.

i'
I

•
Shannon Callahan · TrevorWilliams

[]Burlington Books
WHAT'S IN A NAME? • Expressions
• Words related in
rFuture
Present and
i:en·ses
I Multiple choice
(two extracts}
Interview - Letter to the
Editor
Multiple choice CoPing with
meaning Preser1t Simple I interview questions Sentence adverbs
•Word building: ·Continuous, Multiple choic.e
prefixes ·Present Perfect (short Conv:ersa!io_os)_
_• Phrasal verbs: Simple I Continuous,
back I out Future Simple I .
Continuous,
be going to
I
Future Perfeq :Simple/_ j
Continuous · j I

UNIT 2 - Al:lVERTISING [PAGES 11-2sJ

TARGETING TEENS • Expressions

I Past tenses
1
- MuJtiple choice I
Picture Opinion Essay:
Multiple matching • Words with more
than one meaning
•Word building /
Past Simple J
Continuous,
Past rertect Simple /
_ - _. -·
Multiple choice - •. _
I
(radio programme}_. ·' j Discussion
Evaluating
for and Against
-.-Paraphrasing
··Register
ContinUous _-- --(quest1ons_~~d ans~e-~s2
• Same or different?
• Expressions: question would I used tci I_
UNiT 3 - lllUl:lGING GAPS [PAGES 29-401

TH{SECRET-•
MILLIONAiRE
• Expressions
•Adverbs
Modals
S-emi-modalS
Modal Perfect ·
I~~~;~~~n Presen.tation
_[inking_ your id_eas I.
~
·Essay Expressing
Your Opinion
Ciapp~cit~~t • Collocations:
·Multiple choice
" tnfroducirig the. toi)i1
verb+ noun and supporting your
adjective + nouri (r.3did programme) reasons
• Weird building
• Multi-word. verbs

UNIT 4 - ENTERTAINMENT [PAGES 41-s21

I I Making a
I
THE ETERNAL ( • Synonymous Review of the Multiple matching Film Review
I .
extra~)
1

I :;~~{~::~~:~;ds
APPEAL QF THE ~ expressions (five short . , Decision • Evaluating
DETECTIVE NOVEL:. { • Collocations:
! adjective+ noun
I Multiple choice Agreeing and
disagreeing
• Expr~ssing praise
SHERLOCK HOLMES
II •Word building
. l • Words related in
I' '
The Causative I (two extracts)
1
-I
• Expressing criticisrr

'
i meaning
i ! i
UNIT 5 - EDUCATION !PAGES 53-64[

~Ei~~~~~~~L~Y .'.I : ~~~~:und adjectives IGerunds

Infinitives
Bare infinitives
Multiple choice
(radio" programme)
Comparing
Pictures
Report
• Linking ideas
•Word building ! Comparing •Language of
• Same or different? .1
. Multiple choice Specurating recommendation
1.(questions and answers)
I I
 UNIT 6 - HUMAN NATURE [PAGES 65-76]

l·•.~B~tw~~e~~g;~iif~ii ·Phrases . · ·
I
Temporals
Conditionals
Sentence
completion
Making a Summary Essay

P.,~.-.~_ ._J,·:. :·S · ./ ~;.· :'.· .; .~·. :.·,:· .· '.~ · . :_l ·" ·.: r.~ ·.' · :~. ·. ·i .
Decision Evaluating and
/.:j.{!Q\/\{t)({.V\fE':THl,'~-1{?.
Li:-.!"'. ·.•. P...-: . :Y.,
. . . •. .·.if
. . ••Words related
Prepos1t10 in
na I phrases wish I if only Managing a expressing your
1: ~:-~··:~;>;,:.c-:·.'t·:'.;.i";-r~::t,''.i'i;'/(t~:::~:/; meaning Multiple choice discussion and opinion
..Multiple choice •. ·.··.<• • • · . (radio programme}
;· - :-- .-:·' . .,, -.· _,.-~- _.,---~. :-:~-~-_.,--'; ::>· ,-·· • Collocat1ons: make r~aching a decision
·-~ '.·;;/,·_)\;::)'._.~~-
1
1 ., ;}/ :J •Word building
' .-':.-., ,.,,_, ,- :_J • Phr;;isal verbs
__ l~···-··~2:..:..~"-·~':.::.~~-~-:::~·L_ __ .. __, ·-~-------~..-..---·--------- ---------.....,.--··
UNIT 7 - HISTORY AND CULTURE [PAGES 77-88]

THINKING OF • Expressions Relative claus7s Multiple matching I Presentati_on Essay Expressing

I
.-·.-,~

STUDYING HISTORY? • Collocations: Reduced clauses (five short extracts) YoLir Opinion
;i~
Linking your i_deas
. adjective+ noun Participle clauses Expressing counte~­
Multiple matching
j •Word building: prefixes Multiple choi.ce arg~ments
~
(short conversations)
~
I
i
I
di
C}11
; ___ ________" ....:..~----..::..~-· -----------·-----·------ ·-~~,....----~-------------------·-·----~·---- - -·;·.-1
•. ,. i

UNIT 8 - RURAL vs URBAN [PAGES 89-100]

'
1CfiOCOLAT .. ..•••.·.. ·1 ·Spoken language Reported speech Multiple choice Discussion Article
f~YltiPI~ ch_ok:e_.·: _.. , ':
• Words·with more than -~~, CompariSOn (three extracts) Using natural tmpro_vlng your writing'
j· - . :.-.,- :- ... · -:,,:.:j,'._·. <-:··\J ~nemeaning Adjectives and language
~ '- - ,)_ · ~-- _o Word huildina: noun A.dverbs Multiple choice
L-~--'---~-... -, --"-=·~~·-- '.~:-.J~:,:;:~~~j suffix~s - "' • G·radable I ungradable
(qu~s_tio_ns a·nd
1· . .... i '.• j • Phrasal verbs onSwers)
<idjedives-
• Adve'rbs of de~ree
• Collocations;

I .
l:.c,,.:._._, _ _ .,_w""~-···-
•. ·....· . ·-~-·
I adverb + adjectjve

·-----·----·-----··---·--·--·---~- '·''\

UNIT 9 - ANIMALS & US [PAGES 101-1121

; '
TILIKUM: THE STORY I •Phrases
O.F A KILLER WHALE • Words related in
·l
ICleft sentences
inversions Sentence
completion
Debate
Preparing a debate
Essay Expressing
Your"-Opinlon
·;:-·~,~'
';~

meaning The Subjunctive in five stages • Emphasizing your

:Gapped text Multiple choice
•Word building points
(radio programme)
•Prepositional phrases: • Varying your
on/in/at language
~',;

-•- -··-··~"'-•-"-·""'"'- ---•

I
"-"-'•••---~-------'-••--•·--,.,-,~-•...:-'.,_:.__, ___ ~•--••••--•-----·-·--·•·~~ ••-••••·-•·••~--·-~·--••••v - - - - -..
I
~--~··------------- ,;'-'•
,.'.t;

' '--~·.:,)
u~nrir 11[) -.SCllE!\KIE & TIECHNOlOGV [Pl'.GES 113-124]

,•ROBOTS • Phrases Prepositions i[ Multiple choice Picture Summary Essay

:; ARTIFICIAL •Word building Quantifiers (radio programme) Discussion Adding new
INTELLIGENCE • Collocations: .
~ult1ple matching
. Making a arguments

Multiple ch.oice
verb+ noun
adjective + noun
I (five short extracts)
suggestion and
r justifying it
•.Scientific vocabulary
•Phrasal verbs
1
I
I
II
 .,,. .,.

1. . Imagine you've Just arrived at a party or a school

reunion with your former classmates. Which of
the following people would you go up to .and start
talking to? Why?
/
1. A friend who is popular and is standing there addressing a small group of people?
2. Someone you know who is very quiet and will probably refrain from talking much)
3. Your unrequited love -the person you've fallen for, but it's only one-sided?
4. Someon·e from your-old crciw_d of friends who you haven't seen in a long time?
5. Someone who is on the fringes of the party, just watching everyone and not taking part?

2A Look at the pictures of the two teenagers below.

What is you_r first impressio_n of each one?
i .

B Now rea~ What they-say abciut their first encourter· . . .

- !

with each other. How q:>rrect were their first

impressions?
·~
~'1
The thought of starting a new school stressed me out When Dad
dropped me oft he said.I looked "a bit nervous". Talk about an
understatement! I felt fear and dread. What if no one talked to
me? What if I were bullied and pushed around? I walked into my
class and started scanning the room, looking for an empty seat.
I noticed a place next to a boy in black, who looked nice but lonely.
so I sat down. giving him my friendliest grin. I then got a bad
attack of nervous giggles because I was so unsure of myself.
I be.the thought I was a lunatic- completely mad -
because he quickly turned away and just stared out
of the window.
I didn't expect anyone to want to sit next to me,
so I was startl.ed when a girl approached my desk.
She seemed shy, but smiled as she sat down. Then
she sniggered - probably laughing at my hair or
my clothes. You see, my style is sort of goth - and
some people have fixed ideas and prejudices
about goths, so they label you a weirdo or they
harass you by making ·nasty comments about you.
Anyway, I was sure she must think I was a total
loser. so I started looking intently at what was
going on outside, hoping she wouldn't try and.
· talk to me.

Do you agree with the sa'ying:

You can't judge a book by its cover?
Why? /Why not? ls-there a similar·
saying in your language?
 READING
'
"You ·_are going to read a short story about a
· sch.col reunion. For questions 1-6, choose the
ariswer (A, B, C or D) which you think fits best
according to the text.

MULTIPLE-CHOICE QUESTIONS
P'1 Michele Gorman
• Read the whole text' for the main -idea. Regretting going to J1er school re1mion, Annabel suddenly
+ ~ Read each question but not·the felt a hand on her shoulder. "Christ}'! How great to see you!''
answer options. "I'm not ... Christy/'shewas about t§say. Bui then she turned
• Find the relevant section in the text and saw whose hand. it was. "Ten )re.a.Is, -can you believe it?"
for each question and decid~ on yo"ur s. Jack asked, his _s_mile taking her bacic to ·her last school year.
answer. ''You look ... different, but I'd recognize you anywhere. Did you
• Choose the option (A-D) closest to come from France or are you b<ised: here ·. now? -Let me get you
your answer. another drink alld then we can catch . µp. ·Don;t go anywhere!"
Jack Wmslow, heruirrequited love, h~d _just spoken to her. Five
10 minutes ago she was just Annabel Maflcham, _aka* Anna-Ball,
aka Anna-Bellend, bully fodder for the class of '04. Now she
was bead girl.
"Cheers. To old times,".he said. "I_ can h_~dl}r_belie:Ve it's you, but
I guess we've all changed, eh?" Talkaborii an u.nderstatement.
1s She'd become used to the startled exiolamations and sudden.
interest in her as a person. You'v~ lost :::reven Stolle**? Well done!
As if she was somehow_,m()re of a pefS_oJl ~o~ that there was less
0iillIB*"ff'"' ttiMMM#:W .. ·x- ...,..
of her. "Jack Winslow." She _shook lie: h~ad. "Unbelievable.
~ere's to new times!'-':HiS -grill faltered.·.Great work,-Annabel.
20 ·Two minutes into lP:e ~-~11:vers_ati6n_Js __j~st __ the:_.rig:qt time to_

suggest a future toget~er,·_,'~~oU.~an ~-~He~~-i~:.·-. l;ie sai_d. _ ·

"So tell me what you;ve been tloing:f~~ tlie last decade.'' He
was staring at her as _ ,if she _was· the:, ~_niy_ -,,_oitjkn -in .!lie room.
As they talked, she.fought against the n~1CVous i;ggles rising up. ·
2~ She'd never even imagined. he knew _She. waS ·alive. Then she
_ rerilembered he di·dn·i. To him She -~~/as-Cfu·i~&~ Of-course he
\: was ex~it~d to see hei:_ ~hpsty and J~~~:~e-~e in: the _same magic
"'_ circle of everyone's teenage·pJmanti~_~.f{lhtaSi~s. And Annabel's
chief tormentors. _ ." _. ·.--:. · ·..-·_ ·
They stood toge~he~ 3.1: th~ -e~ge of tlJ~--~??~:· ~~i:Cbing the crowd.
_3-o
\. Maybe he was short-sighted? He sta:e~ at her intently. Surely
iii!iiiiiiik&iUJilliil~r he knew she wasn't Christy? ~ut th~y contfoued io talk like
·old friends. This wasn't hOW An~abel had_hriagirieci the rellnion
I ,- ' ,. .
would be. She almost hadn't gone. Who willingly went back into
9s the bear pit? Only lunatics. ··
When She'd arrived, she didn't recognize the tw·o women waiting
to label everyone and they -..yere easY.~~Ough to sidestep. Going
Unnotic~d was still one of ~er _spe~i~Iities_. A f~w faces had turned
curiously when she walked in, buf\l)ey ,turned away. After 20
40 nrinutes, she was still alone on the fringespf the party. She may
as,.well have been 16 agai!i. All the'feeljngs s9e'd packed away
; ·-~,_'\,-'.'.; : -;_,,' .--
'-;'

.,
 1. in the first paragraph, what makes Annabel
refrain from admitting her true identity?
A She fears the truth will make the evening less
interesting.
B She is being addressed by a significant person
from her past.
C She doesn'_t want to create a~ embarrassing
situation.
D She is alarmed to be-mistaken for someone so
unlik~ herself.
2. What is suggested about Annabel in the second
paragraph?
A She doubts that the man she is talking to is
returned. Standing there, she'cl beco!Ile Arip~ '1i.iJJiBi ai,ihl. Jack Winslow.
"Po you see any of the old cr?wdyet?" las~ ~~1Cea, sc~D'nirig
B She lacks confidence in her physical
the room. Annabel's skin prickled withdreacLWj,~t~ (1iri~tj' _·. appearance.
herself was somewhere ID the Io.olli? 'IheJ:·.~--~.~-\V_--U{._~_:s-~~~p_d ';_~s
C She is afraid she might hurt his feelings.
th~t she was an imposter.'_The~ _they~·~ . ~·~g,i~)l~i:-R.~f.~4 it··_ci_b~. . D She has undergone a physical tran~formation.
Year 11 all over agaiµ. "No, 110,: I _doi:r't. s·e~ . ~_yp~e:7.:_::; ·· -, . .:
"fhis was adangerous game .. She staried e~ging to,\;.~c!li)e ctc)Oi. . . • 3. The phrase "chief tormentors" in line 29 explains
"l>:le neither," he said/'But people ca.Il ~'1~geal0lin10.years.1 A why Jack would have forgotten Arnabel.
ISil't. it odd? When Jqµ're ,in. sC~?ql~·.~9_,:i_-c-@·_t<W~~ €().:·$~t_~-~"7~Y:-. so : B how Jack and Christy became the subjects of
· ·f;Om eyeryon_e.' ~d ~hep_ yoµ '·-~~j~~. ·YCJ~ ~~ ~~~i~d' tO. ·sec! -~~W: people's fantasies.
,·: .;,-· C why Jack would have been excited to see
again."
Speak for yoUrself. "What'_W:as' ~~;·~ ~i),.6ti'_:t?: :h~tg? ·.ffeY~t§cirie· f Annabel.
D the interaction Annabel had with Jack and
loved you and you were. the.te~9h<;r's pet'.' ,Hs.• l,,~g~~d
Christy.
b~f~re catclringi hiffiself. :.·r~~·.r~. ex_~g~~~-tbi~::·r~~~.'.#~yer:'.~,-- 55 ':
-~eiicher'_s _pet" 7'B_~t · ~~ery?Ii~,. ~iclJ()Y~_-·tO_u~::;s:O:·;:.#!~f~·.~:-,:~-Cf~~~-~,::_ ; 4. In the eighth paragraph, the impression given of
~~nyL'1g it-;?~~'Wh~t. aboUf yOli? ·-Th?-~8C11~.~i.~iV~Ut~iji_t6~IDQ~~~~ -._: :- the man calling himself Jack is that he
;_~·"':v/,~en ·you move_d_'to ·prar;.ce:: Tb.ey-.:ft~W-,fi1~,;fi~g~jit::h~;xil'.a~_1:~':;:'.·-~~-'~:. A-use·s huffiOroUS:exaggeratiOil-fo deSCr'f6e -
-~~reavement .~ounsellors wer~_· p,~e,4_-.jn.,-~~-'·'.·~?t·_~-~V~~~~~:('Yf~·. .:~- events.
in. mourning when Christy rnoved.~Y(aY, $he fyq~gJit. 'Jlifr. •60 B .has fond memories of his schooldays.
--~~fillged .our uniforms•": ·~e. c6~~~1_~-~,:_.'_:/'.·~-e.~d~t9~tq_6_·_.Wi_d_i~.·-5:- ::···.- C had high expectations of \he reunion.
. .;eeds for the girls and black sllits .fo~ th~ h{)ys:;;· : ·•· ·.· · · ' ·· ·· · .. D lacks curiosity .about the woman he is with.
Akabel cOuldn't beli~y_~'..::·.if_::_:; ~~e:-'..\y~:.,::'~.4~~#rig:.)W1~ ;:1t~?Jt_·',­ 5. The reactions of the women at the door in the
.:Wiiislow!- He touch~d bis J:.e¢(to:li~F&:~_:''.f.Il'.?>4P,.ji?Ji.~W,~iil (p· ~#f · last paragraph indicate that
6_ut of here? We don~t seeri:L io_.kp()w iii:i)19~~,-·el~e.:Ii~r.e_:-~:Y'yiy~"-~:_--- ·6s A neither Annabel nor Jeremy was remembered
·";.Definitely! Let's go.'' Before. Christy )lUiJ<e Wm~ µp, W]l~~ ··. by their classmates .
. he put his harid on her back andusherecl he;"to~,U.~sthe"itighi B Annabel's class had been made up of exclusive
iliead, .her whole body tingled she"'4 tellbµri l.":t<#.~bout \fie. cliques. .
~onfusion. But for.now, she.Was' m~g-~p>rP.iJOSt"_ti~e:.;.-:::'·' -: -- C Annabel was not the only unpopular student
;,Cheers! Good nighi_!" he' ~~~l t~· O~e ~f.-th~_::~6rri·~-~(~t-~~::?~.6r;: 10 to attend the reunion ..
b~ing-up a. slip of pap~r from. hi.s._ poc_k~t-~~~d_:t~~-~#iilg-: i~.j~ D Annabel's classmates coul_d now laugh at their
the bin next to their registration table. They sn)ile~ "nd ~aid old prejudices.
~oodnight "Who was that?" the\voman 1aici !ohei frienij. :•I.Jici !
6. In the text as a whole, it is suggested that
. ·yQu recognize lUm?" The sec~nci. wOman plu.clced'_tb~-~~ffip_l~4 ~­
Anna.be!
label from the.bin. "J_eremy_W~~eric~. .J?oes~'t ri~!fa~~-·bp11S __:--:::"- -. 1s A is comfortable with pretending to be
_Wait a minute. Wasn't h_~ one_ of_th_~ go~s_?'{._Tu.~.;f~~t.'_i:Cimit~­ someone else.
nodded. "Yeah. Total loser." T'bey sniggeredbefqre tw:ni!'g to
. B had been harassed by classmates at school.
welcome more clasSinateS.
C had once had a romantic relationship with
Jack.

: ., •..•....
CRITICAL .. .. ··-·.····.·.·~·..... ~_.·.· ·.· · ·.·.-.
~ .. ~.· ·_-.··.·.-. ···•THINKING -.
SKILLS ·~. 1\ ··· ..
·.·I~

.:..:·. ".;":.:·,;:.:~·;_·:·:::)?:-· D does not remember her former classmates.

I_~_,:Lthey
r·
A_:·~.~.-were.
~_; :.~_-·'. :~.-~Dci
·::_-'_._:-A_·_·:__ d_.·•.-:·-:_you
:~.:_._r~think
~-·._8';-.·~ - .· .-what
.'~_· · t·, ,_~ .' k_.~theydi°il
'_v· _- .· ~-.\ :~. '_1 ·_,- w.-: _.:- ' :h_· '_·:~_: -.·•:'..
_-_•. · :;.' : '._ ,_· tJ·,.fr
.•. I<I!~}}~~~r~tr~~~~i~.t~i?~~~~y;s;~~~i~~1&~~j;
i t::z::~. · · ·· / .<.

11· ...
rx 7
 VOCABULARY
From the text ·Expansion
1 EXPRESSIONS Complete the sentences with the 3 A. WORD BU!.LDING t: prefi)(~s. un- fin-
words below. These prefixes .usually me~n the bpp~sifo of
· head (e.g_. .-a_n u_nkiiciwn actor,. ;;J°n insecure perSon).
specialities bell speak - , ' ,_,.I"(, , , ·. , _,; .. ,·.·.' _· - - ,' ,•: . : '·.'

unnoticed time edging Add the correct prefix to each word.

1. Living in a village, I never had the chance to go to .... .-... accurate . ... :.. deniable ...... prejudiced
·c1ubs. But now I'm in London, and I'm making up ....... adequate ...... disputable ...... reliable
for Jost ............................. . ...... biased ...... exceptional ...... remarkable
2. When Daisy heard the shocking news, she shook ...... common ....... favourable .. ,·... sufficient
her·····························'······ in disbelief. ...... considerate ...... feasible ...... thinkable
3. Tania is so shy that she avoids attracting attention ...... conventional ...... foreseen ...... trustworthy
and is used to going .................................... . B Choose the adjective that means the same as the
4. Mark is very good at taking portrait photographs - adjective in colour~ ·
it's one of his······················--~·-········· . 1. The tou_~·1sts we~e giVen inadequate into·rmation
5. When I saw my ex-boyfriend at the party, I started about the flight. insufficient/ unfavourable
................................:.. towards the door.
2. Journalists are expected to present unprejudiced
6. ".................................... for yourself!" I said when Mia coverage of events. unforeseen I unbiased
told Liam we both love football. I can't stand it!
3. My teacher takes an uncommon approach and
7. "Have you heard the name Amy Shaw before 7" never gives tests. unconventional I inconsiderate
"No. It doesn't ring a .. :.................................. "
4. The facts about sugar are undeniable and prove
2 WORDS RELATED JN MEANING Circle the word how unhealthy it is. unthinkable I i_ndisputable
that is similar in meaning to, the word in colour in 5. If you fail to make eye contact, people will think you
the sentence. are unrefiable. i.Jnfeasib_le I untrus-tl(Vorthy
1. sarah let out an exclamation of joy when she won 6.-Though his school marks were unexceptional, Bill
first prize - a holiday in Paris. shriek I murmur Gates became one the wOrld's riches,t entrep·reneurs.
unremarkable I inaccuraie · -
2. By refusing to answer, Jake was trying to sidestep
the issue of who broke the laptop. evade I
sidi?track 4 WORD BUILDING 2: prefixes under, I over-
The prefix over- can mean.too much and ·under-
3. Mike tends to exaggerate his role in the project's can mean too 'little or not ·enough.
success; he was barely involved. aggravate I
Complete the sentences with the words beloW.
magnify
overdo overload understatement
4. I could tell from Lucy's alarmed expression that she overemphasi;ze underestimate under~chiever
did not want to be left alone. fearful I immense
5. The island has undergone great environmental 1. Some teachers .................................................. the value of
exams and give too many tests.
_ch.~nges and nbw has few trEes. expf}rienced I
undertaken 2. I wouldn't ........................ .'....................... Sally; she may
seem quiet and Unassuming, but she's actually very
6. The recent structural transformation makes the:
building look very different. diversity /conversion ambitious.

7. Those people were imposters. They pretended to
be police officers, though they weren't frauds I
3. Be brief and don't ............................................... your
liste.ners with too much information.
4. Charlie is described as an ................................ ..
he's very intelligent, but his marks are lower than
expected.
5. You haven't been well, s.o try not to
..... -............................................ it when you{re training.
6. To say that Sam didn't like the film is an
................................... ,............... He hated it!

