Roy Norris ol ae lta 0 MOA dae!23 Roy Norris Writing section by Amanda Jeffries Straightforward Advaiiced Student’s Book MACMILLANContents si a 1A Afresh ster p6 1B First éay ps 1€ Growing up p10 1D The quarterife crisis paz 2A Memory ps6 28 Memory man p18 2€ Bicycle history p20 2D Memory stores pa2 3A Consumer society p26 3B Rubbish! pas 3C Competitive eating p30 3D A cautionary tale p32 4A Voicing complaints p36 4B Voice complaints p38 4C Inthelimetight p4o 4D Speecht pqz 5A Entrepreneurs py6 5B Anew business pa 5c Womer's work? p50 5 Sexual discrimination p52 6A Body care sé 6B Medical care p58 6C Childcare péo 6D Babysitting p62 ‘Simple & continuous verb forms Reference & substitution Gerunds & infntives ‘Comparisons ‘Adding emphasis with auxilary verbs Cleft sentonces Reported speech Modals : must, might, may, could Relative clauses Intensifying adverbs Hypothetical past situations Passives x Passives 2 Poerienn cas feat Change Approximation Age Noun suffixes Memary & memories Playing cards ‘Chunking Collocations and expressions vith way ‘Money Rubbish Fronting Excess Adjective affixes Ways of speaking Voice Voiced & unvoiced soun Emotional reactions Setting up in business Question tags Gender Nouns from phrasal verbs Body colocations Coliocations and expressions with care Babies & babysitting Intrusive soundserie Sescuy ot Writing ‘Student's Book nd TAR Three aticies onchange Devising a qui about South Arica Anautobiography = Writing an 1B L_ Racloprogramme about staring ata Discussing the ist day at school p26 autobiography: new school time expressions, Sanne cecil = = ‘escribing your foi, (ACR Growing upon television Talking about diferent ages Gian DL Theauanerite crisis Roleplay lif changes ‘i ti Did you know? Help the Aged ae ee See a / 2A R Three articles on improving memory Discussing ways to improve memory Wines beside: 7 : phrases in apposition, 28 L_Intewiew with Dominic O°rien Performing and discussing a memory technique Face 2c R Thekise ofthe Bicycle Ranking and discussing methods of transport time phrases, writing a biography of famous 2D | L_ Conversation about museums Roleplay: presenting and discussing proposals e fora new national museum Did you know? Statues 3A__R_ | didn'tust say: ive me the dough __ Talking about attuées to spending money Anartele Witing a website ate 38 L_ Radio programme about a recycling ‘Compering and contrasting photos showing p28 hari arb i iniatve rubbish describing cause 8 : Did you know? PlasTax effect or 3e Roleplay: Sonya Thomas interview 3D L_ Radio programme about the island Discussing island life of Nauru 4a__R_ Three biogs i _ Describing and discussing complaint situations Wide bor Drak finns pans wan retain se tot ee eS Ac R And the winner's... Ranking performance activities ‘Consequences in the: / Bars 4D L_ Howtowrite speeches | Making a speech ‘about an embarrassing - ie fa ne epee Stet inate Union Address |R IngrarKampro:teaterofthe ftpack Taking about ntermatonay known ‘Aworkemal Wg woke 3 Snaps ae mal and informal t 3 : sie making “LIne wth Pay ade Naking 2 rodut pitch investors eae ae RA woman’s work is never done Roleplay: deciding on a housework rota requests: “Lv people tlc about the ex | bid you know? Worenin ine Angcan dey : Discrimination Act GAR There's more than one ayo stoy Ranking leisure activities | iting an enato a : | fend: in nie = invitations & __L_Thehistor ofheatzare products _ Discussing heath problems a responses, wrtingan —6¢ | -R Notasha's Story Talking about intermational adoptions ‘email of invitation toa 3 | socal event 6D L_imerview about a babysiting agency __Choasing the best alternatives in babysitng © situations i id you know? Attu to chilren in UKPaercon Re fier 7A Behaving badly p66 Elipsis 78 Rudeness pée Good & bad behaviour Elipsis in conversat 7€ Whodunnit? p70 Particle clauses 7D Crime reports pr2 Legal matters BA It takesall sorts p76 Noun phrases 88 Binh order p78 Character tits Changing word ste 8C_ Aclose bond ps0 ‘ititude adverbials Relatonshins i 8D singles ps2 Discourse markers Adverbs with two forms 9A Aplacecalled home p86 Modals 2: wl, would, shll 98 Squatters pes Describing homes 9¢_ Aplace in the sun p90 Inversion 90 Experimental travel p92 Adjectives formed with particles Vague language 110A Turing out well p96 Success 108 What is success? pos Futures Thvee-pat phrasal verbs Contrasive stress 10€ Going wrong? pi00 Television Modals 3: must nee, should Not turing out wel 1A Asight for sore eyes pos Descriptive verbs ‘Stress pattems and 118 Affordable art pio8 Determines, pronouns & quantifiers Prepostional phrases Sounds 11D The New Music Award pii2 Hypothetical present future Dislocation situations 2A scence fact ps6 Plurals & number 128 Wearable technology p18 Compound adjectives (technology) 12€ spor technology p20 Verb affixes Intonation (eeings) 12D The end? p22 Grammar revision Vocabulary revision Writing p26 Communication activites pi38 Tapescripts pis6 Unit reviews pisree wees peu Wan Eros Workbook Ro Anew broom Talking about misbehaviour at school narrative Wing a narrative: usingnarative a L Conversation about rudeness Discussing good and bad behaviour pase tees Wenine cients & Selecting pastes fora national campsign L amt Ein describing emotion Te _R_ Amissing person Ranking and comparing books TDL Ratio news repos Discussing aw breaking ; id you know? Canadian Mounties Sr Ro MrHltch & Robert and Lisle Describing people's personality and appearance Witinga description: i cauamoasmriane nse a WSs aa ea eee aes id you know? Famous American sings Eescripton of is OR End ofafiendshin Discussing relationships | 8 _L. Sipeope tak about beng sine Discussing compat 9A Thecky oftomorow. ‘Submitting and presenting a plan foranewtown Aletterofcomplaint Writing aletter of adio programme about squatting cl jewing a proper compete 98 — L__ Radio programme about squatting Roleplay: viewing a property p13 Seek npae eae id you know? listed buildings oF problems, articles 9c RR Ahappy marriage Selecting holiday activities L._ Conversation about experimental travel Ranking travel options 310A R Made Discussing endurance aces Weng a leterof ie cacwee eee cons, } 10C | Rte wrong Guy Talking about problematcstuatins plain wy you ae Disyouknow? SoC et wget | 10D | L Asiabing incident Ordering and describing a pit sor 1A RI wandered lonely as 0 cloud Romanticism Weiting an essay | Did you know? Romanticism expressing a viewpoint, arguing against a 118 Lk interview wth wit Ramsay Selecting artworks for buildings viewpoint 11¢ —R_ The quietest place on earth Describing the thoughts of people in photos 11D LL Fivepeople talk about the New Music Presenting a music device 12a L__ Twelve scientic explanations iscussing science questions id you know? Science in schools 128 RK Wearable electronics Submitting and presenting a projec for a competition 12c_—L_Racio discussion about technology Debating technology in the home oe inspot “ / io Ranking and selecting photos id you know? Revision quizthings to see and do sports climate _ languages WHAT BETTER WAY to satisfy the yearning for beauty and travel than fly to the opposite end of the planet for plastic surgery, followed by recuperation in the privacy of a South African game park? Three vyears after setting up her company, Surgeon and Safari, Lorraine Melville is taking clients from all over ‘the world, notably Britain, ‘The appeals are obvious, Britons who spend £200 million on cosmetic surgery each year have woken ‘up to the fact that operations in Johannesburg or Cape Town can be a third of the price at home. A full face-lift, fourteen nights at Johannesburg's swanky Westcliff hotel and a chauffeur comes to less ‘than £6,000. Potential clients are sent a medical questionnaire and interviewed about their motivation. Those who expect the operation to transform their lives, find a ‘partner, become happy, are advised it will not. From ‘the airport they are shuttled to their hotel and often operated on the next day, giving a week or two for bruises to fade before returning home to a (hoped. for) shower of compliments on how well they look after their holiday. announced her decision to go. The atulations had lack: the siniles were fore ons had = question the wisdom of what she was doing, she had been determined not to show it. it was too late now = the house had been sold ey divided up with her ex-husband, the leaving ary eld andthe promis made keep i ‘South Africa was such along: ale she had no roots there, no friends, no contacts, Would she be safe on her own? But Angie needed to break with the past, with the painful memories of a failed marriage and start a new life abroad. Europe was ruled out ~ she spoke no languages ~ and America was too expensive. ast had it all: the weather, t od. And the ; style, the rere plenty of Brits to make her feel at| | ‘Match the highlighted verbs in the texts to the definitions a agree greet enthusiastically share out start have a widespread effect _h not consider as a possibility cost in total i take (regularly, from one put on place to another) Work in pairs. Discuss the following questions. How popular is cosmetic surgery in your country What are the main reasons for having it? Would you ever consider living abroad? Why or why not? What major changes have taken place recently in your juntry? Have these changes been for the better or for the worse? In South Africa the public mood had shifted from the euphoria of the postapartheid liberation, when the world in the early 1990s marvelled at the South Afticans’ ability to bury the past and to hail a common future, to more wonying concems of unemployment and violence. The threats to the new South African state no longer came from the white ar right, but in the transition from the tight controls of apartheid, Violent crime was on the rise - not only rot and carhijacking but outright murders. President Nelson Mandela continued to stand as the embodiment of hope for the future and a moral authority recognized by virtually everyone in the country, In June 1995, in one of the remarkable images of our time, he donned the green and gold jersey of the Springboks, the mainly white rugby team that had symbolized diehard Afrikaner nationalism, thus sending a message that reverberated around the world: South Africa would continue the miracle of transformation from apartheid to a democratic and egalitarian society Afresh start | 14 VOCABULARY & SPEAKING: change 1 Work in pairs. Discuss the questions. * Which of these do you know how to change? anappy + atyre - a lightbulb + a plug * Which of these would you like to change? your name + your image * your lifestyle * What changes, if any, would you make 10 the following? Why? your home + your school or workplace your town or local ar 2 Complete the sentences with the correct form of a verb in the box. adapt alter convert shift switch transfer transform vary 1 Ihave no idea what the current rate is for my country’s currency into sterling, 2 Tneed to____ my diet more - I always eat the same things. 3 Toften channel-hop when I watch TV, __ between channels to see what's on, I don’t __ easily to new situations. 5 Iget my mother to ___ my elothes if they don’t fit properly The internet has radically ___ my life. 7. [cannot understand why such vast sums of money are involved when a football player __ from one club to another. 8 I think the focus of language lessons should ___ away from grammar and towards more vocabulary learning Work in pais. Discuss the sentences in exercise 2. How true are they for you?1B | First day SPEAKING Work in small groups. Talk about how you might feel and what your main concerns would be on your first day in each of the situations. as a pupil starting at a secondary school as a new teacher at a secondary school in a new house on holiday in a foreign city ona diet Discuss the following questions. How did you feel on your first day in this class? Why? LISTENING 1. You are going to listen to part of a radio interview about starting at anew school. Before you complete the sentences in exercise 2, try to predict the type of information which will be required in each gap. 1 possibly an adjective or maybe the person's profession © 11 Listen and complete the sentences. Jackie Haylett used to be She says the move to secondary school marks the beginning of the end of At secondary school, children have as many as. teachers Iris important for parents to and their child at the end of each day. However, parents should try not to Parents can help reduce a child’s anxiety by establishing a Two checklists should be written if parents are or Parents should encourage their children to as possible. qpnnonnann? | ponnae SPEECH FEATURE: approximation In conversation we tend to use approximating expressions rather than speak in precise terms. 1. Use the words in the box to complete the approximating, expressions from the recording. about up so something anything 1 I's coming ____ ta half past eleven 2. For the previous year or ___ they've been the oldest and biggest in the school. 3° There are up to a dozen of ther. 4 ____ eight thirtyish is a good time for an eleven-year-old. 5 Later this month ___ like 60,000 schoo! leavers will be starting their first year at a university. Here are some more approximating expressions: It cost me three pound fifty something. Tt took around two weeks or something like that. There were just under / over /roughily / very nearly / upwards of / somewhere in the region of / some two thousand people there Tue been here for wenty odd years. 2. Express the following using two different approximating expressions for each. 53 people: just over $0 people, 50 or so people 5 hours 11 minutes 233 kilometres 7,241 light years aw: 1 19 days 2 5.56pm B 221.24‘Work in pairs. Tell each other about yourselves using approximating expressions for numbers, ages, lengths of time, money and 0 on. You could talk about the items in the box. studies work English family interests hopes & ambitions other T've been working as an accountant for something like five years now. There are some 40 or so people working in the company, but there are only about five of us in my department. Grammar: simple & continuous verb forms 1 Name the tenses in bold in the following sentences from the recording. 1 When I was bringing up my own children, we moved house two or three times. 2. [think the least we can do is encourage our children to make friends. 3. Some parents are probably wondering what they can do 4 Schools have opened their doors once again. 5 Weve just been talking about children’s very frst day at school. © can’t guarantee it will work in all cases. 7 Later this month ... 60.000 school leavers will be starting their first year at a urtiversity. 2. Explain why the simple or continuous form is used in each of the sentences in exercise 1. Use the language in the box. an action in progress at a particular time a single action an activity that has recently stopped a state 3 Choose the correct alternative to complete the texts. In some cases both alternatives may be possible. 1 As you know / are knowing, | have / ‘m having a party on Saturday to celebrate my 21$* birthday. I've hired / been hhiring a hall and my brother’s rock group has agreed / been agreeing to play. Do you think you "ll come / ‘ll be coming? 2. My son Mark és / is being so uncooperative at the moment. We aren't / aren't being sure if it's just because he grows/ és growing up and he wants / is wanting to test us or whether perhaps he feels / is feeling jealous of his baby sister. 3. My sister Annie lives / is living abroad and yesterday morning she was taken / was being taken to hospital It appears / ts appearing she fell / was falling and broke] was breaking her wrist while she kad /was having a shower. I've phoned / been phoning the hospital all morning but they don’t answer /aren’t answering. I think/ ‘am thinking I've phoned / been phoning about seven or eight times. Firstday | 18 4 Note down one example for each of the following, then compare and discuss each one with your partner. problem in your country or local area which is getting worse something you have recently started or stopped doing something you have been doing for a long time the place you went to on your most recent holiday what you were doing this time last Sunday what you will or might be doing this time next Sunday Continuous forms can be used to: ‘© describe actions in progress at a specific time Which is either stated or understood, He was cooking his dinner when I phoned. © talk about an activity that has recently stopped. It looks as though it’s been raining here. ‘* emphasize repetition, duration or the temporary nature of an event. Ive been trying to speak to him for weeks. ‘She's only working there this month. © talk and ask about arrangements or plans. T'm playing tennis with Paul tomorrow. Will you be going into town later? ‘© describe change and development. The weather’s changing ~ it’s getting cold again, Simple forms can be used to ‘describe single or habitual actions, or repeated actions with a stated frequency or number. often went to France as a child. You've told me that three times today! © describe states. T think | know what she wants for Christmas. Some state verbs can be used in the continuous form, but with a change in meaning. The situation appears to be improving. (= seems) Janet Burns és currentty appearing in The Seagull at the Connaught Theatre. (= is performing) Some others can be used in either simple or continuous form with no change in meaning, Tfeel/'m feeting terrible, My back really aches/is really aching. ‘The continuous form of the verb to be can be used to describe temporary behaviour. You're being very naughty! © See Lancuace REFERENCE PAGE 141c | Growing up VOCABULARY & SPEAKING: age 1 Arrange the following in chronological order. atwentysomething a senior atoddier apreteen a newborn 30-year-old a teenager a middle-aged man/woman n 2. Approximately how old are the following people? She recently came of age. He's just turned 30. She's on the wrong side of 40. He's having a midlife crisis. She's coming up to retirement. He's getting on for 70. w Using the words and expressions from exercises ‘and 2, say how old you think the people in the photos A-E are 4 Work in pairs. Take turns to talk about the ages represented in the photos A-E. Do not mention the ages: your partner will try to guess them. For each one you could talk about: ‘+ the advantages and disadvantages of being this, age. + the main concerns of people at this age. * what people normally hope to achieve by this age. READING 1. Read the title of the text and the introduction. What areas of a person’s life might be covered in a series such as this? 2. Read the whole text. Which of the areas you discussed in exercise 1 are mentioned? 3 Read the text again and choose the correct alternative to complete the sentences. 1 The writer suggests that the participants’ experiences, have influenced their decisions / low they feel about their lives / viewers’ opinions of them. 2. The writer says that Neil’s past is reflected in his face / work is poorly paid / physical health is better now. 10| (3 Growing u on televisio In 1964 Granada Television made a doctamentary enti 7-Up, featuring fourteen seven-year-olds rom startingly different backgrounds, sharing their thoughts, descritis Jedlings and revealing their hopes and dreams for the fu ‘Since the the programme makers have charted the lives ‘these individuals, broadcasting updates on their progress seven years. David Taylor watched the latest instalment, swith the participants now tell into middle age. ‘What strikes one about the 7-Uppers who still a the programme is that most, if not all of them, seem at hhave found happiness, The university professor, the te the librarian, the barrister, the builder and the taxi dri have all had their ups and downs, vet in spite, or perha because of this, they appear more content with their i ever before, able to reflect on their experiences and aporeciate what they have achieved. For some, the p has taken a long time: ‘Now is the first time that I happy in my own skin, admits a calm and composed’ ‘who at 21 was visibly illatease in front of the cameras, Andrew has the impression that his life is not as successfull as it could have been / has been very uneventful / was carefully planned for him. The writer says that Tony's background highlights the unfairness of the class system / has been no obstacle to success / was severely deprived Tony is a lawyer / jockey / taxi driver. We learn that some of the participants are American / less than enthusiastic about appearing in the series / unlikely to contribute to future programmes. Work in pairs. Discuss the questions. eee oe eat Would you be interested in appearing in a documentary tevin Uhe 7Upt Why or why nt?5 6 50 ss © 7 ven Neil, who at 28 feared for his sanity, agrees that hhe now has ‘a stronger sense of purpose. Of all those appearing in the series, Neil surely underwent the most dramatic changes, and his story represents all that is ‘unpredictable in life. The angelic features of the seven-vear- old who was going to be an astronaut and if nat, a coach driver, are now rough and weathered, bearing testimony to the time he spent on the road, homeless and wandering ‘round the west coast of Scotiand, He is still without a full-time job but his political work as a member of a local district council keeps him occupied and enables him to supplement the income he receives from state benefits. Whilst for some participants, things did not turn out quite as they would have hoped, for others life held fewer surprises, Tt was as if my life was mapped out for me, says Andrew, who at seven years old already knew the schools he would attend, the university he would study at and the profession he would follow — that of a lawyer. Andrew ‘came from a privileged background, and although he acknowledges that the world for younger people nowadays is much more competitive and less predictable than before, his children will undoubtedly benefit from the private education his earnings have enabled him to provide for them. And then there's Tony, the working-class lad from the East End of London. One of the programme's original aims was to expose Britain's rigid class system, but Tony is evidence that humble beginnings need not prevent one from getting on in life. His route to financial wellbeing was ‘not the academic one that Andrew followed, but like the lawyer, he was always clear about what he wanted to do: he left school a fifteen, trained to be a jockey, and knew that if that didn’t work out, he would drive a London cab which he does to this day. And like Andrew, he and his wife have bought a second home: not a converted barn in the English countryside, but a house in Spain, where he hopes to set up a sports bar in the near future, ‘The success of the 7-Lip series in America shows that the programme is perhaps more about universal truths than local class concerns, dealing with issues that all classes have to deal with such as work, relationships and families For a number of the participants, however, itis an intrusion into their privacy. They are uncomfortable about having their lives held up to such close scrutiny, and the producer Michael Apted has to work hard every seven years to persuade them to come back on the programme. And most do: of the original fourteen 7-Uppers, twelve chose to appear in this latest instalment. One can only hope that they will come back for the next one, as their contributions provide a fascinating record of the human condition, ‘t's like Big Brother’ says John, the barrister. Tt is actually real life TV with the added bonus that you can see people grow old, lose their hair, get fat.’ Growing up | 1¢ GRAMMAR: reference & substitution 1 What do the highlighted words in the text refer to? then = 1964 2 Complete the sentences with the words in the box. that those there so not nor fone ones do does did Sure. I'l pick you up at the same time as I id last week. . but I think a 1. Yes, we have got some striped plain ___would suit you better. I didn't enjoy it and id Lara Tknow. ___'s why she resigned Inever watch it but my wile. Of course 1__. We go ___ on holiday every Yes, go on. If ___, she might start to worry. Leertainly hope I don’t know what I'll do if he says ‘no’. 8 Yes, and the sports facilities are better than _ of the other schools in the area 3. Write the preceding line of dialogue for each sentence in exercise 2. A: Can you give me a lift tomorrow? B: Sure. I'l pick you up at the same time as I did last week. 4 Workin pairs. Take turns to read out in random order the sentences you have written in exercise 3. Reply to your partner's sentences using the appropriate responses from exercise 2. Use this, that, these, those before nouns or on their own (0 refer back to previously stated ideas. .. and told them she was pregnant. They were delighted at this news and in the 1890s. In those days there were no fridges ... He had failed the exam. This came as no surprise Use the following to substitute and avoid repetition of previously used words and clauses: then, there, ‘one(s), 50, not, neither, nor, do, does, did. ‘Tm not sleeping as wel as I did on holiday.’ (= slept) ‘Is it raining?’ ‘think so,” (= itis raining) Idon't eat meat and neither does Elisa. (= Blisa doesn’t eat meat either) © See Lancuace REFERENCE PAGE 141p | The quarterlife crisis LISTENING 1. Workin pairs. Compare the two photos in A, B and C. Describe the decisions we have to make and responsibilities we have to assume when we make the change from childhood to adulthood. 2. Read the following extract from a magazine article and discuss the questions below. We've all heard ofthe midlife crisis ~ those feelings of worry, doubt or dissatisfaction that some people experience when they reach middle age and reflect on what they have, or have not, achieved in their lives. But for some time now, people have also been talking about the quarterlife crisis, which affects — many young people between the ages of > eighteen and 35. What do you think the quarterlife crisis consists of? What feelings might young people experience and why? Check your ideas on page 138. 3 & 1.2-2.6 Listen to five people talking about the quarterlife crisis and decide whether the ‘speakers 1-5 would (v) or would not (x) agree that twentysomethings have good reason to complain about their situation. 4 © 1.2-4.6 Listen again and match one of the statements a-h to the speakers 1-5. Three of the statements are not required. Ishare my problems online with people in a similar situation Many twentysomethings are envious of their friends. Young people are too demanding. My expectations have not been met The problems are not specific to twentysomethings. Life used to be more straightforward. ‘Teenagers have an easier life than twentysomethings. Having a range of options makes life interesting, 22 5. Work in pairs. Discuss the questions. * Do you sympathize with those who claim to be suifering a Quarterlife crisis? Why or why not? + In what ways is life easier or more difficult for young people now compared to previous generations? * Do you prefer to have your life ‘all mapped out" or does uncertainty ‘add a bit of spice to life” Give reasons VOCABULARY: noun suffixes 1a. From which adjectives are the following nouns from the recording formed? stability - stable 1 insecurity 3 reality uncertainty 2 responsibility 4 maturity 'b From which verbs are these nouns from the recording formed? decisions dissatisfaction expectations realization2a Use these suffixes to form nouns from the following groups of verbs. cence -ment al -ure 1 bury deny survive 2 disappoint achieve involve 3 fall depart proceed 4 exist occur obey b Use these suffixes to form nouns from the following groups of adjectives. cence -ness cy “ity 1 sincere flexible generous 2 sad tired serious 3 pregnant fluent accurate 4 absent patient intelligent 3a Complete the text with the correct noun form of the words in brackets. ‘Llook back on my _childhood _ (child) with great (1) ___ (fond). Thad more (2) (free) to do what 1 wanted then, and in my childish (3) _____ (innocent) 1 had fewer (4) (inhibit) and more self-(5)___ (confident). Although age supposedly brings with it greater (6) ___ (wise), there's a lot of (7) (true) in the maxim, (8) * (ignorant) is bliss’. I had no cares in the world and used to do everything with such (9)__ (enthuse); now the only thing I look forward to is my (10) _ (retire). b Do you share the feelings of the speaker in a? SPEAKING 1 Read the five paragraphs on page 139. Have you ever been in any similar situations yourself? 2 Workin pairs, A and B. Each of you should choose a different situation on page 139 and make a list of all the ways in which you might benefit from such a move, 3 Now consider your partner's situation and think about why this move would not be a good one. ‘Make a list of the disadvantages and problems it might bring, both to your partner and any other people mentioned, and think of alternative solutions. The quarterlife crisis | 10 Roleplay 4 Roleplay the following conversation, using your notes from exercises 2 and 3, ‘A: Explain why you want to go ahead with your decision 8: Try to dissuade your partner from going ahead with his/her decision Now change roles and have the second conversation. 5 What do you think would really be the best course of action in each case? 6 Work in pairs. Discuss the following. * What is the biggest decision you have made in your life so far? * What difficulties did you face? * What were the consequences? Dip you know? 1. Work in pairs. Read the information and discuss the questions. _ representing the interests of older people in the UK. It aims t ensure that they are valued by society, become integrated and feel fulfilled, and concentrates its efforts on combating poverty ‘and neglect, reducing isolation, defeating ageism and promoting | quality in the care of older people. ___The charity offers help and advice on a number of issues ‘including health, home safety, money and care, much of which is available on its website www.helptheaged.org.uk It also regularly runs campaigns aimed, for example, at fighting age __ discrimination, stopping psychological and physical abuse, ‘or organizing donations to prevent deaths from cold-related illnesses in win = eae In addition, Help the Aged works overseas and in partnership with the charty HelpAge International. Around one-quarter of is expenditure goes towards improving the lives of disadvantaged colder people in the developing world. * Are there any similar charities in your country? * To what extent are older people valued, respected and integrated into society? * How, if at all, has the situation changed in recent years? [131 GRAMMAR Simple & continuous verb forms 1 Continuous forms are used to © talk about actions which were, are or will be in Progress at a specific time, which is either stated or understood. When I last met him, he was still ooking for a job, Tm having a really hard time at work at the moment. Don't call me at 1.30. PU be having my lunch then. © talk about an activity that has recently stopped, We've just been playing tennis. ‘¢ suggest that a situation or action is temporary or ‘incomplete, My flat’s being decorated so I'm staying at my mum’. ve been writing my thesis ~ Ive almost finished. ‘+ emphasize duration, using for or since. She'd been waiting for him for over an hour ve been sitting here since three ovclock. ‘© refer to repeated actions. Always, forever, continually are used with present and past continuous to show that the speaker finds the repetition annoying or {ve been taking that herbal remedy you recommended. You're forever forgetting your keys! She was always climbing trees as a child. ‘© describe change and development. Simon's growing up ~ he’s getting taller and caller, ‘+ talk about future arrangements. I'm meeting Sally at three tomorrow. 2. Simple forms are used to describe: ‘single completed actions. I've written my thesis. | submitted it yesterday. ‘© habitual actions. T often went fishing as a boy but I rarely go now. * repeated actions where the frequency or number is stated. I phoned the bank twice yesterday, and I've made another three calls taday. ‘© timetabled or scheduled events in the future, ‘My train leaves at six thirty tomorrow morning. ‘= states, State verbs include appear, believe, know, like, own, prefer, remember, seem, understand, want. Tunderstand why you like it, but I don’t want one. Some state verbs can be used in the continuous form, bbut with a change in meaning, eg appear, expect, ft, hhave, see, smell, think. Tim seeing Alan on Friday. (see=meet) Sorry, I don't see what you mean. (see =understand) ‘The continuous form of the state verb be can be used t0 describe temporary behaviour. You're not being very helpful. In fact, I think you're being very rude. ‘When describing feelings, the verbs feel, hurt and ache can be used in the simple or continuous form with no difference in meaning. Tfeel/'m feeling tired and my neck hurts/’s hurting. However, with some time adverbials the simple form must be used: 1 feel tired all the time. ‘My neck hurts when I turn my head. Reference this, that, these and those can be used as determiners before nouns to refer back to previously mentioned people, things, oF ideas. but he would have the opportunity to travel. It was for this reason that he accepted the job. fish, reptiles and amphibians. These creatures are all cold-blooded, unlike birds and mammals, which .. They can also be used on their own as pronouns. this is more common than that in writing «= 0 they decided to hold another meeting. This took piace the following February anc “No, you can’t have any sweets.’ ‘Oh, that’s not fair!” ‘The pronouns that and those often occur in sentences which include a comparison. ls sense of hearing is far more acute than that of most other birds. The most successful students tend 10 be those who keep good vocabulary records. Notice in these two examples how that and these avoid repetition of the nouns to which they refer (sense of hearing and students). The same is true of other pronouns, The woman was clearly angry with her son. She told hhim to apologize immediately for his rudeness. Substitution Like pronouns, a number of other words can be used to substitute and avoid repetition of previously used words and clauses. Auxiliary verbs do, does, did in place of a verb. Susie didn’t come to the show but her husband did. © so/neither/nor + auxiliary verb + subject. ‘She doesn't like it and neither/nor do I. His firm’s had a good year and so has ours. * so/notin place of a that clause “Is John going tonight?" ‘I don’t think so. I hope not.’ (= I don’t chink that John is going tonight. Thope that John isn’t going tonight.)‘© if so/notin place of a conditional clause. Are you unemployed? If so, we've ‘got work for you. If not, would you like to earn some extra cash? ‘© one/ones for countable nouns. ‘How many sweets have you got “Four ~ two blue ones, a green one and the one that's in my mouth.’ + thenythere fora time or place "How do you know he was at the disco last night?" ‘Because I saw him there then.” Worb List ~ Change change a nappy _/,{feind3 2 'nxpi/ change a light bulb /,tfeind3 2 ‘latt,balb/ change a plug /tfeinds, op change a tyre. /feind3 9 tara(e)/ Spey Sent alter vy "* Soxltatn/ convert p ** shift (away) from/towards » Jkan'var(t)t/ /futt (o'er) fram/ta‘wor(r)d2/ switeh v "°° /swatf/ wansierv***/'urensfr()/ transiorm v** —_/treens'far(¢)m/ vary y *** /'veati/ Age come of age /,kam av ‘eids/ come upto» —/,kam ap ta retirement rr'tata(r)mant/ get on for /iget ‘on fa(e)/ (+ age) v midlife crisis nC /,midlaif ‘kraisis/ newboran C —_/'njus,bo:(r)n/ fon the wrong side /on d2 ‘roo of (+ age) said av/ preteen C —_/'printizn/ senior citizen-n C /si:nia(t) "sittZ(2)n/ toddierne* —/'todla(e)/ turn (+ age) v—/t3:(e)n/ twenty. / owenti'sam010/ something m C Noun suffixes accurate adj ** —_/‘sekjurat/ accuracy nU** —/'eekjurasi/ bury » ** /beris burial n ¢ * V'berial/ certain adj*** ——_/'saz()t(o)n/ certainty n U** —/'sar(x)t(a}nti/ child nC“ /fauld/ childhood nu ** —/*tfaild hud consult v ** Pkon'salt/ consultant n C** — /kan'saltant/ decide v *** /at'said/ decision nC *** —/dr'sig(e}n/ employ v*** ‘fim plot/ employee nC *** — /am’ploii sempioi enthuse » /in'ju:z/ enthusiasm n U** /an'9juzzi,gezom/ expect v *** /ik'spekt/ expectation mt C*** /,ekspek'teif(e)n/ history nU"** historian nC ** /'hust(a)ti/ fhu'sto:rian/ ignore v °° /g'notte)/ ignorance n U /"ignarans/ inhibit v * /in'habrt/ inhibition n C* /anhi'bif(a)n/ invest vp *** ‘/in'vest/ investment n C*** /in'ves(t}mont/ novel nC *** /'nv(a)l/ novelist mC* ——'novalist/ obey v ** atbei/ obedience x U —/a'bitdions/ occur y "=" iakksi(0/ occurrence C** — /a'karans/ proceed v *** /pra'sisd/ procedure n ¢ *** research n U *** researcher nC spectate v /spek'test/ spectator nC* —_/spek'terta(t)/ stable adj ** /'steib(a)l/ stability n U** ——/sta’blati/ tired adj *** Piars(ed/ tiredness nU —_/'tata(r}dnas/ true adj *** ‘teu tmuthnu* ——ftru:d/ ‘wise adj ** ‘waiz/ wisdom nu ** —'wiedem/ Other words & phrases adda bit of spice /,wd a bit av to life pais ta laif/ ageism n U /erd3iz(a)m/ alleviate v /e'lisviert/ angelic adj /en'd3elik/ barnnc** /bax(r)n/ bear testimony to /,bea(r) ‘restimani tu,t0/ bruise n Poru:z/ cocooned adj ——_/ka!kuund/ came tov [kam ,t0/ composed adj /kam'pauzd/ concur v. ykan'k32(0)/ cool adj * ‘ul/ descent n U* —~ /di'sent/ diehard adj /'dathaz(r)}d/ divide (sth) up.» —/én,vatd 'sp/ don v én) Language reference 1 casey "* ise) embodiment nU —/am'bodimant/ facelift nC /fers\tt/ fade v** /ferd/ forced adj /foxl(n)st/ fulfilled adj ‘ful'fld/ grasp v ** /ora:sp/ hail v* hell) harsh adj ** fhartr)f/ have one’s ups hav wanz ‘aps ‘and downs ‘an jdaunz/ hold (sth) up © —_/hauld ap ta lose scrutiny "klaus ‘skrustini/ household n C*** “haus heuld/ humble /,hamb(a}l beginnings n pl by'ginmyz/ illat-ease adj Jalat in short supply /an Jor(a)t so'plat/ instalment 2. —_/an'stazimant/ intrusion n ¢* ——/an'truss()n/ leap nc* Aes live up to {dav ‘ap to. expectations _ekspek'terf(a)nz/ map (sth) out» /,maep ‘aot/ meet expectations /mi sekspek'terf(a)n2/ outright adj /'autratt/ overwhelming adj * /auva(s)'welmin/ quarterife Jkw2:(0) tala crisis nC reverberate v Fite of passage nC servax(r)barent/ /rait av ‘paesids/ rule (sth) out» /,rue‘aut/ set (Sth) up v 7set'9p/ settle down v 7/;set(a)l'davn/ shuttle v /Istto)l/ startlingly adv 'sta(r)t(o)Inlit/ stick with » slik ,18/ swanky adj /sweenki/ take out a morgage /,telk aut 2 “mot(tigids/ transition n¢** —/tren'zsf(o)n/ ‘read water (tre ‘wata(e)/ tum one’s back on /;t3:(e)n wanz, "bxek nn tum out » /t3i(t)n ‘aot undergo (a change) /,anda(1)'gau/ undergo surgery /anda(t),g90 "satir)dgeri/ up and down the /,ap an daun 02 country "kantri/ weathered adj /'weda(r)d/ well-being nU ——_/,wel'bizin/ work out v /iwat(nk ‘aut yearning for n2a | Memory VOCABULARY: memory & memories ( T) Make the following statements true for you. =" Choose the relevant alternative where necessary. 1 Ihave a good / poor memory for names and faces. 2. [keep forgetting __. 3. | know / used to know the poem *__’ by heart. have vivid / only vague memories of the family holidays I went on as a young child Thave fond / painful / bittersweet memories of my schooldays. The song / piece of music memories of " brings back Work in pairs. Discuss your sentences. READING 1. Read the three texts A-C, which describe different ‘methods for improving memory. Which methods do you find most and least appealing? Tell your partner, giving reasons for your opinions. Read the texts again and decide whether the following are stated (¥) or not stated (%). Text A 1 Most people cannot remember facts and figures. 2. You can train your memory to learn whole conversations. 3. The writer has not always had such a good memory, Text B 4 Memory-enhancing drugs will not cause significant damage to our overall health, 5 Coffee will one day cease to be used as a stimulant, Mental cosmetics would place greater demands on people to perform well Text C 7 Exams make you hungry, 8 Alzheimer’s disease is caused by a failure to the right foods. 9) Drinking water increases the size of the brainy 6 enabling it to store more information. i 3. Work in small groups. Discuss the question. | What techniques do you use for committing sm information to memory? = i a 16| aa alii j g 8 Drugs to boost brain power Have you ever struggled to remember a fact or figure? Perhaps it was a famous date in history. Or maybe it was a song that hit number one, the name of a ‘chemical compound or the capital of ‘Sweden. Whatever it was, that particular fact or figure has buried itself deep within the vautt of ‘your memory and you just can't seem to retrieve it. ‘My advice is, don’t put uo with having an average memary, Improving your memory is @ ski I you master some basic techniques, remembering facts and figures can become a. ‘stimulating mental exercise ~ not to mention a chance to show off in conversation! Pius, a good memory for facts and figures can hhelp you to sail through exams. People think that because | can remember So many facts and figures | must have a photographic ‘memory. This isn’t the case. There was a time when | struggled {0 remember seven or eight digits in a row, let alone 20 or 30, —and now I'm the eight-times winner of the World Memory Championshins. | didn't just wake up one morning with the ability ‘o remember. | simply studied the techniques for making my mind more supple and put them into practice. Here, | reveal these ‘methods, sharing with you my specially devised exercises thet will hholp you never forget facts and figures, will become ‘as common as coffee’ sib* ‘Aecording to senior nutrition consultant Lorraine Perretta, the brain needs fuel just like any other 5 organ.*Without the correct diet, it cannot give its peak performance,’ she says. ‘Eating the right foods can cramatically improve learning, concentration and memory. Patrick Holford, author of Optimum Nutrition for + the Mind, points out that the brain uses a quarter of all the carbohydrates you eat under normal conditions, rising to around 40 per cent at times of intense concentration. ‘During an exam, your legs: don’t need the energy as you are sitting dow. 1s Your brain usesit all and that's why you are starving at the end of an exam. You would train your body for a physical exam, so why not do the same for a mental test?” In order for the brain cells to communicate ffectively with each other they need nourotransmitters, the messengers that carry information, Acetyicholine (ACh) is the neurotransmitter responsible for memory, and studies have found that people with Alzheimer’s 25 may have less of it. Foods rich in the vitamin complex needed to make ACh include egg yolks, peanuts, liver, broccoli, fish and cheese, Drinking water is also important. The brain is 70 per cent water, and whenit is dehydrated it ye works more slowly. This is particularly true of memory; a dehydrated brain releases the stress hormone cortisol, which adversely affects the brain's ability to store information. Too much coffee will also slow down the thinking process 3s and make you feel foggy. FENCES JOG to deka Me CD ( s-the Geox & opened) YOuMg Seu Memory | 2a spot a the Leder (T yoigot 4 GRAMMAR: gerunds & infinitives 3 NO te kk Use the full infinitive (with to): * to express purpose. (1) drink water at work to tmprove my ital te) % * alter certain adjectives, eg easy, surprised, likely. © after certain verbs, eg agree, hope, refuse. (2) * ajter certain nouns, eg ability, decision, effort. (3) Use the bare infinitivé.(without to ») een a ee fen foo) «after these verbs: “help. make, let, had better. (5) *The infinitive with to is also possible after hetp. Use the gerund: ‘© as the subject of a sentence or clause. (6) Drinking water at work improves my concentration. © after prepositions. (7) after certain verbs, eg consider, deny. (8) * after have difficuky (in), it's no use, it’s (not) worth, can’t help. (9) Some verbs can be followed by either the gerund or infinitive: ‘© with no change in meaning, eg begin, continue. © with a change in meaning, eg forget, g0 on. regret. © see Lancuace Rererence pace 24 LOL id 1. Match each of the highlighted verbs in text A to one of the uses 1-9 in the grammar box. (2eompet the sentences using the correct form of the verb in — brackets. “(Wonder) why they decided to buy that awful ' 06 \k 1 Tean’t help house, 2) I must remember to bTiger! )“some stamps. 3. I didn’t getround(@o_—> (phoné) John yesterday ~ 1 was just too busy PAREN nt 4 He gave up teaching and went on <> author, PLS « FUNG LOC 5 We appreciate your (agree) to come at such short notice 6 regret =£25 (inform) you that your application has been {LAKH yoo ‘s (become) a best-selling unsuccessful. CAS WA JH Ch 7 She suddenly stopped —— (laugh) and began _~ instead. PAG +o s They SF tgp “P cy some sams BANK, [HSE Tae Tal steer appropriate verb form'so that they are true for you. 1 Ihave no intention of _¢ 2. Iwish I had the power 3. Toften have difficulty’ 4 Treally sea make more effort & Rul 5 My-SiGK (family member) has a tenden 7aQ UME. Ly 6 1 (don't regret my decision i. _ 4 Work in pairs. Discuss your sentences. abe HONK nor fd ah Arama ~ Ne1 Work in pairs, Use the words in the box to help you name the playing cards in the photo. the ten of diamonds ten of diamonds LISTENING hearts clubs diamonds spades jack queen king ace joker 1. Close your book and see how many of the playing cards pictured on this page you can remember, 2 Complete the text with words from the box. Write the correct form of the verbs. 