1 A life of learning

1A A global language Vocabulary language ability

Grammar the English verb system

QUICK REVIEW •••

zoom text
Talk to five other students. Find
two things you have in common
with each student. Tell the class
Who owns English?
about two people you s poke to.
More people speak English than any 3 The way that people study English
other language, but according to English is also changing. In South Korea,
language expert David Crystal, non-native for example, the national government
Vocabulary Language ability speakers now outnumber native speakers has been building English immersion

" a) Choose 1111.: CO . ...ccl words in by three to one. -There's never before
been a language that's been spoken
schools all over the country, where
teenagers live in an all-English
phrases. Chcd, in Language
Ihese
Summary I I!IIJ P 125. more as a second language than a first,­ environment for up to four weeks at a
he says. By the end of last year, the time. In these 'English villages', students
1 (rny) 8'laSI language (is) . number of adult English speakers in Asia check into their accommodation, go
z be bilingual in/al.
had reached 350 million. And according shopping, order food, go to the bank, take
3 be nucnl at/in ... to the British Council. in ten years' time cooking classes or acting lessons - all in
4 be reasonably good on/at.
5 can gCI lo/by in . . . 2 billion people will study English and about
half the world's population will speak it.
English. And they seem to enjoy the
experience - when we visited one acting
6 kn ow 11little/few \\ ords of ..
class. a student was pretending to be the
7 can', src"k a word of/with ... 2 Why such enthusiasm for English11n a
film star Drlando Bloom, to the obvious
8 can have/make a C011\'cr5.11i0I1 word, jobs. ·We always tell students they
amusement of his classmates.
in ... need two things to succeed - English and
9 speak .
50llle . . , but II� computers.· says Chelan Kumar, manager 4 However, these new English speakers
a lot/bit rusty of a language school in Delhi. For the aren't just learning the language -
10 pick up/of[ a bit of ... on middle classes in India, English can mean they're changing it. There are hundreds
holiday a prized job in a call centre. And the story of different types of English in the world
is the same in other parts of the world. today, such as 'Hinglish', the Indian mi)(
b) Choose five phrases from la). At a Toyota factory in the Czech Republic, of Hindi and English. New words are
Use them 10 make scntences about
English was chosen as the working being invented every day all over the
)'otlrsclf or people you know.
language of the Japanese, French and Czech world. As David Crystal says. -No one
Myfirst language is Russian. staff. Many other multinational companies, owns English now. What happens to it is
like Samsung and lG.Philips, have started on the shoulders of all of us.-
c) Work in groups. Take !untS to
moving towards an English·only email
scnlcnCb. Ask
tell each other your
Adapted from Nowsweelt 07I03I05
policy. Technology is a big factor in all this
follow-up llucstions if poss ih le .
change - 80% of the world's electronic
information is stored in English.
Reading and Grammar
D a) Ilow import;mt is le;H'ning
English in ),our country? \Vh)'?

b) Read the arlicle about learning

English ..round Ihe world. �·Iatch
he;ldings a)-d) to parag raphs 1-·"
a) Learn E ngl i sh H hours a cia)'
b) A changing languagc
cl An English-speaking world
d) A passport to cmployment
 1A Vocabulary and Grammar

Read the article again. What does it say about these people, \\lork in pairs. Name the \'erb forms in
numbers, things and places! bold in these pairs of sentences. Discus�
Ihe difference in meaning betwecn:l) and
native speakers 350 million 2 billion a call centre b) in each pair.

Toyota Samsung 80% South Korea Hinglish a) They sludied Portuguese for three
y ears.
b) The)"\'e studied Portuguese for three
Help with Grammar y ears.
2 a) K cmal often w�lIehes DVDs.
" a)Ihese
Look at the article again. Mateh the word s/ph rases in blue
verh forms,
10
b) Kemal's w�lIehiIlg a DVD at Ihe
11I0mel11.
Prcscnt Simple tell Present Continuous 3 a) Jo did her homework when I got hume.
Past Simple PaSt Cominuous b) Jo was doi ng her homework when
Present Perfect Simple Prcscnt Pcrfect Continuous [ got home.
Past Perfect Simple PrCSCnl Simple Passive " a) She leaches English.
Past Simple Passive b) She's teaching English while she� 1Il
b) Fill in the gaps in these rules wilh ,
confil1llOlIS, pClfecl simple
5
Berlin.
a) When wc got therc, Ihe class starled.
or p(lssh'e,
b) \V hc n we got there. the class had
• Wc usuOllly usc \'Crb fonns 10 lalk about Ihings that
arc rq)cOItcd, I>cnnancnl or eompletcd . 6 a)
starled.
A nto n io repaired his car laSI week.
• Wc usually use \'erb fonns 10 talk OIbout I hings Ihal b) A nl ol1io� car was relmired last week.
arc LI1 progress, lempomry or unfinished.

• Wc usu:tlly lIse vcrb fonns to talk about things that a) Read aboUl
connect two different time peri ods (the p.-.st and Ihe prCSCIll. etc.). Mi chelles language
learning experiences.
• \Ve llsuall), use vcrb forms when wc arc morc
Choose the correct
inlerestcd in what happens 10 somebody or something Ihan in
vcrb forms.
who 01' what does tile action.

c) Look:1I Ihe verb forlllS in pink in Ihe article, Which arc

I 1 9" ve started
studying Spattish
activity verbs? \Vhich arc Slate verbs? Then choose Ihe eOl'l'eet
after [ 2wem/was going
word in Ihis rule.
11) Arl,\cllIina on holiday last rear. 13'd never
• Wc don't usually usc activity/state vcrbs in continuous verb forms. been/never went \0 South "meriGI before and
d) Check in ulIlguage SUnllH:lI)' l im p 126. I couldn't speak a word of Spanish. While I
"had travelled/was travelling around the
eoulllry, I 5pickedup/was picking up enough
words and phrases 10 get by.
I 'told/was told Ihal my pronunciation
,
1was/was being quite go od so when [ got
home [ 'decided/was deciding to learn Sp1 l1 lsh .
Prol>crlY." friend 'recommended/was
recommended a school and I lOgoI've been
going there for aboUI six mO\Hhs.
I I lalw¥ enjoyl'm alw¥ enjoying the lessons
and the languagc l�leaches/is taught in a
commu nicativc way. I llthinkl'm thinking that
I IO'm learningI've learned a lot since I started.
,
Its not all fun though - at the momenl
[ ISsrudyl'm studying for my firSI exam!

b) Im Listen and check.

61 Turn to pi!!. Follow the instntetions.

 Vocabul ary e duca tion
My first week Grammar uses of auxiliaries
Help with listening contractions
Review verb forms
QUICK REVIEW •••

Think of something you: did last weekend; have done rec ently; have been doing
for a long time; do every week; were doing at nine o'clock last night. Work in pairs.
.
Take turns to tell each other about these things Ask follow-up questions.

Vocabulary Education

" a) Work in pairs. What is the difference

between these wo rd s/ phr a s es? Check
new words/phrases in I!iIJ p 125.