~
,...., ~.
 5 PHRASAL VERBS:b.ack/ aut Read about two friends who tried
to get a par_t-time jo.~ jn a:.-shop. Then mate~ th.e· p_hrasal verbs in
colour to their definitions a-i. Which is Jack and which is Harry?

' Mao will get the job1 =w-~~·~.,,.

JACK: My friend Harry and I are alike in many ways, but we dress
differently. We wanted .to see if this fact mattered, and. here's what happened
when we went to different Shops asking for jobs. I wentinto the first shop by
myself The woman looked. at me and smiled politely. "Sorry," she said. "No
vacancies!" But I knew she was (1) holding something backc "We've had
to (2) cut back on staff," she added, followed by another polite, icy smile.
Clearly, we could (3)iule out that particular shop. Well, not one to give up, a. reduce
I just (4) blocked out her attitude and we walked on to the next shop. b. remind (someone) of
- ' ..•.· '-··:.";·=:->,,,:__.-,. . ' -. _. ---
c. stop taking part
,, '\.." d. no.t tell the whole truth '
HARRY: At this.point, I thought Jack would (5) opt out of' e. force yourself not to think about
our experiment, buthe (6) bounced back pretty quickly. We - ...... f. no-longer considenoitable---c __ _
entered the next shop together and the manager (7) singled I
me out strpiglit away.and invit,.ed me for an interview] Jack g. become cheerful I confident again
was not in.Vited. so-what (8) came out of our experiment? h. select
No matter how inaccurate, people still judge you by first i. be clearly shown
impressions! How uncool .is that? It (9) takes me back to
when I was 10 and very short. Kids assumed they rnuld push
mearo.und. ~uUsoqo showed them they were wrong!

6 ·
Read the text below and decide which answer (A,B,C or D) best fits each gap.
.. ·- . .- · c, ·-e, ; _._ .. _ _, .. _ , . . - .-_ :. .: - · .

·.: --\-'. ': \,::. -: ,.: _,-, '~i--';/\:,-:i·:.:.,-::· ,::,-i'F-:- -~:-; ···:-',.•;,:,:.'-,·~'.f'<=·,_·i.'.'·,~ ,t'~:~~:'.~'1'!.._'.:;?;,-.,· -'')
"!"""'!""!""~"!""!'!'!'"!""~ ·:.:=·:~-s~-~-IJ a_gc.~.1B~-p~.-:-filf11·.~~.~'.~~~~-'.~r~~~~.4,,~?- ' ·":'_-..-
·;w;~rr<~TI~~ii~r~tktw~~m~%'~flfe~~r~i·~%:~~~~r..·;
-co~~-~qet~~~-~-~~y~~s<·~~-~~~~:; ,_ ._- ·.-.- ·.:. -=·~· ......... _;· ·~'>,=·;·_- ·-. --:: :.:'_;-.~. ·::,.: .. :·, ..-.·,·;·;_·:~·.,.-'·:~::~·:·;.~;:;:'.\:·'.·'~:'.:::/~:_t
?!
'ryie_:=R-~.~h()W~-'-~· grp.~_P. .of4inf!f\W_o~~~: P~ii;lf_:cb:~~ .t~yipe,_ . -b~,~q.il?1Y·q~--· : :.;.-\:- ·
verbaldes~~iici~,)~eaJtisl ~stens.(~).:, .. _t?'*ewmn~\i,;';.,iho;·sit,bi~d~6~1#4 -
acllrtaill bu~ (~)' :-:'·;~:., fidriI sP~g ~: :.e~~h--~-9~-~-~~S.sri~e~--h~r~_e_lf. ~~ -~~~~-.-,··:'
1-

tend to_de~crib6 theif:_iri~~ ~ ai}· (5) ~-. :._;,·.µghtji_S.~g '~jjt_ds 1*e ~iifof~~-~--o~ i~/ng_ _.,
· ~ose. Tlie· artiSt th~n makes a second skeich Of ·e~ch wOinaii,- thi.S time baS~d.On :·
descriptio_ris_ giy~n_;by _ c9¢P1et~ Stra~g~~·> . ::_.'·. _:_,;_..:_ _:--'.-.: ·:'·;:_.·:_ ·_. ·:·_: _"' . -....· _.'-'·:.:. ::·;._·-·
Th~ iesults ~e .~~t Wi.tll _ (6) ......·_of_ ~ury4se by _th~.-~oW~h- ~~C'.h;paiJ; q(_~~9!~~~:~-is
compared, -and the One_ based on the str~nger_~s __d~Scripti/)~\i~. die_ ~Qre fl~tt~iiflg'
of the two. _Qne. woman_(?) . :..... he~ head· in .disb_elie_f ~ .sbe r~a]j~s. ,h~w ~ilCh
her self-image_ differs from what. offie_rs see .. so. ,,Yhy_ dQ f0~¢n _t~~d ·~ (8) ·.:, .. :·-'
when.it_.comes.to me~tio_ning _theil- goo_~. po~~~-?_?ne,_ ~as?~ irtaY\':~'.th~ ·. _. _. _.
impossibly high-standards of be<1_uty pro~ot~d iµ 'the: Dl~clia'ai;id iri .idvertish!g,
:-1. A underestimate B underachieve -<= uriqe:rgo D undertake
A·'in'ought - ·B went C sihg1cii: h' _, _.. _
~:~Tri~:
3. A 'inslifficielltly B illteDtlY C Iiilfor~~~~Ii. p. ~·rid~iiia~ly
4- A--e_Vilctes-- B avOidS-· ·. ---c-Side~~P§·_- _,-. -n-t~f~~i~_s.:-.o'--
5. A ~nbiri_sed_ B -insecure c_ .ufi~~~~U~abl~_ :. . ·-_D in~d?q~-~t~
6. A -~x~l.amations B .exaggerations C_ tr_a_11sf~r~ati60s ---~- ~;_~efstatecieTits
.; 7. A twists B _moves C. shak6s ·-ri .-_Wave·s
B hold back C block.Out,-. D 6utb<ick -

~~~~41;;.1;;;<r~tift1~11l~~~iif~:&~it~r~.~:-~·
9
 GRAMMAR Present and Future tenses 1sEEGRAMMARAPPE"101x.PAGEs1s1-1s3.J

1. PRESENT TENSES Circle the correct answer.

. .. . . .· . 1 . " .
1Have you ever stoppe~ I Me y~ti ever stopping
to think about your online identity?
Iii What' have yolJ been posted I have you been posting li'l Set up a "wipe my p~one" feature that' allows I
0

online recentlY? Pictures? Videos? Ask yourselt Who is allowing yo~ toe~aseall your p_ersonal data ·
3
is looking I has looked at this photo nOY/ an~ what remotely, iri case you lose your phone or you think
impression of ~e • have ihey got I are they getting? it'" h_as been stolen/ is stolen.

· Iii! Think how fast tex1s and images ' are foiwarding I aTeens who are .~a~ of !hese issues 11 don't post I
· are forwarded to people outside your groupof mends haven't post~d _personal details, photos or videos
via texiin_g, apps and _emajl. . online that they may regret later.

fiil Before you post anything online, make sure you Q Always be sure you " are I have been
'have aclivated/ are aclivating privacy settings to in to!al control of your online identity. Online
"friends" so that access to your page ' limits I choices . have consequen.~es!
is limited to close friends and family - not strangers, .
who might be cyberbullies or online predators. Your
personal
( . information'
.
is belonging
'
I belongs to you!

2 Complete the se~te~ce~

with_ -the_ correct active or passi~e form of ~he verbs ~iven. Use P-r~sen~ Continuous,
Present,Perfect Simple or Pr,esent Perfect ContinuouS. .

1cm Online
~
C~nneetians.
.
g;
The Internet (1) .......................................................... (describe) as the tool that can tmite theworld because time zones and
I~ distance (2) ........................................................ (make) irrelevant. Studies tli~t (3) ................................. :........................ '(publish)
fil recently show that more and more people (4) .......... ,.............................................. (substitute) online connections for real-life
~- relationships. In fact, our online lives (5) ......................................................... (pull) us away from our real lives for quite some
'l~ -'. time now.
. For example, iostead - of simply. enjoying a day out with friends, we (6) .................._······'·······················--·······(spend)
~l
!_,_•
too much of that time taking photos and selfies to post_ on social media so that everyone can see what we
(7) ...... .. .. . .....- .. . . .. ... . . (do) lately. Today, it (8) ... . ... . ..... .. .. . .. ........ (become) increasingly clear that .
@ our focus (9). .. . . ... . .. . . . ............... (shift) from enjoying an activity to using it to enhance our online identity.
1
cf.t;~l1'1U~§\~"'"..t"J.F~£o,;,'!!;.~;::_'.f,;:i~z_TIX~·~-;;;~&?D~~1:~llili'h2ID..~""~~~--~;Vi(&];t:!'i;;.;'~'""ill-;::::-'.!'l:"t:;i~;,,~5:;,,"t;:--;;:,~,~.\W;;..':';'."'.'-.,;-~.i:"i~mfil~~"Z1~ru'J:o.:.""1,iV.:'<-'&1.'.W~'

3 FUTURE TENSES; be+ going to Complete the sentences with the correct future form of the verbs given,
active or passive. ' ·
1. According to the departures ]Joard, _the next plane to Heathrow .................................. . .. (leave)
at 10.30 am. ' .
2. With the score at 5-0 already, it's obvious that Liverpool .......................... . .. .......... (win).
3. Tomorrow is my parents' wedding anniversary - they ....................................................... (marry) for 20 years.
4. Carol ................................................... c••••• (audition) later today, so call her tomorrow.
5. I can't leave at 4.00 pm becau.se I........................ '................................ (not finish) all my work by then.
6. Someone's at the door, but don't get up, Mum. I ...... . ................................... (answer) it.
7. We guarantee your order: ................:....................................... ·(deliver) within 10 working days.
8......................................................... (you l drive) into town tomorrow morning by any chance?
9. Sy the end of the race, the athletes ....................................................... (run) for over four hours.

10
 ,•.···-_-_. .·

4 --~- "'"· Read comments 1-6. Replace the underlined words in·
ijii@@l~iii@liit4-ijtil-iifij@Jii each sentence with a suitable future time 'E!Xpressioh.
Make any necessary changes. Then match each comment
o; be to
to the place (a-f) you might see or hear it.
• a formal future schedule or arrangement
The ceremony is to be held inJhe main hall. 1. We'd better take our seats because the show is beginning
·for future obligations now. ·;s about to begin
Students are to register by 1st Septembec 2. If you open your books, you'll see that not only tigers, but
• in headlines (usually without be) also polar bear:S,_ are facing extinction.
Arsenal to bid £9 million for Italian player! 3. Look what it says on the front page: "The prime minister
i.;. be about to is resigning today!"
something that will happen in _a .mo_roent 4. the 1.30 from London should arrlve at 4.00 pm, but snow
The bus is about to leave. might cause a delay.
i.;. be due to 5. Upon arrival, patients must report to the reception desk.
expected to happen at a particular time 6. The debate between the candidates will be aired at
The meeting is due to take pliJce at 5. 00 pm. 9 pm tonight.
..: be on the verge I point of
something, often dramatic, is likely to happen a. a hospital
soon
The company is ontfley~W~Pt,c10sing.
·ltl~~rni
b. a train station
c. on 1V
tA}\
d. a newspaper
.. L e. a theatre
...... f. in a lesson

chO.oSe_-th~ ·8nswe~ thci-~ b~st·-~~-~Pieies ·the se~ie~ce.

1. " ...... 4.00 pm outside the. cinema foryou, :. .. . 6. Pbiice saidrciad tohdiiicins could. not't;#J1ed
a. I'll have waited until ~5 1he c3Use Of t~-e ~-~~icie~t ..
b. I'II. be waiting at a. ·over
c. I'll wait before b, off ·
d. I'm waiting by c·.· out .
2. "I wa~Uo buy a tablet. Do you _know .. c•••J . d_ away
a. how m.uch they cost 7. "Why was the plan for a new airport drnpped7"
b. what the price "Th~y think that financially, it's just ...... :· .
c. what do they cost a. unremarkable ·
d. how mUch will it cost . b. unforeseen
3. "Are you meeting Pi3.ul tomorrow?" c. iihco'nventional
".Yes. 1...... him for ages.'.: d. unfeasible
a don't see 8. _Having be.eh :Separated for years, the _two br9i:hers are
b. won't have seen ...... lost time.,
c. haven't seen a. taking back to.
d. am n?t _se~irig · b. making up for
4. "What _time is Sam joining us-?" c. opting out of
"He is ... ;.. any minute." d. fitting in with
a. on the ve·rge of arriving 9. Many teenagers say they were ...... by a bully at school.
b. about to be arriving a. sniggered .
c. to·arriye - b. labeHed.
d. due ta· .arrive c. startled
5. PollUtion from factories is.an ~ssue Which_._.._: .. d. harassed
much concern to health authorities. 10. The hotel has undergone a complete ...... and now
a. is caused c. is to cause includes a spa and gym.
b. is causing d. will cause a. exaggeration c. transformation
b. registration d. exclamation

11
 LISTENING
1 0 You will hear two different extracts. For questions ~-4, choose the answer (A, B or C) which fits best
according t~ what you hear.

EXTRA.CT ONE: A SURPRISE ENCOUNTER EXTRACT TWO: NETWORKING

You hear a woman telling a friend about You hear two colleagues talking about making contacts
a surprise enca:unter with an old classmate. and networking at social events.

1. Why does the man mention the classmate's
reputation at schOol?
A to remind the woman that he was no
friend of theirs
B to clarify that they are talking about
the same person
t to cast doubt on the identity of the man
at the gallery
2. They both find it surprising that the classmate
A has become a well-known artist
B was .able to identify the woman easily,
· C has changed so ~uch as to be.unrecognizable .
3. What is the man's main criticism of his colleague?
A She underestimates the value of face-to-face encounters.
B She is unwilling to investigate opportunities overseas.
C She is not developing her business in the right way.
4. How does the woman respond to her colleague's criticism?
. A She _questions the efficiency of going to networking
events.
B She admits that as a working mother. she has made
compromises.
C She points out that different methods suit different
people. -·

.,,

•.
':c

/
·-·.•..

0 Listen to.the expressi_ons from the recordings in Exercise 1 and m~tch them to their me'anings .(a-e).
' '

1. he caught .my eye ...... a. I suddenly realized

2. it hit me b. we liked each other instantly
3. small talk c. I've managed to enter a field /organization
4. we really hit it off d. polite c~nversation about trivial thing~
5. I've got a foot in the door e. I noticed him
;v~-;::~ I

2 0 'sHORT CONVERSATIONS You will he.ar eight ;hart conversations. From the three answer choices. select
the answer wh_ich means about the same thing ·as what you hear, or that is true based upon what you hear.
1. a. It's not the first reunion he has attended. 5. a. She's asked her boss about working part-time.
b. He goes to a reunion.every three years. . b. Sh.e has been unable to make an appointment.
c He saw his classmates a short while ago. c. She feels uncomfortable about approaching him.

2. a. His sister has refused to attend a family celebration. 6. a. Brian affects different people in different ways.
b. He didn't appreciate what his sis.ter said. b. Everyone enjoys working with Brian.
c. He prefers-to write to·his sister rather than call. c. Brian is not.an easy perSon to have around.

3. a. She is dissatisfied with her daughter's class.
b. She is going to speak to the principal.
c She is moving her daughter to a new school.
4. a. She thinks he should take Pete seriously.
b. He misunderstood Pete's· comment.
c He knows Pete really well.
7. a. Cathy's son is younger than he looks.
b. Cathy's son is about 17 years ol'd.
c Cathy's son is a high-school student
8. a. He.is sure about his decision.
b. She thinks he should reconsider.
c. She doesn't think the course is difficult

12
 . -~-~--- -·- •'" "', "'·'=·--~---i-

SPEAKING Interview
1 Why do you think some students choose to 3 Take turns role-playing the interview. Use your
study abroad? Discuss the pros and C()ns of own ideas.
such a decision with a partner.
4 Ii\) COPING WITH INTERVIEW QUESTIONS Listen to
2 0 INTE.RVIEW Listen to part of an the rest of the interview and answer the questions
interview with a student applying for a below.
scholarship to study abroad, and complete
1. The student had to answer an unexpected question.
the phrases that you hear.
What phrase did she use?

. T e l l me. '1. Little obai<t yai<r ho~. I'm not sure··········---······························································.

Stu.dyi.119 '1bra.d Me.'1>1.1 IU1vi>t9 hoiu.
Haw diffauJJ; wauld this be far yau?
t~*''.\tf<lft, .' , .
~~i!i'ii: Im fram Voi<ls. Its o aty with o
'''"hwuti.ful b•y '1rw, •""" it'.r surrou>td~ by
-;:;.ww.t.i0.-Ar for W<Dvi119 el~~y, I ili:iit/C
( 1} ................... ,.. ;: .................................. After •Ll,
studrni:s _go •W~ to wtiversity o>td people
reloe•te far work.
2. The student didn't understand a question properly.
What did she say? Tick(,!). ·
...... a. I'm afraid I didn't catch what you said .
. ...... b. I'm sorry. Could you repeat the question,
please? . ·
···-·· c. I'm sorry, could you say that again?
3. The student forgot a word_ How did she cope -
with that?
4. The student didn't have an immediate answer to a
question. What did she say?

8r u>td~rst•>td you W•W to stuAy .

' '1rlhituture. How did you ·buoiu friterut~
5· YOUR TASK Ask and answer the following questions
with a partner. Use phrases from E·xercises 2-ana 4 and
the words below.
i11. this field?
If""_:_•-,-· :··-.:.:· .--'--',._·, :·:_·. - . =-._,-.·_ :,..,_---_-·.·_-,i·_-:---~
- _+1l1:t;'~('c ~L-:::'.1, V\fha~ d 0yQ°u-:Jik~ about the ;ll'ea you;re Hying in now?
'i&,~~~J (2-) . .... . .. .. . ...... . . . Le± -
•"-thil1.k Well, I've '11W•ys Li~3r•phiu, o>td
I~· sllppo~e yc)u haB ta imove to ~ big di\i,Vilhere would
ch.;os~? Why? i I
• Y() u . . ~
"""thr is my but subjut, so •rdtituture
W•s • "-"tlA.r•L lho iee. ~. sy·-..to·transport.~onnections
ID~· '-. •• gocid · · g· ·.e·.·.t.'·.a·.··.rou·n·)f·.o.nfo.ot •·.c· plenty
· a·s· ·m· · .·-.·.oof
.p. ol.it·····.an.•
greenafrno. sphere
spaces lj
• Wh.t do you hope to .J•i11. from studyi119
~ • quiet ~ryd peaceful
H. _ • lively social seem' . .
•. wltural e.vents
• b.eautifu/architecture
~
~
\\i -- ', - .- . -' _- ' .- : - , __ ,
obra.d? m 2. Ho\JV -~?!=!s t_
_he l_~tern~~ help yqU With yo1.1r -~-tudies? a
~ • ci~_fine CD[!'Jfnunicatipn' ~
'l\(1~'..fd Like to iW<prOVe my E119iish Md ~ • keeping µp with the news ~
~
. . ;;,.• ~perie.11.<e •11.0ther lulture. 5tudyi>',g Ii •checking information · ~~
•bra.d lol1. rwlly bro•de11. your horiZJJ>t.1 ~ • keeping in touch With other sWderits
~
o>td help you -ke joreig11. lOW.lts, too. ~ 3.. W.hatsort of work would you liketo do in the future?· ~
~ ~

~
..,.~~iia&
Why?
ID
\f~-Wh.t do you see y4urselj doi119 i11. 10 0 bu~in~ss m?nagement ~ _compu.ting rn
f4
ywrs' time? ~j .. the entertainment" industry ,.. cOm/'nunicationS

''}l~}i{sJ ....... ............... ...... . ............. , but

ai
.. go into Tf!_edfcine
• join the legal profession
.. sales
• journalism I
hopefully, I'LL be worki119 •s 011. orlhitut i
d
•·flexible working hours
.. :a Stimulating environment
• a high salal}'
" Work in· mY Owri Co'untry
~
w
~
~
~
here ot home. I luive.,:t "'"de up my mi>td
Wh.t ki>td of •rdtitut I Wo'1t to lie yd, bi<t
• meeta varfety of people " inVO!ves travel
~
f~l
NJ . .. .. . . .. . .....,.. , I Would . 4. Why do you think it's important to speak more than
-- one larigua-ge?___ ------- - ---~
prefer to.work. 011. uo-frie>tdLy projuts.
• opens doors socially and professionally r
M
• leads to greater job opportunities ~
~
• easier to travel or five abroad
• promotes understanding and appreciation of other cultures
~
[1__~

t3
 WRITING Letter to the Editor
1 ANALYSE THE TASK Read the task and ansv;er the questions that follow.
07f

w
A popular English-language magazine has invited re.aders t~ send in. letters fl'
• shari~g a recent experience of attending a school reunion: You clecide to send
in a .letter in which you briefly describe the situation, explain the reasons why r:
you decided to attend, and say how you benefitted from attending the_ ev~nt. ~
g
"''
1. Who are you writing to and why?
2. How many points mentioned in the task must you relate to?
3. Should your letter be written in formal, neutral language,
or should it be informal?

2 ANALYSE A MODEL Read the model letter and answer

the questions that follow .

.·R~~L~iitqf.....••:.,;c. ;;;o•·;"">'••yr;•c•··• . ·>·· . ··.

In r,esp'qliseto,y?~'r reques)!ortetter~,I a~)!il~i@J9shareri)y/ >

!···-~
.'.-•"• ";:ihx1ous about see in 'otd Classmlires'.i~ut/iis We'"sHareil fri1ortriat1oft ab
·_. . .· :; i:".~ i1'.'.t. q.::v::·,~".·'"';\!,, :, '~:·! .i;\:'•::t',~;;·:··_};':~},'c'({';;,*_\~:r.'~:: t;~~,l;;.·~A;;~-'~l4\ji~fr,+Xrf?;<;~~i ,t):':i_:.~A;::t·.,.,,-;_;,:{j\iI<~/!'.;'
' ;;my fe~rs•sdcin;c!is;ippe~(ad:•Peop1e·.wai.e:!rieng1y;ana -happy'.ta·terrew

~ !llllK4f,.1if~~~~,!',!
1

.• AttheJe6niori:) w~s-a1Jle1\) recoiin~c'ii"iil!fpeQpft(ha1f lqsftr~~K of~greq~ef, I.met ottier~ (!/or,jrjiig in•,••..•. .·. :
\~~1~~~1~~·at~tj~f~t:~~J~}flt~i~if"i~1f~l\~1f~i~j~i~11~~ru~~~WK!i~rlfrf~;Wi%i~~uy
1
',ii
...•• jutt i:iid1n~ry people catcrj!ng up iiffQii(Jiv~~;E~se~~~i1y,:ji\e~reuilicin eriiiitiashea t~e !~Gt.!H~i wti~f yo~ ii

:~tn~ii:.l7~h;i~ti;~;r#fil~~~~~[i~f~~~~!rl~~~!~[f:~tx,~~a~~0~rievij!,~f~~~~;~{~i1~~~!~·'L·:
zo ·•·_Ulti[ll&t.ely,:_.att~n.d1n g • • sc1J?ol.f~9rii_op _,!~ ~ortn~nil ~-.R~'¢agse you c.a~. renew qr~ lti~na~h ips; ·.rii~ke_nev.i·• i··· ·

.. ,--,::_
Par.1: Give the purp9se of the letter.
Which phrases does the wr'iter use to introduce her reaso_n for writing?
Par 2: Describe the event (first point in the task). Ev~/J;<;
• What details does Heather give about the event? Did the writer:
• What do we learn of her own personal feelings?
Par 3: Give reasons for attending (secorid point in the task). D use the appropriate
conventions for a letter?
What two reasons does Heather give?
Par 4: Give benefits of attending (third point in the task). 0 give examples?
What four benefits does she gain from attending the reunion? D fulfil the three requirements
in the task?
Par 5: Sum up your letter.
What is her opinion of attending such an event?

14 ,'.{
 3 SENTENCE ADVERBS Sentence adverbs apply to the whole sentence and can express a speaker's
attitude or a generalization. Example:. Fortunately, we W<?rse g_iven name tags ... (lines 5-6)

A Find and .unqerline three more examples of sentence adverbs in the model.

B Choose the correct answers in the following sentences. The meaning is given to help you.
1. Broad.\y speaking I Admittedly, ~ocial media is the preferred means of communication amongst teens. (in generan
2. Initially/ Actually, we should have made more of an effort to keep in touch. (to be honest)
3. lnt~restingly I Essentially, we had both taken up the piano as a hobby before we met (what's unusual or specian
4. Evidently I Ultimately, the decision to go to university is yours and nobody else's. "(in the end)
5. Ironically I Naturally, I studied m_aths at university and ended up being a fashion designer. (not_as expected)
6. Apparently I Overal I, school has given me a good general education. (considering everything)

4 VOCABULARY Complete the sentences with words from the model that have a similar meaning to
the words underlined.
1. Tom and I share a common acquaintance
- .
in .Tina, who is- aI .... mv.t.v.e!.fr.i~nil. .... we met at the gym_ ,(line 8).
2. My initial feeling was to answer every tweet, but that: ..,... '----------------·----------- proved to be impracticaL-(/ine 10)
3. Though I use social media, I prefer to fa]ktofri-ends face to face, soT meet them -----·-----------·-----------:·-·-·- - (line 12)
4. A recent study showed seven out of ten jobs are found through a system of social connections_
So·------·--··'---·--·-·-----·----·--- can be very useful. (line 15}
5. We spent most of our conversation finding out what's happening with old friends and--------·---------------------------
each other's news. (line 17)

5 YOUR TASK Read the task and answer the questions below.

r_- ~· p;p~1ai~~g!ish~iahgJag"::r~~az1,;. 11asi?":it~9~teadTr-'to send inJetterssharj~,a

. w.-"-- --~:'r~cen~-~-~~-n..:n~e ?f ~-:-s_9_rpn=~-~---~P~?~~t_~~-:~11h-!~· p~r,s~n t_hey ?-rce-~n~w. You·de~~9e
'i-.~
t! .. to s:ndJri •• l~ttertn 1Afhich xo~ bri.~flyd~scrib~~he.situatio~ a~d hqw you have ~oth .~
~ changed, then explain how we penefit from having and rnaint~ining friendships. • iJ
L ~
1. What is the subject of your letter?
2. U_nderline the three points in the task that you are asked to write about in your letter.

6 THINKING ABOUT THE TASK 1 With a partner, discuss the following questions
and not,e down your ideas.

Describing the situation

• What details could you .give about the place I time I reason you were there?
How did you actually meet?
How long has it been since you last saw that friend I old acquaintance?
What happened when you met?
How have you _both changed?·
What has changed in his I her life? (physical changes? studies? job?
driving licence?) -
What has changed in your life? (hobbies? interests? exams? ambitions?)

i:-

:~ :
,~~)f>c

7 THINKING A.BOUT THE TASK 2 Read the infographic showing the results of a survey about friendship.
Underline the information you can use to eXplain how· we benefit from havi'ng and maintaining friendships.

What
' · .. Ill!,iilities
..•.
do 11e~plfthjiik
are inipo~t ·
in lrlen~s)llp?

8 VOCABULARY Complete the sentences with the expressions below.

lose track of remain in touch the beSt of friends renew our acquai.ntance a great"deal in common
1. It is important to maintain contact, so 1 ......................... , ............................................. with all my friends.
2. I met an old school friend by chance and was happy to ....................................................................... .
3. Surprisingly, I found we still shared similar interests and, in fact: had ..................•.................... ,................. ..
4. If you don't keep in contact, you forget about people and ultimately, ........................................c::.: •. c: .•.••• :•. •.•·•·•·•··'· your friends.
5. Once, Alex and I were close and spent all our time together. We were ............... :.....................•.. :......................... :: .. , but now
we've lost touch.

9 WRITE YOUR LETTER Think about the situation you want to describe and read your notes and reasons in >
Exercises 6 and 7. Use the Vocabulary in Exercises 4 and 8 and the pla!"l belo\{11 to help yo.µ.

PlA!~: LETTER TO THE EDITOR USEFUL LANGUAGE

lfill!j~.!st@1 ~ Dear Editor, ...

~ Give the purpose of your letter. >: In response to your.- request, I am writin·g ...
. With reference to your request for ... , I am writing to ...
~ Relate-to the first point mentioned )> When I arrived, ...
in the task - describe the meeting. lt was Wednesday I about 9.00 am I early evening
That day, I was on my way to ...

··~ Jlelate .to the second point- ~ay how > She was I had already ... , whereas/ while l ...
You have chang'ed. She was working I studying /travelling ...
He looked different from what I remembered.
He was the same old ...
~ Relate to the third point-· talk .ibout )-- Friends are important because ...
the value of friendships. We can ben_efit from maintaining _friendships· because ...
Our friends giVe us I provide u:S with ...
@:((;!ij!lj Sum up your letter. Ultimately, .. .
Essentially, .. .

> Yours sincerely,

ft&Tilll?iiO'iilll Yours truly,

[.5.EE UNIT 1 VOCABULARY REVIEW, .PAGE. 1.26.]

16
2A Complete the comments from marketing
experts with the phrases below.
media awareness advertising can;ipaigri
celebrity eridorsement brand recognition
social influencers m~rketing exe'_cutives
sales te~hnique adolescent cohsumers

ttf""'"'~·-)~-,-~~~"'~'~'~'7+~~~~.,,~~F~~~;,
1~~ ~-~-"' · .. One wag we~. hfa(fff;.~,¥!
I~ ,5fi ljoungpeopleistd/gfr~tvc.
lf~ t15;~--~-- hloggers w.ho-haV,(4 ~:&P~f~)"
~~~ '~:~.f numberoffol/o~~-~-.fM~~f!,~
1! . webs1fesor_on~_~a"g{Jfl,~f"