2 You are going to hear an interview with Dominic O'Brien, memory expert Nouns: face hand odds pack suits and eight-times winner of the World Verbs: bet count deal draw —shutle Memory Championships, The object of the game is to achieve a total thet is greater than that of the dealer and which does not exceed 21, The game is played with a standard (1) _, or deck of 52 cards. The four (2)__ - hearts, clubs, diamonds and spades ~ have no relevance in blackjack and jokers are not used. Cards from 2 to 10 are worth their (3)__velue (eg the 5 is worth five points), the jack, queen and king (4)___as 10 and the ace is worth either 11 or 1 Prayers are (6) first one card, then another, both face up, Each player then decides whether to (6) further cards from the deck. ‘The dealer, whose first card is face down, is the last to complete his or her (7)___. Because cards are not (8) __ between each game, more experienced players keep track of those that have already been Played, in order to calculate the probability or (9} of the next card having @ high or low value. ‘Card counting’, as it is called, is particularly useful in helping professional gamblers decide how much money to (10) ————— 18 |11,7 Listen to Part 1 of the recording and complete ‘gaps in the notes with a number. Memorizing Tasks ‘A number with approx. Q) digits Time to memorize cone hour; 90 mins. to recall Packs of playing cards ~ about (3) ____ packs cone hour 100 fictitious historic dates (6) mins. ‘Spoken number: (5) digits 1 digit per second One deck of cards (fastest time) Dominic's personal best: (6) ___ seconds Typical age range of contestants: )__ 35. Guinness Book of Records (8) individual cards 12 hours to memorize; (9) ___ hours to recall Errors made: (10) Max. no. of errors allowed: (0.5 per cent (= 14) Which of the tasks and achievements you heard. about in Part 1 impress you most? 3% 1.8 Listen to Part 2 and answer the questions. 1 What three techniques does Dominic use to memorize information? 2a Which of the playing cards on page 18 does he associate with ‘each of the following? Bill Gates Kylie Minogue James Bond 'b Where in the house does he place these three people and what are they each doing there? 3. What were the findings of the brain study carried out on Dominic and other top memorizers? 4 > 2g Listen to Part 3 and decide whether the statements are true or false. Correct the false ones, 1 Before going into a casino Dominic spent six months studying the game of blackjack. 2. During that time, he dealt out 1,000 hands to himself. 3. Asa result of his success in a casino, he decided to become a professional gambler. 4 In the United States he was banned from thirteen casinos, but ‘made winnings of 10,000 dollars. ~ $ At school he was an A-grade student. 6 He began training his memory when he was thirteen, Work with: Su athe your partner's page and listen as names his/her cards in their correct order. tells you the story of the journey which helped — him/her remember the cards in sequence. 3 Workin pairs. Discuss the questions. © When might the journey method be useful for ‘memorizing items in a set order? ‘© Would you use this method? Why or why not? PRONUNCIATION: chunking 1 © 1.20 Listen to the following extract from the listening. Notice how Dominic makes a slight pause in between each group of words or ‘chunk’ ‘of speech. Chunking helps the listener make sense of what the speaker is saying, just as punctuation helps the reader make sense of what the writer has written. it's the use of association/so if I say ‘key"/you ‘think of ‘door'/rabbit you think af ‘carrot’/that's aascociation/the second one is the use of location/I use journeys familiar journeys/a journey round ‘my house/a journey round a golf course/to store information/to keep the sequence going/and the ‘most important ingredient is the use of imagination/ something that we all possess/erm, and that combination works very well ... 2. Practise reading the tapescript in exercise 1 aloud, pausing slightly after each chunk, 3 €% 2.41 Tumto tapescript 1.21 on page 156. ‘Chunk the script, marking each division with a line (/). Then listen to the recording to compare your ideas.Work in groups of three. Each choose a different photo above, then each argue the case that your method of transport has had the most positive impact on our lives today. ‘Are your real views the same as or different from those you expressed in exercise 1 READING 1 2 Work in pairs. Discuss the question. ‘Why do you think the following comments were made about the effect of the bicycle in the late 19" century? [The bicycle] revolutionized day-to-day life, especially for the ‘middle and working classes. ‘Bicycl in 1896, ‘has done more to emancipate women than anything else in the world." Read the article and compare your ideas. 3 Read the article again and match the headings a-h to the Explain your choice to the group, justifying Sti paragraph headings 1-8 When did the bicycle cross the Channel? What were the very earliest forms of bicycle? How did that go down? What is the link between the two? What other side effects did the bicycle have? What's so special about the bicycle? But what effect dd it have on women’s lives? When did it become less of a health hazard? Work in small groups. Each of you should make your own. choice for the greatest technological innovation since 1800, Write a sentence using the following words: hhas done more to = than anything else in the world. re = declared the American suffragist Susan Anthony 10 5 2 x0 2 Recently, listeners to BBC Radio 4 voted the bicycle: the greatest technological innovation since 1800. fakes sh It is the most revolutionary form of transport ever invented, When it went into mass-production in the 1890s, it changed everything, from the way w dress to the course of human evolution. Accor to geneticist Steve Jones, the bicycle expanded th human gene pool as never before. People no lon, had to marry the girl or boy next door: they could hop on their bike and pedal off to find a mate mil away 2_ > ‘Throughout the 17 and 18" centuries, inventors had tried to build a human-powered vehicle, as a. cheap alternative to the horse. One early attempt was the Velocimano ~ a tricycle resembling a sei monster which moved forward when the driver flapped its wings. In 1818 the German baron Karl von Drais invented what became known as the ‘hobbyhorse’. Shaped like a bicycle, it had woodel wheels but no pedals, so that the rider had to pus along with his feet. For a while, the hobbyhorse the height of fashion among rich young dandies, until the London College of Surgeons warned the could cause ‘ruptures’. si Many brilliant minds struggled to improve upon Van Drais’ design, but it wasn't until 1861 that a Parisian blacksmith named Pierre Michaux fixed set of pedals to the front wheel, and the bicycle ( ‘pedal velocipede’, as he advertised il) was finally born. It was as heavy as a modern fridge, but eas and fun to ride. To drum up interest in his new machine, Michaux organized a women’s bicycle race. A racecourse in Bordeaux was roped off for the occasion, but when the female racers appeat in short skirts, the crowd of 5,000 burst through the barriers. Undaunted, the women sped off - a symbolic precursor of how bicycles were to their sex.0 50 ss 70 sR British engineers immediately set about trying to outdo Michaux. They improved his design by adding wire-spoked wheels and rubber tyres, drastically reducing the overall eight. In the absence of gears and chains, they could only increase the machine's top speed by making the front wheel bigger - which is how the rather precarious penny farthing evolved. But then, in 1885, the Rover Safety Bicycle was launched, with a low seat and chain-driven back wheel. It was safe, practical and fast — and the public loved it. Within two decades, almost every working man in Britain owned a bike. i A ante ad, ‘Bicycling, declared the American suffragist Susan Anthony in 1896, ‘has done more to emancipate women than anything else in the world.’ Previously, women had been restricted not just socially and legally, but physically, too: stuck at ight corsets and large, heavy skirts that made any movement difficult. The bicycle changed everything. It got them out and about (often without a chaperone to accompany them), made them strong and healthy, and prompted them to try new modes of dress. gece It caused a public scandal. One early female cyclist was pictured on the front of the National Police Gazette, underneath the outraged headline: SHE WORE TROUSERS’. Newspaper commentators thundered that these ‘loose women’ were pedalling along the path of destruction and doctors warned that the unusual physical exertion would cause serious harm to women. It revolutionized day-to-day life, especially for the middle and working classes. Instead of having to live in overcrowded, inner-city tenements, workers were suddenly able to commute in from newly built suburbs. Cycling groups lobbied for smooth, asphalt roads to be laid down all over the country ~ thus literally paving:thie way for the bicycle’s greatest competitor, the car. Indeed, the ear-might ever have been invented fhe esl ha nt se Here firs * reuur ee men v aD ¢ tn Nor {0g Much of the technology involved in making bicycles was later used for making automobiles. Indeed, manufacturers such as Ford, Peugeot, Fiat and Skoda all made bicycles before they made cars. There is also, according to economists, a natural social progression from bicycles to cars. People in poor nations get on their bikes to look for work, thus invigorating the economy and making themselves rrich, so that they can move on to cars. A modern example of this is China, where, increasingly, workers are exchanging their bikes for mopeds, motorbikes and cars. Bicycle history | 2c VocaButary: (way 1. What do you understand by the highlighted expression with way in paragraph 7 of the text? 2. )Complete the sentences with the adjectives in \ the box. ( bad big long roundabout wrong 1 He was holding the camera the “9 way > Tound and he took a photo of himself! * 2 Sally and I go back a Io) way=we were 7 in the same class at primary school. ’ 3. He was rushed to hospital - the doctors say he’s ina HAA way. uC injured 4 wish he was more direct ~he always says things in such a SCA 3ay> SNe dG, 5 The mini skirt caught on ina way in the sixties ~ everyone was wearing one, \) {\4 > (3) Complete the sentences with the correct form | = ofthe verbs in the box. Ka) AM vee change 98 gK~go Know wak sioq 1. She (vould kick, seream and ery to JU her own way as a child, and she usually succeeded. 2) She went through a lazy period at school, but then (iii) her ways and did well in her exams. = 3. She's been working in the company for over a year now, so she | 0"\her way around. 4 She's still in a junior position but she hopes 10 ‘her way up to a management post. (f+ 5. She's very lendly: whenever someone new joins the firm, she ‘out of her way to make them feel welcome. > 100 UL 6 She holds fast to her beliefs, and will never ig? way on anything in an argument. 4 Which, iFany, of the sentences in exercise 3 describe you, either now or in the past? 5 Work in pairs, A and B. You and your partner must try to decide what topics you are each speaking about. A; Turn to page 147. : Turn to page 154. aJorvik: see over 800 items uncovered here, and journey through o feconsttuction of actual Viking-age streets - complete with sounds and The Science Museum, London: the 300,000 exhibits include the frst jet engine, Stephenson's This chow features Rocket, Crick and Watson's ae model of DNA and " j notogray. hundreds of interactive | videos of popular sts displays. {con and intemational performer, Kylie Minogue. 4 LISTENING 1 Work in pairs. Which of these museums would you be 3. Workin pairs. Discuss the questions. most and least interested to visit? Compare your choices What do you think should be on display in a national with your partners, giving reasons for your opinions, Se eee ad op museum in your country? * Do you agree that ‘button-pushing’ and online exhibitions detract from the educational purpose of museums? Why or why not? * What was the last museum you visited? Did it contain any trivia? How interactive were the displays? Did you enjoy it? 2 & a.12 You are going to hear three people, Emily, Hannah and Tom, talking about the museums in the photos. Listen to their conversation and complete the sentences, Write between one and three words in each gap. 1 Tom says that vistors to Jorvik enter a capsule which GRAMMAR: comparisons is made to feel like a i They then travel in a type of car through a 1 There is one word missing in each sentence. Write the reconstruction of a century Viking street. missing word in the corre place, 3. Tom mentions the smells of and 5 a well as a man in a toilet. 1 With his red cheeks and even redder nose he looked i 4 Hannah compares a visit to a museum like Jorvik to justa clown. ~~ {ire : 1 seeing a film of ___. 2 The older he got, less tolerant he became. 5. She says that the current trend for museums is to have 3. It’s not quite suct# well-written book as her last, but the content. storyline is every bit as intriguing, 6 At the Science Museum she says you feel as if you are 4 My new broadband connection enables me to download making your own films much quickly than before. 7 Emily suggests that people should go to museums to _—-§_In science this year we have to do quitellot more a homework than last year. 8 According to Hannah, the Kylie exhibition works well 6 With these roadworks it takes me twicellong as usual to online because of its get to the office. \ 9 Tom feels that an online exhibition provides an 7 The land is farmed in very much same way as it was in interesting for a museum. the Middle Ages. 10 Hannah and Tom say that the Sheffield Pop Museum 8 The beaches were nowhere near as good as last year and was forced to __ the hotel was far and-the worst we've ever stayed in. »|Use like with nouns, pronouns or gerunds; use as with verb phrases. You have to sit in a little car like a rollercoaster. Going to one of these museums is a bit like seeing the fit of a book. «.. if you like to use your own imagination, as I do. Usd.the + comparative, ¢he > comparative when one thing is the result of another. The more I hear the song, the better it sounds. Uses + Adjective/adverb$ aso show similarities and not as/not so to show differences. Use not suck with nouns/noun phrases. Its not as cold as yesterday. It’s not such a bad idea as it sounds. Use these words to modify comparisons: ‘© before comparatives. 4 litile/slightly/muchy (quite) a tov/far/three times, four times, etc /a great deal/even Getting in a buggy 1s slightly better than having to walk round a museum. before superlatives. by far, easily, far and away The Science Museurn is by far the best museum I've ‘ever been. to. * before as + adjective/adver + as not quite/(not) nearly/almost/just/half/twice, three times, ete/nothing like/nowhere near/every bit The traditional ways are nowhere near as good for setting things to come alive ... as the modern displays. © before the same (as). not quite/(not) nearty/almost/just/exactly/(very) muuch His latest book is much the same as all his others. © See Lencuace RerERENcE Pace 26 2) Complete the sentences with a word from the box. about weit ¥en, tof 1 There’s nothing more irritating !\\\i)\ having to wait for someone who's late 2. The food in my country is unlike any other _i\\ the world - it's fantastic. 3. There fs little to choose between the political parties in my country. They're all just as bad 0. each other. meal 4° The worst thing “1 to get up so early. 5 My country’s national football team compares very favourably 2 _ most others. 6 Our English teacher bears a striking resemblance Hl a famous TV personality. my school/work is that I have Memory stores | 20 3. Discuss each of the statements in exercise 2. Do you agree or disagree with them? 4 Use the expressions in bold in exercise 2 to write five sentences expressing your own opinions. Discuss your sentences with another student. SPEAKING 1. Work in small groups or committees, A, B and C. You are going to prepare your proposal for a new national museum in your area, Committee A: Turn to page 140. Committee B: Turn to page 147. Committee C: Turn to page 152. 2. Create new groups consisting of one member from each committee and present your proposals to each other. Then explain why your museum will be more successful than those of the other committees. 3 As a whole class, vote for one of the proposals. You may not vote for your own. Dip You KNow? One of London's most famous statues can be found in Trafalgar , Square, named in honour of \ Admiral Lord Nelson's naval viotory over France at the Battle of Trafalgar in 1805. As well as a _ fivemetre statue of the Admiral at URS ‘the top of the imposing Nelson's = Column, the square also contains four large pedestals, or plinths, two with sculptures of 19%century miltary generals, and another supporting a statue of King George IV. An equestrian statue wes planned for the fourth plinth in 4844, but the city ran ut of money and it remained empty for over 160 years. Then, in 2005, it was occupied by a controversial sculpture of a naked, disabled and pregnant woman. Entitled Alison Lapper Pregnant, it depicted a disabled artist a month before she gave birth to her son. Whilst meny criticized the statue as unsuitable for such a famous public space, others welcomed it as, a celebration of human diversity which challenged people's views of disability. As with its successors, the sculpture was only ever intended to occupy the plinth for a brief period, and it was replaced in 2007. ‘What is your reaction to Alison Lapper Pregnant? Is it suitable for such a famous, historical square? If there were an empty plinth in a public square in your town, who or what would you like to see depicted on itt Why? lasat 2 GRAMMAR Gerunds & infinitives The full infinitive (with ‘o) is used: © to express purpose, {I'm just going 0 the bank to get some money out. © alter certain adjectives. eg (Lam/She was, etc) amazed, delighted, disappointed (It is/was) easy, important, necessary We're delighted to see you. 11's easy to criticize others, © aiter certain verbs. eg agree, appear, arrange, attempt, demand, deserve, expett, help, hesitate, hope, learn, manage, need, offer, pretend, refuse, seem, struggle, threaten, would like, promise TTve decided to take the exam but don’t expect to pass. alter certain verbs with an object. eg advise, allow, ask, enable, encourage, expect, force, help, invite, persuade, recommend, remind, teach, tell, warn The experience taught me not to trust anyone but myself. © aiter cortain nouns. eg ability, chance, decision, effort, failure, intention, opportunity, plan, power, refusal, right, tendency, way ‘The defendant exercised his right to remain silent ‘The bare infinitive (without t0) is used: * after modal verbs. You ean look at it, but you mustn't touch. after these verbs: help, had better, et, make, would rather/sooner. I'd better go ~ I promised to help my dad clean his car. The gerund is used: + after prepositions ‘She got tired of waiting for him and went home. + as the subject, object or complement of a sentence or clause. Eating the right kind of food improves learning. + after certain verbs. eg admit, adore, advise, appreciate, anticipate, avoid, consider, deny, dislike, enjoy, feel like, tmagine, keep. mind, miss, prevent, recommend, resent, risk, suggest He admitted breaking the window, but denied stealing anything. If the subjects of the main verb and the gerund are different, an object or possessive adjective is used, Treally appreciate you/your helping me like this ‘after verbs which include the preposition to. set round to, be/get used to, look forward to, object to. still can’t get used to working with a compater * after these verbs and expressions can’t help, can’t stand, have difficulty, it's/there's no use, it's (not) worth Tes no use worrying about it - itl sore itself ow. 24| ‘The gerund is used after forget, remember, stop and regr to refer to something which occurs before the act of Jorgeting, remembering, etc. The full infinitive is used fe actions which occur afterwards. Tremember studying this last year. Remember to study this for the exam next week. When followed by a gerund, go on means to continue with the same activity. With an infinitive, it means t0 change to a different activity. He went on working well after normal retirement age. After outlining the problems, she went on to offer some solutions, ‘Try + gerund means experiment with: try + infinitive ‘means attempt. ‘Thy eating it with honey ~ it makes it easier to digest. I tried to arrange a meeting but she’s always too busy. ‘These verbs can be followed by the gerund or the full infinitive with no change in meaning: begin, continue, hate, intend, like, love, prefer, start Don't start writing/to write until I say so. Comparisons ‘To compare two things or pegple-ute the comparative form of adjectives and adverbs, or(nore/lessywith uncountable nouns ani foe ewer with countable nouns Look more closely and youl see tha his coin is older than the other on ‘There are fewer cars, which mean less polation fern Gane ‘These words can be Used to modify comparatives: (quite) a bit/a little/slightly/much; (quite) a lot/far/significantiy/ — considerably/three times, etc/a great deal/miles/even Nadas considerably younger than hs opponent (ee #) comparative Ge + somparative shows that one i “the result of anne The more often you practise, the easier it becomes. The more I think about i, the less I itke the idea, To compare more thaf(tw3)ings or people use the _superlative form of adjectives and adverbs, or the mosi/the east with uncountable nouns and the mast/the fewest with counigble nouns. Mosiving words by fasfeasthy{ far on — g words by fashensly far and | SP me youngest aden he ees = and by rl aos clin The winner is the person with the fewest points. G+ Wiectve/adverb ‘Modilying words: not quite/(not) nearty/almost/just/half/ twice, three times, etc/nothing like/nowhere near/every bit/ $0 can teplace the Rtas in egalve sentences, I'm every bit as good as him. He's not quite so tall as me-the same as and the same + noun + as Modifying words: not quite/(not) neariy/almost/just/exactly/(very) much They look almost the same as each other. We think in much the same way. veges ere adjective + uncoi fe and plural countable nouns; use nat such a before adjective + singular eountable nouns. ‘This isn’t such a good hotel as last year. But then, last year