1 a slate school, a private school

2 a uni\lerSity, a college, a campus
3 an undergraduate, a graduate,
a posIgrndu31c
.. a degrc·e, a Master's, a PhD
5 a tutor, a leclUrer, a professor
6 a tUlorial, a seminar, a leclUre
7 fees, a student loan, a scholarship
8 a subject, a course, a career
riP! • We only show Ihe main stress (.)

in words/phrases.

bl Choose eight words/phrases in 18) that

arc connected 10 you or people you know.

c)Work in pairs. Take turns 10 tell each

other why you chose those words. Ask
follow-up questions.

I chose 'a lecture' because t went

to an interesting lecture yesterday.

( Oh? What was it aboU :p

Listening and Grammar
B £ID Listen again. Fill in gaps a}-h) with one word.
IJ a) Work in groups. Discuss thes e questi ons . 1 TIM You went to Professor Lees geography .1 ..•....•.....•••.

Have you, or has anyone you know, been yesterday, didn't you?
to university or college? Did you/they M..... Yeah, but I didn't understand very much.
enjoy it? What did you/they study? TIM Neither did I.
2 What problems do you think students 2 TlM And its a huge campus - I keep gelling �I....... .

have during their first week at university? M..... Yes, so do I. Yestcrday I was walking around for ages looking
for the <I .
b) Im Look at the photos. Mia and Tim
.............................

are university students. This is their first 3 TlM Well, at least you found it in the cnd. Maybe you should get a
.,
week. Listen and tick the thin gs they talk
MIA Jdid have a .1. . !
a bout
t
................. . .........
.

4 TlM My brothers done that coursc. He gradualed las 11

a lecture. transport problems
..... ......•...

Did he? Has he found ajob yet?

• •
MI....
food accommodation
And what are you studying?
• •
5 MI....
• geuing lost • money
TlM Geography and economics. Most people think economics is
• courses they're doing • weekend plans really 11 . ..
.
...
..
.
. , but J don't.
............... ...

6 TlM Anyway, do you live here on campus?

MI.... No, I don't. J was lold it was really hi ...•.... ................
 1 B Vocabulary and Grammar

Help with Grammar a) Mia and Tim meet again in the cafeteria the next
ns day. Fill in the gaps in their conversation with the
AUXILIARIES IN VERB FORMS
correct positive or negative auxiliaries. Use
a) Look again at Tim and Mia's sentences in 3. contractions where possible.
Name the verb forms in blue.
TIM Hi, Mia. 1 H �I!.
. � you had lunch yet?
_

didn't understand - Past Simple

MIA Yes , I 2_______________ . But I can stay and chat for a bit.
b) Which of the verb forms in blue in 3 have auxiliaries? TIM Great! So, what 3 _______________ you do last night?
Which two verb forms don't have auxiliaries? MIA Well, 14 _______________ going to go out with some friends,
but I s in the end_ I 6 catch up on
c)
______________ _______________

Complete these rules with be, do or have.

some sleep, though. I was in bed by 10.30!
• We make all continuous verb forms with: TIM It 7 _______________ been a busy few days, 8 _______________ it?
............... + verb+ing. MIA Yes, it 9 _______________ . And I 10 __ ____ __ ____ ___ need my sleep!
• We make all perfect verb forms with: TIM Me too. Er, what ,, _______________ you doing this evening?
..... .
. ..______ + past participle. MIA Nothing special. Why 12 ______ __ _______ you ask?

• We make all passive verb forms with: TIM Well, I 13 _______________ going to see a band.

_______________ + past participle. MIA 14 ______________ you? That sounds fun!

TIM SO 15 you fancy coming along?
• In the Present Simple and Past Simple we use a form
_______________

of to make questions and negatives.

MIA Yeah, sure. Call me later. Here's my number.
_______________

TIM Thanks. Oh, by the way, 16 ____ _ __________ you find your
TIP! • We also use modal verbs (will, would, can, could, lecture yesterday?
etc.) as auxiliaries: I'll (= will) do my best. MIA Yes, I 17 _______________ . And I 18 _______________ even need a map!
d) Check in p127. b) IliII Listen and check.
OTHER USES OF AUXILIARIES
Change these sentences to avoid repeating verbs or
a) Look at these other uses of auxiliaries. Match the phrases.
phrases in pink in 3 to a)-f).
I don't speak German, but my younger brother
a) a question tag didn't you? sp,-aks Gelulan. does
b) an echo question to show interest 2 Ian didn't go to college, but his sister went to college.
c) to agree with somebody with so or neither 3 My parents haven't been there, but we've been there.
d) to avoid repeating a verb or phrase 4 Penny doesn't like golf, but her brothers like golf.
e) a short answer to a yes/no question S We're not going out tonight, but they're going out
f) to add emphasis tonight.
b) Check in p127. 6 Tom enjoyed the play, but I didn't enjoy the play.

Help with Listening

a) Work in pairs. Choose one of these situations
or invent your own. Then write a one-minute
• In spoken English we often contract the auxiliaries am,
conversation between the people. Include at least
are, is, have, has, had, will and would. We also contract
five different uses of auxiliaries from 4c) and 5a) ..
negatives (don't, wasn't, won't, etc.).
• two students who are sharing a house
a) Im Listen to these pairs of sentences. Which do
• two friends who are lost on their way to a party
you hear first?
• a couple trying to decide where to go on holiday
1 a) She's made it. b) She made it. • two students talking about their school, college
2 a) He'd started it. b) He started it. or university
3 a) You're taught it. b) You taught it.
b) Practise the conversation with your partner
4 a) I've lost it. b) I lost it.
until you can remember it.
S a) We'll watch it. b) We watch it.
6 a) I won't buy it. b) I want to buy it.
a) Work in groups of four with another pair. Take
b) IlIII Listen and write six sentences. You will hear turns to role-play your conversations. Guess the
each sentence twice. relationship between the people.

c) Work in pairs. Compare sentences. Which b) Role-play one of your group's conversations for
auxiliaries are contracted in each sentence? the class.
 Making the grade Vocabulary verb patterns (1)
Skills Reading: Under examination;
Listening: Exam stories
Help with listening sentence stress
QUICK REVIEW ••• and rhythm
Write four interesting things about yourself or people you know. Work in pairs. Review verb forms; echo questions
Take turns to say your sentences. Respond with an echo question and a follow-up
question. A I've been scuba diving a few times. B Have you? Where did you go?

Reading and Vocabulary a) Read the article again. Tick the true sentences. Correct the

" a) Work in pairs. Discuss these questions.

false ones.

He didn't sleep the night before his maths exam.

Do you think exams are a good way to test
2 The writer talked to his classmates before his maths exam.
students' knowledge? Why?lWhy not?
3 He thinks children have to do too much writing in exams.
2 What do you think is the best way to
4 He doesn't think that everything children learn at school is useful.
revise for exams?
S He wants his daughters to leave school at 16.
b) Read the article. Is Jeremy Harris for or 6 He uses his knowledge of maths a lot in his daily life.
against exams? Why?
b) Work in pairs. Compare answers.