11 •. ::,~~;;:~;:;, ~~~;:~ ~~~~;;·~;~;'f~Ji?;"tt

e· ." ·.( ~·2 .i :.•~ ~· ;.~·; ;·'· .~.·.~.:~ /:;~j~ ij c
in--·
:·:".····.·...·...·:
. '. . . e. . . .·.:.·.·.·b.•.•. f·:·""
.•·.· .·.·. .·.·. ·. >--:c
. l&·'fqDt-iJ?,g"?PJ?.Strmers. 1
-.:.,

!~:"···;;, .t.·· ... . . . ... . . . . . J .< ••

Alll"tm!qJsisfor~ninff.uen.urfo'

1~ W'. fi:::::::~::;::::~:lj;~;:~ote
l~ · "1 }J~co/J1esan1i?stoiithit:Wtiat's
·~ •..·. ·····<· ·'··.··.····· . .·........ ,... <.
:l~.i~. :-~~r~~:·o/e,~-'~?.~~- ~a-~-~~,c~~-~.~-~-~~~ frV1?,,.trrA-_'~f~ -:_.)~ :·
8
~-1 (4) ····.,::·-······ -:-·:····:.·lh•.tlDl/rwe~i!pnt.:
1~~1 even. Yealiu 1t_'5 ah. ~d_ af-al_l,_ ~o lt~s 'dh.~ffeiht:_e·:,:, ·- · ·,."'
Jj.;·~5) ·················--·············-· ·····-·--···· .;_•.:.;; "~'-:'i'?'. 1!•'./ \'/

8 Do you follow any influencers on social

media? What do you like about them?

17
 READING
;-You ·are going to read an article about advertising
t_o:_~~enagefs. Fo_r: q·ues_tions 1_"'10, choose from the
secti.ons (A~E). The sections may be chosen more
· th_an-'011ce.
MULTlhE MATCHING
~--Urid~fliri~.-~h~ keY Words in each
qUestion. React Section A to answer as
many questions as you ca-n.
• Do ~he ~ame for the other secti9ns.
•Yo~ may find an answer to part of the
question in more than one section. The
answer you choose must answer the
whole question.
Which section
quest_ions the ethics of those who advise
companies?
includes a specific figure that illustrates just
hovit successful one marketing strategy is?
calls for greater media awareness among
young conslrmers?
explains the reason behind a typical
preoccupation of teens?
mentions the increase in ads directed at
a cert_ain sector of the population?
gives examples of hidden advertising?
harshly critidzes advertisers for their lack
of conscience?
describes how advertisers gain an
understanding of the adolescent mind?
explains why some common features of
advertisements are so effective?
mer:iti6ns how young people assist
c_idl,'.E:rtisers without realizing it?
II .To4ay;¥;e a[~ surrounded by advertising. We see adverts
..oµ TV, On b~lboards, at spOrting events, in magazines and
on social media. And although .advertising has been around
f6r rriany yearS in orie form Or another, in recent years, we
s have seen ·a worrying trend in the aggressive targeting of
younger c~nsumers, who tend to lack media awareness.
In .faCt.•.advertise'rs spend more than $12 billion per year
o:::J . just t.o .reach. the youth market aloi;ie. Ads aimed at teens
are· incr~dib~y sophlstibated .. Clever slogans.- coupled with
fIJ 10 striking images are part and parcel of many ads. Many ads
· also have catchy, upbeat music or memorable jingles. The
cons~~t r~petition at" such ads :p:ie3ns that when shopping,
DJ teens are .dra)'lll to that specific soft drink, hamburger or
sports ,shde . .Accordi~g to Peter Logan, who works for a
HJ 15 watchdog agency ·cO'rnmitted to protecting the consumer;
"T_b.eie .is i. Whole.. ·b~ttery. of sales techniques used by
Coh:ipanies ~o get" adoieScentS tO ·purchase th"eir products."
lll'.\D
DJ 11·-Yout}l. ad~erti.sing is &im~d-at ~re~t~g a need. Teens
oftendaim not to be swayed by ads, but the truth is they
lfiJ 20 ma:Y. not eV.en re?-Iize .Why they think something is cool. As
Helen Davis, an ~dolescent psychologist explains, "This
type_ of adverti~ing woiks
mIJ subtly to instil insecurity about
your appearanCe, whether it's body shape, sldn condition or
_weight. You ~e· then·. !old a ce~ain p.rod~ct ·can go a long
11,U 2s way t;Owafd_S . ~rtec.tiilg th~_ prOb~ew.·Teens are
subjected to
a constant ban:-a:ge Of mes$ages s~gges·tirig whi.ch prOducts
mo Will enhance their appeatariC~ arid help. them look cool or feel
confident, thereby guaranteell,ig their popularity." Cdebrity
endorsenieilt. 9f some of these products by stunrtlng young
~o ·teen icoilS ·or
sOci;u in,fiuencers on the. Internet strengthens
the message still further. Such ads shamelessly play on
adolescent ~i~tl.~s, ·with the overall message being that ·
' yoll beco~e .the. p·~s~ii you. want to "be by making the
right purchase: The fact i:hat teenage girls iri the US spend
35 $Q ·:billion .a, y~~ ~n make-up _and skin products alone is
testament to this.
 · · - - - - " ---.---·---~·~'~··~''-'" ----·

II Emphasizing brand names is another tecpnique direct~ci

at young people, who ar!3 attracted to the presl;igetb.at brands
confer. According to school counsellor Andrea Haines,..
"AB the average teenager engages in the difficult. task of
carving out their identity, the issue of fitting into a peer
group becomes paramount. Brands have bepome badges
of mem~ership in a social group.'~ .·Marketi.Ilg·. executives
are keen to establish brand recogrution in· teens; and even
pre-teens, in order to win their loyalty to a product In a
recent survey, tlµ"ee-ye<_rr-.oldS could matCh logrn? .to brands-:
McDonillds being the most recogniZed fast food; .Companie_s
ire increasingly exploiting digital medici. in their advertiSirig
campaigns to do this.· ''Man_ufacturers can .reach- greater
numbers of adolescent . consumers by tapping into peer
relationships on social networking sites," explf.J.ins Peter
Logan. "Teens.don't grasp_ that sharing a videg or meme '?f
.a brand they have 'liked' provides free advertising for the
manufacturer."

s B According to Helen Davis, psychologists specializing

in teenage behaviour are often ('.Onsulted _by advertising
agenCies targeting young ~ople. 'These exp(fqs share their
knowledge of teenage.anxietie&, faritasie~ and emotional. and i
social needs .. with the advertising indusiry,".·.sh_e explains.
o ''It's a practice: seen by ma1_1y --of. my contemporaries as
morally questionable." With the help of these. insights into
the _teenage psyc,he,. manu~acturers are de.v~lopin_g ever more
sophisricaied-·m'arkei:ing Si:.rdJegies to- re3.ch-:yqung piSuph5._
-Apple's iPod adi are a case in point They dori'fask teenagers-
' which iPod they prefer, but instead_ pose a more thought,
provoking qllestion: _"WhiGh.. iPod _are you?-'~- Thus ~ey
deliberately blur the line between self-image and product.

D, All of this begs .the question as to -wheiher. teens have

their own taste or whether itis being dictated.to them. Many
parents and educators feel_that teens should -becorile more
savvy regardirlg advertising. "Yo~ng p~ple have to be made
aware of bow their preferences are being manipulated," says
Andrea Haines. ''They could be encouraged to_spot product
placement, for example, the Ben~tton shirt oil the hero ~n their
favourite TV series or the Nike shoes in an action fihn, both
of which register_ with them almost without their reaµ_zing_"
Analysing their desire for a ce_rtain_ product could help teens
see whether it re'!liY reflects their tast_e or not, and whether
they really need it. After all, being a discerning consumer
o means not -being mai;ripula~ed, .by cl_ever
advertising· in.to buying soinething you don't
really_. need and which is unlikely to make
you any happier.

~l Wh_at two, th.in gs from this

af1iCle W?~ld ·you Share?
 VOCABULARY 3 · Social ll1ffue11Cer.S. complete a teenager's blog
abC:ut her favourite social influencers. Use the words
below.-
From the text coupled with directed at target practice·
· questionable preoccupation issue
1 EXPRESSIONS Replace the words underlined in
the sent~nCes with the expressions below.
part and parcel of a case in point
go a long way towards __ .tap-in_to . _'· ._,_\-,~~:· _:J(·,:~_:t~~'.'.;_~·-:..:::(-'-- ~}:~I·;~:·;... ·. ·./i'·' :.,:<)'_:/.':;:~:f~:r.\~Y?t<'·'>:·-;{ ~)'.;-!>~T?:·;-:>---t _·-~±J t/;"}./. _
is testament to btt.!rs·the line Goi~g t§ ~- f>JoirtY? Pon'! knawwh?M9 w~ar? _I go ~traighU9 Qi\!.
''·<>~ ~:''::·:i-'.-c::·:,-,:-.r,:~'.:,_._:.-1·: .• ";~ ''·(-i''_--; ,_ ~ -, .. -,,
,...._':':_::..~_·: .. ,_ ·'"'-~---:·;~<~_.,_,~. ;:i:-'.·.:·c:-\·. •oi:_,._,,_.,.,.,. f!;_"~ . r '.:t;L ,...:,•' ... ,,

1. Product placement in films ,;,akes it hard- to ·.

favo.~rite,f~s~i_Cjqblq~ c011fel<\!?re·W/J<!l.')JyD1~i~ll7'!~9okin~--~t ;<•:

t1~-11Jlifl,,::
distinguish between art and advertising.
2. The new law will be verv helpful in limiting
the number of ads on children's television.
3. The basketball team's current success ·
is evidence of the effort they h_ave made.
.4. Selling online is very popular; eBay is a good ·yi)~~ ~riry~ _but)h~n 1~eptint?.88fir(it6yA!tii<!nYo~y~9~~s h~
%
example. ·~adsup~~.st~d. 1,,tarted yiith ~xerc:!~e.~th.*(3) ···:········:: .. ,~.'+•; <; . :,:. .
5. Jack is a war_ corresponderit, so travelling to ypJ'. al!":(abdomi~al rnus~l.es!_a~citi~Jx6u~_.ti9~y,··~qdl lay~ it!; :
dangerous plates is an essential aspect of his job.
·6. The company wants to make use of social_ fned_ia
to advertise their new product.

2 WORDS WITH MORE T_HAN ONE MEANING

Ch_9ose the correct mea·nif:19 <?f the-wor'ds in
colour. ~!Ways t~efase, but It's wdrth ke!lplri9 irii\\ir1'1 t)fiJ<ttiine you're ·-
1. This figure indicates the p.rofit we earned
for last year.
a. amount or n-Umber
b. shape
·
48'~::~~:;.~;~~i"'.~l..'.-_, '._,.'";'";:..~~..t.i'..,:,.,-,.', ,:'._"'~-=~- :~_~J
':Tl:J
~~\:~~,·~--"·
. ..

2. Playing for one's country confers enormous

status on a footballer.
a .. grants an adyantage or-honour
b .. discusses or exchanges· opinions Expansion
3. Tim's busy carving out a career for himself
as a_ designer. 4 WORD BUILDING Complete the chart. Then complete
a. removing from a larger whole the sentences usif}g words from the chart. Make any
b. working t~ create necessary· changes. ·
4. The police rnust establish a task force
. to investigate these robberies.
ci. create or set up
b. discover or aScertain
5. Film-makers are now exploiting hand-held
_devices like tablets.
a. making full and efficient use of
b. using something unfairly to your advantage
6. Some governments may never grasp the
seriousness of global warming .. · 1. Children's songs involve lots of··········-····-··············--·--·_
a. reallze
2. This children's organization is ..... '....................._.·-.-···:·· to limiting
b. holdJirmly
violence on television. ·
7._ The staff didn't appreciate being dictated to
by a manager half their age .. 3. Your home is a·······-·--············-··--·---"·· of your personality.
. a. said .aloud, 50 it ca'n.~e.writt~rtdowri 4. While most girls enjoy shopping in stores, boys terid to find
b. told what to do online shopping --····-····-·····················-·· .
5. John uses his charm to··-···············-··-·'············ people.

20
5 SAME OR DIFFERENT? Tick (.f) the sentences where the words are similar in meaning.
When they are different, circle the correct word to complete the sentence.
1. A large segment I sector of the population is 6. Being chosen to host the Olympic Games brings a
made up of immigrants. nation great prestige I disrepute.
2. Her make-up is so subtle I calculated, you 7. Protecting resources for future generations is of
barely notice it. paramount I marginal importance.
3. Dreams are connected to thoughts in the 8. Many of the great scientist~ peers I contemporaries
subconscious I conscience. disagreed with his thMries.
4. At this school, we aim to fulfil I instil a sense 9. Some people consider the death penalty to be
of responsibility in our students.
5. The politician faced a barrageJ battery of
morally I ideally unacceptable.
.
10. Laura is quite savvy I discerning w.hen it comes to
questions from journalists about his past. buying second-hand goods online.

6 EXPRESSIONS: question .Read the text below about ways to stop traffic accidents.
Then match the expre~sioris in.colpur _(1-5) ~P. their meanings-(a~e).

~~-§.%~~2]tl!J.~ff8~1fii[~[{;~:~~1J~ttj~!'.i:~l~~*~i;f?f~f.;~~~~:f~~'EJ
!Ii:: There is widespread co~c;ern about Jhe rising number of deaths on the roads
and it (1) begs the question: What can governments do to stop traffic
i· ' . ·'
[~ accidents? Putting police officers everywhere might improve.the.situation,
i:'! but is obviously unfeasible a.nd therefore (2) .out of the question. Road safety
~ experts have sugg~stc;d.-it"nii9ht_~·e m~inly (3) a qu_estia·n· of raisihg drivers'-
~ awareness of the fatal ccins.equences careless driving ·can have.
u . .. ..
~ So, as part cif recent road safety ad campaigns, public
~ announc;:ements shown on TV .have in~luded.shockfng videos
f] ::i.~ddent.S. sOme_viewers hav~e_(~)_caUe_c!_i11tq_q._y_eglg_n_·
of f'.3r
i · the 1Nisdom of frightening the pu~lic in such a waY: .:______ .....
l Nevertheless, these campaigns have, (5) without question, ... c. undoubtedly
·.. d. impossible
I No~thern_-li"eland,
been successful. In some co!-lntr_ies.li-ke fo(
·. . I example; road deaths dropped by 100/o in less tl]an .a. year. .. e. a matter of·,

~ . while in New Zealand, they have dropped by a dramatic 600/o!

;i@R~
7 Read the text below .. Use the word given in capitals at the end of some of
th_e l_ines_to for.n.i . ~_ wo_~~--th.a_t ..fit~ i_ r:i..the spa~e i_r:i .the: same line.

l~_tte+htiji-if§t~tNe_TI(lij";(G)(ijij;'lflll
Food and drink campaigns that (1) .................................. encourage children to consume junk food, sweets
and sugary d~inks ha_ve been criticized because of their message. But projects like Let's Move are raising
public (2) .... ,......._., .............. ,...... of this issue. The project was set up to combat the growing problem of child
obesity in the USA and to encourage young people to be physically active. It also aims to improve nutrition
and considt;rs adverti'Sing junk. fo(_'ld _to youngsters to be {3) -··--·-··--'···············-····-···because it creates unheal_thy
preferences for such foods early in life. ·
In response, the Walt Disney company has shown its (4) .................................... to this project by promising
that food adverts previOusly shown on their channel will no longer receive their (5) .................................. ..
unless they meet the strict Disney standards for healthy foods. In addition, upbeat jingles about sweets and
- unhealthy sl'lacks, wllic"hare pfayea-tsJ .: .::.:.:.. :: .......:..... ::~.:.-on -chilaren·s-wcnannels~maysoon bebanned ;n--- I ---
the USA, (7) .: .................................. the government's concern for children's health.
However, onlin.e advertising is stilla problem. Some online "advergames" (video games containing
advertisements) promote; ju~k ta'ad. These ·adverts are Very per:stiasive and are sometimes more
(B) .................................... than conventional advertisements. Consequently, advergames must be limited, too.
f.'

21
 GRAM MAR Past tenses; would Fused to [sEEGRAMMARAPPENrnx. PAGEs 1si1s4.J

1 PAST SIMPLE, PAST CONTINUOUS, PAST PERFECT SIMPLE AND PAST PERFECT CONTINUOUS

Circle the correct answer.
1. At school, we were forever getting I forever got
into trouble for talking in class.
2. As the barid was leaving I had left the stage,
a _cry of "Encore!" rose from the crowd.
3. The actor was interviewing I was interviewed
by the press six times last year. .
4. Sue was exhausted because she h;id been working I
was working fo~ over 10 hours.
· 5. Joe ~nd Kate were riding I rode· their'bikes when
Kate realized she had left her phone at home,
6. There was nowhere to eat as the only restaurant
had been closing I had closed for the night
7. I had only been driving /_was only driving for an
hQur when the engine overheated.
8. Had Tom always known /Was Tom always
kno"'."n that one day he would return to. Rome?
9. Although I was invited, I wasn't attending I
didn't attend the wedding. .
10. While the documentary film was being shown I
had been showing, students were taking notes.

2·. mrm{~A1l~~"~jjjl~~i$:'tti1Ji11014~15 e ~
!!.: polite requests or suggestions &: . aftercerta.in expressions followed by a
I was wondering if I could use your phone. change in subject
Ii< past arrangements that may/ may not have taken place It's high I about time you did your homework.
Tom was meeting_-f~lendsr _So he drove ir1t0 town. !. with be to describing something that actually
bi>! plans that werenot fulfilled or _didn't happen as expected happened
I had meant to reserve a table for lunch. · Jane sang in clubs at first but within a year,
We w~te hoping to leave earlier she was to become a huge star

·JW~\l!!l~:\i~lll~
. . . .

