo this. thtft isn't dry one pttson htr.
lvho oppos.s tft. pr"posdi.
W€ usc aal,r'ay when you are acldng a remark ,vou have just thought of
to sonething you havejusi said llsuall)'the remark makes the preuous
slalemenr seem less important than it did: I .ant ash hin out. AnJvaJ.
i rhirlt lre\ sc.ing rhar /ficntl olla.hie\ naw.
we use dry way. usually in lhe phrase in dn] xdt, to mean in any
respect' or'by any method: ls th.'r .lr} a)' I .dn l.lp?
nt use naJbe lo nidicatc fiat somethiLu is possiblc Marb. \rc sll)uld
olkr ta pi.k th.n up.
We use mqy Io talk about possibility lt s a Diodll a Ls used $ lth fie
inlinirivc lonr ofthe vertr. e.g. nay be Sht nay be corrirg rorigJrl.
(= iltdlb. 5h€\ .oninr.)
Usingvagu€ language
we must iltgit togither s6m! time.
(rh€y couk d6 with b.iins) a bit lo'oser
t was sdrt orinterest ng n pirts
fte stiak was on ihe to'uch side.
Not sounding iegative
$r.r dafler colo!rs surr you oerrer.
Ive s€'€n bitte. perf6rmances.
VllelgY9* ;f-eiil!*. , _
Quite h6nestly, 've setr b6tter perr6rmances.
UnfdrtunateLy, the ne'ak was ..
iiiiiilr News collocations
read Llie tablo s" /
gloss) rnagazines
hold a press conterence*
r€ceive a lot ol colcrage"
4A@p36
sue tor libcl-
hit t|e headtincs
makc rie lionr p.rge
issn. r press releaset
! Lautoia *r t . 'o r ' , \ t ot pofuldr ncs\pap. . \ , , , '
sniatl pages, r'liich has rnanr picturcs an.l shoft sinple
country folk ruftliihabitants vilLagets
*seek pubticity the acri'ity o[nraknrg cenain thal
- o n b o J ' " r ' , r r r l r . r r ; t t r r ' I o n t u 1 i I )
'pr;ss conference a mectnlg at vhich a person or
organization mrkes a public shtemen! and reporrers
-c6verage i 'k^vridj/ the reportirg ota pa icular
lnporllnl evenl or suojecL
*tibeL / larb.l/ a piece ofvrlring or speech $.hich
contairE bad and false things about a person
"priss release a public staremenr givcn ro the press ro
publish it dley wish
ij,,:iri Near synonyms 48 O p4o
': \\]e otten alorL rcpeating the sanr: $ords (particularl,r nou[s
atljcctira. rcrbs and a&erbs) so that $,har $,e sa) or srite
sourds Lcss Epctitive and more inieresting: Th. ltl.fusinrl
R.\olurion bror.{/rt inportdnt (hange to thc entire cau Lry. lhe
]dholc ol BnLdin vds tnd ta dddr.ss fundamaltat q tsLions.
,: Examples otsynonynu from page 39 are:
imprdemstr
d sease
f i',' . Nor all near s) non}ts are interehangcable in all
conlerls. These rft' some rca$ru wi):
al tornality: k/.i aud .lill hav€ tlie sane melning bu1 ,?id is
nore jnjormal lhan .lil, b a fricnd re could sai eirher:
Ill]1f arc lh. .h i/.i,f i/,?irr? However ni more fomal,
$rilren Fnglish, we \yould rot fiDd d1e word i?id: Thdtf d,"
1.1 t i n i i l io , r .h i ld f .n i11r l . t rK.
b) woids that go togethcr (collocatiol) €.9. \\'e can say
,,1 hrg../larg. r&,r )cl. Ho$ever, laigr docs not collocate
vith pr.ti.n: A hrgc/r+fse p,"blcm.
c) grammatical agrc€ment e.g. \Vc can say crth€r I lil. /
.njo] irar.llinS. Ilo$,ever, we also usc ii,?c + nfimrive:
t liht/ejf|' to tr.1r(l
d) connotation e.g. jl s.e clcscribe soneone's pe$oDality as
d.tcmin..lr)bJtinnl., rhey havc dilferenl connolllriorul
J , 1 . . F ; " . t t t o t " r r o , , . n , g . r r , . .
Language Summary 4
-.,r: Future verb forms Preview 4 O p35
$t use the Presen( Snrpk for a fixed clcnr on a
timetable or a calcndar: lk ne\r airport tdx.ones nta
elletL on Monda]
\\re use thc Pr€scnt Con(inuous lor furure arl.ang€menrs:
Wlo's rn?etirg}'or ar alt. ndiir ?
We use be going ro for a persomL plan or ilrenrionr 1,n
going ro . r r f , . JJ;" l r r " . r \ 'p . . . . , . . Lr I . l ig .
\\l: use be goirg to for a pn:dictim rhar is based on
|rese.I eridencc:lrok dr rhc lin.. Wcte goir€ ro bc ldrf.
', Wh Ne iil tor a prc.iictidr based on opid)n rarher rhan
evidencei I tljnlt ihcv'll lrar. dn cd?ry clr.tion.