we didn't have such good weather. like is used with nouns, pronouns or gerunds to make comparisons; as s used with verb phrases. He's arrogant, jus tke hs father. ‘He worked down the mine, just as his father had done. There are a number of common , ‘expressions which can be used to make comparisons: There is nothing worse/beter/more « annoyingsete than’... The worst/best/hardest, etd ¢hing))y abot. S There is litle to choose between # and =710 TOY GALAN Guleeiuo. bears @ stiking/a close/a slight/no resemblance) WN), is unlike'gy Oye) compares (un) favourably sith Tt Word LIsT Memory bring back memories of (sth) ‘bri beek 'mem(a)rivz ov/ have a good/poor memory for: {asev 9'g0d,‘pat(t),‘puate) zmem(a)ri/ have bittersweet/fond/palnful/vague/ ‘vivid memories of (sth) {hav bite'swist, ‘fond, ‘pemf(a)l, ‘verg, ‘vivid ,mem\a)rizz ov/ know (sth) by heart moo bar ‘haz(e}t/ names and faces n pl. /smemz.an(a) 'ferstz/ Playing cards acenc jes) bet v* feet) DlackiacknU —/"blakk,dseek/ card counting n U /’kar(s)¢ Jksuntig/ clubs m pls** ——/klabz/ deal v *** 7a) deck nC ** faek diamonds n pl-* —/'daramandz/ raw v *** 1x33) face up/down fers 'ap, daun/ face valuenC —_/feis veljus/ hand C+**—/heend/ jack nC /agek/ Joker nC 'dsa0ka(e)/ keep track of (sth) /,kisp ‘trak 2v/ odds m pl** —/odz/ pack nC ~ /peck/ shutifle v * Pally spades n ‘/speidz/ suit nC /sust/ Way change one’s ways _/tJeinds wanz swerz/ get one’s own way —/,get wanz ‘aun wwei/ give way on (sth) /,giv 'we on/ g0 back along way /gou ,baek @'lon wer/ g0 out of one's way /gau ,aut ov to do (sth) wane ‘wer ta do/ in a bad way fin 3 "bed wet/ in a big way in 3 "big ,wer/ in a roundabout way /in 2 ‘raundabaut ‘wer/ Know one’s way /;noU Wanz wer around draund/ pave the way {petv 82 "wer for (sth) Tox(0/ the wrong way round /da ‘ron wet sraond/ ‘work one's way up /jwa:(e)k wanz ‘wer 'ap/ Other words & phrases Avgrade student nC /‘e1,greid *st]usd(a)nt/ bar vo sbax(e)/ blacksmithn —_/'blaek,smi0/ blanket ban nC 'bleenkit baen/ boost v ** Youst/ buggy nC bagi capsule nC "keeps cater to v Pkerta(e) ;tu/ chaperone nC _"feeparaun/ ccogaition ‘/kog'nuf(2}n enhancer nC mha:nse/ Language reference 2 come up» come up with v commit (sth) to memory commute » corset nC dandy nc digit nC dispose of v rum up interest in (sth) dummy ease v* c kam 'sp/ 7am "sp wi0/ /komit 12 'mem(a)ri/ ‘ka mjust/ 7ke:(0)s1t/ /'deendi/ Ydidstt/ /Ais'paUz ,av/ ‘dram ap “intrast n/ /dami/ fi equestrian statue n C /1'kwestrron stetfus/ facts and figures n pl /'fekts an(d) apy flop v fringe n C+ gene pool n C gimmicky adj have an edge over (sb) in arow indepth adj let alone lobby for v ‘mannequin n C ‘memorabilia n pl memorize v * memory enhancing adj mockup nC moped nC norm n sing ** outraged adj peak performance n U pedestal n C Photographic memory nC plinth 2 C plot of land precarious ad prompt v ** retrieve v * roller coaster n C rope (sth) off rupture n C sail through v sighting r siting n sing supple adj thunder v tench n undaunted adj vault x Wwire-spoked adj yolk nC sfiga(t)z/ /iep/ iflop/ /firinds/ Y'dsiznpusl/ Yrgumuki/ ‘/haev an ted suvate)/ yan 9 'r36/ /'indep8/ {let a'loun/ obi f9:(0)/ /'mentkin/ /mem(a)ro'bilio/ /'memeratz/ /'mem(a)ei sn,ha:nsin/ /mokap/ /mauped/ yaot(r)m/ /aut.redsd/ a(t) fox(e)mans/ /'pedist(a)l/ /footogretik mem(a)ri/ /plind/ “plot av ‘lend /pri'keatias/ /prompt/ /evtriew/ /'r20l3(0) ‘Keusta(r)/ J,t20p 'of/ Jeaptfa(e)/ setl Oru, 9/ /'sautia/ /'sap(a)l/ 7'8anda()/ /Avent/ /an'domntid/ Pailt/ /'warate) \spoukd/ /iauk/ | 25VOCABULARY & SPEAKING: money 1. The four items of vocabulary in each group collocate with the word or words in capitals. Underline the item which has a very different meaning to the other three. waste / fritter away / set aside / squander MONEY settle / run up / pay off / clear DEBTS raise / obtain / donate / get MONEY SPEND MONEY freely / lavishly / heavily / wisely NN Work in small groups. Discuss the questions. Are you careful with money or do you fritter it away? What do you spend it on mainly? Do you prefer to pay by eash or credit card? Why? Ifyou ran up large debts, how would you go about trying to pay them off? READING 1 ‘Everyone has done something they shouldn't, and then thought: “Oh, what an idiot | am", says Karyn Bosnak in the reading text. Her mistake was connected with money. What might it have been? 5 2 Read the text, ignoring the gaps, and answer these questions. 10 1 What was Karyn Bosnak’s ‘novel solution’ to her debt problem, and what gave her the idea? 2. Do you consider her a ‘beggar’ or an ‘entertainer"? Why? 3. Read the text again and complete the gaps 1-8 with the correct sentence beginnings a-h. In the example, 1 g, notice how the word they after the gap in “they were unforgivable’ refers back to ‘Karyn Bosnak’s actions’ The Hollywood version of her story When her idnty was finally revealed €Her website, www.savekaryn.com, went live in the summer of 2002 (a Heer story is a cautionary tale, morality tale and fairy tale 2 3a | Consumer society "didn't Just Say: give me the dough’ When shopaholic Karyn Bosnak found herself $20,( in debt, she came up with novel solution to her prob (1) g + some might say they were unforgiva silly gel spent herself into $20,000 wot buying Gucci purses and Prada shoes and some street besgar, asked total strangers ‘out. Amazingly, that is exactly what they her defence, her idea of setting up an i toplead for charity was a stroke of geni xecuted the idea with both enthusiasm anc She never forced her benefactors to hand ‘money. One doesn't know whether to ap} up her credit cards. (2) A all polled into Gndiond ix bestselling memoir, Save Karyn: A Shopabolic's Journey to Debt and Back. through its 400 pages, one can't help whether the author is having us on. B Bosnak, you realize that her story is no je her, achat you see is what you get and what -quileless ingénue, no more and no less. J is ATTNUIG Gul Yrad A she expla Bosnake Ce Bosnak sees herself as a kind of symbol (3) __FL she explains, portrays Bosnak © Ima desperate attempt at cost-cutting, she eed, sl sos hick, In reality she i ‘Karyn Bosnak’s actions were rather irresponsible 1) Pat roche up in an upper-middle cl (h \The plan worked % 30 4 Use the context to work out the meanings of the h words and expressions. o ighlighted 5 Work in pairs. Discuss the questions. Do you ever give money to beggars{ buskers or charities? How do you decide who to give to and how-fuch to give them? Do you know of any other unusual uses of the internet? 35 26| ly, she moved to New York in the 2000, and ended.up working in the tough a television Gourt show, This was no em bimbo arriving, defenceless, in the | sone the less, something in hex snapp. oats, Gucci sunglasses, pedicures, mani stricken clothes-buying binges, these were har road to ruin. She says she felt imma and intimidated by her new surroundings. ‘over my head and I didn’t really know: doing,’ she says. So her excesses in the0 s 30 o « just the fruit of her insecurity? Well, not quite. ‘Tike cute things and I went crazy.” 4) river to cheaper Brooklyn. At one stage, she became unemployed. ‘Twas a month away from declaring bankruptcy,’ she recalls, ‘and I thought: “This sucks.” I could see the end coming.” Then she remembered a n¢ that her flatmate had spotted, pinned outside a supermarket, which begged for $7,000 and contained ‘= _ moved out of Manhattan and relocated across the 4 row of phone numbers. It was then that the seed of her idea ‘germinated. see OSH coche hu (0) S-_. “Hello! My name is Karyn, T'm really nice and I'm «asking for yourhelp!’ it announced. ‘Bottom line is that I have this huge credit card debt and I need $20,000 to pay it off. All Tneed is $1 from 20,000 people, oF $2 from 10,000 people, or $5 from / 4,000 people — you get the picture, So if you have an extr@ buck) or two, please send it my way. Together, we can banish eredit card debt from my life.’ “What's in it for you, you ask?” the plea eat on. Tllbe hones. things aly in it for you. But T do believe in karma*’ TGs = 9 oe . ford-of-moutl notoriety and inclusion of the website aper's Tist of ‘hot sites’ really did ‘save Karyn’. It ‘00k 20 weeks but, eventually, donations from complete strangers, as large as $500 and as small as dne cent, along with Bosnak’s sale ‘of her own clothes, CDs and furniture on eBay, raised the $20,000 she needed to.return to the black, She also received countless gifts and tacks pf abusive email. > FOG [re i) you could hardly pick up an American newspaper or tum on the television without bumping into the unlikely intemet pioneer. Hers was the mast successful, if not the first, instance of ‘cyber panhandling’. But she takes offence at being called a beggar. ‘Te wasn’t as if the website had only one page and said: “Thats it, give me the dough’, she says. ‘T worked for hours on it every single night. Tt was funny. People gave me money not because they felt sorry for me, but because they had a chuckle.” ‘She was an entertainer, she says, paid for making others laugh. (8) _Z._. We have all been Karyns in out lives, We just didn’t know that the condition had a name or a face. ‘Everyone has bought something they couldn’t afford,’ she says. ‘Everyone has done something they shouldn't, and then thought: “Oh, what an idiot Tam”. 3 & Fonsumer society | 3 GRAMMAR: adding emphasis with auxiliary verbs an add emphasis in positive speech the auxiliary is stressed. did save Karyn. statements. in karma.” “It doesn’t work.’ ‘Te does work ~ you have to ‘push this button, not that one.’ Other auxiliary verbs, positive or negative, can be stressed in speech to add emphasis or show contrast/contradiction. = Lam listening. I just closed my eves, that’s all. Bat he can’t be married — he looks so young! also used in persuasive commands, to show politetiess bt Spree Cee Do help yourself to more meat. Oh, do stop arguing, you two! © sec Lancusce Rerenence PACE 34 1. Use do, does or did to add emphasis to the verbs in bold. Make any other necessary changes. It makes me anary. Itdoes make me angry. Tthink he’s right on this occasion. Shestold me but I can’t remember. if anything goes wrong, phone me. like your hat 1 did-my- homework last night. Stop worrying! ee Include each of the sentences you wrote for exercise 1 in a short dialogue. A: Don’t listen to him ~ I'm sure you're alright, You know he always talks nonsense. B: Yes, I know. But I do think he’s right on this ‘occasion - I'm going to phone the doctor. Practise reading your dialogues with your partner. Make sure you stress the auxiliary verb. Work in pairs, A and B. You are going to practise ‘adding emphasis. A: Tum to page 138. B: Turn to page 146. |27SPEAKING & VOCABULARY: rubbish Work in pairs and describe each pair of photos. Talk about the similarities and differences and say what ‘you think might be happening in each. Which of the photos has the greatest effect on you? Why? Choose the correct alternatives to complete the texts. Plastics go in one bag and we put food (1) scraps / ends / rests in another ~ they're for the garden. We take glass to the bottle (2) account / bank / deposit and if we want to throw away something big and bulky we take it in the car to the civic amenity site (more commonly known as the (3) tap / tip / top), where they have about a dozen enormous metal () skips / junks / bowls for all the different types of household refuse. We (5) give away / put out / set off our rubbish last thing at night, and the dustmen usually come about five in the morning t0 take it away. The noise of their (6) rubbish dump / waste basket / dusteart often wakes me up. There is no (7) collection / compilation / gathering on Sundays, so by Monday there are always huge (8) lots / piles / masses of rubbish in our street Our local parks are full of (9) matter / waste / litter. People can't be bothered to put it in a bin so they just (10) ler fall / drop / dispose it anywhere. I pick up any paper or cans I see and take them home. Work in pairs. To what extent do the texts A-C in exercise 3 apply to you or your area? 28| LISTENING 1 What recycling facilites are there in your area? To what extent does the public use them? 2 © a3 You are going to hear part ofa radio program investigating a recycling initiative in the English county Dorset. Listen and answer the questions. What does the initiative consist of @hu@ the 016 What is its principal objective? 3. What is said about the following? a organic matter b a fishing boat c flashy jewellery 3 YS 1.13 Listen again and decide whether each of thes — statements is true or false. Correct the false ones. A WGK Corcdiny The local Council runs the recycling centres Dorset recycles about a third of domestic rubbish. ‘The recycling centres produce‘compost\on site. Ff Rubbish from small businesses is not accepted at the centres. ‘ Employees at the centres do not have to pay for items take home. “T Tu Gos QB denag ‘There are no restrictions on what they sell to the publ Some of the jewellery Gerry takes home is quite val ‘The two students have come to look for = chairs. Vari Work in pairs. Discuss the questions. Would you buy rubbish from the centre? Why or why How much e-waste have you generated in recent year How did you dispose of it? 7SPEECH FEATURE: fronting ‘Who or what do the words in bold refer to in these sentences from the listening? Huge it was. £150 he paid for it, and very happy he was too! Really comfortable they are. ‘The above sentences contain examples of ‘fronting’: the complement or object is placed before the subject and verb to give it emphasis. twas huge. > Huge it was. He paid £150. £150 he paid. how is used with adjectives; what with nouns. t How lucky you are! What an idiot 1am! Whole clauses can be fronted, particularly those beginning with a question word. Why anyone would want to bring a fishing boat to a place like this I have no idea. i Clauses are often fronted before expressions such as I'm not sure, I don't know, I couldn’ tell you. © See Lancuace REFERENCE PAGE 34 Rewrite the sentences using fronting to create emphasis. Begin with the words in italics, It was really expensive. Really It cost me six hundred euros. Six It’s lovely to see you again. How He's an awful man. What Tjust don’t know how she puts up with him. How Tcouldn’t tell you why they decided to buy me a walking stick, Why 2 © 1.19-4.25 Listen to these two people. What objects are they describing? w Look at tapescripts 1.14-1.15 on page 156 and underline the examples of fronting, Rubbish! | 38 4 Write your own description of something you bought or were given without mentioning the name of the object. Include some fronting. 5 Read your description to other students. Can they ues what you are describing? Dip You KNow? 1. Work in pairs, Read the information and discuss the questions, PlasTax 1n 2002, the Republic of ireland became the first country to charge a tax on disposable plastic shopping bags. The Plastic Bag Environmental Levy, or PlasTax’, was introduced to change consumer behaviour and reduce the number of bags littering the Irish streets and countryside. The fifteen-cent tax on each bag was hailed as asuccess, with consumption falling by more than 60 per cent in the first year, from 1.2 billion to just under $0 mallion. In addition, over ten rullion euros was raised from the tax and paid into a new Environmental Fund to support waste management and other environmental initiatives. Critics ofthe tax claim that plastic bags represent a relatively small percentage of total litter and a more comprehensive approach is needed to tackle the problem. They also complain that many shops have switched to using paper bags, which are more bulky than plastic bags and therefore more expensive to store and transport. The environmental group, Friends of the Earth, called for the tax to be doubled after the initial effect had worn off. They pointed out that rather than avoiding the tax by taking reusable bags when they went shopping, consumers were gradually becoming used to paying the fifteen cents. ®© Would you be for or against such a tax in your country? Why? * What other solutions to the problem of litter are there?3c | Competitive eating SPEAKING 1 Read the following information. The photo shows Korean-born American Sonya: ‘Thomas, who takes part in competitive eating contests. These involve consuming large quantities of food such as hot dogs or apple pie in a short period of time, usually twelve minutes or less. Sonya holds ‘over 20 eating records and eas as much as $60,000 ayear. 2. Work in pairs, Pairs A and Pairs B. You are going to prepare for an interview with Sonya Thomas. Pairs A: Turn to page 141 and prepare your questions. Pairs B: Turn to page 152 and prepare your answers. 3 Change pairs, so that a student from a Pair A and a student from a Pair B work together. Roleplay the interview. READING 11 Read the article. Which of the questions asked in your roleplay above are answered in the text? 2. Read the text again and decide whether the following are true or false. 1. ‘The writer suggests that Sonya’s achievements are surprising 2 In Baltimore she is attempting to regain a record she Yerecently lost. 3 Barly success encouraged her to participate in more ‘eating contests + permis tse that the thinner a person is, the better xy will be at competitive eating. 5 ‘The first eating contest was held some six years ago. In Baltimore, contestants are not allowed to drink ‘during the contest, 7 Doctors are always present at competitive eating contests 8 Sonya is unkjipy with her performance in Baltimore. s Me and my big mout When you fist see Sonya Thomas you wonder whether shem >be blown away by the breeze that is bouncing off Baltimore's. harbour this bright and sunny morning. She is a very slim wor indeed, ust seven stones zero by her own reckoning, and arot 5in*. Yet as unlikely as it seems, Sonya, or The Black Widow ¢ calls herself, is America's number one eater. hat is even more remarkable is that Sonyais the over ‘eating champion - not just in the skinny women cate She routinely destroys men more than twice her size, down her food as they stand nauseated and unable to pus any more into their mouths. To give some idea of this won ability, consider just some of the records she currently hol ‘oysters in ten minutes, 5.95ibs of meatballs in twelve minu 162 chicken wings in twelve minutes, and 52 hard-boiled five minutes. Last August in Harrington, Delaware, Sonya astonishing 40 crabcakes in twelve minutes. Its that reco ishere this morning to defend, or rather, to break. She has tomake it happen. ‘t's actually easier if you can dunk ther ‘water’ she confides. Her first try at competitive eating came in 2003 during a q for the World Cup of competitive eating — the 4 July hot d challenge at Coney Island. In that qualifier Sonya manage ‘eighteen dogs, giving her a slot in the final where she ate which was a new record for women eaters. ' didn’t know good at this, she says. The first time I did it, it was just for just came out good so | thought, “OK, let's do it” Many have pondered Sonya's talent. One idea isthe ‘banc theory, which suggests larger eaters struggle to expand t stomachs because they are constrained by the fat. They p ‘out that the world champion eater, the near-legendary Ta Kobayashi of Jaan, is also as skinny as Sonya. Dedication factor. Sonya regularly practises for contest. “The so-called sport of eating contests - while dating back decades to events held at county faits around the country = has only rally had a national profile for the last hal-do: years since being sponsored by the International Federat of Competitive Eating, a New York marketing company W ‘governs’ a 100 or so events and annually pays out $250,0 prize money. ‘Ona stage alongside the harbour, the lightly grilled crab ‘made from blue crab meat and a number of other ingred are set on metal trays and placed on tables. Each crabcak hhas 160 caloties. The judge — ‘Hungry’ Charles Hardy, a fo ‘competitive eater himself ~ has some disturbing news fo There will be no dunking of the crabcakes in water, he de ‘it's too hard to measure” Hardy reveals that, as at every eating contest, there are m hand, While there are no studies showing actual proven doctors have warned of the potential risks of speed eatin ——————_————————Competitive eating | 3c VOCABULARY: excess 1 Workin pairs and discuss the following. Use a dictionary if in Japan ~ another stronghold of competitive eating necessary. = several people choked to death during contests in the 1990s, Its time to get started. As the biggest name at the contest Sonya comes on last and stands centre- stage. She licks her fingers. The countdown begins. They're off. Sonya grabs 2 handful of crabcake and pushes it into her mouth. Itis gone in an instant and she pushes in more, masticating like a machine. She ‘eats with one hand, using the other to take sips from a bottle. After one minute itis announced she has eaten eight. All around her are scenes of farce and horror. Food and water and a combination of the two drip down faces as the contestants seek to push in more. Nine minutes in and Sonya has eaten 43 crabcakes. The last seconds are excruciating and messy as the competitors try to force in a few last mouthfuls, It looks terribly painful. Then, at last, itis over. There isa pause as the judges add up the numbers. ‘And then itis announced that Sonya has eaten 46, crabcakes. itis a new record. She is thrilled. went very fast at the start. Then after about five or six er ae minutes, | slowed down’ she says. feel OK = | could 6G ne Aah een Which of these adjectives apply to you? + overworked + overtired » oversensitive 75 She stands for photographs, ahuge smile acrossher | 3 Give examples of the following face and her skinny arms holding the oversized a film which is overrated prize-winner’s cheque above her head. 2 profession which is overpaid 2 person who is overexposed on television 7 stones = 44 hlograms; Sf Sin = 1m 65cm something you bought which was overpriced 2 Complete the sentences with a preposition from the box, 3 Match each of the highlighted verbs in the text to the definitions 1-8. in in of over to to with 1 tell someone a secret 2 pick something up suddenly and roughly 1 There are no easy solutions to the growing problem of By stray gilty binge-drinking, the praciice among young people of ee drinking __ excess. Peep en 2 People who drive at speeds __ excess __ 120kph should 6 make something wet with one’s tongue Sao ee = 7. think about something carefully ae sis aba taabeta te cathe Goce your way = Seana pay sensi ite tga a fe extremes pelea 4 Junk mail is not effective: bombarding people 7 Workin paiva. Discuss the followine questions: information, advice and offers leads to overkill and people stop reading it. What type of criticism do you think competitive t's alright for films to have some violence, but some really do eating comes in for? What is your own reaction 0 __ the top. to such contests? 