CorTI'P1~1:e t~e .CfeSCri.~tfo~- of an adVertiSing campaign. Use-t_h:e-co-;rect past

form of the verb given. The Advanced Uses box above can help you .

• ~:.~~;~~!'!:~~:~~,:~..,~
that if it's November, it's high time they (1) .................,.....,............ (launch)
their Christmas ads on television, so they turn to advertising agencies
to cr.eate them. A few years ago, a design team (2) .......,............................ .
(create} a very ~Christmassy" ad for John Lewis, a large chain of stores
int.he UK. The a'd was about a boy named Sam who wanted to give a
. I
gi1 to his penguin friend, Monty. AJohn Lennon song, Real Love,
(3) ................................. (adapt) as the soundtrack. The design team
(4) ................................ (mean) to keep costs down, but in the end, the
ad cost one million pounds.
The previous year, the John Lewis Christmas ad had got 13 million
hits on You Tube, and the designers (5) ................................. (hope)
this·advert would be equally successful. However, Sam and Monty
(6) .................................... (be to) become so popular that in the end,
23 mi Irion peopl~ vieWed the advert on sod.al.media! If you'd
OVc:".f

like to see the ad, go to YouTube.

22
3 ·,-r~~~~~~i~:t~~~$.-.t1i!181m1;,;4n
~ Would is used to express "f_Uture in the
past:' (a.past action that had not yet
happened at the time of speaking).
Jn 2010, I arrived in Paris, where I would
spend the next five years studying.
Although Jim's interview hadn't gone
well _he still felt he would get the job.
fll:: Would is used with not to express refusal ~
in the past.
Although I asked him nicely, he would
. not heip me_.
Remember: Both would and used to can
refer to repeated actions in the p\lst, but Qnly
used to can refer to past stcltes.
Note: We don't normally use
negative or question form for repeated past
-actions::-----
Circle the correct answers.
1. In New York I met Sam, who one day ......
me a job in adVertising.
a. would offer
2. Although I asked her permission, Ann ..... .
me-use_.ber l~pt_9p.
a. didn't use to let
. 3. This brand is very popular now, but it.. .....
a. didn't use to be
4. Lucy ...... here, but she relocated to Chicago.
a. 1,.-vould work
5. Which ads ...... when you were a child?
a. would you like b. did you use to like
~-- The}e was a time in the world of cOmmerce when'b-:;;:yerg'-3nd
- . ;, 'sell~rs knew each other, and advertising was simply' a question
would in the i~.~;·1 (1) ........................:........... personal recomIDeiidation. Brit
~ '
When the
Industrial Revolution enabled mass production, manufacturers
needed _printed-advertising-to-reach-customers -they--might
oC
never meet. It was not until the late 19th centurY, howev~r.
that advertising (2) ................................... to become an industry
in its own right, with agencies, des_igners and copywriters.
In the late 1920s, adverts, which (3) ................................... .
previously only appeared on billboards or in
b. will offer
newspapers; were now· being ·broadcast on the radio
as· well. Radio ads increased in number during
: the Great Depression of the 1930s, when millions
b. wouldn't let . ·. of people lbs! thejr jobs.Thelr-rise fup~pularit}>'
was testament (4) ..•:.. ,.:........................... the severe
b. wouldn't be econori:llC problems of this period, when people
(5) .................................... listen.to free radio
b. used to work ,. broadcasts r_ather than spend money on a newspaper.
~r In this economic.cliJllate, ap.vertisers had to work extremely
r.,{' hard to persuade consumerS to buy anything at all.
rr · · ·

6. Despite the poor advertising, I still felt the ~' By the 1950s, the spread of television ( 6) ................................... .
~'
event ...... a success, and I was_.right. f~ brought With it the commercial :break~ a short period of
a. would be b. will be f_~i- ti.me between programmes when produc;ts are advertised:
~: That's when advertising agencies tapped
4 Rewrite the .sentence so th~t it means the sa_me as '~ (7) ............•..................... people's dreams and
the sentence given. Use th_e word given. ~·. desires by advertising products as if they
1. Carol had meant to book a table, but forgot. GOING ~:were necessities you couldn't live without, ·
Carol ......................................................................... r\.-.. using phrases like limited offer and
2. Gillian felt she had been in the sun too long. HIGH [~.'. one~timeonly,. which soon became part
·,;,_ and parcel of advertising language.
Gillian realized ....................................................................... . I:.·

3. Would you mind if I opened the window? WONDERING tToday,.with the explosive growth of
Fri,'the Internet coupled with the rise of
1 ....•........... ······•·· ··•·····•••···•···•·•··•··•·••••···
4. I asked Daisy for a loan, but she refused. WOULD it
1

digital media, advertising has come

[]! full circle, with social influencers
Daisy .... ························- ·············· ····-····-·-·· ......... . blurring the lines (8) .................................. .
s: Originally a·p-Uot, he later became a famous astronaut - -commerCiaI-aavertising-ana persona1--
WAS
recommendation.
Originally a pilot, he ...................

~l-
23
 LISTENING
1A TRENDSPOTTERS . Do you know what a trendspotter does?
Read ~he expl~nation and match the words in colour (1 ;6)
to theirmeanmgs (a~
.A
/L
a. main public shopping area of a town
In a fashion show, IJOU see modelswal/<Jnq down the (1) runwalj wearing
b. long stage in a fashion show I catwalk
desiqrier la/Jels. Within a month or two) ':JOU see sim11ar cloth_e_s {11 _shops o'?___ c compa·ny predicting trends
(2) the high street. Mljjobas a (3)fre•dspoihir15 to(4)sewnd:guess whiCh I ...... d. are self-employed
fashions wil.I be .popular and se·I./ ne.xtse•s.o.n. I have. a fu/1-hme )Ob2:~~:J ...... e. predict or forecast
(5) forecash"nq agenClj butsome of mlj friends ( 6) wor/<freelance. ...... f. expert who predicts future tastes

-8 o· Now listen to an interview in which two trendspotters talk about their work. For questions 1-6, choose
the answer (A, B, Cor D) which fits best according to what you hear.
1. What does Liz say about her career change?
A She had always been fascinated by youth,led trends.
B She moved as a resultof something she had read.
C She wanted to improve her knowledge of design.
D She had no idea it was so complex a field.
2. What contrast is highlighted between macro and micro trends?
A Micro trends are influ~nced by current issues.
B Macro trends are of greater interest to high.street retailers.
C Micro trends ·can oCcaSionally outlast macro-trends.
D Macro trends are harder to identify.
3. Whenliz Initially started trendspotting, she·
A wasted too much time browsing the Internet.
B photographed anything that triggered an.idea.·
C found street fashion less creative than today.
D made errors about what to photograph:-··· --- .
4. When asked about his work, Josh reveals that
A he prefers being freelance to agency work.
B his imag~ on soda! media is one of his top priorities.
C only a small part of his day involves looking for ideas.
D trendsp 0tting online requires different skills.
5. Liz and Josh agree a qualification in marketing is
A· unnecessary to succeed as a trendspotter.
B valuable as a foundation for this cafeer.
C helpful only if it covers consumer psychology.
D advisable as clients prefer qualified forecasters,
6. Liz and Josh both say that their work
A is instinctive by nature.
B requires knowledge of a specific subject.
C ne.eds to be constantly updated.·
D demands a good sense of timing.

,•'·11;~;;;;~;;k:'"·;:~- ~,. .
w:a;; 0 Listen to the eXpressi_ohs frotri ·the-recording (_1-5) and
It's so· off-thf:-wall! ~/-
E~, ,_,."~-~-.. -·.,,.._~.,.,,..,

ii~~ match them to th€ir m~anings (a-e).

·•S
1. hav~ a good eye for ··--·· a. outrageous or crazy

ti!
::'-~,
2. get a handle on ·
3. off the wall
! . .
4. give (one) an edge
...... b. confer an advantage
c. as soon as possible
d. have an ability to recognize something
t~~( .5, asap e. understand and deal with

2 0 QUESTIONS AND ANSWERS You will hear a question. From the three answer choices given,
choose the one which best answers the question.
L a. Yes, it's on _my to-do list. 5. a. Yes, I spoke_ with my manager earlier.
b. Yes, but he wasn't too impressed. b. Yes, I believe it's not to be trusted.
c. Yes, that's what he thought, too. c. Yes, they're remaining in the ·building.
2. a. I'm all for it. 6. a. I'm afraid that's out of the question.
b. I think she's been great. b. Ideally, I'd like a place of my own.
c. She seems to be enjoying it so far. c. I'll ,be moving out fairly soon.
3. a. No, I don't feel I really need it. 7. a. Yes, I'd say that's the quickest route.
b. No, it's a question of money, actually. b. No, I think it's in room 805.
c. No, I'll be here for the whole semester. c. Sorry, I'm not a student here ..
4. a. No, it hasn't been scheduled yet. 8. a. I wasn't sure there'd be enough'time.
b. No, but it's really interesting. b. I had to drop my sister off at school.
c. Yes, it's standard practice in this company. c. I used that shortcut I told you about.

24
SPEAKING Picture Discussion

·~' ·• . ·· ~· ~ark.eting
.· .· Methods
l '
1!

5 _ _VOCABULARY_ LQok at pictures AcD again ..

Match the descriptions below_t~ the pictures.
1. reaches a great n_umber'?f pe.o_ple
,,,,,, 2. involves good interpersonal skills
...... 3. might not catch pub Ii~ attenticirl
' ...... 4. teens are often exposed to it
1
'

What in.flµent~s your de~ision to bUy a new ...... 5. can be annoying and intrusive :
product? 'oiScUss eaCh of thcf fOlloWing with a ,,,,.. 6. only for people in the fashion industry
partner. -····· 7. has only a minimal impact
- -... -the--prieE----------- -- --- ,,,,,. _8, esta_blis.beS _ClJStOmer loyalty
• the cjua'lity or brand - ···-·· 9. is a convenient way to-shOp
• recommendation from a friend .or ... ,,.10. is ugly and sp'oils the buildings
a social influencer ......11. is quite common in· cities
a persuasive sal_esp~r;;on ......12. is not likely to be seen by th.e average consumer
conventional advertising (newspapers,
billboards, etc.) 6 YOUR TASK Do the task below with a partner.
advertising Qnline (for example, on social media) Use the expressioris from Exercise 4 an-d the
,-vocabulary from Exercise 5.
2 How m~ch are you and your friends irifluenced i4fl

3
by the mqrketirig methods s.hovvn in pictures A-D?

EVALUATING You may be asked to make a

A Look at pictures C and D.Talk with a
partner a.b-~ut_ how cOfrim·or_ ~du'. ·t~1i~k
these methods of ma.rk:et_ing_a·re i~·}io~r
I~
judgement about the importance or quality
country~ .. (Ta/k for one tilffi_llte,:f!_- ~
IJo;_
of something.
Look at picture A. Is this a good way to market B Now lookat all the pictuies (A-D). Imagine ~
products to teens? Discuss with a partner. ~
~
that a magazine is plannin9 .an cif1:ide-·qn -
marketing to teen.agers. Th~s-e· pJctUreS will ·w
4 0 Listeii to two students evaluating billboards as be used to accompany ~h~.:(l~fd~·.
""~
1<1
a method of mark~ting. Complete the expressions Talk with a partner about the positive and I~
they use to evaluate. negative aspects of the rTicirketi~g .,m~t~:ods <~·
I don't think using billboards (1) is a particularl;;=] shown in the _pictures. "}"hen··su~i:~.e?i_-oq.e t'f~
very goo~ method .of marketing to teenagers ··-
l
t·
They are not as (2) practical I useful as other
means of-selling products~-~---.- - -
'

__ ·
I other method that could b~ ind_0ded in
the article. (Talk for thre~_;fjlrif!t€S.j ~
.,ti
s.2
k, .. . . ~~=""··~--·~-"'\ rd
r::
l ~,ere are (3) so many/much better ways to \l
rnarket-to tee.ns and (4) ;;is (See it I if you ask me, I
! The pictures represent a theme pr idea. It's
not necessary to describe them in d.etaiL Use
f'.
L", $=,~~.~~~~"~-"-·"··-·-·~·-'''"-~~
1
the pictures t.o illustrate y0ur points ci.bout the
1 rnost of them.are r_nore eff~qi.v~.
question you are asked.
~/J'

25
 WRITING Opinion Essay: For a~d Against
1 ANALYSE THE TASK Read the task. Then answer i:(te questions that follow .
,~

~dvertising i~ey~rywhere: soriie people feel the ~ffocts ·.

$}1
~
of advertisi~g ()~ S()ci~ty ar~ largely negatiye am:J mat . m
advertise~eq~ e~rnyr~g~.~sto buy thin!ls.yv'E!, d? /i9}deeci.
Others believft~atadv~rti.ii~g p~fforms u~eful sert'jce'to a
. society, such ~{irtor~i~~ the pubU(C~b9~t nevVproduch.\Ntiat is
your apin_iori?- s·.up·pq_rtYoYt:~p:ini~·,~--~ith r~~Sb_ns -~~d, ~x~_rr1P.f~-s-~ ·-

1. What. issue are you asked to discuss?

2. How many sides Of the issue are pres€nted-in-t_he task?
Underline the sentences that contain them.
3. How should you support your arguments?

2 ANALYSE A MODEL Read the model ess~y and answer

the questions that follow.

'.J~ 'c;~~>;:'·_:_..,'~;:..:<: -~)\. ,~'- ;~(_,;:-;,,._

,_.
"(.-;-5
.IG~~!~~~~g.·~. ·;:~~, ~;}~.[~'

:.·•. ···rd~i.o; 'i!>t. f <> il]ent icih $p<i~ts.s.~th ·!Js .f o6tb.~J 1,i cCiiiid ·hof~ilr\:i;v~.·~ r\ancfqlJy :Wlihk\if th~ irlc~iijtthf/ ?•

/~~~:~~f1fit-i~.~%~f~~~~~J~fv~,~~:tr~i:l~.1~~t*~fi·i~~~tl~~·~~~.~~ttrit~~~~i~·!~~~l~('r~f~·
Aqvert.1s1ng 1s 1nformat1ve-as-w.ell ~a? yp.l~ei~!~-.in:prov1d1_!1g· r.evenue·an~ Jo~s .1rr.rn~ny·.fi~ld~.:y>;c_,:;;,,:.,,{,:/_:'~·.l"'\~
. ;.:-: \': , . -. . -- ._,. -·-- -_, _ .'~-" ---:·- ::,:;~ -:_: :;.:. ~::/~.-~:·-.;!:'··:::: ·_- -.·,--~;'.:~~:;,·.:;~·,-- -':<<:~-- -;...:,,;_~,-:-:.-·-- -.\:_;·\~j~_; .:i_!.~l1'.;-:;. ;,·~·t'-·t ·-·,:-~~:'.~~:.:. i~·~~ ; ,~!-~:~~:''.' ''";-'.'

Pa.r 1: Present the issue.

What two opposing views .are mentioned?
Par 2: Present one view in detail.
How many main arguments against_ advertising does the writer offer? EV~,,,,,
Did the writer:
Par 3: Present the 'other view in 'detail.
How many main arguments for advertising does the writer offer? 0 present a balanced di~cuss_ion and
use paragraphing effectively?
Par 4: Sun:i up and state your opinion.
• What is the writer's concluding opinion? 0 support each main argument with
• In which paragraph did the writer give supporting reasons for this opinion? a reason or example?
0 state h~s I her concluding opinion
clearly?

26
 3 PARAPHRASING It is a good idea to paraphrase the language of the task in your essay. You can
use synonyms and wor_ds with similar meanings. How does the writer paraphrase the following?
1. TASK: ":··advertisements encourage us to buy things we do not need"
MODEL: a. par 1: .................................................................................................................................................................... :
b.par2: .................................................................................................................................................................... .
2. TASK:. ".,.. advertising performs a useful servke to society, such as informing the public about productsn
MODEL: a.parl:lt .................................................................................................................................................................
b. par 3: Advertising ....................................... ,.........................................................:: .......................................... ..
c. par 5: Advertising .........................................._., ...................................................................................................

: 4 REGISTER An essay requires formal or neutral language; Avoid using abbreviations: contractions,
colloquial ·1afiguage and personal pronouns. Use m6re formal vocabulary and the passive, where
appropriate. How did the writer express the following in a formal way? .
1. we can get information (lines 7-2) .................................................................................................................................. .
2. people criticize advertising (line 3) .................................................................................................................................. ..
3. worry about (line 8) ........................................................................ .'. ............................................................................ :...... ..
4. and also (line 15) ..............................................................................:........................................................................",., ......... ..

5 VOCABULARY. Read sentences 1-5 carefully, paying attention to the underlined words.
Then match to the phrases (a-e) that can replace them.
1. Peer pre·ssure has a. goweriul eff~ct on teenage behaviour. a. the range of
2. Teens d~n't really realize how persuasive advertising is. b. various sectors
3. A,dverti~ing creates a false need for consumer goods. c. are largely unaware of
4. The varietv of sal~s t~chniques is very wide. d. an artificial demand
S. Adverti?JnglsJJ5_ed_ in many different areas _of the-ecq~QC!JY'. __ e. a significant impact on

6 YOUR TASK Read the task. What two sides of the issue should you discuss?
t'.','~

· .·~ .
Ad_ve!_rtisements_ fOr jun_k food are very_ CCJmITJ()r!'. :~_?:me, p·eoP.le
argue that advertising such food to childre~ is the reason for the
riSe_in obesity and_that these advertiseme~t~ s_hOLl:l_d be b_anf'led, on ' ·.1--.·
••
children s televisi~_n,. The food industry cla.ims a~verti~inQ is no;t to
1

blame and that parents are responsible for their children's health. .fi
Wh~t i~. yciur oPiri_io~?- Discu_ss, giving ·rea~qns· ~rid :eXamp_les.~ t1
~
[E:'j

J THINKING ABOUT THE TASK 1 With a partner,

discuss the questions below and note down your ideas.
What examples of junk food can you think of?
What do you think the causes of obesity are?
Who do you think is responsible for children's obesity?

,____ _
 8 THINKING ABOUT THE TASK 2 Read the four statements below. Then answer th.e questions that follow.
,, • &•C· ·""".:::·.:::::::::::::::~:::~ ~·~···.:•:•:• ··:: .~~,_;,,,.-;~,:::,,.~.::••--~' \

fl '
Lifestyles have changJ(it·s tr~e th~t t~day fa!llilies often eat at fast-t9od,
restaurants, where junk food is available'and the size of the portions has, '
lncr~ased consiaerably. ~owe~.~,,·~i~ ~rutnqfhing to do with advertising.'
Parents must control' their children•s·intilke
" ' ) 1: \
of such
'
food. restaurant owner
'

D I
i
l
1

. : ,,_ .__ ,_.,;, •_\.,: . _, . --- ''•:-:' ::-·--.~.--·/':.' ,_·. ,~.--,_·_,, ·:>: , >::-:;.; :: _,_-·._ '/'.i:1: j::)i(';c_.~:;~:~{-;l;?·~~:~-:;!;y:)i"--j:;i'}~:.;· ~--:?·{\;;_\'-:::·, u--·"i?r t
.· •. AiJve~i~lng does [ii)i ~au~e.o~e.~i~-" 0vereajinqt@is.I\ ~ietaijui)~fpotj> '. ., '·· \.•· .. ,
~)i!!!i,~ili!!Ii$l'll~!li.'lii&~i>1~t'i''
·.•te1e.vi~i9p li/in. nottielii !iecau~~~hildr.~nstil! ~~eihem elseW,here;J<i[i~stance. · ·•·· ••··.•. : .., !J:'J
¥¥~1:l~]gr2~l~~~;:_i~-:.m;~~~rr~i~Dflfa;!~:~~~:Wi~~~+~~X,iffl~~~~~-~itt~tr~!~~:Sb~--:.;~,;;-=\ ~:;Jt;~ :-~-~-_,·;,'.:
~~

1. Decide whether each stateme~i is for or against banning ads for junk food on television. Write F (For) or A (Against).
2. Each person supports their statements with examples and I or reasons. Underline them.
3. Which arguments for each.side do you think are the most convincing? Add I.hem and the reasons or examples to your
notes for your essay..

. . .
9 VOCABULARY Complete the sentences with the words below.
root cause a case in point are subjected to are calling fot responsibility_ lies with
1. Unhealthy food has invaded our kitchens - sugary breakfast cereal is ............................................................... .
2. The ................................................................ o! obesify is overeati,ng.
3. Advertisers say it is not their duty t6 maintain children's health; the ................................................................ the parents.
4. Children ................................... ;............................ food advertisements in the media. For example, they are exposed to
proi:luct placement in.films.
5. Parents are asking for the government_ to act and·········;··························: ......................_.... a ban on advertising for junk food.

10 WRlTE YOUR ESSAY Think about which side of the' issue you agree with and read your notes in Exercises 7and
8. U,'se the vocabulary in Exercises 5 _and 9 and the p,lan below to help you. Remember to paraphrase the wording
.in the task and to use formal language.

PLAN: CJPINlbr1VESSAY For and Against .

>"'<'--":•_,.:_ .. , · .. --- -- -, •" -: . ,\ ' :' ·-.
USEFUL LANGUAGE
laj;ltl Present the issue. What two _opposing )> Nowadays, ... /Today, ...
view:s about advertising junk food are It is often said that ... However, ....
mentioned? The question is ...
l@ !:f.I Present the view you don't agree with.
1 )> On the one hand, ...
Give details. Critics/ Opponents of ... argue I point out that ...
1@:11 Present y_our view. Give reasons and )> On the other hand, ...
examples. Proponents I Supporters of ... claim that .. .
· l:Z !;ll
1
Sum up and state your opinion. >-- Jn conclusion, ..._! To conclude, I believe .. .
Taking everything into account, I am in favour of I against ...

SEE UNIT 2 VO. CABULARY REVIEW, PAGE

[ SEE ltEVIEW 1' UNITS 1-2, PAGE 136.
127.l
28
 ----------------··· -----~~,--------~ •"------~---"-""''~---'- ~'-c·~··~··~·· ~~ -c~:- ~-~::,. ______:_.: ____

2A Many organizations around the world.work to

· bridge gaps. Match organizations 1-3 pictured
below to descriptions by volunteers A-C. Pay
; attention to the words 'in ·colour.
........ i!1i! We are a non-profit organization that works to
fight poverty. We have a profo.und effect cin people's
lives in impoverished countries ..We campaiQn for the
poor and the disadvantaged arid provide practical .c -

help to improve their lives .

........ ll!ll Our organization focuses on the terrible plight of

political prisoners and has perseVer:ed for over so years
to end the use of torture. We document and report the
abuse of human rights in the world's most troubled
regions. In 1977, our organizaticin was the recipient of
the Nobel Peace Prize and thus was officially recognized
for its contribution to safeguarding the rights of prisoner5 .

........ [ill Our organization was founded in 1971· by a group

of humanitarians, induding doctors and journalists,
and ·we received the Nobel Peace Prize in 1999. Our
organization originated as an attempt to dispatch
doctors and medical assistance to victims of wars and
natural disasters, regardless of their race, religicin,
gender or politics.

B Which other qrganizations do you kno'>'v of that

bridge gaps? What are their aims?