Under
examination
Je..eany Ha....is looks back on his
experiences of school exams.

I
t's been years
since I last did an
exam, but the
memories of my 0
Levels* are still
disturbingly fresh. I
remember staying
up all night before
my maths exam,
trying to learn dozens of equations by
heart. The next day I avoided sitting next
to my friends on the school bus and refused
to talk to anyone outside the exam hall in
case they made me forget everything I'd
learned. When the teacher finally allowed
us to pick up our pens, I immediately
wrote down the equations in case I might
need them during the exam. I didn't, of
course, but I still have nightmares about
the whole experience.
Back then I never stopped to think if
exams were a good idea, but now that my
twin daughters are doing their GCSEs*,
I'm beginning to wonder whether exams
are actually worth doing at all. Why do
we still force kids to sit in an overheated
gym and write until their arms fall off?
Is a three-hour memory test
really a good way to find
out how much children
know? Kids always end up
forgetting almost everything
they learn at school anyway.
(Can you remember the
second law of thermodynamics
or who invented the light
bulb? I thought not.) Personally
I regret spending so much time at
school learning things I've never
needed to know since - and these days
you can find out everything on the Internet
anyway. twice as much as someone who left school
Of course, I still encourage my at 16. So I pretend to believe that exams
daughters to take their GCSEs seriously are a good idea, and I always remember to
and I expect them both to continue wish my daughters luck before each one.
studying next year. Emily hopes to become By the way, I did manage to pass my
a journalist and I'm trying to persuade maths 0 Level, but since then nobody's
Julia to go to medical school. They're both ever asked me to do calculus or draw a
very bright, but they find it hard to graph. The way I see it, if you need to
concentrate. They usually study for half an add up a few numbers, try using a
hour and then stop to call their friends or calculator. So maybe it's time to stop
watch TV However, we all know that testing how much children remember and
qualifications help people get jobs, and teach them to be better human beings
a graduate in the UK will earn nearly instead.

*0 Levels = exams that 16-year-olds in the UK took before 1988

*GCSEs = exams that 16-year olds in the UK take now
 1C Vocabulary and Skills

Help with Vocabulary a) IIIII Listen again. Write six words/phrases to help
you remember each story.
a) Look at the verbs in blue in the article. Write
the infinitive forms of these verbs in the table.
b) Work in new pairs. Take turns to tell each other one
of the stories. Include as much detail as possible.
avoid + verb+ing

Help with Listening ........

.. � ..
refuse + infinitive with to
• In spoken English we usually only stress the words
that give the main information. This gives English its
natural rhythm.
make + object + infinitive
a) IIIII Listen to the beginning of the first exam
allow +object + infinitive
story. Notice the stressed words.
with to
My worst exam moment happened when I was cau�ht
might + infinitive cheating by my mum after a history exam. I really l iked
history classes, but I &dn't have a very good memory.
b) Write these verbs in the table in 3a). Some
verbs can go in more than one place. b) Work in pairs. Look again at 7a). Which parts of
speech are usually stressed? W hich are usually

could would rather prefer keep

unstressed?
let start
seem should don't mind continue finish adjectives - stressed possessive adjectives - unstressed

J
forget love had better like pay hate c) Look at the next part of the story. Which words do
plan convince miss enjoy decide you think are stressed?

o
So on the m r ning of the exam I wrote loads of
c) Look at the verbs in pink in the article. important facts and figures on the insides of my shirt
Match the verb forms to the meanings. cuffs. I made sure that I got to the exam room really
early so I could sit at the back.
remember + verb+ing
2 remember + infinitive with to d) IIIII Listen and check.
a) remember something that you did before
e) Look at R1.6, p155. Listen to the stories again.
b) make a mental note to do something in the future
Notice the sentence stress and rhythm.
3 stop + verb+ing
4 stop + infinitive with to
c) stop something that you were doing
d) stop doing one thing in order to do something else
If} Work in groups. Discuss these questions.

What was the last exam you did? How did you feel
5 try + verb+ing
before, during and after it?
6 try + infinitive with to
2 What was the hardest exam you've ever taken?
e) make an effort to do something difficult
3 Have you ever done an oral exam? What was it like?
f) do something in order to solve a problem
4 Do you know any other interesting or funny stories
d) Check in I!III pl25. about exams? If so, tell the group.

" Work in pairs. Student A -7 pU6.

Student B -7 pU9. Follow the instructions.

Listening
" a) Check these words with your teacher or
in a dictionary.

cuffs cheat pocket money an oral exam

b) Work in pairs. Look at pictures A and B.

What do you think is happening in each one?

c) IIIII Listen and check your answers to 5b).

 Real World keeping a
Evening classes conversation going
Help with Fluency sentence
stress and rhythm

QUICK REVIEW ••• Review verb patterns; echo

Choose five of these verbs and write sentences about yourself: stop; avoid; questions; question tags

persuade; remember, refuse; try; help; end up; hope; encourage; pretend.
Work in pairs. Take turns to say your sentences. Ask follow-up questions.
A I stopped smoking last year. B Well done. How did you m anage it?

Work in groups. Discuss these questions.

Where can you do evening classes in your

town/city?
2 Have you, or has anyone you know, ever done
any evening classes? If so, which ones?
3 look at the advert. Which two evening classes
would you like to do? Why?
• Thai cookery
• Digital photography
a) lID listen to a conversation between two • Yoga - beginners
friends, Kim and Sue. Tick the evening classes
• Computer skills - intermediate
that Kim is doing.
• Pottery
b) listen again. Answer these questions. • Salsa - intermediate

1 How long ago did Kim and Sue last meet up? • Painting with watercolours
• Creative writing
2 What did Kim have to do in her last creative
• Yoga - intermediate
writing class?
3 What did she get for her birthday? Thursday • Ballroom dancing
• Creative photography
4 Which class does she find difficult?
• Computer skills - beginners
5 Why does she find the evening classes helpful?
6 Who does she go to her dance class with? • Jewellery making
• Film studies
7 How long is Sue going to be in the USA?
• Salsa - beginners

• We often use short questions to keep a conversation going and to show interest.

a) Fill in the gaps in short questions 1-10 with these words.

.getr;g what mean that like else sort way come as

2
How's it
Why's
__ gQ[fl9 ?
?
___ 6 What
7 Such
_______________

?
are you doing?
" a) • : listen to eight -
sentences. For each sentence you
_______________

3 like , exactly? 8 How ?

hear, complete these short
_______________

4 How do you ? 9 In what ?

questions with a preposition.
_______________

5 What's the teacher ? 10 What _______________ of dancing?

What ?!?QyL ?
__

b) Fill in the gaps in these parts of the conversation with a preposition.