6 “Moderation ___ all things’: that’s the best way to live life. * Do you consider competitive eating to be a sport? Why or why not? 3. Workin pairs. uss the statements in exercise 2,3p | A cautionary tale SPEAKING 1. Workin small groups. Imagine that you all live on the beautiful but remote tropical island of Nauru, where the discovery of mineral resources has brought great wealth to the population. Everyone has benefited financially and nothing is lacking Discuss how you would each spend your time and money on the island. What ‘would be the positive and negative aspects of such a life? LISTENING 1 4.26 Listen to the radio programme about Nauru. Arrange the following in the order in which they are mentioned The recording is divided into six different parts. Write numbers 1-6 in the boxes below. Nauru’s mineral wealth Present day life on the island An island of superlatives ‘The president's hopes for the future A life of leisure The road to ruin oO oo000 2. & 116 Listen again and answer the following questions, making brief notes. There is one question for each part. 1 Which ‘world-beating statistics’ does Rob Crossan mention in relation Nauru? 2. How was the rock on Nauru formed and why was it so important t0 Australia? How were profits distributed to Nauruans and what did they spend the on? ‘What ‘ill-advised reseue schemes’ were implemented to save the islan¢ How do many Nauruans spend their mornings now? What does President Ludwig Seotty think will attract tourists to Nauru 3. © 1.16 Listen and check. Work in pairs. Discuss the following. ura? Why or why noi? Stories? What happened and * Would you be interested in vi * Do you know any other ‘riches why? Grammar: Cleft sentences Cleft sentences add emphasis to 2 noun. 2 person, 2 time, a phrase or 4 clause using the structures It ifmms_. that/uho ... or What ...is/ was ... In the following examples, the underlined part of the sentence is being emphasized. 1 was an Australian, Albert Elis, who made the discovery from which Nauru ts still reeling. It was oniy in 1968 that the Nauraans coalé bese: t0 benefit from their riches, What strikes one first about the island i Hes ae What they did was (to) ship the piospinane to Atestralic. ‘A number of other words can be used instead Of mlhat, eg the thing (that), something (that), the persom (atsaftiat), someone (that) ‘The person currently in charge of the Slam & Leciie Scotty. all can be used instead of what to mean ke amiy thing that’ All the islanders did im the way of exerease was walk to the government offices once a week Oe eto caaaialRewrite the following, emphasizing the underlined part of the sentence. Karyn came up with her idea when she remembered a notice her flaimate ha spotted. It 1 need only $1 irom 20,000 people. All T'm curious to know what kind of people ‘come to the recycling centre to buy things. One thing 1 mostly look out for flashy jewellery. What We've only got a wooden crate. All Sonva is the overall eating champion ~ that's remarkable. What Sonya ate 40 crabcakes in 12 minutes. She is here this morning to defend that record. Sonya ate 40 crabcakes in 12 minutes, It British sailor John Fearn was the first outsider who laid eyes on Nauru, The first © 1.7 Listen and check. Complete the sentences using your own ideas. What [ like most about Itwas when 1 was that ‘Something I've always wanted to do is, ‘The person I most admire is/was All ever talk(s) about is What the government ought to do is, iat Read out your sentences from exercise 2 to your partner. giving more details for each one. A cautionary tale-| 30 VOCABULARY: adjective affixes 1 Use the correct adjective form of the words in capitals to complete these extracts from the recording. One of the adjectives requires a negative prefix. ole the rising tides caused by global. warming. GLOBE, onal Rob Crossan tells. tale. CAUTION Phosphate [is] must for agriculture. SUCCESS 1 2 3. These included the parchase of _\V)\) properties abroad, JNUMBER; 4 Scotty {has] the __ task of recovering the mined-out ruin of Nau He tells me his uiahc UN ENVY NO’ plams to bring tourists to Nauru. IMAGINE (2 )use the same suffixes as in exercise 1 to form adjectives from the following words. Use the same suffix for all three nouns in each grou origin person environment original personal environmental 1 represent inform’ comparex\\& er 2 advise forgethl2 applylote. + One 3 literataté-G_ Volunteer——imagine\* = 4 advantaggitcours— humour b 5 harm) power)! faith. ~ ‘g))complete the text withthe correct form of the words in brackets. Us ~ the suffixes in the box. You may also need to use a negative prefix. ive fot A (xd) -able (x2) “DBGe) a ced ess Te must be rather _stressfid_ (stress) to win or come into a 1) _ (substane}iamount of money and suddenly become rich, There'd be-all those umwanted hegsing letters and-(2} (expect) visits from long-forgotten friends ~ lots of would-be X3) Lu Gffnance) ‘experts’ telling you what jo do with it all, Some people can be very (4) __(persuaéd)\irthese matters and. ——Cnowledae), despite having absolutely fy 2 oes you'd ing to be very emf. Isr happened eo me, a be very (6/25\4sense) as.to-howI spent it. {think i's (7) LOG! response) to go out and blow it all Ait ihiige house or a usury yacht. but I'd probably buy a new car. Pd also give some to a \reserving cause, like a charity for (819'\CéGiome) people, and then save the rest for ¢ (9) (iNY(rain) day, Life is so (10) end Dd Able (oredr, 50 ts best 1 BeGRAMMAR Adding emphasis ‘A number of techniques can be used to add emphasis in spoken and written English. For information on inversion, see page 94. Auxiliary verbs In spoken English, auxiliary verbs can be stressed to give more emphasis to a sentence, and to express for example, suprise, enthusiasm, criticism or certainty. I must remember to post that letter. Goodness me, you have lost weight! there is no auxiliary verb, do, does and did can be used in atfirmative sentences. This use is found in both spoken and ‘written English, though itis more common in conversation. do like your new dress! He does worry a lot, doesn't he? Tid enjoy the party last night Further emphasis can be added by using adverbs such as really, certainty or definitely before a stressed auxiliary verb. really do think you should phone her. She certainly is tooking better, isn't she? Auxiliary verbs, both positive and negative, can be used to show contrast/contradiction, often with the addition of but, however or although “Why did you hit hime" “I didn’ hit him!" Tra not very sporty but I do like playing tennis. do is also used in persuasive commands, to show politeness or express annoyance. Do come in! Do be careful! Do hurry up! Fronting Fronting involves moving information to the front of a sentence, often to give it emphasis. ‘© Some features are more typical of informal spoken English, Really good it was ~ the best film I’ve seen all year, Ten quid it cost me ~ daylight rabbery! how can be used before adjectives and what before nouns: How clever you are! What a great party it was! © Some types of fronting involve inversion of the subject and verb and occur more frequently in written English. Far more important is art applicant's experience. Enclosed is a cheque for £125. Waiting at the station was his Aunt Clarissa. * Also more common in written English is the following structure: 34, Tired as/though she was, she kept on walking. (Although she was tired, she kept on walking.) ‘© Whole clauses can be fronted without subject-verb inversion in both spoken and written English. What he does for a living 1 couldn't tell you. Whether he loved her or not sive did not know. Clefting, The structures I /tas... that ..and What... is/was together with variations of these, can be used in the following ways: 1 Irisfwas... that .. can be used in both spoken and writen English: * to emphasize a thing or a person; who can be used in place of that when referring to people. Ie was his age that prevented him getting the job. 1's her husband who does all the cooking. + with because to emphasize reasons. 1 was because he refused to give up drinking that she left him. * with (only) when, while, not until + verb clause to emphasize a time Ie was only when/It wasn’t until I got home that | realized I didn’t have my keys with me It was while I was in hospital that he proposed to me * to emphasize prepositional phrases. It was after dinner that he phoned, nat before. 2 What... is/was... is more frequent in conversation and can be used to emphasize: ‘+ nouns and noun phrases. including gerunds. What irvtaves me most about her is her laugh/the way site laughs. What I most enioyed about the holiday was not having to set the alarm clock + an action or series of actions. What you do is (to) fold the two ena pices like this, What happened was (that) I overslept and missed my Plane. + embedded questions. What I've never understood is why he resigned. What I'd like to know és when you're leaving Alternatives to the word What in the structure above are The thing, One thing and Something. All can also be used, meaning ‘the only thing that’. One thing I won't tolerate is rudeness. What a boring job — all I did was count cars all day. The person, One person and Someone can be used to emphasize a person. One person Id like 10 meet is Johnny Depp. The order of clauses can be, and often is, reversed. Rudeness is one thing I won't tolerate Her laugh is what iritates me most.Worp LIST | Money lear v*"t /ktia(e)/ donate v * ‘/ésu'neit/ fritter away v ——_/*fsta(#) a,wer/ pay off {yper'ot/ aise v "7" rez! rua up v fran 'ap/ set aside v /jset a'sand/ setile v*"* Pset ally spend freely/ ,spend 'rsli, heavily/lavishly/ evil, /"tevifli/, wisely Povatali/ squander » /'skwondo(e)/ | Rubbish bottle bank: /"bot(s)l_,bsenk/ bulky adj ali civic amenity /,stvik a'misnati slie nC t/ drop iter /,drop ‘utatt)/ dustcartm € —_'das(t) kaz{r}t/ dustmannG ——_/'das(t)man/ food scraps m pl» "fusd skreeps/ piles of mbbish: —_/;patlz av ‘rabi/ put the rubbish out-/,put d2 'tabif avt/ refuse n U /refjuis/ rubbish Panbif collecion nC kaJekf(9)n/ skipnc sskap/ throw (sth) away v /,6r90 o'wer/ tipnc** /up/ Excess binge drinking x U /‘binds érigkin/ ‘bombard (sb) with: /,bom'ba:(r)d wi0/ do (sth) to excess /,du: tu tk'ses/ go over the top /gov'suva(r) d0 stop/ gocoverdrawn- — /\gau auva(e)'dromn/ in excess of an ik'ses av, DV/ ‘overeat v /puvar'izt/ overexposed.ad) —/,avvartk'spauzd/ overkill x U /ovalt) kal/ overpaid adi /,auvate)’perd/ overpriced adj /,avvalr)'praist/ overrated adj /,auva'reitid/ oversensitive adj /,a1va(r)'sensotrv/ coversleep /,auva(r)'sliy overtired adj /,2uva(r)'tara(r)d/ overworked adj /,2uva(r)!wsz(r)kt/ take (sth) to seiko ‘extremes ‘k'strizmz/ Adjective affixes caution U* ——/"koxf(a)n/ cautionary adj /*ks:[(a)nari/ envy n Penvi/ (un)enviable adj /(an)'enviob(o}1/ expect v *** /sk’spekt/ (un)expected /(an)tk'spektxd/ ‘adj ** faith nu * /fe18/ faithful adj * / tere) globe nC /gloub/ global adj Z'glaub(a)l/ homenC*** ——/haum/ homeless adj* —_/"houmlas/ imagine v je'medsin/ imaginative adj* _/1'maedsinotrv/ number nC *** —/'namba(s)/ numerous adj** —/'nju:maros/ persuade v °** persuasive adj * /palr)'swerd/ /pa(t)'swetstv/ rain n C** ‘tern rainy adj /remi/ Tesponse nC *** —_/'n'spons/ (x)responsible ——_/(i)r'sponssb(0)!/ ajo substance n U*** /'sabstens/ substantial adj *** /sab’stenJ{(2)l/ Other words & phrases a stroke of genius /a stravk av ‘dsiznivs/ amiable adj reimid(a)Y/ ata premium fat @‘prizmiom/ bail (sb) out vy ——_/,berl‘aut/ banish v * een benefactorn C —_/"benr,farkta(e)/ bimbo nC Proumboo/ blacklist » lek, lst/ book price nC /"buk patsy bottom line {,bot(@}m "ann nsing buck nc Iosky bulging adj ‘"aldsin/ bump into v ‘bamp ‘mnto/ cash handout nC /;kef handaut/ cheapskate nC {isp skeit/ choke v* /tfouk chuck (sth) out » /,tfak ‘aut/ clothes-buying ——_/"klavde bay binge mt C binds come in for / kam in f9 criticism “rtasta(ajmn/ compost YU /'kompost/ confide v * ‘konfard/ conman nC "konmen/ countless adj* —_/"kauntlas/ craten C ‘krest/ crockery nU ” —/"krokeri/ Language reference 3 decay v decompose » disposable adj * dough n U dunk v eowaste nU excruciating adj fake adj flashy adj germinate v grab v** guileless adj hail (sth) as a success have (distance) ‘on the clock have (sb) oa v have a chuckle hick nC ingéaue nC junk shop nC karma nU landfill site n C lick v * life expectancy n U manicure nC rmasticate v ‘memoir 1 C money- laundering n U nauseated adj oversized adj pallet nC panhandling n U panicestricken adj pedicure n C perknC pick up a bargain pin v ** plead for v plough through v ponder v quarry nC reel v return to the black rust v shed nC ** sipnc* slotn ¢* snap (sth) up v stacks of (sth) stronghold nC stuffing n U tackle a problem tax haven nC this sucks thrilled ad wear off v wolt (sth) down yartker/ / ditkom'pavz/ Jer'spavzabta)l/ ydov/ ydsnk/ /iwerst/ /ik'skrusfijertin/ eak/ /flaefi/ /'d3ez(¢)minert/ foreb/ ‘'gaullas/ (het 22 2 sok,ses/ (/hhaev on do klok/ /sbaev 'on/ /heev 2 'tfak(o)l/ uk /enganju:/ 7'd3ank Jop/ /'ka:(r)ma/ /"een(d)filsast/ ky /Jaif tk'spektonsi/ /'meenikjva(e)/ /'mestikert/ ’mem,wa:(t)/ 3% Pravvait) satzd/ /'palat/ ‘'paen haendlig/ ‘/'pantk,strikon/ 7pedikjva(s)/ /psi(t)k/ /'plisd fos, f0/ /play 'erur/ /'ponda()/ Mewi/ /snep 'ap/ ‘stacks av/ /'stron,hould/ /stafin/ /eek()l 9 ‘problam/ ("tks hetv(a)0/ 7,018 'Saks/ ‘orld ,wea(t) ‘of/ ‘lf 'daun/SPEAKING 1. Workin groups of three. Take turns to describe the photos. Talk about why the people might be complaining, the way in which they are complaining ‘and how they might be feeling. Tell each other about a time when you made a ‘complaint. Say why you complained, how you complained and what the outcome was. READING e 1. Read the blogs A-C and answer these questions. 9 ‘What is each blogger complaining about? Ss © Do you sympathize with their views? Why or why nol? 2 Read the texts again and decide which blogger. 1 almost suffered a serious misfortune, £ complains that an existing problem is being made worse. | 3. says their reaction towards certain people has chai feels the name of a certain organization is Inappropriate. i $ wonders if their view is widely shared. 6 points out the benefits of complaining on their blog, 7 complains about a lack of originality. C says that the same problem occurs with great frequency talks about the aggressive attitude of some people. 10 urges readers to take action, 3. Underline those words and expressions which the bloggers use to express irritation. drive me to distra 4 Work in small groups. You are going to “have a good old moan’ like the bloggers. Tell each other about ‘something which irritates you using some of the words and expressions you found in exercise 3 36| 10 THURSDAY AUGUST 8: Our buses drive me’ to distraction ej had it up t0 here with buses! To be more precise, am SICK to deathhOF the service offered by the,shamb ‘outfit that mesquered=sas our local bus company — ‘and-Whicl dares £0 €alf self Relabus - a misnomer if ever there Was-One, Snes its exhsust-fume-coughing, (YES Cvateing complaints | 4a VOCABULARY: ways of speaking ‘(match the definitions @ and b to the verbs in bold in sentences 1 and 2 from text B. GL you can hear them ... muttering under their breath Vv “about you.as you walk away, DRC 2. Iq moaning-about nothing again, aren't 4? i \a speaking ira-quiet voice when you are annoyed about something b complaining in an annoying way, usually about something unimportant (informal) 2 Complete each sentence beginning 1-8 with the appropriate endings a-h, 1 ‘Please keep your voice down!” the librarian 2. The news came as a shock. ‘D-d-dead?’ he © 3. ‘He gave me his autograph!” the young girl 1 4 ‘Get to your classroom this instant!"( 5. ‘Oh! Why can't | have some sweets!” he “How di the date gor Laked.aght.-be 7 ‘Good morning!"What's good about it?” she | 8 ‘Oh, no, not another delay,’ she | a~shrieked, excitedly: Ch{\\(\ _ bellowed the headmaster loudly. UX whispered, fiercely, = ~d_(gnappedback angrily. throwing her bag down. 7 fe. stuttered, hardly daring to believe it. = (ACHES —t sighed, wondering if it would ever-ake off— X 8 grunted, and disappeared to. his bedroom, ( /h whined tearfully to his- mother. ‘I's not fair! ~ ako (eG (ua 4.48 Listen to check your answers, then practise saying the utterances in 1-8 as you heard them on the recording. 4 Workin pairs, A and 8. You will practise different ways of speaking. ‘A: Tum to page 143. 8: Turn to page 150. ‘omplete the sentences witha word from the box. teeth lips” voice tongue mouth word 2 at the moment is 1 The question on everyone’s ‘Who will be the next president? 2. [find it hard to get my \<\t round Welsh place names - there are too many consonants. 3. The main opposition party was first to O1/ € er of the proposed reforms. 4 You can’t believe a of what Laura says ~ she lies through her + EE 5 I've leamt to keep my )\G.4/shut when my dad starts, talking politics - it’s safer that way. m 6 Use the words in bold in exercise 5 to write your own true sentences, Discuss your sentences with your partner. 74B | Voice complaints VOCABULARY: voice 1. Work in pairs. Give examples of situations when you might lower, raise, strain or disguise your voice. 2. The adjectives in the box can all be used to describe types of voice. Arrange them into pairs of words with similar meanings. shaky & trembling shaky deep soft flat hoarse trembling gentle squeaky — croaky expressionless high-pitched booming 3. For each pair of adjectives in exercise 2 think of someone, famous or otherwise, that they describe. Compare your ideas with your partner. 4 How would you describe your own voice? in what circumstances, if any, does it change? 38 LISTENING 1. Ifyou lost your voice for a prolonged period, how would it affect your daily life? 2 © 1419 Listen to this radio interview about voice complaints and medical problems with the voice. Put the following in the order in which they are discussed. D Examples of voice complaints [Threats to the voice at work CO Taking care of our own voice (Exercising the voice 1 Numbers of people affected types of people affected O Possible treatment C1 _Surgery for cosmetic purposes © 1,9 Listen to the interview again and complete each gap with one word. One in__ workers in modem economies suffers regular voice problems. ‘The two professions which suffer most are ___ and call centre workers. Odynophonia is soreness in the throat and makes painful. ‘The new term used to describe a number of voice problems is ‘repetitive voice none 5 A good therapist can help people recover their voice. 6 Vocal cord surgery for cosmetic purposes is called a ‘voice _’ 7. Throat infections can be caused by offices with central heating and low 8 Teachers can suffer voice strain in classrooms with poor 9 Drinks which contain caffeine should be avoided as they out the vocal cords. 10 During vocal warm-ups, correct breathing and a good are important Check your answers in tapescript 1.19 on page 156. 4 Work in pairs. Discuss the following questions. © How voice-friendly are the conditions where you work or study? How coul they be improved? ‘© How well do you look after your voice? Which of Ellen's recommendations would you follow? ‘* Would you ever consider changing your voice with cosmetic surgery? Why or why not?GRAMMAR: reported speech 1 A large number of reporting verbs are followed by a that clause: claim, estimate, predict, remark, say, stress, tel ‘The presenter remarked (that) his voice had been hoarse more than once recently, ‘Tense changes in the that clause need not be made if the statement is still relevant: Ellen stressed (that) prevention is/was better than cure. 2. Use normal word order without do, does, did in reported questions. The presenter asked why so many people experienced problems with their voice. 3 Use an object + infinitive after these verbs: advise, ask, encourage, invite, persuade, recommend, remind, tell, warn. He invited Ellen to demonstrate some vocal warm-ups. 4 Use an infinitive without an object after these verbs: agree, ask, claim, offer, promise, refuse. She agreed to do some voeal exercises. 5 Use a gerund after these verbs: admit, advise. deny. recommend, regret, suggest. She suggested asking questions to give the voice a rest. 6 Use these verbs with should + bare infinitive: advise, agree, demand, insist, recommend, suggest. She recommended that we should drink lots of water. 7 Many verbs can be followed by a preposition: ‘accuse of, admit to, advise against, apologize for She advised against drinking coffee or tea © sce Lavouace RereRence Pace 44 ever ‘the direct speech using the verb at the end of each line, “You really should apply for the job,” he told me. ENCOURAGE Fe encouraged me to apply fort fb 4 1 ‘1 really wish 1 had Jette Me SSN the radiator,” he said. ~ REGRET 2 ‘ts not a good idea to wear a pink shirt with 10 web your green trousers,’ she told mer (UW\GC (WC. a! ADVISE 3. ‘I think there's a good chance it'll rain ccoln VOVaI tomorrow, she said, “PUALGe) sic WOU /eREDIcT 4 ‘There’s no way I'm mie to sing Karpoks, with you,” he said‘o his mother, —‘\UL0 *0S\/Q ReFuse @ Voice complaints | 48 aritefres }f your own sentences using the phrases in bold in exercise 1. The sentences must be true and/or reflect your opinions. 3 Compare and discuss your sentences with another student, making brief notes about ‘what your partner says. 4 Work with a different student and report your conversations in exercise 3 PRONUNCIATION: voiced & unvoiced sounds 1. Voiced sounds are produced by moving your vocal cords, eg /2/ in was and /b/ in job. Unvoiced sounds are produced without moving your vocal cords, eg /s/ in bus and /p/ in top. For each of the following pairs of sounds, decide which is voiced and which is unvoiced. 1 fini /v/ in live 2 /A/inseed —/t/ in seat 3. /k/ in back — /g/ in bag 4 // in mother /0/ in mouth, 5 /f/in sugar /3/ in usual 2 Ineach group of words, one of the underlined sounds is pronounced differently. Circle the different one. Is it voiced or unvoiced? rise lose unvoiced 1 thank third those 2 bathe smooth health 3 wife of roof 4 choose loose goose 5 picked loved robbed 6 chaos antique —_league 7 possess missing scissors 8 Stephen photo graph 9 collision occasion tension AQ insure measure pressure 3 Try saying the following tongue twister Quickly three times in succession. 5 ‘The authorities ought ae more liter More vw bins in our parks,’ he éaid. < ay SH Ovid SUGGEST Silly Susan says Sarah sells sausages. 