••·'l'll•t:<•M•.,W••
":->:'=~:>'- · ,:5@~~~~:-1ri·CE!6tr91 Af-r-ka-/Over-~;56'%--'.),'
, '.:/· ''•: ;":lc;;:,::,oo·:,-. _.,·,,_,-,-,·\': ,\:,c_-:-~';<j}·· :-.·.:::-:':'.'::/;\~-.-':cf-:-:·:"'-''"!_.:,_,;:.'•;,-.
;. '• . c6,I girls ate m~riiecj b~.for~ Vieyf~;idji ·• •.•

-J~f.~~~::q~-~~1_9,d?;_;·-~-~B-~f'-~'iX :yYh~~:·_'t~J~-- -~:~bj_~:~->';=,

\{,;~~3$~1~l~l~~J~l~~~~zQ1{t~~~·.;~~~{rx~
·#, ·

29
 GAPPED TEXT .
READING • Read the text once, ignoring the gaps.
+ • Re~ad the options (A-G) for the ge_neral idea of each a·ne.
You are going to read a md-gazine articre
about a:reality·show. ciioose·tr6m th_~ If you can fill any of the gaps, do. so.
paragraphs A-G the oiie>which fits each • Go through the text, reading carefully before and after
gap (1-6). There is one paragraph which you each gap in Order to choose the option that fits best.
do not need to use. • Read the whole text once again to see that it makes· seiise_:;

T ·- .H· •·_.· ·._·.a· · ~.:. . . ;fita;:,:na··,\ ••11•\L. :l!y

·-1· o··<N····.
. _ _. -_ . ,. . '-:.:r'-11_;_ ,.,. -.. -.y_ ':- -E - 11··1 ·la . .
_··R·····'.'·····-.c·.
- · ft- · - Ii
.·. •· ·. .·· . }·;;; .rr·:::·. .. .\ ...• . ·. . ... .. .. .... . . . .·. .. ·. .· .
.04gin~ting m._ -~~:.Y_~: .-r~.~ S_~_cret flrfiJl_i~riC}irc .is .
d~emed·i?_b_f;!_ .gi;_:~X.treµfely sµcc~sSfui reality. show.
Each epiSode (~~Jil!~·~=-'a:--4Pf~~eQt__ ~_i]i~~~e wlJ,o goes
into_ a c~rfili~-~~:-lin~:ef .~11; . ~_s_SUIDe~ Il_aill::.·_~he~e he
5 or she rneet(cl\1[iit)'\'t,cirk~r~ a_rid !he
pe(jpl; theyhelp.
_
The _V{hoie_ e~iS_64~\S .t#~-~~-··~ii_d ~iti~~~~lY, :·tlie secret
millio~arr~--_rev~~S'..fu~··-b(:h~r"'tfUe-i_deittit}r:·anti_m:ilceS a
donation ta' ili€ ch'iiritY ~ftheir ~hoice
-,,•,-eo"•·'- · -- '·--''/'
• ;_ •O ·
. .
.~ . ' ....., > . ' ..· . · ·.·. . .
·~~p_u1¥._it ~Y__.lJ·~-~;_'.1.~;ut '{h__~'-secrer.--·Afillio~-q,i_i-e has
10 _sp~lc~d_.¥1~C:-~-::_-f.?~~9Y.~i:~_y:_-A_s_ tJ;ie ~liqnaif~~ gain
'_Ya,lll~p~r:Jh1~Jif'~ty_·J~~:;tii¢li. SOTp~es_'. th~Y _Me _pre~ented
.aS_. hti4i~~ii~~tf~:{_v!h_9:_:·~e_#erpll~ly ·doii:ah:> t? the-poor
alld-:~f>-~~v_a~-~~~4:_:<13:~t:.~~~i:~~ds_ they_ return to their
~priy~~iea_:~#.$"t~n~~-;::=-:t'\::.·:·_,-:_ '. .· . '- . . _._- ·- ,.,- -.. -_, - _ :
15 O_ti·:~-~--_other _~-~ci~-,c~~~-~s·iec_eive _fuou_saii?s of pounds
from"their doriatiopsaud the plight of the people they
sllppci_ifget~):!Xt¢nS~y'e fiif-?ia_·ca_Verage;: _hcipefully leading
to Jll~r_e- _d~~~~~9~~ --~~:~: ¢~ _?;i-oader J?Ublic;
lU!
A,.
Leavirig his home in Dublin, he takes a· train to Cofk, an
20 industrial city in southern Ireland, where he will stay in
a small_, sparsely furnished rented foam in One of COrk's
~oSt jmpoverished communitie_s.-
F6r One ·week, Warfeh will live like. hls nei_~~bOUiS on a .
minimum wage and witness fiist-hand the hardships of life
25 in'p6veity-striCken areas, where the ternptat;ions of crime
are everywheie. His experiences <ire-dOCutrienled by ii film
crew - osten.sibly making a do¢Umentary on. youth issues -
but actually recording another episode of the show. .
ID
Finally, he attends a support group called You Are
-., 30 !Not Alon_e, run by a couple 'who~e ·-daUghter co_inmi#ed
suiroide after continually being bu!J.ied at schoqL H~ is
·then faced with a decision: How 'muCh_'Illone:Y cf9 I giVe
each charity?
Ariother episOde features Sean Galla'.ghe:C; a busines-smail
· 35 with all the trappings of success: a hi.Ige.'pentl:J._ouse,
theJatest TV and a sports car. He is dispatch"d to
Middlesbrough, a town with high unelI!ployment, where
he ~ves ~t the offiCes ofFaiibJidg~;" k ~rg~zattpn -
helping youngoffenders; unemployed yonth and the.
40 hoineiess, · ··

~'[ft .... ,,. ,,-·.-

·~

!!~pe ---. , ,'-,_

r Y(;)µ CAN HEl!B!'"'\
.l . . G;v;n'
~€:;~? q
---
~~""--"" ~ · U "':-"'~-----
~~.'? ....
S'E~k-'11" ..
 ~However, while all this is admirable, critics claim
the ~ho\Y faiJ.s .to adequately r_ecognize the social
-workers w_ho are unsung heroes running the charities
·arid who rem~ once the ·crew stops filming. Instead,
the focus is on th~ millionaire rewarding charities
with donations. This begs the question: What is more
· valuable - writi_ng a cheque or volunteering your time
to help others? After all, these depressed areas will ·
· remain so, Iofig ¢ter the millionaire has left.

,...,;·,./-- _ _ .,, _. ::, mi Qn the other ha_nd, the millionaires gain personal
L'_i:-.'.D · · · ..,, insight into ~~~~ery's m·qst pressing problems. As
I >.· ( .' .· · ." •. •·>·
.·. . .· .. <:'.(" •, .. '<". > Warren says. Ive. been touched greatly by ~ome
, S~~.d1~pl~y'Iea]elil!'atl:t! .fi:>[ th~.)19~ng~t~rs 7)19t ....... >.; •.;. of the stones ... H s. one of ihe most rewarding
- ·pa~9,~-~~9 :·_t9~.#i; P~!_~~!Q::ei _~p\Ji~\Vl_~~gi~~-;tiii~',t{, ;_._'.·;;;·/:_.,-''":-{.i:·:-': ~xperiences I hav~ ever had."· Personal ben,efits aside,
11:1te~ig~:~f~--~-,:Tue;~~jµig1_~,-~~:~_:yi_~-W~f,~_:h?§k~.: jJ~~, ··;:_-'.-;.:i>· these millionaires do positively impact on people's
~~s9Ild, ~-~-?#~?1~--~~-~~-µ~~~~-W:YP_~v~_:,~~'.~~~-~-~?'.~§._p::g_._:·?:,;;·~:_:-,: ·-? lives; and clearly, to increase a
ratings, show niust
.~r~.a.:·.-~.·ku.·. .·:s.~e·p-·l~fh.-~.·~.:.:-,·_j~a.:~t.'j.'., r·a.:,·- .~o·P.J~.-~.1:.r:-e
~tory_- of_Ah_bi_~. ~~ar~e.:·,V{P:O :di_e_4__.~f ~ -~pnep~p· ~~~~,~-:~::,_:_::<_·_ :_-
1· whil~ ll~U~!b~rr')i~tiil{e~y lh?~gtj~ 1MW~))f~f\~&:.iie. · '
s. ':1bs~u·p~tiY_.f()t;irid¢d fye;-_~~-3Pty AP-PJ~-·~:J:~9~~:-t_o.fzj~_~(\(~:/':-,_;;:
provide human drama that resonates with audii:!nCes.
. . , .·
mi The wealthy busmessman mee~ teenagers who

l 0 0

- _, . •. . ··f .•. .• . ..s. .(s··.:.:. .:.p.iss.:7.;c·· · f·'.?.•. .•.•

-prove~ ~J th~·mq~e-~o_vipg-_for p~c 1p~ts :ai;i~ ~ewers·'.: -_ -
. . ~tr~.•.$.,"·:P· .~s· .· .-b~.;'.§ ,;> .· · . ~;:ec~~:;.~~=~~ ;tr~;~e~~.:~~~~~-s i~;;:~~ ;:::
_to spar with a youngster at a boxing club, the blows
k. aiif~Z-·:·.- · · · · - - _> -!----~·:<. · · · · ,_,,-, · - · evoke bitter childhood memories of domestic violence,
~ --: ':"- __,;;-; ' ·' ,. _,_•.: leaving him visibly sh_aken. 1his club, where a mixture·
i;,-Iii- . ,. of strict_discipline and love_ helps troubled teenagers
:· · · · · . · '.'.' • " " learn life skills and find their way belongs to a
, Others have also ,guestioned
!I :
.. .whether the programme's
" ,•, I can . d a'o od .
h "ty c all.ed B ad. B. oys Turne.
,=' producers are explo1tmg t~e poor for the saK:e of ratings.

.
L:~z~~_::-~~~~~~:~~:r~~~~"::e~~-~-~-~ ~~~:!~~~~~fi~{~f~:i~~-'.~ - - ~~~SPm:e:vi6\~ler&~3!g1rerchis-is--a-meatn1::-ai~attenrpt-io_:_~--------
.• ~.th•···Sped9B
1e(
1
' . ·'.· . ih ,eyih~f.t.fp.•n~~.•~9~'-~ ,]Y?~¥~r.•s.P?JFL~%'.'.\.'.!\.'.~ highlight the differencesbetween a person's origins and
. at eun erymg· eme o the·progr·arnme'·2·- 'ri.tlib:elp-·s·:·'•'·.)·-':: ·. - · - ·
''.·-.:··--.:~-, ,·· :. _, .... _. _ ,:,,:. _. __,'- - .·,: _-._- _,:- .- --_.' .._ ::.::_ -.--:}-.-· __-_::_"- ... _;;:;_.':'\, -<'---:_: ·'--·"-,;;;~-,/-:.-:::'.<;· what they can achieve. The message 1s crystal clear:
poQr: :-'--is no substrtute for a sustamable govemmeht plaii_·:. ::
.:>__,_,~ f('h . .· · · - - -_:. ,_ ,. :_:.-_:_. --- · - _ ;: ,_._: :.-_'.'.~:;:::· ;·.__ If we work h ard and_ persevere, there is
·
no reason why
-~-~:/:.j~, t pov~rty. '>::-.-,:~·-·.._-.;< · · .. ;·_'.~'.;-:--~'.'.'..~::"'.A;:-;;;; ~ we cannot all become millionaires, regardl~~s of our-
·_··-:,11·.' c''•. '. social background and e_ducation, or lack thereof

~Ill one episode,-we_meet Warren Logan, owner of a

~-: __J11_a.~ditipli;·,ri8Il~pIO~t-9rg~~ti~n_s_'.~~--rif~:c~_~rfee·~~;f··_tj';_'.\~·-_.-·--~;­ ml1ltimillion-euro chain of retail shops selling beauty
b-_-~u~~cjty:~~_d_ ~~~-~~-?~.~,they _ )1(9.~.14.·-p~fei_'_ot!ie~~S~·-;:.:::,~;~'.:_~,'.~\\·-::-':=--:· products. In the Comfort of his luxury horrte, with its
f: .re~,e1y~~-:.f~rtli~flll?~e~ ~~,_§_h()_~-;s :-.~~i4~p_:._co_µCeP-.t'.· :.·.-=·::::)::s,_;;;:':;f_·: _· - designer furniture and a refrigerator full of champagne,
: ---~~P~i~!--durifl¢·-. tgjb~Ie:~i__ ~c_?~9rr,it, ~~-§ c_Jfi~,o.t~_.:-~~~'.~-'.~D;:_:.c: ~ ·-:·.
_: , ~nxieti~~'.We ,~II_s~-~~ abo{i~--~~f_fi~ari~i,~1. ~,aji_e~- -il'~t_':_~_::f~:~:'f;3;:-.~:.--1
he is packing an overnight bag. He is about to embark
I on a journey that will have a profound effect on him.-

~'. -~r· h~·.a · P ·.1 · s· ~:e·.i·n .· · .:1·. •~ a•.· . · n ·.:~tl.P· .·Y-~.'o·.P·t1·:· ~:-~ ~.·~:r:~~;t~ei:.· :•;·,. ~•· :.i• ·
0

~ \Vlien the ftlni. crew arrives, a dilemma aris_es. Many

g.·m.e..,;lend a. ...hand
-- wllhp.g to
ki.·.·..·•.....•....· ... ·. . .to
. •. those . .m
. . n.·..e··. .·ineed.
:·.·.e·.· .· .·.·. . .•.· . .:.
:.~\;·:' ,._,-_: ·•· .·

of these young people may be involved in crime and

f;:;(:ftlTICALTHINl<ING SKILLS.
_,_f
\.>,;::(
'~- _:;::''
are terrified of being fihned for· fear of being identified
and arrested, As for the staff, they have a moral

it~J~!%1~~@'~!~{0~~~~1~~li(0!~~1t1~;ft,~;~1
i·:.-~·y
responsibility to protect the welfare of these teens, but
desperately need the publicity to highlight iheir cause.

':c}hqt~e'."'2~me'~t.(liQ~ ~Z,55)~nc].0rit~ •. ~.• oil\lJ\I~ ~The. fact that the series was on the air for six years

~ifl~-~!!f
is testimony to its wide appeal. The secret is in the
a
drama - millionaire heroes in search of caus_e and
their own personal quest for meaning_ Then, there is
the -intrigue of-all- the-white-lies told-to-Unsuspecting-
rnembers of the c_ornrnunity sq that they Will open up
about their problems and aspirations. Finally, there
is the grand ·reveal when the millionaire comes clean
and hands over generous gifts of money to the amazed

@] How effecti_ve is tele:Y!~JQQ:filj}

dealing with social p'r'6bl€r'ns? -"~
:' recipients.

· .,_ - ;,',"0.'~L?~',c:-'·

31
 3 -ADVERBS
VOCABULARY Choose the correct adverb to
complete .e·ach Sentence.

From the text 1. Sally genuinely I greatly wants to help;

1 EXPRESSIONS Find expressions in the text that mean·
the same as the underlined words.
1. He wrote using a false identil)'. (line 4)
2. Social problems get a lot of attention from the pressr
(line 17)
3. New employees are paid the lowest salarv permitted by !awe
(lines 23-24)
4. I wanted to see for myself the problems they face. (line 24)
5. He has the possessions that often go along with success.
(line 35)
6. It's done for the purpose of getting viewers.
7. Giving a child money is not a reolacement for-attention.
(line 57).
8. Can you help with the. children? (line 6p)
9. The show was broadcast for 10 years. (par G)
she's_ not just being polite.
2. These children adequately I desperately
·need your help; please donate today!
3. I positively I mistakenly parked my car in. a
no-parking area;
4. Kate was visibly I continually shaken by the
news; he_r face went white!
5. My job was to phone people, ostensibly I
subsequently to carry out a survey, but, in
fact, to sell a product. ·
6. Putting personal opinions alike I aside, what
are the facts of the matter?
(line 53)
7. This region is sparsely I generously
populated with only a few hundred
lrlhabitants.

I 10. She's gone to London looking for a job. (par G). Expansion
4A
~Ir~.

I
Read the text and match the words in colour to COLLOCATIONS: verb+ noun Look at the
their meanings (a-1) below. ~'1ll:IB~~ collocations from the text'. Write two other
=•·""""""'""'"~-.-~....--=~--==J!iPJ!Wo fW~ li~~·~J§. nouns that can be used with each verb 1n
~· \ When young entrepreneur Blake Mycoskie was travelling bold.
...........~
through (1) depressed areas of Argentina, he came qcross a venture momentum jJ:atJ8
)S~
[\~",
vii' tJ.
the (2) heartbreaking sight of children going barefoot.
Determined to find a far-reaching and (3) sustainable ~t
solution to the (4) hardship he had witnessed, Blake set up
a company called Tom's Shoes For every pair sold, another
was donated to a child (5) in need. This "one-for-one" idea
I an interest
ar)...Dff<nce
sympathy
a reputation
a response

f, d
1. commit suicide I ........ [eM .... ...... I
a debate
a career

"tflla~
an offence
took off and now, whenever the opporturn1y (6) arises, Blake .................. · ·

~~.~
travels to (7) poverty-stricken parts of the world to distribute 2. spark a controversy 1 ............................ 1
shoes to barefoot children. Since 2006, his company has · -···---···-···-·············

;,-~
provided over 35 million children with shoes. 3 . gain insight into I ............................ I
Blake's idea has (8) resonated with companies and .
if}. -. consumers: lthas inspired others to find an altruistic (9) outlet 4. ·-evoke. memories I ...... :...............'...... I
~
~ for ideas, and there has b€en a rise in marketing_-linked ·to
I a (10) cause. Companies realize that this approach positiVely 5. embark on a journey I .............. :.............. I
(11) impacts on'.their brand image because consumers prefer
to make purchases that do some good. Thanks to his unique
concept of giving back, Blake has been (12) acknqwledged B Complete the sentences. Use Exercise 4A to
as one-of the world's top young businessmen. ' help you.
----------·-··---------·---,
II ...... .a. presents itself . I 1. The man who pretended to be the bank
: ...... b: difficulty I manager was arrested for committing
I l
i
1
...... c. channel I
2. The vehicle gained .................................... as it
1
...... d. appealed to j
. d I rolled downhill.
··--·· e. recog~1~e . j
3. The archaeological find has sparked
···-·· f. benef1ctal aim l
g. -affects l ···················-················ between tWo' experts who
dispute _Its origins_
...... h. very sad 'j
...... 1. extremely. poor I 4. Bill and I have embarked ori an exciting new
business ···-···-···:··-·······-············ - We are opening a
...... j. economically underdeveloped restaurant.
k. long-term ·1
5. The singer's unfortunate comments evoked a
\\ L without basic necessities like , strong .................................... on social media.
Blake '"· food or clothes
Mycoskie ... _~ l1
--··~~---------··----------~'"'
 5A COLLOCATIONS: adjective+ noun Write the adjective below that can be used with the nouns given (1-7).
privileged ~ pr~s.sing _ bi!f:e_S domestic strict moral
turbulent · time?
1. .................................... · /. re Iat1ons
· h"1p / peno
· d 1n
· h"1story 5 . .................................... responst"b"/"ty/d
11 _u tyl JU
· d9emen t
2. _.:...............·.,................. violence I chore I appliance 6. .................................... problem I need I issue
3. .................................... existence I position I background 7. .................................... memories I disappointment I enemy
· 4, ·'········'···'····················· discipline I diet I guidelines

B YOONG OFFENDERS ~PEAK OUT tomplete the comments some people mad~ at a correction centre.
Use_ ~~i.t~bJ:,_~9\_lo~atfo.r~,:!r~~rn E&erdse 5A. Make !3ny necessary .changes.

- - ·· __
--'---------::'":--~-·-. ,__ ~ - .

'·6-· ·wo!!D BUllDING~Completethe-chart. Then complete·

the cO.ni-m~nts bY volunteerS ~b_o_ut young offen~ers
they wor~ with. M_a_k~ any n~·ceSsary changes. Oliver: These young offenders are hard to
. ·----· '""'<>",_ c-.,·,,_, - , '·--;'::•__,,, ·''
handle, so .it's (1) ......................... :.,.. ,...... just to·
give up and walk away. But if you show
(2) ···································:,you win their respect.

Ameli;i: Though their ethnic (3) ................................... .

vary, they all have one thing in common - a deep
(4) ...........,........................ of anyone in authority.

Aaron: I've learnt to (5) ....... ,: .......................... .

with these kids and what ihey h·ave been
through, and I try to encourage them to
fulfil their (6) ...................... .

7 MULTI-WORD VERBS Circle the particles that complete the phrasal verbs below..
The meaning is given to help you.

1. What events led up through I to his arrest for fraud? (precede)

2. I think the building dates back from I to the 16th century. (exist since)
3, If you're relocating to Raris, you'd better brush.up in I onyourJren_chL(reviseJ
4. Do your findings on child labour tie in for I with the official research? (match)
5. He lied about having been in prison, but finally his past caught up with I to him. (start to affect negatively)
6. Will Tuesday at 3 00 pm fit in with I on your work schedule? (be convenient for)
7. Renovatio~s are expensive, but we still have some ~oney to fall back on I to. (use in an emergency)
8. Tom said he was moving to New York. Will he reelly go through with I in it? (do something different or unpleasant)

33
 •

8 Read the text below and decide which answer (A,B,C or[)) b.est fits each gaf>.

All!4Et.l/\IA: Jot.lii#, \JN <.;ioot>w:ru. ~A-ssA-'Doii:

Celebritie; are soifietime; suspected of engaging in humanitarian
~:t1
work for the (1 )..... of publicity. However, itwo~ld be hard tci ~<:duse
actress Angelina Jolie of this, Daughter of ·a HollyWoqd actor, Jolie
comes from a~ery (2),., .... backgrourd, yet she has (3)....a reputation ·
for being a champion of the poor ~nd thed(sadvantaged,' ..
It was filming Lara .Croft:_T0njbRaicl",r i~ p;verty-strick~.n ¢a"1lJodi; .i •.
that first(4):.,, .. Jolie's interestiri hurilanit~rJan affairs; shebeg~n .••.•. ··
\/Vorking.?n b~~~lf .of the.United Na\iors.Refug",e Agency and bec9rne
· La-'.-·'_--<.
.:I
Goodwill 1
Aiiib~ssador in 2001.
:.':,:':-:-~·'./:;·_,_._-,;,_,, c ___:·_:._··,_:;.,~·.'<-'-'
__
Sine~ then,
_: .-·, •·.
she has \ra~elied io many
:-'_,- _ '-· -·.·.'-.-/,- - -·.· _, . ,_ 1 1

(5) :,;,, parts ?jt,b~.y9r1d, ~here she ~as(6) ..... first-hand the plight of.
'nW]io~ 1 pt c1)sR1~~",dpeop1e (7l . i~ r~eci of aid and protection
i.•·,_.-_· ... ·, '•- _-'-:,;;•-·:-.;;._-·1':.< ··-- _- ...:--- -- ':. :·_· .,.·•. -, -,, ' - -- - -- .
.-:o : JOlje'·haS' rec~ivetj_witj_~ media ·coverage.for her effOrts to d,ispatch aid td
;;,_.·:_:··_\!''-:'' ":·_; -:·.'--.:.:.:.·-:':·'':-:);:_-,-,'.. ';;-::-._·.· .. : -·,;_ --.-·-- '-'<.':'" -··'<>:.--. '
' __ - _ .'-' .. ' .:' ": .
, iefugees iri plates sue~ ·as Darfur, Afghanistan arid Syria._to name but .
.: ;'g'iiW.rfrio5J.••1hWLi~it~~ N~tici~s ,.;~ci§hi>'.e~·~~rc1de:arieof.servi'e. to
-. itfii~'.good(s) ,:,'.ill\:,'); - ;.ri~king her the Refugee' AiJ~ncy's Special Envoy. ·
~ :- ..~:.'~_.:·. '. ~

,:'f,¢s~.~[~f: .s~ff~cl. /•••····.cs~k~ Y.:······ ....•..o. ~,ea?on ··.· ..·. ·-

: 2')\'rewardir)g ··•B priyiieged ./ · C :beneficial. · · ·.· o, acknowledged
'''2·.'*?9~ir\~~1''i:·.~}~~Si~~d · . c~s~ireaY' (6 ~vo'k"d ·.• ··
,4'.'A.·originat~d B ~rose . c embarked D sparked
·:-.--\·:.-..:.,_; '"[ .. ,': _,: .. -• ';.'.-'':-',,:.'-'-_:.-_, _'.- ..
-- - ·--: >":-'" .'_ .
5. A.troubled .B heartqreaki~g c pressing D bitter'
ch!
-• 6'' A'•·rell~cted ... 'Witne>sed •u·''''"'C"dcieomented • D ~reveaied ~~ •
-• 7:A-oitensibly 8 geh~r6usly 'c de'5p~;~t~fy ••-•.•• b' sparsely
. A aim . . B cause c p\lrpose 7
D plan

' . .