2 Where ?
KIM I go every week. 3 Who ?
SUE Really? Who _______________ ? 4 What ?
5 Who ?
SUE I'm off to the USA on Sunday.
6 Who ?
KIM Are you? How long ?
How long ?
_______________

7 _______________

TIP' • We also use echo questions (KIM m really difficult, actually. SUE Is it?) 8 Who ?
and questions with question tags (Its been ages, hasn't it?) to keep a
conversation going.
b) • • listen and check. Are
prepositions in short questions
C) Check in 'M"' p127. stressed or unstressed?
 a) Read the next part of Sue and
1 RevielN Language Summary 1, p125
Kim's conversation. Fill in the gaps

"
with one word.
a) Fill in the gaps with these Choose the correct words.
S First, I'm going to my cousin's
words. Then use phrases 1-7
wedding in Seattle. A 'Did/Have you ever studied a
to make true or false sentences
K ' Ar.� you? Who 2 ? subject you 2haven't/didn't like?
•.
about yourself.
..
• .• .• .• .• .....•

S My brother, Frank. I'm rather B I 3did/was study IT for a year,

nervous about the whole thing, which was a bit boring. You work
;,rr bit few up by of in with computers, 4do/don't you?
though.
K Really? How 3. . . . . ? A Yes, I 5am/do. I write software.
. . .•. . ....
I'm fluent .f!J..... .
6Are/Do you? 7Didn't/Wasn't your
.

B
S Frank and I don't really get on
2 I only know a ............words of . . .
particularly well. father work for a software
3 I'd like to be bilingual ............. . . company?
K How do you 4. . . . . . . . ?
4 I can't speak a word ............. .. A No, he Bdidn't/wasn't actually, but
. . . . . . .

s Er, we tend to argue quite a lot.

S I used to speak some . . . , but it's my brother 9does/is. I ,o'm/was
K Yes, families can be difficult, a ............rusty now. going to work for the same
5. . . . they? And what 6 . . .. ... .
. ......... . .. .. . .
6 I can get ............in . . . company, but I "didn't/wasn't in

s
are you doing?
After the wedding I'm going on a
7 I picked ............ a bit of . .. when . . . the end.

trip that my friend Brad's b) Work in pairs. Tell your partner

organised. your sentences. Guess which
K 7. . . . . . . . you? What
. . . . . . .
B ••••••••••••••• sentences are true.
of trip? to meet/meeting

s We're going walking in the Work in pairs. Underline and a) He remembers me in

Rockies. correct the incorrect verb forms 2001.
K How long 9 ..... . . ?
.... . .. in these sentences. b) I forgot ............Jo at the airport.
s Five days. Oh, I can't wait! 2 to tell/telling
Yesterday I've spent an hour in
b) ' I Listen and check. the park. It was very relaxing. a) I expect them ............me soon.
2 I'm needing a new dictionary. b) I regret ............them about that.
I lost mine last month. 3 to drink/drinking
Help with Fluency 3 My English is quite good. a) I've stopped ............coffee.
I learn it since 2004. b) I persuaded him ............some
4 I lost my English book last week, water.
I Look at Rl.IO, p156.
but it handed in at reception last
Listen again. Notice the sentence 4 to talk/talking
night.
stress and rhythm. a) She refused ............to me.
s Kim was back from Italy since
b) I avoided ............to him.
b) • Work in pairs. Practise Monday. She had a great time.
the conversation in Rl.IO, pl56 6 I realised that I meet Samir S to be/being
until you can remember it. Then before. a) I pretended ...............asleep.
close your books and have the 7 My sister phoned while I talked b) I kept ...............woken up.
conversation again. Try to use to John.
natural sentence stress and rhythm.
a) Write the words connected Progress Portfolio
TIP!. • = pronunciation.
to education.
a) Tick the things you can do
ttilauor t !1..t.Qr.(ClL
..........
.

in English.
Work in new pairs. Have two 2 cpmusa c .......................... .

conversations. Use these ideas or 3 guraated g.......................... . I can talk about my language ability.

your own. Ask each other questions 4 leeructr l ......... .. ....

. . .. .... .
.. .
I can talk about education.
to keep the conversations going. s crhholssiap s .......................... .

6 eeergd d .......................... . I can ask and answer detailed questions

• your work or studies
about the present and the past.
• a problem you have b) Work in pairs. Compare
• a place you love going to answers. Then think of six more I can understand an article which
• something interesting you've words/phrases connected to expresses a specific point of view.
done lately education.
I can use short questions to keep a
• your plans for next weekend
c) Tell your partner about your conversation going effectively.
• something you are/aren't looking
education.
forward to b) What do you need to study again?
See CD-ROM [.,Ital.i.
 Reading Challenge to gender
theory; scanning for specific
Single-sex or co-ed? information
Listening single-sex schools
HeLp with Pronunciation

Speaking and Listening silent letters

D Work in pairs. Discuss these questions.

Challenge to gender theory
1 What kind of school did/do you go to?
2 What did/do you like most about your school?
3 What annoyed/annoys you about your school?
by Andrew Mourant
The headteacher of a school in Wales came up with the idea of
a) ' Listen to
a trial experiment to see if single-sex classes would improve the
two colleagues,
overall performance of boys. He said this week it had failed to
Mark and Emma,
deliver better results. And he claimed it had led to worse
talking about
behaviour. Frank Ciccotti, of Pembroke Comprehensive School,
single-sex schools.
said the results could prove a lesson to other schools thinking
Did Emma have a
of using the same technique.
positive experience
at her school? The school split up 12- and 13-year-old boys and girls three
years ago when the so-called gender gap was starting to reach
b) Listen again. Tick the true sentences and correct
worrying levels in Wales. Staff believed it might improve exam
the false ones.
results after an all-girl physics group had proved successful in
1 Mark asks Emma about single-sex schools because he state exams.
wants to send his son to one. No, he wants to send his
But when the boys were put together their behaviour soon
daughter to one.
deteriorated, particularly in lower-ability groups. It didn't lead
2 Emma had some problems moving from her primary
to a noticeable drop in performance, but neither did it improve
school to a single-sex school.
things.
3 Mark's daughter currently goes to a single-sex
primary school. "There were slight variations in performance, but nothing major.
4 Students at Emma's school had to study a lot. It was surprising because I'd expected a fairly significant change.
S Emma thought she was taught well at her school. But one of the most noticeable differences was in the predictably
6 She felt that the male teachers didn't understand the poor behaviour of the boys," said Mr Ciccotti.
girls' social needs.
The head's experiment began in 2004 involving 120 pupils
7 She admits that she now finds some social situations
studying English, history, maths and science. Meanwhile, a
difficult.
control group the same size remained in mixed classes.
8 She thinks Mark should send Jennifer to a good
single-sex school. He was hoping to improve the performarice of both sexes.
9 She believes she would not have had to play so Unusually at the time, boys in his area were doing better, going
much sport at a co-educational school.

Reading and Speaking b) Read the article again. What does it say about these

f}
things?
a) Read the article. Choose the best answer.
Who took part in the experiment? 72- and 73-year-old
The article is . . . boys and girls
1 a personal account o f a n experiment i n single-sex 2 How many people took part?
education. 3 How many were in the control group?
2 a report on an experiment in single-sex education. 4 What subjects were they studying?
3 a discussion about the results of an experiment in s When did the experiment start?
single-sex education.
C) Read the article again. Find the answers to these

� • Sometimes it is not necessary to read every word in

questions.