6 ‘Why do some people have to get so sig gi Quitonna when they dive? shelaken. iGO WONDER - ey 7 ‘Believe it or not, T can name the capil SNE oe .,, tongue twistes CLAIM) Ose”, Using one ofthe of every country in tha,worl iii) - 8 ‘Don't fors 1 oe a Leics she told the) 2 <0 | ty OY 9 “The government cea cep its promise |. to reduce inflation,’ she 10 ‘I think there are about 700 students in the school,” he sai REMIND ESTIMATE, ( 70. heroes in the office. Around the room, the losers categories 23 ‘High Street Franchise Chain of the Year ‘struggled to maintain composure as a name other than their ‘own Was pulled from an envelope. At one point it was dificult to know who was crying mote. the winner of the coveted) | % Young Negotiator of the Year award or one of the oher | nominees she had just beaten tothe tlle. te eee eee re-has beén-quch a rapid growth in ceremonies of mutual Bre uae pee ge cage! By Ssrreiecis then that tnettecngaleg oF ad peers tp ihe Ton Soar gruel Dal sampler as a nado ceremonies provide the rare opporimity {oF us to step ito” the limelight and to kid ourselves we are stars. And these Bere Cee aeren ots as ecu ee ees Inthe limelight | 4 VOCABULARY: emotional reactions 1. Which emotional reaction do the bold words 1 blubbering acceptance speeches 2. thanked in watery-eyed profusion Find more words and expressions from the text which describe the same reaction. ( 2 choose the correct alternatives to complete the sentences. 1 Lwas close of f t0 actually cry. 2 It was so sad ~Teried my eyes out / in / from. 3. It was so funny ~ I roared for (with by laughter. | 4s such a funny book - it had me laughing up { out / off loud. —~ 5 [gover worked AC) on f gin Twas (y) trembling with / tg / over an 6 The news took me completely fm) in /Gy surprise. I just couldn't get up {over / above it, 7 Ic frightened the lfe(out of / up to / down. fromme. \ |\zvete dy, yee 2 Ed never atnreeribot naught or pseaeaec me witi(/ t0./) by death. 9 Italways thers mé up)/ around / out and \ puts me through / 107 ir a good mood, no matter how fed up I’ve-béen feeling 10 It's so depressing - it really gets me along / (downy off ears but I didn't 3) Work in small groups. Choose five of the ~ sentences in exercise 2 and for each one think of an example which is true for you. Describe your examples to your group, who must guess “hich sentences you are illustrating.4p | Speech! LISTENING 1. Work in small groups. Discuss the following, 5 25 Listen to these extracts from five different See rete alara cee eet cece el ae speeches. For each extract answer the following (on what ocasions do people give speeches in your tone Have you ever given a speech? If $0, how did you feel?» What is who is speaking? If not, how do you think you would feel? Which o} the Speech Writing Tips are 2 You are going to hear a man talking about how to write speeches. 6 Work in pairs. C jations on page go and wri st one of the ‘What advice do you think he might give? : techniques m ting Tips. 3. & 1.20 Listen to the recording and complete the Speech Writing Tips. Listen to each the questions in ex each one answer » What advice do you think he will give regarding delivering the speech? STi factor in x Ne appropriat de * audience: if familiar with the audience, use — * purpose: Have clear cai The first Got the audience infereted Rit pont include @) _—_—————— e note — mae 2 tought nish on 2 postive 0 @ NB Caco’ ideaGRAMmanr: modal verbs 1 must, might, may, could 1 When making deductions use must if you have reason to think something is true, and couldn’t/can’t if you think it is untrue, ‘I must have done something right for so many of you to want t0 be here with me on my final day. She couldn't be at work ~ her car's still here. 2. Use might (not), may (not), could to express possibility and to speculate. Too many points might confuse your audience, He may have left the country ~ we can’t say for sure. 3. Use might have/could have to talk about a past possibility which did not happen. It could have been worse. 1 might have become a poet. 4 Use might/could (but not may) to express annoyance. You might at least offer to pay for the damage. She could have told me she was vegetarian ~ I'd cooked a lovely chicken dish. 5. Use might/may to express concession or contrast. He may be a good leader, but his speeches are boring. You might like her. but I don't 6 Use might as well/may as well to suggest the best ‘course of action, without having much enthusiasm for it. The next bus doesn’t come for another hour, so we might as well walk. © See Lancuace Rerenence Pace 44 1. Match each sentence 1-8 to a sentence a-h. af You look a real mess! You could have put on some clean trousers You look a real mess! My phone didn’t ring once all day. She was crying her eyes out. You really should drive more carefully. How can you say it was a good party? I'm not sure what to do tonight. I can't find that book you lent me anywhere. It’s pouring with rain so we can’t go out. You must have really upset her. You may have enjoyed it but I certainly didn | might just have a meal out on my own, You couldn't have called me, you're lying. We might as well have a game of cards instead. You could have put on some clean trousers. 1 think I may have left it on the train, You could have had a serious accident. rae Anes eVOumu Ne Speech | 4p 2 Match the grammar points 1-6 in the grammar box to the sentence endings a-h in exercise 2, ai must for making deductions 3. Work in pairs. Choose four of the answers from exercise and have four separate conversations, using a different answer to start each conversation, 1 A: You look a real mess. You could have put on some clean trousers. B: What do you mean?! They are clean ~ 1 washed them yesterday. A: You couldn't have washed them very well. Look at those stains Dip You KNow? 1 Work in pairs. Read the information and discuss the questions. i | ONBOR THE HIGH POINTS | in the British | Parliamentary calendar isthe | annual Queen's | Speech, which contains an | outine ofthe government's ! policies ana | legislative agenda i i i i i i i i { i i for the coming year. ILis written by the government and delivered by the Queen as part of an annual ceremony known as the State Opening of Parliament. There is a great deal of formality and tradition surrounding the event, which takes place in the House of Lords, usually in November. In the United States of America the President reports on the condition of the country and sets, out the government's legislative programme in the Siate of the Union Address. Tens of millions of people watch the speech live on television and the internet when it is delivered in January or February ‘each year to Congress, which consists of members of the House of Representatives and the Senate. * Is there a similar ceremony in your country? If 50, how does it compare to those described above? * How interested are people of your age in polities? How typical are you of your generation in this respect? * Which politicians in your country do you consider to be the most 2) charismatic? b) boring?) intelligent? Jas4 GRAMMAR Reported speech 1 verb + that clause ‘ada, admit, announce, assure, claim, complain, confirm, estimate, explain, mention, point out, predict, remark, remind, repeat, reply. say, stress, tell, warn ‘When reporting direct speech, tense changes may occur in the that clause: present tenses change to past; present perfect and past tenses change to past perfect. Pronouns ‘and words referring to time and place may also change, depending on when the person reporting the statement/ ‘question is speaking and where he or she is at the time of speaking, “She doesn’t live here any more,’ he said. He told me (that) she didn’t live there any more. “I didn't leave the house yesterday,” she claimed. She claimed (that) she hadn’t left the house the previous day. Modal verbs can, will, may, shall change to could, would, ‘might, should. Must can remain unchanged or we can use had to instead when expressing obligation. Other modals do not change. "You cannot wear jeans and you must wear a ti. He said he couldn't wear jeans and he must/had to wear a tie, ‘There is often no tense change if a present tense of the reporting verb is used and/or if the statement being reported is still true. He told/tells me he’s thinking of buying a new car. In reported questions, do, does, did only appear in negative ‘questions and the subject comes before the verb. Yes/No questions are reported with if or whether and question marks are not used. “Why don’t you want to go?" he asked. He asked her why she didn’t want to go. “Do you work for Mr Beasley?" she asked. She asked him if he worked for Mr Beasley. 2. verb + infinitive with to agree, ask, claim, demand, offer, promise, refuse, threaten offered to help her and refused to accept payment. 3. verb + object + infinitive with to advise, ask, beg, convince, encourage, instruct, invite, order, persuade, recommend, remind, tel, urge, warn She told him to leave and warned him not to tell anyone. 4 verb + gerund ‘admit, advise, deny, recommend, regret, suggest He admitted breaking the window but denied stealing anything, 5 vetb + preposition argue, protest, advise, warn against, apologize, blame, forgive, tll off, thank for. speak, accuse of, insist, congratulate on, admit, confess, object to She thanked me for helping her and insisted on paying me. 6 verb + that clause (+ should) advise, agree. ask. demand, insist, propose, recommend, request, suggest. Urge suggested (hat) he (should) report it to the poice. Modal verbs: must, might, may, could Use may (not), might (not) and could: to talk about the possibilty of something happening in the future. might apply for at job ~ I may not get i but i's worth au. * to speculate about the present or the past. She's not answering the phone ~ she eould be in bed or she might have gone out ‘The addition of well after these modal verbs expresses more probability. ‘She could well win an Oscar You may well be right. 2. For deductions about the present or past, use: ‘must if you have good reasoa to believe something is true Why haven't you got a coat on? You must be freezing! © couldn’t/ean’t if you think itis untrue He coulda’t have taken the car ~ the keys are still here. For information on obligation and prohibition see unit 10 on page 104. Use could/couldn’t to talk about: general ability or inability in the past. He could play a number of instruments but he couldn't read music. © For specific ability on one occasion in the past, use was/ ‘were able to, managed to or succeeded in. I managed to shut the suitease, but then I couldn't get it ‘open. again. ‘© Use could have to talk about something we were able to do, but didn’t. Why didn’t you ask me? I could have helped you. 4 Use might and could to express: annoyance. T do think he might have phoned to apologize. You could at least make your bed ir the morning. ‘© a_past possibility which did not happen. Without that map we might axe sot lost. 5 Use may/might as well to suggest what could be done even though you may not really want todo it I can't get back to sleep so Imight as well get up. She knows we're Bying so we may as well tll her the uth.6 Use may/might = concession. You mighe be tired, but you've got work to do, © contrast She may have found him funny, but T chought he was rude. ‘but 10 express: Word List Ways of speaking be oneveryone’s /bit on ‘evriwanz lips ‘lps/ bellow /clau/ getone’s tongue /get wanz ‘tag round.) ‘rund grunt v Jaron ‘keep one’s /kizp wanz ,maud mouth shut 'shat/ lie through one's) "lat Bru: wanz teeth ti8/ moan /imaon/ mutter. /'mata(r)/ shriek v A frisk/ sighv ** /sal/ snap /snep/ stutter 7 /stata(e)/ voice criticism /.vo1s of (sth) ‘kritisiz(9)m av/ whine v /wain/ ‘whisper v ** ‘pestspa(e)/ Voice booming adj /"ourmig/ eroaky adj kraoki/ disguise one's voice /dis'gaiz wanz "N98/ expressionless adj _/ik'spref{a)nlos/ high-pitched adj /,har'prft/ hoarse adj hi lower one’s voice )8/ /slavo(t) wanz Nots/ raise one’s voice /,retz wanz 'vats/ shaky adj squeaky adj strain one’s voice /,stremn wanz Nois/ trembling adj /tremblin/ Emotional reactions blubber v /olabate)/ cheer (3b) up /tfio(r) ‘ap/ close to tears /, Klaus ta 'tra(r)z/ come over all kam ,auva(r) oul tearful tairifll/ cry one’s eyes out /;krax wanz 'aiz aut/ frighten the life /frait(a)n 32 ‘ut of (sb) “auf aut av/ get (sb) down, /.get ‘davn/ get over Y /iget ‘2uvate)/ Bet worked up ——_/,get 'war()kt spr lachrymose adj _/"leekrimaus/ Taugh out loud = /,Jasf avt 'lavd/ put (sb) ina ‘pat in a ‘gud ‘good mood iy roar with laughter —/rox(x) wi lastta(e)/ scare (sb) to death / skea(r) t2 'de0/ the sniffies n pl Sa snui(a)kz/ take (sb) by tetk bat surprise solr) prauz/ tremble with anger /,tremb(a)! wid ‘engatt)/ wwatery-eyed adj /wost(a)ri'and/ Other words & phrases after-dinner in), dma(r) speaker nC (0/ ail manner of ills meena(e) 2° backslappingn U "bak skepro/ bein the limelight bit m do be sick to death ——_/ biz stk ta ‘ded of (sth) ov catchy adj /ketfi/ collagen n /'koleds(2)n/ coveted adj Pkavatid/ drain v ** yarein/ Give (sb) mad/_/,drarv 'mad, todistraction —_tadi'strekf(o)n/ facile ad tesa fall flat ofa 'flet/ flier nC ‘arate freak (sb) out v _—_/frisk ‘aut/ fullto-bursting adj /ful to ‘ar(e)sten/ get on one's nerves. /,get on wanz ‘nae(eva/ gecthings off get Binz of ‘one’s chest ‘wane 'ifest/ get up one's nose /get ,ap wanz “node/ sive (sb) a piece /atv 2 ‘pss ov of one’s mind” wanz mand give (sth) one’s /,giv wanz best shot "best fot/ have a good old hae 9 ‘gud ould moan maon/ have had it upto /hav had 1t ap to There with (sth) "~"hro(s) wid/ hoop nC Jhu:p/ human ‘hjusman resources n pl“ 11'z3:(r)stz/ Oe Language reference 4 hunched adj inaugurate v infuriating adj juggler nC Kick up a fuss Kid oneself v| larynx nC lay (sth) on lounge around v ‘maintain (one’s) ‘composure masquerade as v meringue n C misnomer 1 C navel nC nominee nC opty ** outfit n C* outline n C ** sail past v self-restraint n set (sth) out v shambolic adj show off v showbiz n U simpering adj sloping adj smooth-talking adj speech therapist 1 C surveyor nC swanky adj take a beating. toast nC * toast v iapeze artist nC tummy button nC tum out en masse tuxedo nC ‘unsung hero voeal cords n pl voice lit n C weary adj Jean fa/ ‘n’naxgjorest/ ‘n'fjuarierttn/ Pasaglo(e)/ ‘jap 9 'fas/ kd wangself/ leripks/ jes ‘oa ‘/launds a'raund/ /imemtem (wanz) kom'pousa(t)/ {,mesko'rerd/ /ima'reen/ /rnis'naumno(e)/ Pnew (I /,nom'ni:/ pt /ravttit/ /'autlain/ /,sedl'parst/ /'selfn'streint/ fiset ‘aut/ /fem'boltk/ /,fou ‘of ‘"foubie/ ‘'simpartg/ /'sloopin/ /smurd "tatkta/ pict @erapist/ /sa(n'vera(e)/ Pswaenki/ ‘cotk 2 "bistt9/ aust] ‘/o0st/ ‘ra'piz, ex(r)ust/ tami bat(a)n/ /ea(e)a aot on'mas/ /tak'sixdou/ 70,340 "1930 /'vs0k()l x(e}de/ vais uit/ /wiori/ 45sb But instead of a chautffeur-driven limo, he drives a y 5A Entrepreneurs SPEAKING & LISTENING 1 Work in pairs. Match the famous people 1-4 to the area of business a-d which made them successful. 1 Oprah Winirey 3 Roman Abramovich 2. Richard Branson == 4 Michael Dell a oll + computers b- entertainment music & air travel What else do you know about each one? ‘Share your ideas in groups. 2 & 21-24 Listen and check your ideas. Make notes on their achievements. 3 )Who are the leading entrepreneurs in your country? ~~ How did they become successful? READING 1. The following words all occur in the reading text. Discuss their possible relevance to the Swedish furniture company ikea and its founder, Ingvar Kamprad. 185 billion vineyard cigarette lighters frugality revolution 300 million cult 2. Read the text, ignoring the gaps, and check your ideas in exercise 1. 3))Complete the gaps 1-7 in the text with the = sentences a-g. “fh Even senior executives travel around Europe on budget airlines and always stay, they insist, in cut-price hotels. 10-year-old Volvo and whenever he flies, even long, + — haul, it’s tn-economy, {e-It alsocoffloaded on to customers an expensive part of selling furniture - actually putting the stuff together ‘¢._ Kamprad’s idea of a break is fishing or rowing in his native Sweden. Inhis teens, he discovered an aptitude for business and began importing and selling anything he thought he could make a profit on fy Kamprad long gave up the day-to-day running of Ikea and lives with his second wife in Switzerland, apparently for tax purposes. _&) Having a company enabled Kamprad to bid for a contract to supply pencils and he was soon sending goods out with the daily milk round. 46 10 5 SS gunnaryd. Ingvar Kamprad: Leader of the flatpack 1) The Swedish furniture company Tkea has made its founder, Ingvar Kamprad, one of the world’s wealthiest people, wit fortune estimated at $18.5bn. (1) Rather than travelling by taxi, he's even | been known to use Stockhoim’s subway ‘and public buses to take advantage of his. pensioner’ discount. ‘And forget hotidays in St Tropez. (2) (\_He once said that his idea of luxury is buying the occasional nice shirt. Kamprad' sole extravagance is having a small vineyard in Provence, wich he dese, with characters douress, as very expensive hobby. ue His frugality 's not born of a desire simply to build up his bilions, but also to offer a guing evap to hew's 70,000 staff. His penny-pinching permeates Ikea. (3) Je reason: that if Ikea is to provide customers with low prices, its brutal control of costs has to extend to every level in the company. Born in southern Sweden, Kamptad grew up on a village farm. (4) LHe traded in cigarette lighters, Christmas cards and pers, and at the age of seventeen, Kamprad set up his company, Ikea, which took its name from his initials and the )_ first letters of his family farm Elmtaryd and nearby village 4 Use context to work out the approximate meanings of the highlighted phrasal verbs. '5 Work in pairs and discuss the following. * Which multinationals like Ikea have branches or own companies in your country? * What contribution, positive and/or negative multinationals make to a country? we do\ So| Read the Sentences 1-4 from the text andanswer * fof CL the questions a-e. a = Copel C 1 Kamprad set up his cor Ikea, jvhich took its, ym \ his intals.. Twat Yosrred Clomaiys Ao G. 2 He opened a showroom io reassure people;who felt his price-— were simply too good to be true. = 3 His ig breakthrough same in 1955 with the birth ofa product { S [which Would Become a market leader. —_ {| 4¢Cepegan importing and selling anything he Yhought he could 1 profit on. mess tahak = F fa bute) | | 2 Why is a comma used before the relative pronoun i O (6) _2 He discovered that by buying goods(in bulk’) | Teena ieee Ave he could sell them to his customers at low prices —~_| : se & and still make a profit. Kamprad then acquired af | > Which of the relative pronouns in sentences 14 could be 5 Teplaced by the pronoun that? i \ © Which relative pronoun has been omited from 43 +0 | isused factory and began turning out furniture. His low prices undercut Swedish cartels and in’ 1952 Why is this possible? Me he opened a showroom in the town of Almhult to XA reassure people who felt his prices were simply too d_ Rewrite Sentence 40th: following ae Oo good to be true, Kamprad tinkered with furniture He began importing and selling anything on. A6O designs to keep costs fow, but his big breakthrough © Complete the sentences with a relative pronoun.» i ‘Came in 1955 with the birth of a product which @) Kamprad, WSO fortune is estimated at $18 Son, is \ would become a market leaders \ Nobody in this class has been to Australia, Mie 7 4 { 3 Kemind me what happens with imperatives, WON? \G\) There are several possible question tags. b MH 4 \0§ You hardly ever wear jeans, An au? MS wetteter hu We'd Better hurry up and finish this exercise, Nil Tart 7 Let’s have a little rest now, i? We Anew business | 58 3 Work in pairs. Take turns to read out the questions In exercise 2. Respond to your partner's questions in an appropriate way. 4 Read the information in the box on seme-way question tags and follow the instructions. {A positive question tag can also be added to a positive statement. The speaker repeats, rephrases or interprets what he/she has just heard and uses the tag with rising intonation to express interest, surprise, anger of concern. ‘Peter gave me a lift.’ ‘So Peter can drive, can he?" ‘Don’t be stupid.’ ‘Oh, so Pm stupid now, am I Write four positive statements, either true or invented, which will either interest, surprise, anger or cause concern for your partner. 5 Read out your sentences to your partner, who will respond using a same-way question tag. Keep each conversation going as long as possible. SPEAKING 1 Workin four groups, A-D. You are going to make a pitch for an idea or product. Group A: Turn to page 142. Group B: Turn to page 146. Group C: Turn to page 151. Group D: Turn to page 153, 2. Form new groups, each consisting of one student from each of the four original groups. Make your pitch to the other students in your group, who take on the role of potential investors. At the end of your pitch, the ‘investors’ may ask you questions about your idea or product. 3 When all students have made their pitch, you should each say which idea you will invest in and why. You must choose one and you may not invest in your own idea. 495c | Women’s wor SPEAKING Roleplay 1. Work in groups of three, A-C. You have just moved into. rented accommodation together and are discussing the housework rota for the next three months. You are keen to ensure an equal distribution of labour. Student A: Turn to page 141, Student B: Turn to page 147. Student C: Turn to page 153. 2 Was it easy to come to a decision as a group? Would/Do you find it easy or difficult to share a house or flat? Why? READING 1 Look at the photos and read the title and first paragraph of the text. What do you think the text will say about: 2 men, women and housework? b- women and marriage? 2 Read the text and check your predictions in exercise 1. 3 Read the text again and decide whether the following are stated (¥) or not stated @). 1. Susen’s behaviour after her honeymoon was atypical of her 2. She would not allow her husband to do any : the housework A 3 She thinks there are more disadvantages than\| advantages to getting married. 4 Women are reluctant to admit they do more housework than their husbands. 5. Susan considered her fiance's titude towards her smoking to be unreasonable 6 She was amuged by his intl attempts at washing his own clothes. | 7 Men are more keen to get married after a divorce than women. 8. Marriage is gradually going out of fashion. 