GRAM MAR .
Modals, Semi-modals,
;' .
Modal Perfect
[SEE GRAMMAR APPENDIX, PAGES 154-1 S6.J
1 ~omplete th~ sentences beloW. Use the. corr~ct form of the Verbs given and the correct modal, ·semi-modal
or modal perfect form. Medals may be used only once. Sentenc_es may be positive or negative.
could ~e have to may might have ·
must have should should have would would have
· 1. Amy ...............rn.ufrl.a:t.h.oV.f..t~f.t.. ........ ... (leave) the country because she doesn't have a passport.
2. 1............ ........................................ (pay) for last night's concert because I got free tickets.
3. We....... ................. ............................. (eat out) tonight if you prefer.
4. 1 ..... : ..................................................... (let) you borrow my car, but I was o.ut of town.
5 ................................... we .................................. (be) polite and wait for everyone else before we start eating?.
6. You ....... :.................. . (feel) proud when your daughter won that scholarship.
7. You .............................................................. (worry)-! told you I'd get home safely, and here I am!
8. I'll put you through t6 Bob's office, but it's after 5.00 pm, so he ............................................................. (go) home already.
9. It's possible that Lucy............... ........................................... (be) willing to help us raise funds.
10. H~ppy birthday! ................................... all your hopes and dreams ................................... (come) true!

34
2 ~~'\t~~!'!i'.l!Oi!i~ ·t!®PW· · · · i What the Fa11~ Say When Emirates Airlines sponsored the
Arsenal Football Club, they renamed the stadium Emir~tes Stadium .
.:: Jake can be quite difficult at times.
(making a criticism) Here are some reactions from Arsenal fans C!t the time. Complete
them. Use the verbs given. The Advanced Uses box can_help you.
~ You might ask I might have asked
before borrowing my laptop. (making a
i:ri.ticism)
~ You c6uld do more to help at home.
(could with a comparative to express
possibility)
~ How are you feeling?
I couldn't be beti;er!
(couldn't with a comparative to express
impossibility)
.: I'm afraid we're fully booked, but you
might try the hotel opposite.
(making a polite suggestion or giving
adv:ice)
t;i The show has been ca_ncetled, _so we
might I may as well see a film.
(informal: when there is no better
alternative)
lie That awful hotel is going to refund us.
I should think so too!
(when something is right I expected, to
show stro~g _agre~~ent)
Note:. We can also use modal I modal perfect+
be+ veFb-kig.: -:.
Tim could I might be waiting for us at the .
theatre. (It's possible he's wait!ng for us now.)
Saf/y's upset;- she mu.st have, l)ee.n. arguiiJg. with
Mike again. (She was probably arguing with
Mike)

__
!
PlJTTING IT ALL TOGETHER
. - - . - - -.

-~~a-_d _t,h_e .~_e_xt .~ei?vy._ lJs_e·- ~·~~·:;.~~r~f ~j"iv~h.)n(~P)tafs. -~i th._~. erid of ~om~ Oft~€ 1.iri~~--to f.~rrll..~-:~o,~~,
-·that fits in the sPace in the ·same iine:.. · ·· ·
.,...,..--,,_. __
-···-··-,_....,-_,,...~-----·-"--•~~.~.-- --.•"-_,-~-,_,.,.,,-~.<---···-·•,•r-o••~-~--,--,--·o-~---,,-'" ·--·~-·-··-·-~~··---·---·-4--·--"---.··--~-C-.O,...--,~.,--·-

Doing good on the job?

When Bob Farmer.e_mbarked .~n a car~~r in accounting, he knew his work wou_ld involve
not just sitting at a desk, but also d11ing .s9me volunteer work. ln fact, he recently spent
a month at an orphanage in Peru, helping to care for (1) .................................... children there. ~!ti!',filil'lltl~Ei!l
When job-hunting, Bob had been in search of a company that would allow volunteering
as part of his paid work. Though (Z) .................................... considered by many Jinns to be ~
(3) ······-················· .......... , COf!lpanies are -r:iow_ agreeing to this idea as it benefits employers and !'itlfil1i:Wfi~
employees alike. Th.e compa_nies enh_q_!l_ce (hei~ (4) ................................... while employees report ¢1i'il'JUli!ifffil•IJ
improved health and lower stress levels, (5) ................................ of the type of volunteering they do. l~~.ll'llffi'&'!RUi!f<f~lil
The (6) .................................... wmk.had. a profound effect on Bob, who feels that donations are no I11.\.iilliMA!iJirt!*tlil .-.-
substitute for personal inv~lve~ent.· "l'Jly'.company could have just sent money to the orphanage,
and received an (7) .......·.·.-~,-- . --~---····-···· .. ···: in a letter, but instead they donated my time to a cause t\it8Qlli)wtlii\GJlW
I I (8) .......................... ,........ care about'.' Bob has. gained insight into the pressing problems of this r i'l!ltt1ii'i0t1'iF:l'lsl~
impoverished region, atid thanks to his fmployer's cooperation, plans to return next year.
t

35
 LISTENING
1A BRIDGING CULTURE GAPS You are going to hear a young man called Kyle talking about his experience
of living in (:hina. Before you listen, look at the phrases below. They show some differences between
West~ni and Chinese cultures. Circle the· phrase that you think reflects Chinese culture· in each pair.

e a three-CourSe meal I a range of main courses .

9 noisy, a_nimated conversatiOns at meqlS / quiet, polite conversation at meals
GI being vegetarian or vegan I eating brrds, reptI1es and rodents
e an assumption you speak the language / delight that you speak the language
e. you qr~_-see11_-a.s part of_a group J you ~te seen.as an individual
e respect the elderly I admire youth · 31
'-~I

B ·O Novif listen to Kyle. For q-ueStiorls 1-8, complete t~e sentence~_with a wo~~ or Short ph[ase. -. ~'11

.1. Kyle vi.sited a few other countries before China, includ.ing .................................... ,where he performed music.
2. In addition to teaching English, Kyle also writes a blog where he also tries to .................................... .
3. Ky.le describes his efforts to educate people about other cultures as very .................................... .
4. Kyle says that with the exception of some: ........... ,....................... , there were many places he couldn't go at
first without an interpreter.
5. Kyle was surprised that when dining out in China, .................................... is brought afthe end of the meal.
6, Although curious about Chinese food, Kyle was reluctant to taste the ................... ,................ of a chicken.
7. Living in Beijing has taught Kyle t6 appreciate the .................................... of Chinese dishes.
8. Kyle's students are ver,.'interested in his ..................•................. of China.

Q- .u~ten,~nd cO~pfete ih¢.>~Xp~essfon_s. Use the Words below..

Then m_-atch 1:h€'_expr_~Ssi0ris ~o their meanings (a-e).
choice word- -;- line hand Scratch
- , ;·. -

. 1. spread the ...•. . .. ,...: a. _set a li_mit, ref LI?~

2. start from ........ ,.......... :.... ,.. . b. tell lots of people
3. go hand in ................................... . c. fit well together
4. be spoilt for ......... ,........... . d. start at the beginning
5. draw the ......•......................... e. be unable to decide

2 ()ALTRUISM You will hear a short segment from-a radio programme ~alled Learning from. tfi~ Experts.
From the three 'answer choices given, choose the option-that beSt answers-the 'que_~tion.

3. What did the second experiment show?

PREDICTING THE TOPIC
Before yoU listen, read the questions and und_erline ~ey
a. Chimps could tell when an object had been
wOrds. Question 1 has been done for yo_u (altn.1ism ·== deliberately dropped.
helping strangers for no persona\ gain). This giVes you b. Chimps were as likely as chil.dren to help by
an idea about the topic and what to listen for. retrieving any lost object:
c. Chimps are less helpfui°than children because
1. What do the speakers say about altruism in human and they are less intelligent.
non-human primates? 4. What is the nature of altruism in young children?
a. Jt is present in infants and chimps under 18 months old. a. It is almost certainly-instinctive.
b. _Cooperation comes naturally in both species. b. It is motivated by a reward system.
c. The societies of both are dependent on it for ·survival. c. It varies according to their surrou~dings.
2. How .did the researchers produce an altruistic response in 5. According to the report, what happens as children
the toddlers? get older?
a. They appeared to make clumsy m_istakes while a. They learn to offer help only where it is most
performing simple tasks. needed.
b. They asked for help in performing simple tasks. b. Their statu~ within a group becomes more
c. They threw down objects while performing simple tasks. important than coopercition.
c. They no longer Offer help in equal measure
to whoever needs it.
36
 r-

SPEAKING Presentation
:...~
l Who do you think the people in the pi~~re are? 5 LINKING YOUR IDEAS Linking words.and phrases
What are th~y cioih~? help you present y()ur points logic 0lly,
- ! . - ' - . . - :· .~-
Look at the expressions-below. In which order do~s
11 the .student use them to present his points?
L 1st point ···-'· a. So all things considered, I think .. .
2. 2nd.point · .... :. b. And last but not least, there is .. .
3. 3rd point ...... c. ll°nother reason could be that .. .
4. Conclusion - ...... d: Plus the fact that .. .
5. Additional ...... e. The first reason that comes to
comment mliid is ...

;6 YOURTASK
A Read the presentgtion questiOn and the three
ideas that you can_use.

l~~ ' &~

~ How can money be raised for a good cause?. ~! ·
lmagine:-you have to give a presentation answering ·d - ' ·-, !?!
the.,question or:i the card bel~w." Read the three t1 .• charity ev.ents (1) ff,
~ • t~rgeting wealthy donors (2)
ideas given and the notes a student Wrote down to
support t~e·m. Add one more of your own. I
f~ • collecting door to door (3)
fJ
~
f ~ 0$'.'J ,_r§i

~ .· · Wh~tJ')~~e~.~~'1~1~ yy~iitt()X~.luntee~? J B VOCABULARY· Look atthe three ideas in the

fil_- • m_orat[esao·n~ibiUtV___ ~~:- ·-~- i t~~k. Match the notes (a-h)_to_thes_O_ideas (1-3).

I . . -.~9Qd.d.d.1&eiilliiK.1 . :..............::.~. -.:~.:r

"~
t The_re rriaY_ t>~- more_-~han one -answer.
.' iOlP,~_ov_e#-:<_¥f_~~-F 8r~~-r~e~
t~ · .. /aoks..gmd.ab.~:ot t .::.:~: ....... • ..........~ .. . .·~ 2,._;1_ a:. a personal req·ueSt makes it hard to refuse
____ b. influential people persuade others to help
I
i~.
; meeting new people .
~xpiindy.01.1r..s.ocia1.cir.de. t ······-···'··-··---···-·-·-·······;·
'~! ---···- c. hold a sponsored walk or run;. -
!L
~~ .!l d. contact well.-known philanthropists
~- Orgatlize a conc_ert-for charity
3 Read the tip below. Then, with a partner, take turns f. talk to people face-to-face
making a-presentation answeririg the question in
·····'· g. hold a fundraising bazaar
Exercise 2. Use the ideas giv~n a,nd your O':lfh ideas.
- .., ....... h. use media celebrities to highlight your cause

When making a pr_esentation,_ includir:ig your '~::~

own perso"nal comments will add.interes·t and +:'! C Give your presentation. Use the expressions
make your:resporise to the question ful,ler. 'fi and idecis froni Exercises 5, GA and 68. Try to
At a university iriterview, j mentioned that I ::\~ add a personal commerit of your own, where
~;'~~
~!}
appropriate. (Talk.fof.two minutes.)
volunteer. The interviewer was interested in
what I'd done and why I think it qave me an ?1
edge over other candidates. :if, 7 DISCUSSION Discuss the following questions
·~::! with a partner.. ,

4 c Listen to a. student's presentation and answer

the questions below. ·
1. Do you think donating money can really make a
difference? _Is it better to donate your time?
2. Should schools requiFe students to do volunteer
1. Hovy does the student open his presentation 7 work?
2 Qoes he relate t!l. the_tbre_e Lde;isJ_ 3, How co_uld_sorneo_ne_11Vh_o has a full-time job find
3. Does he support the ideas with his own examples? time for volunteering?
4. Does he add a personal comment? 4. Who is responsible for taking care of the poor?
The government? Volunteer organizations?
5. What additional comment does he make at the end
The local community? The rich and famous?
that is not one of the three points? ·~ ~-

37
 WRITING Essay Expressing Your Opinion
1 ANALYSE THE TASK Read the task below and answer the questions that follow.

rI,
f]
lt~~;~
Some people feel that international sporting
events like the Olynipic~help fo bridge the .
g·aps between peOple of different natio.nalities
ari.d cultures ..D~ y0\1 aQree or disagree?· .
~
t;~
Vi
~ypport your Opin.i9n.with specific repso(\s
and examples.
'11
L~!

.1. Which statement do you.have to give your

opinion on? Underline.it
2. How should you support your opinion?

2 ANALYSE A MODEL .Read the model essay

and.·answer the questions that follow.

. : ' ' -' -- -. ' ' :;;·,• ·: _-'. :'/::J:~---f/:·:<\>'::~:/?{·-:l::::~:!·._-:::::.<°'\'-"

It has been claimed tha~ sport _ca11 bring natiotls together des-pite t_hei_r ~.if_fe_r_eru:es~;:the ·que?_tJqil is,.·_
whether international comp_etitio~ns re_clily-proniote greater underst~ndi~_g' a:?·d _tab~·ra~.c:e.·_.1 firffil,Y" beu·~~e
they do by enhan~_ing our kn,oWledge. ~f other n~tio~s _an~· by _increas_ing oppOftU~itj~s f~r _c~ntcicl · ·.
b_etween them.
s ~ir.s~--1~,
ho.sting :~n _int~rna_tional sp_?~ti-n_g eV:ei:t~-·i~ -f°,h,~:erful_ ~ppor~uni_ty _f~~-~; n_~t_iprl.-tO.B·.r~iTio_t_~
a . . . \ts
image abr~ad, Events like the rnp;world Cup are broadcast globally. Therefore, the host country can .
showcase its cultural heritage tcith" world. A good illustration of this is the opening cere111ony; Whe;e
count.ries can present_s~e~es fr~m-their histo~y. as Well ~s t~aditio_~~( muSiC anp dclf)c.~. f~:natipii_al
costumesc in addition; advertisements for the event often show th~-geography,-wildhfe-an'ci p'eople-tif .. ·
10 a nation~. Thaliks. to this niedia- coverage,'. miilions of viewers WOil.dv.iid·e _'.s~in_~.inSii;hts iilto-the iiff. ~r_d

culture of that nation. . . . . . . .

Secondly, sporting e~ents eriable. uS to conoect with µe?·opte frorii au bver the-~orld. -.In ttl'e .o"ty'~pic
Games, bver 200 riati_Ons- take part,. while th.ousands o(partiCipa.ntS attend, togelh~r with-offic:ia_l.s
~nd ~;peCtators. The host-count.rY welcofne~ t_pese for~ign.v.isitbrs, W~ri _mi.x_\Vi_th l_ocal.peEJ.~le:·du/ilig
is t.heir stay. One example is in .the Olympic village, where a\Wi:es live together ilnd socialize, allowing
them to build friendships with sports people fr,om other n<1fans. Another is in local restaurants, cafes .
and bars} where vis:i.tors experien_ce th_~· -~~isine, culture a~d ~var111: bospi:taUty .cif their ~.ci_~ts~ M,o_r.eo.v~r;
at the eVent itset.f, )oca\ people •. whether spectat.ors or Volunteer~; mee·t foreign8r:S ln· .a·f~ieD.~tJ_'s'Oti~I
context-, ~hich· enh"ances mutual understan.ding. '
I ·, ' I
20 Clearly~ J_arge sportitlg events presen~ plen'tY of Opp9rtunities _to u_ni~e us. Di.iring intern.3ti~n-al:s-pori:s
cam·p~·'t:itions, the m~dia eilable ·us to .3pprE!cia"te. the ~u!t~r.e of the.nation .Staging the ·eveni:, foreign
contac_ts .3.re mader and·~he interaction b~twe~n visitdrs·a~d hosts increps~s m.Utu·a!.undersl:anding. -
International ·sporting events remind us that we ·an hav.e-much m~re in common Vie think.
;f""'"Uhilk"'''""-'ciccc.v,;~;,_"'""'"'"- -
Par 1: Present the issue and .state your opinion.
Does the writer think that sporting events can bridge gaps? £v~4'v
Underline two reasons the writer gives. to supp·art his opinion. Did the writer:·
Par 2: _Present one reason and support it with details or examples. 0 clearly state his opinion.in the
What is the writer's first reason? Whi(.h event is given as an example? opening paragraph, gi~ing reasons?
Par 3: Present the second reason and give supporting details or examples. 0 support his reasons with details and
Which details show how people can easily connect at the Olympics? examples?
Par 4: Sum ·up with a strong statement. .0 organize the essay logically so the
The writer sums up by paraphrasing the words of the task. Underline this sentence. reader can-follow the arguments?
0 use rich vocabulary appropriate to
the topic?
38
3 INTRODl,JCl/llG JJ-!E TOPIC. In the opening paragraph, we state the main topic and the reasons we will
~evelop .tc?: supp_ort. it. Severi;1I ways of dpii:i~ t~is·are _given below. Which way did the writer choose?
Stating the topic _ ·- . Pre~~n_ting reasons
....... It ha~:been Claimed that_,:. . '······ !wholeheartedly agree with this because ... and ...
....... Many people believe that .,. '·'···· I firmly believe ... by ... and by... - ·
.. It is:otten- said that... ..... :. It is my belief that ... for tWo main reasons: ... and ...
....... Some people argue that , ..
....... It has been suggested that ...
''-:-..:;,.'.
4 SUPPOl;t'fl~f?:XQU_R -~EA~O~S--,When we develop the reasons stated in_ the introductiofl, We can.support
each one wi~~ e~amples,_ ~xplc1nEitioris_ or details.
Answer the questions according-to the model.
-<:.···
Reasons - E~anlp1es and ct_etails_
Paragraph 2 .H_ ?~ does _a sports_ event _help_ a nation promote its image? ........._.
Enhancing 'our What examples are given? 1. ... Qp.<;,r11:aQ..~g.1J~.mgn.j~~ ............. .
knowledge of other
2. ·····- ········ ............................. .
nations
Paragraph 3 Who:~ttends international events like the Olympics?··' ...................................................... .
Increasing- ~PpOft~nities. Where do athletes meet each other? ............................................ .
for contact · · -
Where do local people and visitors meet? ............................... .

5 VOCABULARY R.epl.,ceth~ ,;;~ms und.erlined in the sentences below with a suitable phrase from the
modeL M;:ik~ any- necessary ~hanges.
- --· .. :..:- _::- -- _-bring.!f12Jtiens toq"ether : . ·
1. I believe spprt_ c:9n encourage nations fo meet at events where cultural differences are forgotten. (line 1)
_2_ Host. na1:i~nS'-~;n-. Hisnl~~, th-~ir: h.istdrv and tradition io__oo_e_11ino__cerernonies and oublicitv _films. (line 7)
3. Host nations di~~J~yfri~~dly li~haviour to visitors to m~ke ih-e~~~el :-elc6~~ in th~ c~untry (line 17)
4. Sport offers a chance to build respect and tolerance among nations. (line 20)
5. 1ntern~tiO~·a1· e0ents h~-fg-~0.u~t~i~s u-~dc.rstand each other b~tter and show us how
alike we really are. (line 22)

6 YOUR TASK_ Read :the task below and underline

the statement you have to give your opinion on.

Some peopl~ . d~)mthat.tourisra can help to

br!dge_ cult_lJ,ra~_;9i;lP~ _he1;vye~p peciple.~ of
different natiqnalities and cult_ures. Dp you
a_gree or disagree_?_Supportyo_ur opini-Dil
with specific reasons._aild ~x~rTiple~.

7 THINKING A.BOUTTHE TA~K 1 With a partner, discuss

the following questi_ons and note down your ideas.
1. v\rhardO foU~is~s):_y:~1cal_ly ~0- _an h-olid_ay in y.our country?
2. What kindotacti.vities might help to bridge cu_ltural gaps and teach
tourists about a country? Complete the chart with your own ideas.

Activities Example How does it enhance cultural knowledge?

1. sightsee.ing .... .w.i!.lk!og,.tm.lc5i - lfuideexplains.hiStorical·neritageoflanomarkS/ buildings
2. places local people ·.:.a~.1Jnmi1~i.to.1.11:. see things you won't find in guidebooks - more authentic?
recommend 9ei~.i'n..Yf1.cf.~cs.tenc!i~9..QUQ!'.al.b.etJ.its........ .
3. cultural events
4.

39
 8 THINKING ABOUT THE TASK 2 What other kinds of activities can help tourists bridge cultural gaps?
_Read the tips for travellers a-nd underline the ideas y~u q::in use in yo·uressay. Add them to your notes.

9 VOCABULARY Read each sentence carefully. Then replace the underlined words with one of the.
e:xpre~si9ns below. · · .
break down stereotypes one c;annot help but learn unique perspectlve
enhances mutual u_nderstanding reveal lesser-known a·spects of a city

1. By attending cultural eiJents, ·_it is impossible to ·avoid ·!earning about other _cu~tures.
2. Chatting over di.nner with a host family improves our ability to understand each other:·
3. Foreign travel can b.ridge cultur.al gaps and remove inaccurate lixedi.deas about people.
4. In a conversation with local people, you·get a very original vieWooint.on life· rn, the f6rei9n c6Untry,·
5. Local Peopl~ Can recomrTiend alternative tours that show you oarts ofa city you would not Se~ Otherwi's~.
10 Write an opening paragraph about whether tourism can bridge cultural gaps.- Use the expressions in
EXercise 3 and state yb\jr. oiJlniOn together with two of the rea_sons below. l'VJake any ne~essary changes.
• en.hance cwltural knowl.edge • promote mutual respect • appreciate a nation's history and traditions
• promote peace and dialogue • build.friendships ar:id connections a rem.ave cultural barriers
i ' ' . •, .· ·. --- . -.-···
11 WRITE YOUR ~SSAY Think about th~ opinion you wish to express and read y~ur notes in Exercises 7 and 8.
Use·~he v~cabLi~:ary iq_ Exercises. 5 and.~ a_nd the plan _,below to help you.
!.
·., !• • _,·; C , c,., - -,
!: _.--;, ___•,-_ __ 'o,,l: .-;-.,,;·, ,:;i•-1,._, :.,.,,-, .. •: ',i r_--:)-;;i;
:~~; ~ 'I-'~_.•,,:;',':'.., -;~ ~:-' ·-<::·: ';· '•
",:.C".C:•c':.,~.,{_' -to•,.:, • ',' ' _-,• ; , · '., • -, _ " ; - _ • .-, __- /"-".J _,I : ','
PLAN:'ESSAY,EXl'RESSINi;;' YOOR:'-"oi,·J, Ql'INION
,'•',·-i'··;C'•·•~,''-''--~·>··-:__::.,•'•_Y.,;,;,;':''·"l-1°'1':-•:.~.-'--·:>''-,';'-"··;-_-,
\!'c))•;;
--·_:·--·i'•':F>2"'"'-
,USEFUL LANGUAGE·. •i
' ,,- - - ' '•'" -'' '• •

H!•i•!i@lij@il)l Present the issue and state 1 > It has been claimed that ..-.
your opinion, indicating two It is often said I suggested that ...
reas9_ns to Support it. I firmly believe ... /I wholeheartedly agree with this ...

"""""""""""""""""' Prese~t._one _re~so_n, giving > Firstly, I First of all, ...

supportlrig detail~· or A good illustration of this is ...
examples .. One example I instance (of this) is .... Another is ...

l~ ·Present the seco'nd r~ason, : > Secondly, ...

giving supporting details or This is largely due to ...
examples. In addition, ...
Furthermore, ...
Similarly, .. .

mllftW!fli!>'lJ;i!m,11li Sum up and close with a )>. Clearly, ... /It is clear that ...
strong final statement. To sum up, ...