� an article. It is possible to read through an article to look
for specific pieces of information, for example, numbers.
1 What happened to the boys' behaviour in the
experiment?
2 What prediction did they make about the boys' future
prospects?
3 What actions is the government taking?
4 Why are they launching the inquiry?

•
 Help with Pronunciation
against the national trend of girls
out-performing boys. He has now
TIP! • Many words in English contain silent letters - letters that are not
abandoned the experiment.
pronounced. Some common silent letters are:
Mr Ciccotti said that the school kept a • I is often silent between a vowel and an m, a k or a d: calm /ka:m/,
record of the test and exam results of walk /w::>:k/, would /wud/.
the trial group. Using these results, • g is often silent between a vowel and an n: sign /s'Jrn/.
they were able to predict how well the
• h is always silent after w: what Iwot/. It is sometimes silent at the
students would perform in the future.
beginning of words when followed by an 0: hour lau'J/.
Mr Ciccotti commented that the results
• When g and h are together before a t,they are
did not indicate that the boys'
silent: thought IS::>:t/'
academic .performance would improve.
• r is usually silent at the end of words ending
He now believes the presence of an
-ar, -er, -ir, -or and -ur: footballer /'futb::>:l'J/.
enthusiastic classroom teacher can
• k is silent before an n: know /n'Ju/.
make all the difference to achievement
• b is silent after an m: climb /klarm/.
levels, regardless of whether the sexes
are divided. "I think it's a literacy issue
with boys, particularly in English where IDf) Listen to these words. Notice the letters in bold are silent.
there's a significant margin between
talk
them and the girls," said Mr Ciccotti.
2 night
The girl-boy gap is now so noticeable 3 why
that the education minister has 4 ear
launched an inquiry. The government 5 knife
has asked the schools inspectorate to 6 bomb
study schools where there is a small
mm Listen and circle the silent letters.
difference in ability between boys and
t,)
wa@k
girls. The government would like to
6 what
know how these schools achieve such
2 caught 7 hour
a small gap and they have asked
3 could 8 salmon
inspectors to collect examples of good
4 their 9 sandwich
practice in co-ed schooling. This year's
5 knew 10 comb
exam results showed that while 66.5

a) mm Listen and fill in the gaps.

"
percent of girls in Wales obtained five
or more A *-C grades, the figure was
just 59.3 percent for boys. Our teacher often ........................... and no one ........................... .
2 Who ........................... what we are doing on ........................... ?
3 You ........................... order a ........................... ........................... - it ..........................
Adapted from the Times Educational .

be nice.
Supplement 12/10/07
4 I s m y ........................... in the ........................... ?
5 I spent a ........................... ........................... .......................... .

6 I went ........................... in the rain and ........................... a cold.

Work in pairs. What other
kinds of information, apart b) 11 Listen again and practise.
from numbers, can you look
for in an article without
having to read every word?

Work in groups. Discuss these

questions.

What are most common in

your country, Single-sex or
co-educational schools?
2 In general, do you think
people prefer single-sex or
co-educational schools?
3 W hat do you think are the
benefits of this kind of
school? What are the
drawbacks?
 Language Summary 1

"
aD Language ability 1A "p6 TIPS!. A state scltool (UK) a pub lci school (US). In British
=

English, a public school is an expensive type of private schooL

(my) ftrstlanguage (is) . can't speak a word of .
• university (UK) college (US)
be bilingual* in . can have a conversation in ..
=

• vVe often use abbreviations to talk about university degrees:

be fluenl* in . speak some ... , but it's a •
Bachelor of Science� an MA a Master of Arts, etc.:
•

a BSc
be reasonably· good at . bit rusty*
= =

Hes got a BSc in chemist'y.

can get by* in . pick up· a bit of ... on holiday
• Graduate can be a noun or a verb. Notice the different
know a few words of . pronunciation: Tims a grad u atel'grred3uat!. 1 graduate
TIP! • In the Language Summaries we only show the main !'gncd3ueltl next year.

stress C-) in words and phrases.

_ Verb patterns (1) 2P D pll
• "When we use two verbs together, the form of the second
*bilingual/baJ'hI]gw;:)1/ able to speak two languages , verb usually depends on the first verb.
usually because you learned them as a child
*fLuent able to speak a language easily, quickly and well avoid end up* regret* begin prefer + verb+ing

*re-asonably j' ri: zang b lil to quite a good level

keep start don't mind continue finish (doing)
love like hate miss enjoy
*get by (in a language) know just enough of a language
for simple communication refuse begin need hope pretend + infinitive with to
"'rusty not as good at a language as you used to be manage prefer start seem continue (to do)
because you haven't used it for a long time forget Lov e Like hate plan decide
*pick up (a Language) learn a language by practising it,
rather than by learning il in a class make he l p let + object + infinitive
(sblsth do)
_ Education ,18 "p8 atlow force * encou rage * expect + object + infinitive
p ersuade * ask teach with to
help pay convince* (sblsth to do)
a college I' kohd31 any place where people study for
qualifications after leaving school might can will could would rather + infinitive

a campus the land and buildings of a university or college should had better (do)
an undergraduate somebody who is studying for their TIPS! • The verbs in blue in the table show the form of the
first degree at university or college verbs in blue in the article 'Under examination' on plO.
a gniduate l 'gr"'d3uot l somebody who has a first degree • The verbs in bold in the table have more than one verb

from a university or college pattern. Both verb patterns have the same meaning:
a postgraduate somebody who has a first degree and is I began reading. = I began to read.
now studying for a higher degree He helped me get ajob. = He helped me to get Cljob.

a Master's (degree) an advanced university or college degree • sb = somebody; sth = something

a PhD/pi:eJtfdi:1 the highest university or college degree

a tutor a teacher who works with one student or a small
group of students
a Lecturer somebody who teaches at a university or college
a professor a teacher of the highest level in a university
department
a tutorial a period of study with a tutor
a seminar a class in which a small group of smdems
discuss a particular subject
a Lecture a talk on a particular subject, especially at
university or college
fees the amount of money you pay to go to a private
school, university, etc.
a student loan the money that a student borrows from
a bank while at university or college
a sch olars h ip l'skDt�Slpl an amount of money paid by
a school, university, etc. to a student who has a lot of
ability, but not much money
a careoer IkO'TlJ! the job, or series of jobs, that you do
during your working life We can also say tea ch someb ody how lo do5th:
*end up finally be in a particular situation or place:
I never th oug ht I'd end upbeing" teacher.
·); regret feel sadness about something you have done:
I reg ret le aving school at 16.
*force make somebody do something they don't want
to do: He forced me to tell him everything I knew.
*encQurage Im'kAnd31 talk or behave in a way that gives
somebody confidence in something: My uncle encourag e d
me to become a musician.
*persu·ade !pa ' swe J d/ make somebody decide to do
something by giving them reasons why they should
do it: I persuaded Steve to buy a new cac
* con v7n ce make somebody feel certain that something is
true: T h ope this wil
l convince y ou to change your mind.
TIPS! • Continuous verb forms of begin, start and continue are
always followed by the infinitive with to: I'm starting to worry
about my h ealth. not I'mstarting'de"yi»g "be"t m}'h",lth.
•