4 Work in pairs and discuss the following. © Compare the situation described in the text to that in your country, © Describe the ‘division of labour’ in your household now and/or when you were growing up. * Is the institution of marriage ‘worth saving’? Why or why not? 50] = Awoman's wo is never donev / \ /\ /nen tne 27 yeacold Susan Maushat rived her marital home with her new husband aft their Noneymoon, she found herself suddenly acting strangely. She proceeded directly to the bathroom ar 5 _ started cleaning and didn’t stop until ithad been sc and polished from top to bottom, cos) | AL \When that was done, she moveda the kitehen, pul a recipe book and started work on a casserole) Perf normal behaviour for some blushing brides maybe, b Maushart, an ardent feminist and hardened New Yor who'd previousiy existed an fast food, this was deci out of character. ‘It was like some weird way of mar female tenitory,’ she says. “Scrubbing the bathroom soot. urey pron, Swf Sik 15 What Maushart had, “unvittingh y found herself doing w Participating in what she now\terms ‘witework’ ~ that | extra, unpaid labour that 2 woman takes on when sh the knot:sI thought I was the last person it would he (-16," She says. ‘But when | got married a metamorphe 22 happened to me, ft waa bare. inher Bo9k, ea Wifework, Maushart sets out to. ‘hy an intelligent PhD student like herself should su regress into archetypal Fifties housewife mode. And contemplating marriage in terms of a simple calculat 25 a balance sheet, if you like, of the cost of getting hit weighed up against the benefits - Maushart craws s disturbing conclusions. Gokinva, N\ Aili WU aN sire ‘The moment a man gets married,’ Maushart says, domestic workioad almost disappears. He immediate 30 gets about 70 per cent less-cleaning, 50 per cent la Cooking and 90 per cent less laundry, There are now near these benefits for-a.woman when she gets mar ‘And these days ee at pains to deny that you're d because apart fr of yourself." extrausted by it, you're ast ae ee uf Gu | niui ko s % Women's work? | 5¢ _n COMENOL _ SHES ok VOCABULARY: intensifying adverbs A number of adverbs collocate with certain adjectives, often to intensify or emphasize them as in these examples from the text. perfectly normal behaviour highly revealing nuggets of information Maushart's motivation comes from her own marital ‘experiences. Perhaps the alarm bells should have started ringing prior to tying the knot on her own happy day. “ remember being sufprised when he requested, rather firmly, that {'fefrain from smoking during our outdoor wedding reception, she writes of her husbanctobe inthe 9 |S book. ‘But why now?" | wanted to know. “My cigarettes | (A_Undertine one adverb in each group which is have never bothered you before. And everybody else will ) £ ‘Very different in meaning or intensity to the other be anoth et aad at yo dare! be tit 2 Ody event he NOLS YO ecu Mm AtoWNuh 7 Male Uy 1 Tan clearly remember atime when Hele Things uct wort rom bad to wore The fret dy he grumbled about the lack of clean Joc his underwear i fawer, "honestly thought tt was joke,’ she says. ‘The day | started lying to him about line-drying his shirts, | knew it had gotten way beyond one.’ Within three yeers, the marriage had broken down and they went their separate ways. Drowing gether toccerch obit Ui /amarica de Austalia, Wifework is littered with some highly revealing :l0)/ indings n pl /"bandiyz/ blatantly adj /*bleit(@)ntli/ breakthrough n C * /‘bretkéru:/ budget airline nC /"badgrt ea(r)lamn/ build (sth) up v—/,bild 'ap/ buy (sth) in bulk /,bat m 'balk/ cartel nC eax(e)'U(a)Y catch up» /pkeet'ap/ coastguard n C /'koust,ga:(r)d/ ‘come into force /,kam nto 'f2:(0)8/ come up with —/-kam ‘ap wid death duties n pl /'de@ djustiza/ demote v /sis'maot/ diocese nC /daiasis/ doumnessnU —/'dua(t)nas, ‘davattinas/ draining adj /'dreinun/ employment. _/am,plormont tribunal nC trarbjuin(a)l/ entrepreneur nC /,antropra'ns:(r)/ flat packn flat pak/ flux U ‘Alaks) fly long haul /flan'Ton hsl/ frequent v ‘An'kwent/ from top to (from ‘top to bottom frugality n/t get (sth) off the /get ‘of d2 ‘ground ‘graond/ get (sth) underway/get 'and(t), wey” get hitched v—/,get ‘hitfa/ give (sth) ago /giv,gou/ grumble v /oramb(a)V Language reference 5 hand (sth) out v — /jheend ‘aut/ handlebars n plural /hzend\(a)l,ba:(e)2/ hang around v ——/;heen 2'raund/ heavy hitter nC. /shevi 'hita(r)/ hit upon v hit 2,pon/ hold (sb) back /,hould "bark husband-to-be nC /hazbond to impoverished adj /m'povarifa/ jocks 2 pl kKnockback m C laundry n U* limo nC humev/ littered with »——/tuta(t}d wid mail order mer! 22(Ada(e) business nC” brznas/ market leader nC /,ma:(rkat lisdo(e)/ marry up with v/s ‘sp wid/ maternity leave n U /ma't nati isw/ mismatch nC /mismet/ aerve-racking ad) /'n2:(0)v sekig/ not be one for /not bi wan fa doing (th) “dusin/ nugget of (/‘nagit ov information nC mfa)'metf(a)n/ offload (sth) /pf'laod on t>/ ‘on to (sb) on cloud nine /on laud ‘naun/ ordain v (a(t) dem ordination n U (/axtrdr'nerf(a)n/ ‘Out of tune with (sth) /aut av ‘tfurn w1d/ outlet nC ** /avt,let/ pass (sth) down v /,pars ‘daun/ pay dividends per 'dividendz/ penny-pinching n U /'peni pint/im/ permeate v /ps:(t)mient/ plugawayv ——_/plag o!wex/ prompty** ——/prompl/ reap v isp) scrub v #sktx0/ seltmade adj /self meid/ seven-year itch n/sev(a)n jia(F) ‘t{/ sizeable adj /'sarzab(aV/ sole adj ** /s00V stunt nC Pstant/ team up with »—/tism ‘ap wi8/ temp vi jemp/ tie the knot / tax 89 ‘not/ {oing and fring n U /,tusin an ‘frsuug/ trade in (sth) 9 /,tretd'un/ transient adj /treenziant/ tum (sth) out /;taz(t)n 'aut/ undercut » /anda(e)'kat/ unscrupulous adj /sn'skru:pjolas/ unwittingly adv /an'watinli/ ups and downs m pl/,sps an(d) ‘daunz/ vineyard nC” /vinjo(e}¢/ weigh (sth) up /wer ‘ap a,genst/ against workload nC * —/'wat(t)k,loud/ 586a | Body care = SPEAKING } 1 Rank the following activities from the one which would give yoo most pleasure if you could doit tomorrow (1) to the one which you would least) like to do (8). a day in a health spa “> a few hours in a gym~ a long walk in the countryside 4 a lazy day at home “5 2 clothes shopping expedition 2, a day on a hot, sunny beach ‘a competitive sporting activity © ‘a meal in a posh restaurant 2 Compare your list with your partner giving reasons for your choices. Is there any other c activity you would add to the list? | | underground, he gets of to stops cary I and walks the remaining distance at a brisk | 5. pace. Then, having arrived at his company's | headquarters, he avoids the lift taking the stars instead to | his office on the 88 floor. He does the same on the way home, covering an estimated total af two Kilometres a day on foot; or READING 1. Work in pairs. Read the three texts A-C and discuss the questions. as John is quick to point out. about 450 kilometres a year. He's doing what fitness experts have dubbed integrative Have you ever done any of the activities described? Which, if any, of them would you enjoy doing? Why? SUAS WOLWED \Non ot 2 Read the texts again and match the sentences 1-9 to the texts A-C. WN You should not take what you read tog SSN scoot, Qe Tre selec ten dig ide You can wear what you like. You can pass on your own ies to thers The nature of the location helps prevent. potenti enaemmacoish It is ideal for people who are pressed for time. You wil probably hurt yourself doing it It can be tailored to individual needs. Low-cost alternatives can be used in place of tmnt Oona psc, Daron in groups. Discuss the following questions. © What forms of exercise do you do? Gymnastics House Gy are told, 25 youa, br * Do you agree that we have become too ‘mnastics enacted in a obsessed with fitness? Why or why not? domestic setting. Its leo great let fun and a wonderful alternative t aue* conventional forms of exercise. This aS 56‘short but delightful book with its charm as shumour shows how the home can be exploited in a eras I, incre sapepkegiermenesd cling omar ond ncn place for fellow gymnasts. bs bearing names such as ‘armchair c. door frames. You can-also- in the development ofthe arf ‘creating your them to the establistied website, ‘Be warned though: House Gymnastics is not for the faint-hearted. The authors, Harrison and Ford, point out that ‘personal injury isa likely ‘event’ and the moves are not recommended for under-eighteens and Punk Rock Aerobics Tired of. = conventional gyms and the usual workout options, ‘thirtysomething Boston ‘punks Maura Jasper and Hilken Mancini decided to run their own aerobics classes, set to music by groups such as The Ramones, Buzzcocks, Blondie and The Undertones, The emphasis i fim; on fun, but the workouts are as thorough as they are light-hearted. "We want people to forget they're working out, even though they're working up & sweat,)says artist Jasper, now also certified aerobics instructor. Jn the same way that nang punk songs were written with just three chords,so.t00 are there jusCtiree moves for each song ina FD oats Rese Taye tame like Igay’s Pop) 01 ; ‘high and punching out with the opposite arm), Fa barely in place) orPogo jumping up and down). Ifyou can't afford weights, bricks can be used for strength training and a cheap pieve of foam serves as a‘at Classes — take place in Gat lit rock cubs and mirrors ar ntentionally _miseing to prevent participants feeling intimidated or self “conscious. Ther@ is alsq.no Gress code, though you are more kely to see people working out in denim shorts and{ fishnet > ‘kings than leotards and legings, Check out the website Sanna te orp. tine at al << / ok (event eg) eH | Bodycare | 6a VOCABULARY: nouns from phrasal verbs ‘A number of nouns are formed from phrasal verbs: Verb: We want people to forget they're working out. Noun: The workouts are as thorough as they Pare light-hearted. 4 Choose the correct alternative to complete the sentences, Use a dictionary to help you if necessary. 1 Supermarkets often put sweets on display at their checkouts / payouts - and I often buy them. ‘There was a poor handout / turnout for the last general election - less than half the electorate voted. We haven't had a heavy downpour downturn of rain here for quite a long time. Thad a very striet uprising /-upbringing - my parents believed in firm discipline ‘The outlook / outset / outbreak for the economy is bleak, with rising unemployment likely. I quite often buy a runaway / takeaway / getaway but I never eat it in the street I'm generally very calm but I do have the occasional outburst / outcome / outfit of anger. I think cloning is the most important scientific breakdown / breakout / breakthrough of recent times, N Work in pairs. Discuss the sentences in exercise 1, saying whether they are true or false for you or your country. Give details. 3 Write four sentences, each including one of the incorrect alternatives in exercise 2. Put ‘gaps where the words should be: Eighty-seven convicts escaped in a mass __ from Beeton Prison yesterday. ‘Answer: breakout 5 Show your sentences to your partner, who will try to guess the missing words. 576B | Medical care SPEAKING & VOCABULARY: body collocations 1 Workin pairs. Choose the word in each group which describes a health problem when used with the noun in, bold. pierced / blocked / hooked nose wisdom / milk / rorten teeth swollen / bare / wide feet upset / full / empty stomach eye drops / test / strain fear infection / wax / plugs 2. Workin pairs. Discuss these questions. * What can cause each of the problems you chose in exercise 12 ‘© What, if anything, can be done to treat them? 3 Complete the sentences with a word from the appropriate group in exercise 1, 1 Td hate to have a nose: I don’t want a hole there! 2. I've had two of my teeth taken out: the other two seem OK. 3 Love walking around in ___ feet in summer, 4 always have a big breakfast: I can’t start the day om an ___ stomach 5 I've never been for an eye Thave 20-20 vision. 6 have to wear ear to get to sleep: it’s so noisy where I live. 4 Work in pairs. Discuss the sentences in exercise 3. How true are they for you? LISTENING 1 Work in small groups. Try to imagine 2 world without the items in the box and discuss the questions. © What consequences would this have on health? = What alternatives could be used? toothbrushes toothpaste _ anaesthetics plaster casts glasses ambulances 2 © 2.44 Listen to the recording and decide whether the following are true or false. Correct the false statements. 1 The title of Lee Evans's book reflects both its style and its content. 2. Modern toothpaste first appeared in the eighteenth century. 3. Ancient Egyptians used an early form of chewing gum to clean their teeth. 4. ‘The Chinese used horsehalt to make the first toothbrushes. 5 The earliest form of toothpaste included powdered stone. 6 Modern toothpaste shares some of the same ingredient as ancient Egyptian toothpaste. 7 Before anaesthetics, alcohol was a safe alternative. 8 The anaesthetic qualities of nitrous oxide were not realized until some time alter its discovery. 9. Horace Wells made his discovery after he injured his leg, 10 Wells made the first painless tooth extraction using an anaesthetic. 3 Work in pairs, A and B. You are going to tell each other about the history of glasses and ambulances. ‘A: Tum to page 142. B: Turn to page 148.GRAMMAR: passives 1 1 Complete the passive structures with one word in each gap. It was 40 years before the full potential of nitrous oxide _—_— realized by American dentist Horace Wells, been discovered long before their properties as anaesthetics ___ recognized. sughing gas did eventually go on to ___ used as an widely regarded today as the -of anaesthetics. nasks and gloves must __ patients. worn * Form the passive with be + past participle. ‘The first nylon toothbrush was introduced in 1938. * Use the passive to emphasize the action or the object, of the action rather than the agent. * The choice between passive and active is often influenced by context. ‘Given’ or previously ‘mentioned information usually appears towards the beginning of a sentence, and new information comes later. Humphrey Davy found that nitrous oxide killed the ain of his inflamed gum. But the full potential of nitrous oxide [Given] was realized by an American dentist called Horace Wells {New]. He [Given] was attending a demonstration [New] of the gas and ... ‘The Given/New rule conditions the use of the passive of realize and the active of attend. Medical care | 68 Rewrite the following paragraph so that the given, information in bold appears towards the beginning of the sentence. Make any necessary changes to verb) forms and decide whether to include the agent. Prompt treatment of broken bones is important. Firstly, ‘doctor puts (1) the bone ends back into their correct position. After that, something has to hold (2) the bones ‘together until the break heals. For many centuries they achieved (3) this with splints, long pieces of wood laid parallel to each other alongside the bone. The Ancient Egyptians made (4) the first splints from strips of tree bark which they wrapped in bandages to hold them in place. In Ancient Greece, medical practitioners used to harden (5) the bandages with waxes and resins. Since the mid-nineteenth century, however, hospital staff have _ soaked (6) bandages in gypsum to make plaster casts. They are gradually replacing (7) these now, though, with casts made of lightweight fibreglass plaster. The wearer is enabled to bathe or go swimming by (8) fibreglass as it is water-resistant. PRONUNCIATION: intrusive sounds 1 Sometimes in connected speech an extra, ‘intrusive’ sound is added to link two vowel sounds. Look at these ‘examples from the listening exercise, then listen and repeat. == hello and welcome bamboo or bone go on to be used 101 P81 Ty three anaesthetics the operation silly idea ——<——<——W- Hi = forexample finger or a chew stick saw an enormous gash ee FIRL A Work in pairs. Look again at the examples above from the listening exercise and discuss when /w/, /i/ or /+/ are added in connected speech. 2. Find two intrusive sounds in the sentences from the recording. 1 With me today is Lee Evans. 2. Spare a thought for the poor old Romans. 3 Your book contains information on other everyday aspects of healthcare. 4 I'd like to ask you about anaesthesia. 5. all three of these were already known to science. 6 Several people were invited up onto the stage to inhale some of the gas. 7 So anyway, Wells put two and two together. 8 William Morton is widely regarded today as the father ‘of anaesthetics. 3% 2.5 Listen to the sentences then practise saying : them.Childcare SPEAKING 1 Work in small groups. Discuss the questions. ‘These people have all adopted foreign children. ~ Who are they and what do you know about the _ adoptions? * Why do you think some people object to international adoptions? ® What potential problems and benefits are there for the children of famous people? READING 1 Workin pairs. Read the blurb from the book Welcome to Sarajevo and discuss the question. Michael Nicholson's nightly reports from Bosnia alerted Britain to the horrors of war in the former Yugoslavia. But when the TV war correspondent found 200 orphan children living unprotected in the outskirts of the shattered city of Sarajevo, he could no longer stand back and do nothing, Fired by anger and despair, he broke the rule of journalistic detachment and decided to smuggle a nine-year-old child back to Britain to live with his own family. © What problems and dangers do you imagine Michael Nicholson and the gir! might have faced? % ‘Keait'tne extracts ana answer the questions. 1 Are any of the problems and dangers you discussed in exercise 1 mentioned? 2 How did Michael decide which child to take? 3 Read the extracts again and decide whether the following a true or false. 1 Michael had thought everything through before deciding t take a child from the orphanage. 2 Jacko did not think it was a sensible idea to return to the orphanage that evening. 3. Michael was inflexible in his decision to take Natasha. 4 Vera Zoric was reluctant to let any of the orphans out of k 5 According to Michael, the situation in Sarajevo was likely get worse. 6 Michael says that some children’s names were removed fr the list of evacuees. 7 The children were confused about the reasons for what w. happening to them. 8. Twas only in the hotel that Michael began to have doubts about the wisdom of his decision. 4. Work in pars, A and 8. You are going to read what happene the airport of departure and London Heathrow airport. A: Tur to page 143. BPTum to page 149 ‘Summarize your extract to your partner. 5, Discuss the questions. = Do you think Michael Nicholson’s illegal action was justfi Why or why not? * How easy or difficult might it have been for Natasha to ad to life in England? + care : VOCABULAR’ 1 Choose the correct alternative to complete the sentences. 1 [take good care about / of / for my teeth 2 Most people in my country couldn't care less in / to / abs the environment 3. Hospital patients are very well eared about / of / for in country. 4 I've been learning English for longer than I care I/ to /c remember. I've been told to take greater care by / on / with my writ English. can honestly say that at the moment I don’t have a care of / over the world. 2 Match the meanings in the box to the expressions in bold ir the sentences 1-6 in exercise 1. be more careful look after well not be worried about anything not be at all interested in a very long time look after well 3 Workin pairs. How true are the sentences in exercise 1 forThursday, 16 July 1992 had scribbled in my diary as if 0 make it irrevocable: ‘I shall tke a child out of Sarajevo when T leave. Check orphanage about lice girl Natashal’ A decision had been made and chat was thad! But 1 hhad overlooked a rather crucial point; would the orphanage allow: ‘Natasha to leave and did she want to go with a complete stranger? 5 “That evening I persuaded our interpreter, Jacko, agninst his bere judgement, to take me back up othe Lj ic orphanage, - a dangerous journey at dusk chrough th hills, when the gunners 20 49 began to adjust their sights on _ deadly employment. The steers were empty, the city’s people + already back in their attics or their cellars to hide the night away in ~ darkness and much fear. = = ‘Why Naashat” Vera Zorie the directo I had expected. I explained there were other children in her caze L could choose if she thought Natasha was not the right choice or if + she felt another boy or giel had a greater priority. [ would leave ic to her ro decide, asuming I had her agreemene and suppor. “But why Natasha?” she asked a 20 onc among xo many? Why is one face remembered above the “She shines) Tsaid. . Mrs Zoric did not understand laughed. — went on: ‘She doesn’ 45 ‘None of them belong here.” ‘She scems different ro me. the city in readiness for cheir night's 25 “She came to me and held my hand in both of hers. “You want to take this child out of Bosnia and in normal times you could not. But these are not normal times. My children are in danger 50 and every day Tam working to find a way to get them out. = anywhere, 19 anyone who will Ibok aftr them. I do not care where 5 they go as long as they are safe, where there are no shells and no bombing, away from Sarajevo.’ Extract 2 ‘Saturday, 18 July 1992 = (Nichole secures a place for Natasha on a coach evacuating children From Sarajevo. He is able to ravel with them covering the sory for ‘elevsion.) 