' W€ use the Fuaure Continuous for sonerhulg rhat \lill be
in progress at a cemin time in the future: Tfris tinf trcrt
weh v.'ll be h.ti g talhs ilitfi the Pfjnf }lrnrsr.r
Wr usc tlie lruture Conrinuous for sonrelhing rhar{i]l
happen in the normal course o[ erenrs nor becanse you
planrled it: I'll De pdrsirg tht post olJi... so I .an pon that
\!t use the Fntur€ Perfect lor somcdinlg rhal $ ill be
co)npleLcd brtorc a ce{ain riine in rlic future: Bl, tl. cn.] ol
thc J'.dr .!e'll ha\e bfiIt 10,000 nri! hon.s
'j 
. $,e also use fie Pr6€nr Simple !i clauses begin1tiltg
wi th r ] , rd r j r " . , b . /or" . .1s soon ds, . t i . f , I r t i l and xh.n:
As soon as hc .lrrives, l ll r.ll)or.
::,r.r''l.] Phrases referring to the future 4A @p37
,', New3paperiournalists ofLeD use phrases sucli as llc rolsr:r
' " , 1 , . ' ' r , n , r i l . ' ' , 3 4 r ' , . . ^ r . u . , , . I n
h€a.UiDes: Sho.hing cnrir?nn.ntal dard sel td b. r.l.ascd.
To nake a headli.e inlo a seDtnce we mighr need to add
other worts such as articlcs or nrssnrg auxiliary !r,b, c s. ,c
Nfn dirprrr'.grecn tal d&t to bt intoau(d ) Antv
dirporL 'Et.en' t.L\ is du. L,r bt introtle..a
Drjrirg dg. s.t t. rire ) Th" drilnr.g agc is srt to risc
salc ol l,lrggt,s d.vi.c' al,auL k) ga Lhnut:h roal ) The sab
ojllrggi,rg df!i..s ir ci,out ta go thturyh the rool.
\?x TV ross on rh. v.r8e d .lfrng r"(litJ TV shows ) A,{rr'e
nelr T-V'l,dss is on tft. lcrgc ojd.lnu /.dlrt.| Iyslo s.
Dry cl lnet\ to lae klsuir o!.f pdil o/ hols.rs -)
Adt ' c l&ners is tafu. .a lausLr i t o lcr a pdi r ot r ro! ls . r1. .
\\'e use (be) d!. io / sc. r.) / dho!.t rc / ot1 Ltu \erye of (+ing)
or arlivdr. to ro talk about sonrelhing rhar is redv lo
happen, probably h the near lulure.
Wc use (,r.) lihlrh 10. nliirdb to. s&r" lo,.crtnin to. hound
io io sav hor' .ertain we are thar somedring will luppen.
we use a lerb+ing (or nouD) after on rhc r.rgc of sJr.l otr
the vtze oJ l."ri'la hu job .
\Ve use an niiDirile a{icr (be) du. to / set to / .tbotL tu |
lilleb La / s!ft tu / unl|iery k) / tcrttli,t ta / haund to / is to.
Language Summary 4
. dr. lo is olten used {hen se stare r prrticular Ii.re.
Brikiirg rrorh is !i&c to stdr. in ,\'1.1,1i.
. \\t somelimes use nol rlrrrl lo whcn we nrean nol $nlling to'l
t'm not nbout ta drcp t\o rlirilg lrsr lo So d".i pi.k h.r 'pJro'r
. $k can sa,r,n rhc pornl4,rinl ol + lerb+ins (or noun) to reler Lo
rlings in thc near future. O[ rhc rrnl] "/usuallv reters 1o
sonrething that is brd. e{cirnrg or leD inponant xtld is usual\'
uscd nr forDal English. ^ largc bd,[ is on tir ]ri Ji d/.olldpsc.
. \\r caDr rrter to specific tine atter on lirf 'cryc o/oil lhc br tlh
of tl.i o,r rJrc 1.rgc o/on ii.1,,t [ ,/ ,"sigrling r+€]F]+€e*.
, . Futu]e in the past 48 @ pal
Comparc lhesc $ro sentcnc€s:
t\? Ji.l,rl hnoL! our tri.as r.ru go,rg lo b. sr.ft5sri.
IV. bcl.r. our ri.as .rr. soirg ro bc src.css/ul
In rhe llrst sentencc wc kno$, ltre ft:sull (our ideas were
successlul). lrl the sccond senrence Ne are predicting thc rcsuh
(our iclcas are goirlg to be successtul)
l-ook er the diagraLn. In rhc llrst sentence we arc Lrlking aboLrl
rle future secn lrom a ponrt in t]re past. ]n thc secord sentence
se are talking dbour dre hiure seen IroD noN
'tb trlk aboul ihe futurc sc€n from thc past. lvc use lhe past
tcnses of lhe verb fonns Ne soLrld usually Lrse io talk about the
future. Conrpare rhesc scntcnces:
Ihe fut!rc seen from the past
was/were gainq to + infinitive
... out ideas were going to
, be su<esfut..
... these yaung fanswoutdga an
tospend...
was / werc sDppased ta + i.firitile
... Stat Trek was jun