[ S~E UNIT 3 VOCABULARY REVIEW, PAGE 128.]

40
 ·,I

---,.·,1-

Sherlock Holmes has fascinated people for

' 2 over 100 years. Read the extract be.low in -
.• . HAflflv -
,.
l'c..ITTER AtJotHE
-· - , - ----- --'-"
'. -
CURSED
-~·- .. ·' cHil.11··-·
·- --"' -_ - - - -- ., -" I which Holnies is explairling how_ h~ knows
:- ·,;,:.'r_aiis'-a:f the'.: setie:~-_ha,d _1.ong_.--~n~?JJ.at~-~ tpe ~~-qdef ;tq··: ili~ that a nian's financial si~uation·haS got
· 'Seventh bo~k in 'flili s~ri~s 9f ~o_v_clS ·alld_t~p_-g-rO~S_h1g~-­ worse over the last fewyears.-Then.:.answer
films that have made millions.. This is the first.Hariy· · the question that follows.
Potter_ story:to be pr~Se~t~d ~~i-a_pla)r. 1f ycn1 s~~ i_t,Jll
. the thea~e,. th=e cho.~eog~~PhY•. S_ets_ ~n4_ a_c_ting ~ill -
·· _a_stourulyoli,_ hut this.-Stage plaj-dpesn_'fadh,et~-tci .-
· --- . ·- ·. -. .. _._,- . .. '::\ .. - - · . _.
_ '.

_the typical co_nventio.n of_the_ n_ovels - covering o~e

··:·year _at H0gwarts Scho~l.-AC_cept fu~t,_ or Jou· ma)' be
dis'1~poi;lted,
. ·, . .
.•... ·· . . ·.,···~
.. · ... ·. . . . ..
*****
C: SHERLOCK . 1+Lt --·---------·· .,--- - ,.it
:iP.i~··cilt_ih~lY. ~c~l-~ed_ 2.ist~-~~n,tury v_eision__of Arth~t-'
·Coil.an D_pyle's_ s~Ori~~,js ~ompeiling._.A.clever_ _ ad_apt~tioi:i
~;
for tet~v-isi~n, it follo~s_.the acti_o~-:-Pa~ked ~dve~tiyes. of
our fearles~ _deteCtive; _S·h~rlo~k H:a_lm_~s-~--11YhO-~e-p~~~Y~ Dr Watson: How did you deduce the·
by _Beo.edict Cumberbatch is nothing short of genius: He - decline 1n hls fortunes 1 then?
_has fully embraced the :role of the ~o_ci;tll)r __inCpt det~_~ve
·_ 'v\'~D struggles· with relationships, yet . hClS ~-0 .~a-~~g a11d
Holmes:. This hat ls three years old. These flat
uncanny_ ability t~_ solve c~m~s. Each episode remi~_~s brims curled at the edge came in then. It ls
us _of the etem~i apj,eal ~f _crirn.e fiction 'i~'_gener~. a~d 1;• a hat of the best quality. Look at the band of
Sh-cr~9c}; Ho_lmes iri_ Pru_tiCula~. -- ._, ribbed silk and the excellent lining. If this man

. THE GREAT GATSBY ·ji '***** .,_,.

!ct
could afford so expensive a hat three years
ago, and has had no hat since, then he has
assuredly gone down in the world.
In this_.filmv6rs_ion of th~ no~6l ~tten b)r _F. S_c()tt.
FitzieraI.d, the nami.tor, Nick, tells ~f his eric~unterS\tj.th
inillion~ire iay Gatsby. Butt~- ~hatextel).t cl-()~&- the film
3 Which of the statements about Sherlock
Holmes is true? Tick. (.f).
help us_ unde~stand ·t4e
perSona Of .tlifs·lit:~0cy ~h_a,ra_Cter?
...... A He has great powers of observation.
Not much! The film dazzles visually', but .sC1.dly it's at ,r,-
B He has excellent financial knowledge.
the exp~ns_e _o(Fitz~etald's superb pro$e,._.s_O-fue'fee~ngs
C His deductions are based on his
.of the prOtagonists are lost in What is Jrist__an:o~4ei: m)i~-al
blockbuster. _,
knowledge of fashion.

*****
Le_qo~-~~~ JHC_~l.-~!!-~"
The .Greal./;fl!B~Y
READING
'(Ou are going to read an article from a mag.3.zlne. For qLiestions 1-6, chciOse·the
;mswer (A, B, C or D) which you think fits best according to the text.
~~t:~ciive a11d; hi,s ~ssid~ant ~re rd<fin.g -tlirci~~~·
¢~ ·~ackstreets of central London, narrovr~Y- ·
.~Vo~~iil~. :c~µtsiOns with black _taxicabs, iri_
.frantic pursuit of a suspected serial killer. Th.is
s isnotY9lii:fypi<;:al p9licethpilier, however. It's Shedo,ck
Ho_F~s:_·i[i ::_Sh~,rlGJCk,___ :a.--_Br~~~-h_ ·.ry,.=Se_1ies_ that _puts_ a
co~t-~:&P,Opry. sp_~~ tj:i~ _"i~~-~n~~_iY de~ective and. i~
_ ·on __
orie-.. O_f:tJie_·mOst' Pop~~ar fl~rttaya_1s _qf th~ character ill ·.
:·-.:rece~{Jµ_s~_~ry~__ a~raC_ti:q~ ___a y,riQ._~-- ~ll8fe_nce of over 11
10 - milliQ~ _Vi~W~~s-: Tuilisf'O_iec1,_::to' ih~ _ ·p~eS_ent day; th~-·
Vict6'riali. -~et¢ctiVe an4 :~_:partri~(-ill crime-solving,
Dr John WitsOri, ·have fully embraced the digi~'.'11 age,
with. acfion-packed plots that include computer
hacking, biological warfare and .missile programmes.
15 On ·.the other side of the Atlantic, mean'>vhile, another
criti~illy acclaimed HOimes-inspired television ~erie~,
Elementary, sees the. detective relocated to ·moderti-
ciay Ma:qhattan. Here, he assists the New York Police
Departwent together with his female sidekick, Dr Joan
20 . Watson.! A top-grossing film called Sherlock Holmes
and its .sequel, A .Game of Shadows, have also been
bqx-offtce hits ill ·recent years. Although se,t in the /
late: 1800s, the fil~s adhere to modern blockbuster
conVe·ntions by including numerous· chase seep.es,
zs explosions and fist fights. All this begs the question:
How is it that a literary character from the 19th century
is still so alive in th~ popular imaginatioii?
When Scottish doctor Arthur Conan Doyle published.
his first Holmes story, he probably never envisaged
. 30 penning four novels and 56 short stories ~bou.t. th~
det~ctiVe. Yet, the fact is that Holmes's populirify ha~
been near coristant since his very first appeaia.ri_C~ ill
1887. Conan Doyle actually attempted to kill off his
fearless protagonist at one point; but was obhiied by
~s~._,:P.µb~?·. .f!~mand .to resurrect: Hoiines-_f?r .32 ~-~9J.~=i9_r~~-
:: · .~h~_i:L·~stpfies_.. So,. -~_en. over a -feilbity· ago 1 '.'t~7-~,t;;tll_ .
~t\' .with the
..., ~.' ,,-): ·,-, ,, ':-.; _: -
d~etstalker hat ;nd pipe was ~lr~:l.dy
. .- - . '
' ' ' ' _, ' ' ,'
~drttetl:\ing of a legend. ·
. '<:'.:'<":.'''-'
''i'" 7.
The appeal of Holmes's charact~rlie; in his uncanny· ··
· 40 .~·d.~d~~tive ~kill~/WhJ_Ch ate firs.t revealed jn the· rioyel ,
ASturiY in Scarlet. On being introduced to Watson, .
H6hnes ·announces~ "You have b~en i~ Afghanistan,
I. perceive." Watson is astounded. "How on earth
did you know that?" he asks. Holmes explains by
45 running through an inventory of social, political and
·ge6graphical assumi)tions that he has made ill a
fraction of a second, simply by observing everything
*bout Watson: his tanned face, his stiffly held arm
0dicitillg.an inju,1y-and his serious facial expression .....,"'
so Thi.sextraordinary ability to .make sucfi an insightful
·d~ductiori. from the most munda:q.e: facts quickly
captures th~ imagination.
Conan· Doyle established a winning formula for
ih~- cla.~sic English crime_ inyste:ty. Thus, the stories
ss about HOlmes _and his crime solving are oft_en cited
as a crucial .stepi)ing stone in the evolution of the
defective rioveL Yet, the end~ring appCal surely
s_tems. primarily from Holrnes's 'persona - that of.the
eccentric superhero, who coolly restores order out of
60 chaos with his dedu~tive reasoning. His investigative
work ·putS criminals behirid bars, but what is truly
"~erOic" .about him is his unique understanding of the
. world, which is why this great detective is called in to
sOlye mysteries that confound more- .ordinary mortals.
65 Yet, despite his impresE!ive intellectual capacity,
Holmes is socially_ inept. His mode of thought isolates
him frorh emotional contact; he chooses to focus
· his energies all detective- work at the expense_ of
.Connecting-with people. With the exception of his·
70 l_oy~l .c9mpanion Watson, who serves as. narrator in
m~~t ~f the ~books, Holmes is friendless. This social
awkwardness is reflected-in: the-Screen VerSions of bi's
adventure~. In .$~e~lock, ·:t£e: ·_British·. tel~visiofi. ~eries,
soille ~fl~·~t~-f~_ . gq_ -s~·fat".as t.o' caU _hirr.l_ a. "freak'',·
'.,,
1s a.nd HglJjies ;ictlJally deifoes himself as ''a hlgh-
fufictio~~~8. ~9ciop~ih". -I~. fact,_ he is presented in this
 MULTIPLE-CHOICE QUESTIONS
• Multiple-choice questions can be wh- questions
· or can take the form of incomplete sentences._
• When choosing the option that completes the
stem given, check that the whole s"entence
together matches what is written in the text.

1. What do we learn about the television series Sherlock

·in the first paragraph?
A It enjoys the highest ratings for a detective series.
B The plots are more complicated than in the origrrial stories .
..C It is set in a different context to that qf the original stories.
£? The prcitagonists make use of time travel.
' 2. How does the American 1V series differ from the recent
Sherlock Holmes films?
A lt has not been as successful wit~ audiences'.
B The gender of _Holmes's assistan~ has been changed.

r ·•· ~~* t~;~~~;~,;f4~g~~~g~~~·~nttig~~~~i'¥~¥1:;i~t:

catching \Jal!geroµs. ri+tlier , qi!J:lin~l~ 1~ ~1'~!11~,
C The historical setting has been mainfained.
D The action scenes contain contemporary elements.
1 whom

=::~~:a~:::;:nas.,·a. )Ila~'. .+,h~s6;~~J~bl~ •. ;.

3. In the third paragraph, the writer suggests that Doyle
[o A did not foresee the full extent of Holmes's popularity.
. poWers of obs;erv~ti?n _c~nii~t _:·9:~,-:,_~~~~~~·-'::~~:~~,µ~:''.:_·."::: B preferred to recreate the main character.
C considered giving up writing fiction. ·

~-i~~~~t~(li!i
D was indifferent to the opinions of his reading p_ublic.
4. What does the phrase "such an insightful deductTon" '·
!n !ines 50:..51 refer to?
as_ a reader eagerly anticipates a.·_neW)ilystei}i)i9V~l/:i: A Holmes's accurate observation about Watson's life.
Holmes, when informed cif
'." ·. -
atiJ.qr<ler;
fo.~Is tllaf
·- ... _,_,_ ' . .·::.·, .-···.:·-'.: -'·•'·/:· > .. ·','\·\'-,~'.:,-'. i ._,..
spe?a.t • B Holmes's social, political and geographical knowledge.
tiilgle of excitement· and; c±ies:~"C6ffi~/Wais<:H'). 1 }:91:ri~!. C The spe~d with which Holmes registers his surrbundiilgs.

•)'~~;},a~~. '.~.~~o;::~.~~.~ ·. :•; ~jl~.G~'l '. ,•,j··.~ •)

D The details or Watson's appearance.
5. Tbe two examples referring to Holmes in lines 74-76
:J CRITICAL THllllKllllG SK A explain why Holmes has a loyal friend in Dr Watson.
:·~if .: .·.··.··········. .• }6:' tt~ii\' ,·.':
__ ,, B -show that Holmes is well aware of his own weakriesses.
C ·compare the portrayals of Holmes on 1V and in films.
D illustrate the extent to which Holmes is portrayed as
anti-social_
6. According to the writer, when there is a crime to be
solved, Holmes
A immediately activates his powers of.obsery~tipn._
B tends to experience negative e·motionS.
C undergoes a dramatic change in mood.
D goes in search of Watson to consult with him.

43
 3 A- pa-relit'~ b!oq VERB+ PREPOSITION Read
VOCABULARY what one _mother thinks about ;i_type ?f young adult 'I
fiction. Complete the text with the verh·+·I:ireposition
From the text cOmbinations below.· - · ·
-. port_ray as c~ isolate fro·m ·
1 SYNONYMOUS EXPRESSIONS Choose the best ·facUs on stem fr.om Consult with ·
definition for the following phrases from the text,
1. in frantic pursuit of (a killer) (lines 3-4)
_a·. desperately chasing
b. carefully searching for
2. the present day (line 10)
a. th.e current year
b. in6dern times.
3. in_;i fraction of a second (lines 46-47) ouHl. ocms
a. -i.n _an incomplete way Novels about vampires and wizards
b. ·extremely quickly
were bad enough, but it seems they are now
4. captures the imagination (line 52) being replaced by stories about illness and dying.
ff: is-fascinating
b. seems unrealistic . I'm referring to a new genre of teen literature known as
sick lit, which, as a parent, I find extremely worrying. I can
5. a crucial stepping stone (line 56)
a; a vita! stage in a process 1
i
'
(1) ........r;it~---····· the-novel The Fault in Our Stars, by John
Greene, .........il:i.•....... a typical example. Tragic stories like
b. a useful technique this one about teens suffering from cancer (2) ......................
6. restores order (line 59) young people's attention ...................... depressing life events
a. makes demands they may be too immature to deal with. These new books
b. brings things b_ack to normal (3) ................•..... teenagers ...................... troubled, tragic
7. go so far as (to) (line 74) figures. In fact, increasing rates of teen depression could
a. be willing to explain what they understand well (4) ···············'······ ...................._..such reading
b. do something regarded as extreme experiences. I'm not saying we should completely·
(5) ...................... teens ...................... the real world.and its
8. of sorts (line 77)
a. i.n a way
as
problems, but childien young as 11 are reading some of
b. of a completely different kind 'these books! I strongly believe thatwriters and publishers
should (6) ......................... ,.................. child psychologists to
9. tingle of (excitement) (line 88)
establish guidelines regarding how to present such material
a. a strong feeling of to young readers. Where are the fun-loving, optimistic
b. a stinging sensa.ti_on of
heroes of my youth?
2 COLLOCATIONS: adjective + noun Replace the
underlined words in the sentences below with the
_following collocations.
the digital age loyal companion
screen version moral obligation
ordin.1ri mortal deductive reasoning
public demand intellectual capacity Expansion
1. Tim found school boring because he had the ab'ility 4A WORD BU_l~DING Complete the chart,
to comprehend .t.hings of someone twice his age.
2. It_ is the ethical duty of parents to give their children
a good education.
3, Reaching conclusions through logical thinking is
an j•mportant part of detective vy_ork.
4. Nelson Mandela wanted to be· remembered as:an
average person, not as a hero.
5. Labelling on food became a legal requirement in
response to Pressure from ordinarv people:.
6. The oeriod of information technology enables
GS to acC:ess information In an instant. - ,
7. Sherlock Holmes found a faithful friend in Dr Watson.
8. I prefer the film adaptation of that novel to the
stage play.

44

·V
 '

4B Complete the description of a n:iusical 1.,1s_ing wor~s from the chart in Exercise 4A. Make any necessary changes.
~··-·-·-~,,_.:~--·-·- · · - --'-•-" ·'- <--~'----·

i11s1~;'slij-1f~s;11(Jitv~·
l always (1) -------------·---------·'-·'·th.at musicals were a boring,
old-fashioned fonn of entertainment. But the other day,
a friend invited me to go to see West Side Story and it
was quite a (2) ....... The music was great, the
<' .....................

plot was gripping and the perfonners had a kind of

(3) -----------~----------------·energy that eveiyone in the audience
- could really feel.
West Side Story (4) ---····--·---·-·---·----··---from Shakespeare's
Romeo and Juliet, transposed to 1950s New York, Instead
cifwarring families.we see two rival gangs whose worlds
(5) ............................. in the struggle to control their West 5ide
neighbourhood. l was (6) .... ,.. :............. "....,.to learn that it is
Called the number .one musical of all time for its. songs
and choreography, as well as for the veiy (7) .......................:.....'
--sta~ng.-Now l can;t Wait to see ano.ther-mus1cai---on
·stage or on scre:en !
,_,"""--.!..... ...... ..;....._,_.o--c·-~~~~~
---·--,,..---.-·.-- ~~-~-,-~_.,....,......,..,.."..,,.,~----0--~·.,,,....,..~....,-

5 WORDS RELATED IN MEANING Circle the word that is similar in meaning to the word in colour in the sentence.
1. Becaus~· Gregory ~as prornoted,_he -.ya~ relo~a_t~d to another City. displaced I transferred
i. 2. Without a plan of _!he building, itwas hard t.o envisage what it would look like. visualize I inspect
I 3. For mariy athlet~s) it is a con~tan:t struggle_to mciintain performance levels .. continual I consecutive
' -_, - - - -. - - -- - - -
' ' .: ' ~: - ' . -,

- i.----~_.- .........A.--MY-cJ~k-~a-rdil~SS:On th·e-f:fance floo-r ma_de _me Stop dancing. clUmsineSS-Ftgnorarfce·

j . - 5. The bo6k is f~ll _of hurf'.qrous and insightful coniments on the human condition. alert I perceptive
i 6. Factory work isoften mun!l,ane and poorly paid. dull I indifferent
7. His music has b_r?u9ht joy _to nume_~ous_ people _over the ye"ars. infinite I countless
1

8. This complex problem has_~onfouncJ!'d n:iatbe.niaticians for 200 years .. baffled I muddled
9. Skiing downhill under blue skies made Kate feel elated. hectic I exhilarated
10. The concert.helped the m.usician resurrect.his failing career. renpvate I revive

·6 Read John's post about The Fault in Our Stars. Use the. word given in capitals at
the end of. some of the lines tO form a word,.:that fits
-----\":·-·:~::/.~_,_.·--.··----·--·.-" •' .'-
in the space in the same line.

i¥~f~1~~~g~~~~w~t~~r~~~~i~ir~i~~~~!~f~!~1~lf~1~i~~-!~~~+~ll*~tj~:1°Qi~~m-;~\
· · fll~~~s th~ ,bP?k Wfllov1n.~ 18ct)l~ttne,lvv?)~ew9~ p~ro~~%epq(hl~rm1naJl¥111c1h~Y IT)eet at a CT!ncer .·.•·
IMAGINE
INSIGHT

-•••?upport group Jt'p.nots~rpri~ing thatt)lis g[ipping'(3) ::.:;..'•<•--/.......'... •..;.ofypung love is.so P?Pulpr PORTRAY
•_.·.The ~tory .i{see~Jhrough)heeyes bl H11Zel,,tlie . j6'i~ai-old,.(4):t!.\:.. ...,.':,? ..•• '..'. .. :.... ,:.,,l'xe reaathal.her NARRATE

' t-l'~~j~~~)~~--C\,i~~~~~i:~®. '=

1
·~!Jou\h~[<;?g9~i~ff "OK)ungs,y9~.~~~Jl 1}\og~\~er fpr P~!J,Wee~·You got~;·, .•. ·····.···.·.·•·.··. >· .·. · •·• .......•

-· r~1B~~s~j~~~~i~~'i~~~;~t~!~ii~-W~~~~~~ ~ts~~iif!)le~1fbook'sf~:t?~.¥1~:f'~\~~~-a-~8:r~5f~~~~~~y-
6
.••iat ~chool de~ll'Jimtrag~dy,)liol8;nceanfdeath.Uhink has even ·
u~~~~~E -
sµc~e.sssaysltall,.and thenov~I
· -·-

!.•;lifl4~~1~t!!t~i~~f:!~8~~' . . -. ..
45

L_ -
 GRAM MAR Review ofthePassive; The Causative [sEE GRAMMAR APPEN01x, P;ciE 1s1.1sa1I

1 Circle the correct answer.

~I
.. .

l. Tom was disappointed because his film hadn't beei;l_chosen I hadn't chosen for the film festival.
2.. 1don't suppose I am not supposed you know who's performing at the 02 Arena in London, do you?·
3. Several accidents occurred on the set while the film was making I was being made.
4. Cinema tickets-have to be paid for I ~ave to pay for Iii advance when you order o"nline.
5. Though others auditioned, Jennifer offered I Was offered the leading role.
6. You must read I must be read the sequel to A Dance with Dragons by George R. R. Martin.
7. Leon~rdo DiCaprio is considered I COl)sidered to be one of the greatest actors ofour generation.
8. Who will award I will be awarded _the Oscar for his performance at the Academy Awards
cer¢rTiony this year?