M y b r o th e r t a ug h t me h ow to drive. .. �
_
______ __ _ ____
________ ___ _ _ _ _ _ _ _ _ _ _ _
_ _
"Ill
Language Summary 1

Vocabulary

In British English, the verbs l ove, l i he, di sl i ke and h ate are

•
GII The English verb system (lA(h7)
usually folluwed by verb+ i ng : I l ove pl ay i ng te nni s. In American
English, these verbs are usually followed by the infinitive with to: • The English verb system has three aspects: simple,
I l ove to pl ay te n nis. continuous and perfect. These aspects refer to how the
•We can also say l ovell i heldisl i helh ate somebody doi ng speaker sees the event or situation.
somet h i ng : I l ove pe ople c al l i ng me on m y b r
i th d ay.
THE SIMPLE ASPECT
VERBS WITH DIFFERENT MEANINGS • We usually use simple verb forms to talk about things that
• remember + verb+ i ng = remember something that you did are repeated , permanent or completed.
before: Irememberstaying up all nig h t before m y m ath s ex am. Present Simple: We al w ay s tell s tu de n ts t h ey nee d t w o th i ng s

• remember + infinitive with to = make a mental note to do to succee d. (repeated); M ore pe ople speak E ng l i sh th an any
something in the future: I al w ay s rememberto wish m y oth erl ang u ag e. (permanent)
d aug h ters luck. Past Simple: We visited one ac ti ng cl ass. (completed)

• stop + verb+ i ng = stop something that you were doing: THE CONTINUOUS ASPECT
M aybe i ts ti m e to stop testing h ow much c h il dre n remember.
• We usually use continuous verb forms to talk about things
• stop + infinitive with to = stop doing one thing in order to that are in progress, temporary or unfinished.
do something else: T h e y usu all y stu dy fo
r h alf all h our and Past Continuous: A stu dCll t was pretending to be t h e film
th e n stop to call th ei rfrie n ds or w atc h TV st a
r Or/ ando Bl oom. (in progress)
• try + verb+ i ng = do something in order to solve a problem: Present Continuous: T h e w ay pe ople stu dy E ng l i sh is also
If y ou nee d to add u p afe w numbers, try using a c alcul ator. changing. (temporary)

• try + infinitive "vith to make an effort to do something

=
Present Perfect Continuous: T h e g overnme n t has been
difficult: I w as r
t y i ng to learn doze ns of equ ati ons b y h e a
rt. building E ng l ish i mmersi on sc h ools all overt h e c ou n r
t y.
(unfinished)
• Look at these pictures. Notice the difference in meaning
between the verb forms in bold. THE PERFECT ASPECT

• "Ve usually use perfect verb fonns to talk about things that
COlmect two different time periods (the past and the present, etc.).
Present Perfect Simple: O th ermul ti n ati on al c om p ani e s have
started m ov i ng tow ards an E ng l i sh - onl y em ail pol i c y .
Past Perfect Simple: B y th e e n d of l ast yea!; th e number o
f
adul t E ng l i sh s pe akers i n Asi a had reached 350 m il l i on.

THE PASSIVE

She remembered
to post the letter.
She remembered • We usually use passive verb forms when we are more
posting the letter. interested in what happens to somebody or something
than in who or what does the action.
Present Simple Passive: 80% oJ t h e w orl ds elec r
t oni c
i nJonn ati on is stored i n E ng l i sh .
Past Simple Passive: E ng l ish was chosen as t h e w o
rk i ng
l ang u ag e o
f t h e ] ap anese, Fre nc h and Czec h s t f
af.

ACTIVITY AND STATE VERBS

• Activity verbs talk about activities and actions (le a

He stopped to read He stopped reading
the notice. the notice (to talk
to his friend).
He's trying to Lose 10 kiLos_ "I've got a terrible headache."
"Try taking some painkillers."
rn,
c h ang e, ru n, pl ay, h i t, l ose, ete.): T h ese ne w E ng l ish spe akers
aren't just learning th e l ang u ag e - th ey're changing i t.
• State verbs talk about states, feelings and opinions ( nee d,
seem, k now, remember, l ove, w ant, etc.): We al w ays tell
stu de nts they need t w o th i ng s to succee d.
• We don't usually use state verbs in continuous verb forms:
A nd th e y seem to e nj oy t h e ex perie nce. not Andt
hey'r
e
seel1'lingteefljey theexperi€l'u;e.
• Other common state verbs are: h ave g ot, h e a
r, bel i eve, ag ree,
forg e t, me an, u n derstand, l i ke, h ate, prefer, bel ong , ow n
and c ost.

e -------
 Pair and Group Work: Other activities
. �'.
1A tiP? 4C D p39
a) Work on your own. Make notes on these things. a) Work on your own. You are going to tell other
students a story. It can be about you or someone
you know. Choose from these ideas or your own.
Then make notes on the main events of your story.

length of time
• a practical joke
I've been studying
• a story from school, college or university
English
• a holiday experience
things I remember • a wonderful or terrible night out
about my first
• an interesting or unusual journey
English classes
• the most enjoyable or frightening day of your life
exams I've taken
in English
b) Look at your notes from a) again. Decide where
you can use some of these words/phrases.
why I'm studying
English now
Actually Anyway Apparently According to
Meanwhile 'Luckily By the way In the end
English-speaking
countries I'd like
c) Work in groups. Take turns to tell your story.
to go to
Whicli is the most interesting or the funniest?
how I feel about
my level of d) Tell the class the most interesting or the

'
English now funniest story in your group.

things I do to

'
..... .... ... .............. .. . ................ . .

improve my English .

outside class
D
.. ....... - .

3C p29
things I want to
do (or do better )
a) Work on your own. Read abont a crime that
in English happened in the UK. Then write five words/
things I don't like phrases to help you remember the crime.
about the English
language
A man was arrested for illegally
things I like about
copying and selling DVDs. He was
the English
caught with 1,000 DVDs in his car,
language
and the police also found another
18,000 DVDs in his house and in a
b) Make questions with you about the things in a). warehouse in Cambridge. It was the
1 How long have you been studying English? second time the police had arrested
2 What do you remember about your first English him for this crime.
classes?

c) Work in pairs. Take turns to ask and answer

b) Work with the other people in your group.
your questions. How many things do you have
Take turns to tell each other about the crime in al.
in common?
Use your own words if possible. After each crime,
How l ng have you been studying English?
o
decide what punishment you would have given the
criminal if you'd been the judge.
For about six years. What about you?
c) Turn to p174. Read what happened to the

d) Tell the class two things that you and your criminals. Do you agree with the sentences that
partner have in common. the judges gave them? Why?!Wliy uot?
:
.
........ . ............... . . ......... .