5 The incessant shelling, the remorseless sniper fire and the prospect. "ofa winter under siege, made the city despair; cach day bleaker than the day before, with the prospect of tomorrow bleaker still. Gerting the children out to safety had become everybody's imperative, even if it meant handing them to strangers who would 10. take them ro who knew where, for who knew how long. Sarajevo might be destroyed but a generation must be saved to rebuild —@iichoon and Nata reach the ats of neighbouring spend the night a otek) “The coaches arrived at the stadium at first light and families Immediately surrounded them, ltele groups huddled together, some fathers buc mosdy only mothers, fussing about their children, ying a belt tighter, pulling a sock higher, dying a headscarf, rechecking the contents of lice rucksacks and carrier bags... leaving their ‘goodbyes until che very last moment. And all the time looking to the ‘mountains, co the gunners who were certainly watching them. Soon it was time to go, time to hug and kiss and join the queue. [Names were ticked off the list and 2 dozen helping hands guided — children c ther seats, tearful children taken fiom tearful mothers who . caly hen understood wht cas they wee dn “uncertain and afraid they would never see their child agsin. But they knew that to love ther children was to save dem and to save chem was to lose then = How the children of Sarajevo cried as we pulled out of the dazed by the abruptnes: of it all, wondering why, having survived “so much for so long, they had been abandoned by the only people gis ‘who had Joved and protected them. Ar the back ofthe coach, in sea umber 28, alte girl sat watching. She had seen che others Kiss ~ and cry their last goodbyes bur she had no one to kiss and no reason “to cy. Natasha was leaving Sarajevo and its War, and that morning she was happy. = county and Soon it would be Tuesday, 21 July, and at eleven o'clock that ‘morning, flight 490 would rake off for London. | intended both Of us to be on it TeWwas our last, most diffcule and perhaps insurmountable obstacle. Bu if we failed, whac then? 1 would be arrested of course. Trying to smuggle a child out of any country, ‘whatever che circumstances, was a criminal offence. Arrest meant jail for as long as it rook the British Ambassador to arrange my release, assuming such was the Foreign Office's pleasure. Arrest would mean the authorities eaking charge of Narasha, and she would be treated like any other illegal immigrane and sent to a transit hostel unl somebody decided what ro do with her. Not for the fist time chat past week, the night panicked me, as if ony after dark were my 5 foolish schemes exposed and all the reasons for not pursuing chem explained, (On the writing table was my passport, number B 466188. I opened it and carefully wrote undet my name in the columns provided: “Accompanied by one child, Natasha. Daughter. Born 7.10.82.6p | Babysitting VOCABULARY & SPEAKING: babies & babysitting 1. Label the items in the picture with the words in the box. nappy dummy feeding bottle rattle cot high chair bib teddy bear pushchair pram 2. Work in small groups. You are going to discuss some situations you might encounter as a babysitter. Turn to page 145, 3. Discuss the questions in your groups. * What qualities do you think are required to be a good babysitter? ‘* Are you/Would you be a good babysitter? Why or why not? e| LISTENING 1 2:16 Listen to the recording about a babysitting agency and comple! the sentences with one or two words. ‘The agency has been operating for nearly John and Barbara have always aimed to offer clients a Nearly a third of the agency's sitters have worked in the John helps Barbara do some of the John ensures that sitters do not have a Each class on the babysitting course lasts Participants practise nappy changing skills on a When learning how to deal with older children participants do a lot of the hourly rate for a sitter is 9 On weekda ani, 1 which they leave with the childi (0 On each visit sitters take a 2 Complete the sentences from the recording with a noun from the box. occasion references ice hand care books touch thought -— doubt 1 Helpis at 2 We haven't really given it much __. 3 No___ we'll be opening a bottle of champagne to mark the 4 We take great to ensure we have the right type of people workin for us. 5 We even have a paediatric nurse on the 6 Itake up the and I always do that by phone. 7 John gets in with the CRB. 8 Tr helps to break the © 2:7 Listen and check. 3 Explain the meanings of the expressions in bold in exercise 2 in your owr words.GRAMMAR: passives 2 ‘+ Use the gerund or passive infinitive after need when the meaning is passive. teaching students what to do if a nappy needs changing or a baby needs to be fed. ‘© Use have + object + past participle: to show that the subject arranges for something to be done by someone else. ‘We have all our applicants checked ‘out by the CRB. to talk about events beyond the subject's control. He had his wallet stolen on holiday. get is an informal alternative to have. ‘We managed to get the car fixed. © Use the infinitive or perfect infinitive after the passive of believe, discover, expect, know, report, say, think, understand and be rumoured to give generalized facts or opinions. If they are discovered to have a record, ‘we may not emplay them. She is thought to have left the country. © se Lanouace Rerenence pace 64 1. Rewrite the sentences using an infinitive after a passive construction. Begin with the underlined words. 1 They say that Michael Jackson has a fascination for Peter Pan. 2. Everyone knows that Macaulay Culkin the Home Alone star, fell out with his ambitious father, 3. Many believe that Judy Garland’s $500- acweek salary was lower than that of the other Wizard of Oz stars. 4 We understand that Brooke Shields dated Michael Jackson for a time. 5 There were rumours that Haley Joel ‘Osment had been picked by Spielberg to play Harry Potter. 6 It was once reported that the Olsen twins were worth over $300 million 2. Write three more sentences using the passive structure about these child stars and/or others from your country. Read them to your partner who will try to guess who you have written about. Babysitting | 6D 3. There are two mistakes in each sentence. Find and correct the mistakes, 1 L ought to test my eyes at the optician’s ~ I think my lenses need be changed. 2 Lused to get my shirts ironing by my mum, but she said I needed learning to do it myself. 3 Our roof needs being fixed - we had several tiles blew off in the storm last week. 4. The car needed service s0 I took it to the garage this morning to have got it done, 5 Thad stolen my keys yesterday so now all the locks need of changing 4 Work in pairs. Tell your partner about four things of yours that need doing. Say which you will do yourself and which you will have done by someone else. Dip You KNow? 1 Workin pairs. Read the information about attitudes to children in the UK and discuss the questions. Britons are often considered to have an intolerant attitude towards children. Fortunately, things have come a long way since Victorian times, when the cruel treatment of children was commonplace, if one is to believe the novels of Charles Dickens. But the proverb ‘Children should be seen and not heard’ is sometimes used to illustrate the current situation, and many British parents complain that they feel uncomfortable when they go out as a family. Indeed, ‘there are still pubs which are more welcoming to dogs than they are to children. However, attitudes are thought to be changing and many pubs, restaurants and other public places now cater specifically for families. In 2003 the National Family and Parenting Institute launched a ten- ‘year Family Friendly Campaign, aiming to ‘promote a culture of acceptance, THE PUG & PINT tolerance and support for parents, children and young people’. As part of a eee Y neighbourhoods more child-friendly, with speed restrictions for traffic and more play areas and youth facilities. It also supports the right of parents to have greater flexibility at work in order to enable them to balance their ‘working lives with the task of bringing up children. * How would you describe current attitudes towards children in your country? How child-friendly is your local area? How easy or difficult is it in your country for working parents to spend time with their children? 86 GRAMMAR Passives Form The passive is formed with the appropriate tense or form of the verb to be and the past participle of the main verb: Over 50,000 workers have been made redundant. ‘A man is being questioned in connection with the theft ‘make is followed by to when used in the passive, We always make our guests feel very welcome. Our guests are always made to feel very welcome. ger is often used in informal English instead of be. He got stopped by the police for drink driving. It can be used to avoid the awkward present perfect continuous passive. He's been getting told off a lot recently. (Instead of He's been being told off.) Use The passive can be used: * to create a more impersonal, objective style. It is characteristic of more formal English. * to focus attention on the action or the object of the action, rather than on the agent, the person or thing that performs the action. The use of either the active or passive is often determined by context. ‘Given’ or previously mentioned information generally comes towards the beginning of a clause or sentence and new information towards the end. In the second sentence of the following example, the given information is This magnificent work of art itis mentioned in the first sentence (a lifesize portrait). As i is not the agent of the verb, the passive form, was painted. is required In the next room one can observe a lifesize portrait of the writer as a young man. This magnificent work of art was painted by an unknown Flemish artist around 1650. The agent 1 we want to mention the agent, the doer ofthe action, the preposition by is used: First prize was won by Mr G Hunt of Worthing ‘The agent isnot normally included in passive sentences: + ifit is obvious who the agent is. He was sentenced to life imprisonment, + ifthe agent is unknown of unimportant ‘The drink i sold in over 50 coun. 4 ifthe agent is “people in general” [Nitrous oxide is also known as laughing gas © in official notices, where the agent is the reader of the notice (ie ‘you’). ‘The completed form should be returned by March Sth. 64 Further structures Causative have ‘We can use have + object + past participle to say that arrange for something to be done by other people. She had her portrait painted by a professional artist Tm seriously thinking of having my nose pierced. The same structure can be used to talk about unpleasan events which are outside of the subject’s control. We had our flat broken into at the weekend. get can be used as an informal alternative to have. It ist preferred choice in imperatives. got my photos done at the shop on the comer, Get your hair cut! In some cases, get conveys the idea that some degree of difficulty is involved. 1 was several years before he managed to get his firs novel published, need + gerund ‘Both the gerund and the passive infinitive can be used a need to indicate that something should be done. ‘The flat needs painting/to be painted again. Passive constructions with the infinitive Verbs such as allege, believe, claim, consider, discover, estimate, expeet, know, report, be rumoured, sa), think a understand are often used in the passive and followed b the present infinitive (to do, to be doing, to be done) or t perfect infinitive (to have done, to have been doing, to he been done). This structure is common in journalism, wh reporters may wish to distance themselves from the fact opinions expressed. ‘She ts believed 10 be suffering from heart disease. He is reported to have spoken to the actress shortly before her death. They were said to be ‘delighted’ at the news of their daughter's engagement, He was widely rumoured to have earned his million: through dishonest means.Worpb List Nouns from phrasal verbs breakdown n° /"brerk,daun/ breakout nC /breikavt/ breakthrougit 2 C * /breik@ruy/ checkout C /tfekavt/ downpour n¢ ——/daun,pot(r)/ downturn nC /daun,t3:(t)n/ getaway nC /geto,wer/ handout nC /hendavt/ outbreak nC * aut, bretk/ outburst n C Zavt,bs:(r}st/ outcome nC *** aut kam/ outfit nC * fauttit/ outlook nsing* — /.aut,luky oulset msing* — /'aut,set/ payout nC /'peraut/ runaway nC -an3, We takeaway nC /'tetko,wei/ tumout n sing /'tar(r)naut/ upbringing n sing * /‘ap,briqia/ uprising nC /aparaizity, workout nC work out v Body collocations Dlocked nose /;blokt ‘nouz/ car infection nC /'ta(r) m,fekj(2)n/ ear wax n U jar) ,weeks/ earplug nC 7/190) plag/ eye drops n pl /‘ar drops/ eye strain U —/’at strein/ eye test nC Zan test/ hooked nose hak navz/ in bare feet Zin. bea(t)'fit/ milk tooth nC /‘milk ,tu:6/ ‘on a full stomach /on 9 ,fol 'stamak/ on an empty on 21 ‘empti stomach ystamok/ rotten adj * /rot(9)n/ swollen adj* —_/'swaulan/ upset stomach ‘wisdom tooth n C ‘/aspset 'stamok/ ‘Pwiad(a}m ,tu20/ Care take good care _/terk ,gud ‘kea(r) of-(systh) av/ couldn't care less» /kud(2)nt keate) "les/, be well cared for /bi wel 'kea(r)d Foate)/ longer than (sh) __/longatr) deen cares to remember kea(r)z to 'membate)/ take great care /terk ,greit "kea(r) with (sth) wid) not have a.care —/not ev a'kea(e) inthe world anda ,war(r)ld/ Babies & babysitting bedtime n U bibnc bully v * burp v burst into tears corn c erybaby nC cuddle v dummy nC feeding bottle n C high chair nC nappy nC nosebleed nC nostril m C pick one’s nose pram nC pushchair n C rattle nC smack v * squabble v stay up v teddy bear nC throw a temper tantrum /'bed,taim/ Potb/ (boli oar(r)p/ /ba:(r}st mtu ‘uo(t)2/ /xot/ /*krax,berbi/ 7kad(a)V/ /'dami/ /izdin bot(a)/ har tfeate)/ /neepiy //nevz blizd/ nostro (pik wang 'navz/ /preem/ /'pof.tleale)/ /ret(al ysmak/ /'skwob(a)l/ /stet 'sp/ edi ,ben(1)/ (Broo 9 "tempo(e) slaentromy/ Other words & phrases ammonia n U anaesthesia n U anaesthetic n C/ad) bash v bewildered adj bifocal adj break the ice brisk adj canvas n U* childminder nC chloroform n U commonplace adj concave adj convex adi crossbreed nC cussed adj dazed adj deaden v déavunU dress code nC dusk nU emerald nC ether n U evacuee nC faint-hearted adj fiasco n C fibreglass n U first aid n U flick v * foam n U frayed adj gash nC grubby adj yo'mouni /gen2s'8i:zio/ /senas'etik/ foel/ Por'wildate)d/ ‘oar'faok(a)l/ /breik di 'ats/ Poctsk/ (keenvas/ /*Ufatld maind(0)/ (/’Klora,fo:(s)m0/ /’komen,plers/ ‘’konkery, kon'ketv/ /*konweks, kon'veks/ "kro, brisd/ (kasid/ (ded /'ded(o)n/ /dersas "vui/ /'dres ,k20d/ yassk/' (em(a)rald/ (r)/ 'veekju'is/ /fernt ‘haz(r)tud/ ileskau/ /farba(r) gla: /fai(e)st ‘eid lik /teumy /xerd/ /oe/ /grabi/ Language reference 6 gypsum nU—/dsipsta)m/ help is at hand (/help iz ot hhaend/ hudele together» /had{a)l tageda(r)/ inhale v ‘nie itrevocable adj /'revakob(o)W ill two birds (/kal ‘tur bar(r}dz ‘with one stone “wid wan sta0n/ leggings n pl /egin2/ leotard nC /Tia,taz(r}d/ lifelike adj / "Taf laak/ light-hearted adj /lart 'haz(r)tid/ mark an occasion —/jmaz(7)k on ‘kers(o)a/ nauseous adj /notios;‘noisios/ nitrous oxide n U /,naitras 'pksaud/ on the books {00.03 'buks/ Paediatric nurse n C /,pitdi'etrik nsts/ Plaster castn C_ /‘plazsta(r) ,karst/ pluck up courage —/,plak ap 'karids/ posh adj /pel/ pressed for time adj /,prest fo ‘tammy prop oneself / prop wanself up on (sth) “ap on/ pull out v /spul'aut/ pumice stone nC _/‘pamis sto0n/ Puttwo and put tu: an(d) two together“ tu: ta'geda(r)/ remorseless adj /er'ma:(¢)sl/ resin n C/U /rezin/ scribble Pskrib(a) shattered adj /'Jata(n)d/ shelling nU-—. /felmn/ short-sightedness n U/ for()t'sartidnas/ smuggle v /smag(o)V/ sniper nC /snapate)/ splint nC splunt/ squat nC /skwot/ stamp v ** ‘stemp/ stay in shape ster ‘ferp/ stretcher nC /stretfa(e)/ stripnc ** /steap/ take (sth) for granted /,terk fo ‘grasntid/ take up a ‘Retk'ap 2 reference sref(a)rons/ think (sth) through /\01pk ‘Gru:/ tongue-in-cheek adj /,tan in 'tfizk/ treadmill nC /'tred,mil/ twig n C swig’ under siege /andate) 'sizds/ urine n U /juorin/ usher v /aiel0)/ vetting /vety procedures n pl pra'si wax n C/U pweeks/ wedge oneself /,wed3 wanself between (sth) ‘br'twitn/ weighty adj /'werti/ wild boar nC /,warld "bo:(1)/ wind up v wwarnd 'Ap/ ‘work up a sweat 2(Dk ap > "swet/ writhe around v — /,raid a'raund/ les7A | Behaving ba ———— A new broom SPEAKING & LISTENING 1 When talking about your secondary school, how would you describe each in bold? Dechs teere Secreta cag have just come out of retirement. At the age of 60, when T shou adjectives for each noun as appropria be putting my feet up, Ihave been asked to take the helm at St School .George’s Roman Catholic Secondary School in Maida Vale. St ‘ digiesex nix aivite arate George's has descended into chaos. (I) _T have just four terms t Teachers turn it round. easy-going unapproachable strict arrive at St George's a day before the pupils return to school. The lenient playground is a bleak, empty place, e large expanse of tarmac pitte Pupils ; with chewing gum. Inside, the school is painted a uniform, washec well-behaved disruptive keen ‘out magnolia, and there are very few posters or noticeboards. An a unenthusiastic of exhaustion and despair hangs over the school. Discipline right geciepooet nanexinme (2)__ The three of us decide to put up posters at strategic points einer along the corridors: Welcome Back, Respect Each Other, Walk severe. light. effective unfair Don't Run, Talk Don’t Shout, Get to Lessons on Time, Put Rubbish Teaching Methods in the Bin. At Tracey's suggestion we've had the posters printed | piogreanive-wackiional teeive with Arabic, Spanish, Portuguese, Farsi and Yoruba translations cl] ineffective ‘underneath. More than half the children at St George's speak Engl only as a second language. Some are refugees who have arrived in Britain unaccompanied, knowing nobody. 2 Work in pairs. Explain your choices in exercise 1, giving examples. 3 & 218-2.22 Youwill hearfive 2 @ me cee Pee ana ert | people speaking about different acts of a They're a wonderful looking bunch of children, a rich mixture of ract | misbehaviour at school. For the speakers and physical types, some watching me with interest, others making i 2-5 answer these questions: clear they have better things to do. s 1 What acts) of misbehaviour do they «Order and discipline are said to have broken down, with physical “I desedibet attacks on teachers and ferocious fights between pupils. The school 2. Wiist was the punishment? is now on ‘Special Measures’, which means it’s On the brink of | permanent shutdown, | 4 & 2.48-2.22 Listen again. What is each ¢ I put my head round the door one lunchtime to be met by total hush speoker sattitide to the punishment as everybody silently eats their chips with their eyes glued to Lord of handed out? the Flies. Lots of clubs have Spfuing up, and the whole building seem | to have come alive during the lunch hours. 5 Work in pairs. What are your own views They separate easily - the shock of being physically restrained by a | on the punishments in the listening? 60-year-old grandmother is enough. But the incident reminds me hov little there is for the children to do in the playground. To help me in my seemingly impossible task, I've brought with me 1 | READING of the best teachers from my last job: Sean Devlin and Tracey O’Lear | Both are brilliant at dealing with troublesome, overwrought teenager | 1. Ignoring the gaps, read the extract from I can see from the faces of the staff that some of them think I'm mad | a book by Marie Stubbs, who writes ‘They can’t believe that these ‘kids’ will ever behave well enough to | of her experience as headmistress at attend a social event in a formal setting. an inner-city comprehensive school. ‘Answer this question: 3. Work in pairs. Discuss the meaning of the highlighted words and | expressions in the extract. | ‘What measures does she take to improve discipline and motivation at | the school? Work in pairs. Discuss the questions. + How big a problem is indiscipline in schools in your country? © Who or what do you think is to blame? 1 66 |We've decided to stagger the children's return, and today oe have only the Year 11s in, aged fifteen and sixteen. ‘Their response to us is crucial, because it will provide a template for the rest of the school. We walk purposefully into the school hell for our first assembly. (3) __ T tell them that the past is over, and that from now on wo will all ‘pull together. ‘And for Year 11 only,’ I say, ‘there will be a Special event: a May Ball at a top London hotel’ There is @ gasp, and a ripple of excited chatter. (4) __ One lunchtime in our second week I hear ragged shouts ‘which unify into a chant: ‘Fight! Fight!’ 1 look out of the ‘vindow and see a crowd of children swarming towards tne corner of the playground. Two big fifteen-year-olds are embroiled in a vicious fight: kicking, swearing, thumping, grabbing one another's hair, Trush out and grab one of the ‘Youths by the arm, Sean gets a grip on the other one. (5) Uh" Task one of the school technicians: ‘If give you £200 from the Governor's Fund, would you go over to BEQ and spend it on the playground?” Soon we have a playground full of benches and tables. The tarmac is painted with zigzag Shapes and lines for basketball and football. ‘we redecorate inside the schoo] next. A different colour for each floor — a sunshine yellow, a brilliant red, and a very bright blue, I buy some electronic signs, which are updated hourly with birthday greetings and other announcements ‘We start playing music on the Tannoy™ system. There's othing like a bit of Bob Marley to lift the spirits. If feel the school is getting too lively I put on a CD by Enya. It's what I call ‘beauty shop music’: it has a useful soothing effect. ‘We spend a fortune restocking books for every classroom. ‘The pupils are allowed to take books home, and if the odd one disappears because a child can't bear to give it back, That's all right with me, One of the English teachers sets up a screen in the cafeteria. Every day she projects on to it the text of a selected book, slowly scrolling it down to give the children a taste. (6) Tove to walk around it, hearing the Sounds of dance music drifting out of the gym and catching glimpses of groups absorbed in other activities. I'm always een to know what the children themselves want, and 1 put suggestion boxes around the school asking for their Tdeas. Some of the suggestions are just flippant - ‘Burn the place down’, ‘More sex education’ ~ but there are heartfelt Inessages too: ‘Get more black teachers’ ‘I'd like bigger dinners’, ‘Can we have football teams?’ Touchingly, some fre thank-you messages. I don’t have any suggestions, but #f1 did T know you would listen, one child wrote. | Behaving badly | 7A : ellipsis Ellipsis involves omitting words to avoid unnecessary repetition. Which words have been omitted in these sentences? 1. Tlook out of the window and (___) see a crowd of children. 2 Some pupils keep the books but they're not supposed to (__. 3. I'm confident they will behave well, but many of the staff aren't (____). 4 ‘We should inform his mother and (__) father.’ ‘I already have (__)." 5 ‘Are you going to the May Ball?” ‘Td like to ( ) but I can’t (__)." 6 ‘Is the cafeteria open yett” ‘It should be ce ie Look at sentences 1-6 again and decide which one of the following statements is incorrect. © Words are often omitted ater and or but # to can be used on its own instead of a full infinitive clause. + The main verb can be omitted after an auxiliary verb ‘+ Adverbs (eg probably, already) can be placed before the auxiliary verb which remains. + be can be omitted after a modal verb. © See Lancuace REFERENCE PAGE 74 J Cross out those words which could be omitted. In number 5 you will need to change the order of some of the remaining words. 7 I can't play a musical instrument but | really wish I could play a musical instrument. 2 A: Do you watch a lot of television? B: I don't watch a lot of television now but I used to watch a lot of television before. 3. Loften spend the evening at home on weekdays but I never spend the evening at home on Saturday, 4 A: Will you still be in bed at 10 on Sunday morning? B: I may well still be in bed at 10 on Sunday morning. I don’t get up till late 5 I don’t smoke, I've never smoked and I'll probably never smoke. 2. How true for you are the statements or answers in exercise 12 Tell your partner.