"
 Language Summary 1
I • I

aD Language ability ( 1�Dp6 ) TIPS! • A state school (UK) a public school (US). In British
=

English, a public school is an expensive type of private school.

(my) first language (is) . can't speak a word of .
• university (UK) college (US)
be bilingual* in . can have a conversation in .
=

• We often use abbreviations to talk about university degrees:

be fluent * in . speak some ... , but it's a •

Bachelor of Science; an MA a Master of Arts, eIe.:

•

Cl BSc
be reasonably' good at . bit rusty*
= =

He's got a BSc in chemistry.

can get by* in . pick up* a bit of ... on holiday
•Graduate can be a noun or a verb. Notice the different
know a few words of . pronunciation: Tims a graduate f'gncd3uatl. 1 graduate
TIP! In the Language Summaries we only show the main
•
/'gra:d3uelt/next year.

stress (.) in words and phrases.

IDiJ Verb patterns (1) � D p11
• 'When we use two verbs wgether, the [ann of the second
*biLTngual/ba,'IIIJ9W:d1l able to speak two languages, verb usually depends on the first verb.
usually because you learned them as a child
*f1uent able LO speak a language easily, quickly and well avoid end up* egret r · begin prefer + verb+ing
keep start don't mind continue finish (doing)
*re·asonably I'ri:z;�mablil LO quite a good level
love Like hate miss enjoy
*get by (in a language) know just enough of a language
for simple communication refuse begin need hope pretend + infinitive with to
*rusty not as good at a language as you used to be manage prefer start seem continue (to do)
because you haven't used it for a long time forget love Like hate plan decide
'pick up (a language) learn a language by practising it,
rather than by learning it in a class make help let + object + infinitive
(sb/sth do)

_ Education � p8 allow force* encourage * expect + object + infin it ive

persuade * ask teach with to
IiI a college /'kohd3! any place where people study for
help pay convince* (sb/sth to do)
qualifications after leaving school might can will could would rather + infinitive

a campus the land and buildings of a university or college should had better (do)
an undergraduate somebody who is studying for their TIPS! • The verbs in blue in the table show the form of [he

first degree at university or college verbs in blue in the article 'Under examination' on plO.
a gn;duate /'gr",d3uot! somebody who has a first degree • The verbs in bold in the table have more than one verb

from a university or college pattern. Both verb patterns have the same meaning:
a postgraduate somebody who has a first degree and is 1 began reading. I began to read.
=

now studying for a higher degree He helped me get a job. He helped me to get a job.
=

sb somebody; sth something

a Master's (degree) an advanced university or college degree • = =

a PhD/pi:eJtS'di:1 the highest university or college degree

a tutor a teacher who works with one student or a small
group of students
a lecturer somebody who teaches at a university or college
a professor a teacher of the highest level in a university
department
a tutorial a period of study with a tutor
a seminar a class in which a small group of students
discuss a particular subject
a lecture a talk on a particular subject, especially at
university or college
fees the amount of money you pay to go to a private
school, university, ele.
a student lo-an the money that a student borrows from
a bank while at univerSity or college
a scholarship l'skolaSlpl an amount of money paid by
a school, university, etc. to a student who has a lot of
ability, but not much money
a care-er Ika'nal the job, or series of jobs, that you do
during your working life
*end up finally be in a particular situation or place:
I never thought I'd end up being a teacher.
*regret feel sadness about something you have done:
I regret leaving school at 16.
*force make somebody do something they don't want
to do: He Jorced me to tell him everything I knew.
*encQurage Im'kAfld:;l talk or behave in a way that gives
somebody confidence in something: M y uncle encouraged
me to become a musician.
*persu·ade Ipa'sweJdJ make somebody decide to do
something by giving them reasons why they should
do it: I persuaded Steve to buy a new car
*convTnce make somebody feel certain that something is
true: I hope this will convince you to change your mind.
TIPS!• Continuous verb rorms of begin, start and continue are
always followed by the infinitive Wilh La: I'm starting to worry
about my health. not 1'",starting"en)'ing <le8"tH':),health.
We can also say t eac h somebody how to do 5th:
... �
•

__
___ __ __________ _______ ___
M y b other taught me how to d,i ve.
r
_ __ _ _ _ _ _ _ _ _ GJ
 Language Summary 1

Real World

a Uses of auxiliaries (1): auxiliaries in verb 'Mill Keeping a conversation going (1"oeY1D
forms � P9 • We often use short questions to keep a conversation going
• We make all continuous verb forms with be + verb+ing: and to show interest.
Iwas walking around Jor ages. (Past Continuous) What are HOw's (it) goi ng? (= Are you enjoying it or being successful
you studying? (Present Continuous) at it?t
• We make all perfect verb forms with have + past participle: WhY's th�t? ( What:' the reason')
=

My brother's ( has) done that course. (Present Perfect

= like what, exactly? ( Can you give me an example?)
=

Simple) How do you meOan? ( Can you explain this more dearly?)
=

• We make all passive verb forms with be + past participle: Wh�t's (the teacher) like? ( Can you describe him/her7)
=

I was told it was really expensive. (Past Simple passive) What else are you doing? ( Can you tell me about
=

• In the Present Simple and Past Simple we use a fonn of do something different?)
to make questions and negatives: Anyway , do you live here Such �S7 ( Can you give me an example?)
=

on campus? I didn't understand very much. HOw come? ( Why?/What's the reason»
=

TIP! • We don't use auxiliaries in the positive forms of the In what way? (= Can you explain this more clearly?)
Present Simple and Past Simple: Most people think economics Wh�t sort of (d�ncing)? ( Can you be more speCific?)
=

is really boring. Well, at least you found it in the end.

TIPS! • In informal English, we also use Haws it going? as a
MODAL VERBS greeting: Hi, Andy. Howl it going? (= How are you?)
We can also say Who else ... ? and Where else .. . 7: Who else
• We also use modal verbs as auxiliaries. T he modal verbs are:
•

are you going with? Where else are you going?

will, would, call, could, may, might, shall, should, ought to,
must and have to. • We can say What sort oJ.. 7, What killd of .. ? and What
type o J ... ?: What sortlkilldltype oJ course?
• Modal verbs are diITerent from the auxiliaries be , do and
have because they have their own meanings. Most modal QUESTIONS WITH PREPOSITIONS
verbs also have more than one meaning: • We often make short questions with 'question word +

I'll see you at si..\:. (a promise) preposition':

I think we'll win. (a prediction) KIM I go every week.
Can you pick me up? (a request) SUE Really? Wlto wid.?
He can play the piano. (ability)
SUE I'm off to the USA 011 Sunday.
You must be here at nine. (obligation)
KIM Are you? HOw IOng)or?
You must see that film. (strong recommendation)
TIPS! • In these types of short questions, both the question
liIII Uses of auxiliaries (2): other uses of word and the prepositions are stressed.

auxiliaries :18 'h9.-' • T he most common question words for these types of
questions are Who , Where and What:
• We also use auxiliaries in the following ways: A I'm going away. B Where to?
a) in question tags: You went to Professor Lees geography A I talked to Vicky. B What about?
lecture yesterday, didn't you? • We often use "\Vhat for? as an alternative to Why ? :
b) in echo questions to show interest: A I'm going illto town. B What Jar?

TIM He graduated last]uly. MIA Did he? • We also use echo questions (KIM Iti really diJJicult, actually.
c) to agree ·"vith somebody with so or neither:
SUE Is it?) and questions with question tags (Its been ages,
hasn't it?) to keep a conversation going.
TIM I keep getting lost! MIA Yes, so do 1.
d) to avoid repeating a verb or phrase:
Most people think economics is really boring, but I don't.
e) in short answers to yes/no questions:
T1M Do you live here on campus? MIA No, 1 don't.
f) to add emphasis:
TIM Maybe you should get a map. MIA I did '.ave a map'
TIPS! • To add emphasis to a verb in the positive [arm of the
Present Simple or Past Simple. we use the auxiliaries do, does
or did. We stress these auxiliaries: I do lllldersland! He does
have a job. We did enjoy ourselves.
• To add emphasis to other verb forms, we stress the
uncontracted form of the auxiliary: I am going to do it.

- ) -
Pair and Group Work: Student/Group A
"

1C" p11
.
... .. .. .. , " ..

4A 0 p35

a) Work on your own. Fill in the gaps with the a) Work ou your own. Read this urban legend.
correct form of the verbs in brackets. Then write ten words/phrases from the urban
Have you ever tried t kllJ.g. naturallnedicines to
_ g
legend on a piece of paper to help you remember
cure an illness? (take) the story.
2 Do you think all children should.. .. . ...... .. ..... sports
at school? (do)
3 Which songs do you remember. .. .... . when
you were at primary school? (sing)
4 When you were a child, did your parents ever let
you... . ... ...... up late? (stay)
5 Has anyone ever forced you .... something
that you didn't want to? (study)
6 Have you ever pretended ______________________ ill to avoid
.. .. ...... ..... to school or work? (be; go)
7 Did anyone help you .............
. ... your homework
when you were a child? (do)
8 If you saw someone hitchhiking, would you stop
...................... them a lift> (give)

b) Work with your partner. Take turns to ask and

answer your questions. Ask follow-up questions
if possible.
"'" .
A woman in Miami, USA, was getting ready for
.. ,_ • •••••••••••• • • • , •• • • • • 6 • •••• • •• •• •

a dinner party. She'd been preparing the food for

.. .. . .... . .. .. .. .. . . . .. .. .. . . .. .. .. .. .. .. . .. .. .. .... . .. . .. .. .. .. .. . hours and was just about to serve the first course,

480 p37 which was salmon. She'd already put the fish onto
ten separate plates, but while she wasn't looking
a) Work with a student from group A . Add extra her cat came into the kitchen and ate one portion
information to this story by replacing each number of the salmon. The woman put the cat outside,
with a non-defining relative clause. Then finish the hurriedly divided the remaining nine portions
story in your own words. into ten, and then served the fish to her guests.
At the end of the meal there was a knock at the
Wendy worked in a bookshop called Bookworld, Q). door. It was her neighbour, who had come to tell
One Monday morning her car broke down while her that he'd found her cat lying dead in his front
she was driving to work. Her manager, Brian, garden. Horrified, the woman went back and
sacked her because she was 15 minutes late. told the guests that the salmon was poisonous.
Wendy, CD , decided to become a novelist. Her first Everyone at the dinner party was taken to
novel, ® , took her nearly three years to write. She hospital, where they spent an uncomfortable and
managed to find a publisher, and soon the book sleepless night. When the woman got home the
became so successful that Wendy was asked to go next morning, she found a different neighbour
on a book-signing tour. One day she went back to waiting for her. He'd come to apologise for
Bookworld, G) , and there were hundreds of people running over her cat the previous evening.
queuing up to buy her book. When she saw Brian,
®, she smiled at him and. b) Close your book. Work with your partner.
Take turns to tell each other your urban legends
b) Work with a student from group B. Take turns in your own words. Use the words/phrases you
to read out your stories. Which do you think is wrote in a) to help you.
the best?
c) Do yon know any other urban legends?
...... .. ..... ..
.... .... .. .... . ................................... .. .......................... ..
Tell the class.
........... ..... ..... . ............. . ..... . .......... . ....... .................. .
.
Pair and Group Work: Student/Group B
1G" p11
a) Work on your own. Fill in the gaps with the
correct form of the verbs in brackets.
a) Have you ever tried . .tQ.lg.q01. another foreign
language' (learn)
b) Where do you think you'll end up .. .
when you retire' (live)
c) What would you encourage your children
. . . ... .. at university' (study)
__
d) Have you stopped . . __ . . .
liked when you were 16' (listen)
e) When you were a child, did your parents make
you __. .. jobs around the house' (do)
____
• f) Did you remember . . . ... .
____
card on their last birthday' (send)
g) Would you allow your children
thev studied at school' (choose)
h) What kind of mistakes in English do you keep
______________________ ? (make)
b) Work with your partner.
answer your questions. Ask follow-up questions
if possible.
. . .. . . . , . . .. . . . . . . . . . ....... . . . . ....
480 p37
a) Work with a student from group B. Add extra
information to this story by replacing each number
with a non-defining relative clause. Then finish the
story in your own words.
Olivia's favourite novel was called Second Chance.
She'd read the book, (1), over a dozen times. One
day she went into town to meet her boyfriend,
Graham, 0. When she got there she realised that
she'd left the book on the bus. Olivia,
really upset because the book had been signed
by the author. The next day Graham wrote to
the author,@, and explained what had happened.
Three weeks later it was Olivia's birthday.
Graham gave Olivia her present, CD. It was a
hardback copy of Second Chance. When she
opened the book .
b) Work with a student from group A. Take turns
to read out your stories. Which do you think is
the best?
4A " p35
a) Work on your own. Read this urban legend:
Then write ten words/phrases from the urban
.
legend on a piece of paper to help you remember
the story.
. ____ to the music you
your best friend a
______________________ what
Take turns to ask and
.
A young couple from Bristol, UK, were having
. . . . . . . . . . .... . . . . .
terrible problems with their marriage. They'd been
having arguments almost every day for the last six
.
months, mainly caused by the husband's terrible
moods. One morning, just before he set off on a
three-week business trip, he told his wife that he
couldn't stand living with her any more and the
marriage was over. He also told her that she should
get out of his house by the time he got back.
When he arrived home three weeks later his wife
had gone, but she'd left the house in a terrible
mess. VVhile he was clearing up, he noticed that
the phone was off the hook. He put it back and
thought no more about it. A few weeks later the
®, was phone bill arrived. It was enormous - over £3,000!
He immediately called the telephone company to
complain, but was told that the bill was correct and
that the phone had been connected to the speaking
clock in Australia for a three-week period.
b) Close your book. Work with your partner.
Take turns to tell each other your urban legends
in your own words. Use the words/phrases you
wrote in a) to help you.
c) Do you know any other urban legends?
Tell the class.
'4 " '��" ." '·