2 Comple~e the__ text about horror films_._ U~e t.~.e .c'?rre<:t passive form of the verbs given.

,. . . .c1:f~1iilft~ij:'\ij"~t't¢i~•. ' ,. . . ·. . .· · · •,
-.wu~11ev~,oufj2~~1JftherostsUscessfulfiltnsof all tim.e are hormrtilms!.For over a hundred y9ars;1
6f
fi9;rri?~tcili~~-(1)·::L :...:::.\.>\.:.:.{:.:.........
{pr9duce). What is tt abo.ut.scary rnovies that .. ••·.·····••
ys?":~g9rdingto researchers, their ~ppeal (2j ••. ..• • : ··:·'·· :.··'··· ....... :.. (can I explain) by three ' ·
iU~~~nse, personal and cultural relevance; arid the ''unrealism" of the genre.
·tnffr~late~ toou.r fearof notk~owingwhat will happen'ne~.. Picturethisscene . .. . .. . .
1i"welksJ~tg a haunted house and suacle~1Yadoor"s1alTis shut;'. She (3) ... . .... ·......... ••:.•::· .... •.... (trap)!! And
@8;~p f~4j _:., ....., ··:·······.··'·:'··· ...~ ,. .. . ,,(warn) agaiosfgoipgi~to.1ne house ~Y herfri~nds,_~~.e hasignoregl!leir ·
• ~u,d.den~•..e.erie rnusi,c and a dark shadow tell us.she (5) ,........:; .•..........,.......................:., .•....... (follow) by something .. .
't~$per\s~·se!s in: .. . · ..•.. -·-· • ····-- • -..-- • - •. _·· ·. ·. ·········. · · ·· • -· - - • '~ '·<··'· :
ar cg mes into ~lay because horror films tap into deep u.niversal f~arsweallshare - ~ight, d1irline~s. darl\'pla?es. :
ifedMii~ts,or old_ houses where ·murder~ (6) ·:·•:: ..•....•.: .•........:..... ·:• .. , .. (cornrnit).iri the_p~st. Tradition~liy, horror)
' ,(7):.••. :.':.:.. . ..:...... .:.:...•... :.. (used to I telQ ori Christm~~ Eve a~d bega~·w~h the word~: "It was a dark arid stormy I
. . . <51
'~~!i;m.·mea~s that since we know'horroris fictiiln, noltact,acJi;iance _(S) .•...:..,...... . ... -·· ,, ...... . .. (create)':\
1
•·':~1~\.Manct the story.Horrorfilms help us process our !ears because we ieel safe despite what . . < .<. · . :c ;;,i
'; ·; ,-::>·;~_';'.:·\\:~~/~'- ._,;_}>~ ',~-; : :,c~C:--~ ~< . ;: ;_,- .;;:/.:.;:::,:. ,-_ ·,:('. ,':,:f-,i:i:(:.~-~-\1:~'.-''.'. :.~·~'.Cf -~<;:>: : ·->- .':~:,,'~_:'".~\;·_ ""'·.-:· ·. ~ :'_'.,·._ /::·('·: -·- ,'_· -: _/'.- ._',- _; --'>--'·. . /.-:: _;;,,_::-'./.,,c'
. · ·•·
0
-:

:~:,:. :;,:\: c/•(po[ti;~Y)oJJ,.scs~~-n. at f11~1·111om¢nt;Nl §tepllen. ~ipg, \lw .111~e\er:.o! th@.horror genre, : :
· · · ·· · ··· · ·~i!;'.''.'>O\:!iSF•tB:""':bi:·~~'t.o''i!ti\o;:-%:e'·c£!:-oc•i" c'!i1°t'41c't,"lllf .l~J}l

3 READERS' COMMENTS Read the comments about horror films.

Then. add your a:Wn. Use the correct passive form Of the v.erbs given.

~~~i~\~~:~~~ao~:~rf:;:~~~~;; ~;~·_;~~~j~~ ~-~~-~f. id~;;··E~e~~:~~l~n

II (2) ... ,.................................................... (already I try) and it's hard to find a
horror film with an original. plot! '[Matt, 111

If you ask me, horror films (3) ·'··············································· .......... (should I .

ban) years ago. They give me nightmares I [Lyn, 201
There's nothing like the excitement of a really scary movie. But it

I ~
(4) ............•............................................... (has to I watch) with friends.
Otherwise, it's way too frightening. [Kate,29!
Your turn: ......................................................................................................

46
J

'~ ~-
 ·ffil~W~!l:l!lli:j ip$!0$ ..- - - - - " " " ' - " " " ' " " " " " '
i]i~\i~nit11 ·:f' E·fl'@,rlll~,;iH:'td\7 fflf~ QliJ milllii~ §"
;. Gerund
The actor hates being criticized.
Ii: Perfect Gerund
I recall having been told the news.
~ Infinitive
Tom wants to be cast in a leading role.
1>. Perfect Infinitive
I'm delighted to have been offered a part.
~~~~@ff>"'m~>'
4 Circle the correct answer.
1. Helen seems to confuse I be confused by the maths.
2. The children enjoy being I to be taken to the circus.
3. I don't recall to have been I having been informed
about the meeting.
4. The candidate wants to be I being elected as mayor.
5. Lucy dislikes being/ to be shouted at.
6. The book is thought to have been I be written
during the 18th century.
7. I remember having been I to have been invited
to the palace as a child.
8. This ·area is believed to be I have been inhabited
by anci~nt tribes.
t~--~~~-
~;~~j!~¢~~:.~i~~~~r:'~4'\jij®J•
have /get+ object+ past participle
have+ agent+ bare infinitive
get+ agent+ infinitive
When are you going to have I get your poems
published?
The teacher had the students write film
reviews."
Will you get a designer to make the costumes
for the play?
ti. have I get+ object+ verb -ing
Within minutes, the pianist had us singing
along.
Once we got the heater going, the room
started to warm up.
Wear that dress and you'll have people
looking at you all night. {when consequences
are implied)
I won t have y'ou leaving rehearsals early.
1
(when someone won't allow something)
Note: The cauSative is sometimes used instead of
the passive when referring to something ·unpleasant ·
or unexpected (get is less formal).
Sam had his coat stolen at the theatre.
I gqt my hand trapped in the door last night.
~~\ill~~:JH@'.&'ri
L-
5 Complete the sentences with a suitable
causatiVe form. Use the words below. ·
your brother I take smartphone I repair
the participaAts/E.fesc1ibe us/ laugh
job applicants I send her passport I steal
a magazine I print people I call
1. In the experiment yesterday, they ......... 99.UI:!~........... .
... ........ PNcir;JP.ii.Oie.JQ..Q~>.>.Ot:!~......... ... what they saw.
2. You Write so well that you should ..
.................................................................. your stories.
3. The company .............................................................. .
a video of themselves before the interview.
4. Why don't you ............................................................. .
you to the concert?
5. 1......................... .
as it had stopped working.
6. lf you advertise online, you'll ........................................... .
at all hours!
7. Vicky's jokes ....... .
uncontrollably.
8. Maria ................... .
on the last day of her holiday.
PUTTING IT ALL TOGE.THER
·--·~-~-~-~-~·-· ..:....":..:.-'-~-~~.:.-,.:.::__:_~_:~ ~~~e ·•-=~e·o
.· Re~d the text below ancl think ~fthe wi:irii Which be\t
i
·./it¥.:e:~·ch.~s:p~t~ .. _y~e· o~.1y·_o~~·'~Ord. :ii\':e,~th-_:~·P,'glef ~_:{_'::::_·.··: . . -': . :.:
8&lkliS&~wj11wm1~UWM
\NatChi:~9. :a:good _ ry._.crime d~ama _ .P,r~vi~:~s. _a . vvg~_kO~f ,<:. . ;
(1 )....,.. :....•.......... sort5 for the brain. Viewers (2) :•.. ,.. :..'.. :...•.. :.
frequently required to follcMa co'mplicatei:l Storyii~~ while
lo~ki~Q b:ut.-tor dues a_t.ihe._same-tim~.'=i~---?i.h~r.:w?rd,s,:':a _ -.
complex crime plot will (3) ··'··············· ... yo~ cbnstantly guessing
vyh~ the_ m·urderer is -. and the ts:i~9ti_~~' the· ~aSe,'·t_he bEitfer.
Like any other muscl.e, the brainn~~ci;"to (4) ·' .: ... ;. .'.. kept
acti~e. In _fact, reS_earch SholJVS t,hat e.xt~~de.8, J)erio8s·~IJVit~out.'
m~nta.l St.in~~lation. result_ in po_or~t~p:~rfoi~~~ce o~. ~~asoning
tests. _In Sonle, C~ses, you -may eve~;_;go S~ fa,r (_5) .:.'.:.,. .. :.-._::·:,._. .. :to
start halludnating and seeing things that.are not there.
Cr.ime series ·are r~1ore effective t~·~_n _~the/9~n(e.s in the_.eXtent
to (6) .................. ,... they activate the brain. For example, while
the mf.mo'ry_ area is recallin.g w~~t hap_p~_il_e_tj 'i:n_p~e~io"~s
episodes, other areas are analysin_Q_the:·:.er,n9.~icins :.
(7) ·········:·:,: ...•:c. conveyed by the characters, as well
- as searching for clues in their.' dialogues: ·Arid if .
_.'you :can·_g·~ess_who the .ni:urder~(._t.s, yo.1.{_IJ get'-~-:·:.~~;:
sense of satisfaction stemming (8)_. ... :::/... :·'···':·· the -
release C?fserqtqnin and dopamine-_cheh:iic_als
that mak~ you feel happy and rewarded.
iJ'{l:·::~G\i;,"~1.:·:.;,-_,:<.:·~,,,_.,_ ·;~-:··:\, ' .'. C~
'"'lp~:~\~t~~JJ
,.,C\i~t,>i"
 LISTENING
1 JOBS IN THE FILM INDUSTRY What do you think the jobs below involve?
script supervisor costume designer fight choreographer location scout voice-over artist

2 0 You will hear five short. extracts .in Each task has a d_ifferent focus. Before you listen, _read the
which people talk about their Jobs in instructions in both tasks _carefully to kn6w Wh?it tO focUs ·an· while
the film industry. While you listen, li~ening {e.g. the speaker's main. point, ~eeHng, atiitude or opinion).
you must complete both tasks. You will hear the recor~-~ng fyfice, so ~o one ·t?sk eaCh time:

TASK ONE TASK TWO

For questions 1-5, ch.oose from the list (A-H) the For questions 5-10, choose from the list (A-H) What
reason each speaker_g.ives for choosing their job. each speaker feels a.bout their job.

A to avoid .mono~ony Speaker 1 [JI A dissatisfied with~the pay Speaker 1 []I

B to achieve an ambition B pleased with the social contact
C to take on a challenge Speaker 2 [D C aware of the need for teamwork Speaker 2 I ~fl
D to have a chance to travel D som_etimes finds it boring
Speaker 3 [JI Speaker 3 []I
E to continue the family busfness E satisfied doing smaller projects
F to ensure a steady .income Speaker4 [JI F challenged by the' conditions Speaker4 [B
G to increase job opportunities G hopeful it will become easier
H to combine·an interest with Speaker 5 [B H glad to have the ability to Speaker 5 [lill
a skill identify with an audience

"'" ' .
. -··/~ 0 Li_sten .and c?mplete ~he expressions .
~-j}~·
;.JJJ,.'l!ll 1. ~career in costuine design would suit me·..·..... .'.................... :.... :........ .
b.~,~: 2. I can't think of anything more tedious than doing the same thing day in,
l':o>
I·'.¢'.~
~jjji 3. It's a way to make ends,. ... ,..,. .. ,..,. ... ,. .......... ,. .. when real acting work is hard

i
~:Li~
4. I've got to make a .... ,.,. ..,. .......... ,. .......,,.., living.
5. I needed to expand my ................. ~··················.
started making a ............ ,. ............................ .
The film won some awards· and _,I

6. I've set my··················-········-·····-·· on becoming a director ultimately.

3 0 You will hear.two different extracts. For questions f-4, -~hoose the answer (A, B'or C) which
fits Pest according to what you hear.
. I
EXTRACT ONE: THE SEQUEL TO A, NOVEL
You hear two students discussing the sequel
to a successful novel.
1... How does the .woman relate to the man's criticism
of the'fequel7 .
A She points out similarities between the first
book and the sequel.
B She agrees that sequels should continue the
plot of the first book.
C She claims the first book is less enjoyabl_e
than the sequel.
2. How did the woman feel while reading the sequel)
A engrossed in the plot and the characters
B surprised by the developments in the plot
C impatient to discover how the story ends
. . .
EXTRACT TWO: ENTERTAINMENT IS CHANGING
You hear a media expert discussing how technology is
changing entertainment.
3. The speaker contrasts films and TV series in. order to
A explain the growing preference _f6r TV series
B demonstrate the enduring appeal of films.
C question the value of short forms of entertainme.nt.
4. The speaker suggests that modern fi!ms are poorer Jn
·
quai_ity because
A audiences today are less demanding.
B film studios have less money to inveit.
C film-makers rely on technology too much.

48

'"i" •. . . "9'' ~,,,. .. ; ... -c

'!

SPEAKING Making a Decision

1 Read the task below. Then match the descriptions (a-i) that 3 0 Read the que~tions below. Then listen to
f0ilow th~ ti-Ve ameriities found in cities (1-S): There may be the next part of the diSCuSsion between the
more t_han one possible answer. two s~udents and answer the questions.
1. The speaker agreed, but not completely.
:L~:6-l{-~{·_~i·f.fef~-~-~-~:~:e-riiii_~~:found: i·~ cities. W_ork ~ah -a Which phrase did she use?
par_1:_~-~~,~~_r{d:~.i~_~u~~ hO~~J-'th..~se ~meni1:ies·'might_ im_prove a. up to a ·paint
-the ~xP~H~~c-~_Ot_ liVing 1n ~_city. (T~tk 10( tWo_minutes.J ..:.... b. to a certain extent
t <L1t~r~i ~~ll~es . ·. ·. . i ~heap publictransportsystem 2. She had reservations about the bike-share
scheme. What reason did she give?
....... a. It can be a danger to pedestrians.
b. It wouldn't suit everyone.
3. She gives weightto.her opinion by implying
" a~ces:S to that the wider public would support her view.
3' effici~nt fecyding ~4. ;f'~e-~· 5. parks and Which words did sh; u~e? '
programme -5po"rt5- ~e_ntres _green Spaces a. I think all re~idents woul¢ welcome ...
....... b. lower prices benefit everyone
-B -tiiow deci-cfe-~-h_ich tw_6 amenities_ would b_e_of most
a
benefit to people living in city. (Talk for one minute.) 4 YOUR TASK _Work with a partner to complete
the task -in Exercise _1A by discussing the rest of
the amenities (3-5) and then do Exercise 18 .
, .. a city
...... a. attracts international artists _to
-: -· Use the vocabulary _from E-xercise .1 and the
. b. makes walking through the city more pleasant expression's from Exercise$ i arid. 3 .
"" c. appeals to a lfmite~ sec~ion of-the.community

~f!.~~-:g~~:-':'i:,t'_~o~r-~~~n-".'.:s_"~~n~~n, I/
d provides a safe place for children to play
. e. red(Jces t~~fflc_c;_ori_g_~_stiQ~
yuu 1..c:::ir 1 auu a 1 ca~Q, ,- u1 :·a•:.•~1"'1',"'?,-~·P~'"- ~..,-
f. en~oura~e~ re_sidents to p_rOtect the environll)ent su-p-port-ihJS OPi~f~r~-lfYoU di~agree1 do
g. off.~rs a venue f~r .outdoor.festivals
. and activhies so-poiite_1y· and-stig'gest WhY'others f'!lay
h. improves public health and fitness think differently. Try to vary the
langu.aQe-you use._
i. keeps cities cleaner by reducing waste

2 A I!) AGREEING AND DISAGREEING Listen to two students 5 DISCUSSION Discuss the following
dis~us.sing how two -of the amenities might improve life in ques_tions vyith a partne·r.
a city. Complete the phrases they use to show agreement. 1. How important are cultural events to resldents
of a city?
A: What about a cultural venue like a performing arts· centre~ It
can, offer a huge variety of entertainment options for peopli: our 2. How can a city encourqge its residents to live
age, for example, plays and concerts. Would you go along with a healthier lifestyle?
that? 3. Should people with private cars pay to bring
their vehicles into the city? Why? I Why not?
B: Not- necessarily. To be honest, I don't see it thclt way. For
one thing, I'm not sure how many young people go to the
theatre. For another, tickets are expensive.
A: That's true, 1. hadn't ..................................... What about
having a cheap public transport system in the city? That's quite
important. Take a bike,share scheme, for example. It's so
convenient. You can pick up a bike and drop it off anywhere.
B: Oh, yes. I'm ............... ,., ......................... that, and it's healthier
than using buses or. t·rairis. It also reduces traffic congestion.
A: Yes. that's just-what+'"···-··················-·············-·· ,but some--- - ,
.., ...

people might argue it's impractical because the bicycles might get
stolen. .:--::-<-::;:;:~--------;:;,.

if
B Underline three expressions for disagreement in
Exercise 2A.

49
 WRITING Film Review
1 ANALYSE THE TASK Read the task and answer the questions that follow.
r,;l~

An entertainment w_ebsite_is running·a series of_reyieWs ~1

i\1
of films aimed at young adult audiences. You decide 1;0 "'~
send iri. a review ii: _Whii::h yoU describe a fUm . . aiitj expl~in ~l
why it is relevant to young people. You.should also ~CT
~
evaluate whether the film provides positive role models. ~
J
1. What type of film will you review?
2. Who is going to re_ad your review?
3. What three aspects must You include in your review?

2 ANALYSE A MODEL Read the model review and answer the

que~tions that follow.

Divergent is a \~rilling, action-packed fil.m adapted from a ~rtticaHyacc!aimed

scjen'ce'fiction trilogy. it depicts a future society where hurT1an beings are.divided· .
i_:n:t~rstr_fst:c.~-te'gOrieS. -~ ·_ _-·. -! _ .·- - . _. · . ··.·-~ .. _

Th~film is set i~'Chica~o, ~liere

people belong one of five groups, each i~
s repr~sentilig a differelihirtue, su¢h-as honesty or courage. All 16cyearclllds ~re tested
i . : ~ J : - • - i . ' ':: ' --' .- -. -, -' - '
-•--- -- - - • .
' ' -' " ' -- -'-• ' --

todeterm.ine which group they belong to, The plot revolves around a girlri~med Tns,
. - wh~ .is revea,,led ta be "~ive-rge~~" .,..·:someone· whO acl~~ not ·canf~r~ t~--~~-Y- 6n_e group
,,-~ .. :- i ' , --', . .- .. - ' .. ·- -- --- ! -- ... ' ·- -'/' ' - - ' -,- .._,. -. ·_ '';'' ,•' -: ' " ' ' '' ' '' : - . "- ·. - '' : ' -' . --.
and:ca~ think independently: Since she cannot be controlled, she .is seen asat~reat
hi sbci~ty. WhenTris pfscov~rsa pla~ by one of the groups to d~strpy aririth;r ari.d .·
10 b~c~in~foe·rulit1ggro~r·s1iecm"ust'u~fhi'Y';dlvergent powers"tzyciefeattheir p~~n,. ~-~
·I bel1ieve._Diyerge_nt is_ re_!ev~-~tt?. ~~e.nage a_u_dien_ce~_ becC\use . . i_t e><p[ore~Js_~~e~ .gf.
!de~tity.
I
Overcoming fdar is another central theme ofthe film Which shou[d re;onate
. - - • - ' .. : - __ -_ . ·- - .· :_.· . :_-__ -._. ... · ,· ... -
.i
i/IJitO yo~ng peo_ple. M~·ch of_ the actioti :is devotECl to ·.ch~'ract_~rs_:c.cinfrontin;g·th~ir
fe.a/k and _-overcomin_g ~h,em,~ .Sor;n_e-_scen~_s niight becoi-i~_id_e_r.e~ -~~~-~-~-~~iyeJy·_-~l~!~~t.
':HoJeve_r, iri my Oi)inioM, iJi.vef-9ent is ·!_ess disturbi. nQ_th,_9,n ;~_a_ny.~tt,erfHm?.: . . · ':
Tris.I the protagqnist, provides a powerful role model, lyfor Shz is ·• . esp('.~ial girl~.
po&ayed as brave ~nd ,determined, yet vulnerable, ~o it iseasy.~o.identify w,lth.her
1

exp~riences. Uhsuitedfor any one group, Tris succeeds in establishirigheridentity .-

th;diug? relatid~ships ~itp friends, strong family ties a7d the choicesshe makes:
20 Al.I ih all, any teenager ,who appreciates a thought-provoking plot and strong
I I .. . : .· . -- . - ._ . -·_- - - . -.. ·--.- ... - : -._ - _. -.
charters will definitely enjoy Divergent and viill. most certainlybe curious to. see
fue~qu~ · ·· ' · ·
! . .

lntro~uction: Briefly describe the film I book.

Wha~ basic information does the writer give about the film 7
I
Par 2.: Give details of the plot and characters. Ev~~
• W~o is the main character? . . Did the writer:
• WHat is her goal? · .
Par 3f Assess.the film and say why it is relevant to young people. 0 cover the main aspects of the
Wha~ two themes does the writer mention? film (setting, plot, characters)?
Par~: Evaluate whether the film provides positive role models. 0 use rich topiC vbca.bulary
Which positive role model is described? typical of film reviews?
I .. .
Par 5~ Sum up with an opirilon or; recommendation. 0 give a clear recommendation
Who 6oesthe writer think will enjoy the film? Why? at the end of the review?
I

; . '.50 -
'{ ..:
,--

3 EVALUATING When writing a revjew, a factual description is not enough.

You should also evaluate the filrn (or book I event) by making positive
and I or-negative comments.

A EXPRESS.ING PRAISE What words does the write.ruse to rnake his review
more convincing? Replace the underlined words in th_e sentences below.
1. bivergents contains a lot of action. (par 1)
2. The protagonist offers an exa~p!e- to teenage girls. (p~r 4)
3. She shows strong and weak aspects of her character. (par 4)
4~ We can understand events through her eyes. (par 4)
5. The film may appeal to any teenager who enjoys following a plot that makes them
think._(par 5) ·

B EXPRESSING CRITICISM The sentences below.come from film reviews.

Underline the words that express criticism.
1. Some of these sce_ne_s are moving, ~ut rriight be considered excessively v101en1. :·,.-.'·'"
2. Although thought-provoking, the plot is ratherfar-fe\ched in places.
3. The action is extremely slow-moving at first, but gains momentum in the·
second half.
4. The leading ~ctor may be talented, but in this role, he is hopelessly
out of his depth. ma~/wish to_ express criticism. In
5. The twists in the plot are entirely predictable, but with su.ch witty this case, we can also mention a
dialogue, it doesn't seem to matter. positive aspect in order to give a
balanced review.
4 VOCABULARY Replace the words underlined with words and phrases
from the model.
1. The filrii has been modified for film Jr9m James Dashn_er's first novel in the trilogy, The Maze Runner.. (line 1)
T This disturbing film shows a world in ,,;hich humans are-r~feci by r~b~s~(/i~e 2)
3. Set in a small town, the film focuses mainlv on One boy's search for his missing friend. (line 6)
4. This controversial filrn examines twics such as cyberbullying and the tragic consequences of peer pressure. (line 11)
5. The price of popula_rity is a main subject of this highly entertaining film. (line 12)
6. The scene portraying a family argument should affect and appeal to teenagers. (lines 12- 73)

5 YOUR TASK Read the task and underline the three aspects yqu must relate to in your review.
f''~ ' . -. . ·,

i' An ent~rtainment vyebsite i:S furiOing· a s'eries -of revi_~_Ws of films recommended
(1
1<'1
for young ·adult-au_diences.·:Yt?u_ d~ci9e t_o.~_e_nd _iri ~, ~~View)rl ~:hich yoL de?_cri~e-~ film
1:1
y6_u enjoye~ ~rld _explain why it appea'letj tO you. You shoul_d also ·assess how·relevant ·
~
'~! the subject matter is to young people today.
[~,,~

6 THINKING ABOUT THE TASK 1 Think of a film you enjoyed seeing and complete the information
about it below.
1. Name of the film: ............. .
2. Type of film: action I adventure I comedy I crime I drama I historical I horror I musical I science fiction I war
other: ............................. ······-··-···········
3. Aspects of the film
• setting: ................................................................. .
• plot .................................................,...................... .
·main characte-rs: ......................................................_........ ,....._. .............~---·_.., .. .
· the actors in leading roles: ............................................................. .
4. Why the film appealed to me
• what resonated with me: ......................... .
• important issues and themes: ............................................................... .

L
 7 THINKING ABOUT THE TASK 2
A According to a recent survey, the following issues. are of concern to teenagers. What other issues are
relevant to teenagers?
a. stressful issues in life c cyberbullying e. finding a future career
b. body image d. keeping strong friendships f, family breakdown

B Read the reviews of young adult films below and decide which issues in Exercise A they deal with.
M?re than on~ _answer is possible. Then dec~de which descriptions yoiJ might use in your-r_eview;
' -,., .. . "--·- - . .,- ·--

• ..,.,,,._~..,.-·
~~~fd~l~fasterfjiet.e·
iff£~11~1;~~f~~~~~~r:f
)-~ ·-~·;i-i 1;,l,1 iv_br~e: .:1t.-is:_.c:cm. _
i/~f
;~:~ri~w~'~r~~!t~1~~flt~B~~g~09
; tb-~t .wm .131:fpe·q I t9 · pL{Oi e[l{¢s. 9f:' ~!f,'.9_g~§ t:f.::S~ 11V,''(L1
;)J0;:!;£~<~V0J!'J.S',;,"l'.:;;0,0·:.C~:,,' ;:f·;'iJ-C.,,.;,;,_:', =K-:~'-:';::~-:.,:o.:;·_,:.;~-i;,',;_;;~.~'-'~ :;·.:.<-:::._!,'-_-. ,.:; _-:;.~•.=·-_,. c: ·.o• -~_i _;, ·::.- .:•.'. :i;f,! -~-~·~!-~·, .0 ,,;_,,~,- :o'i~-~;;,.·.--;.,'.~<;-;.c,,,_1;;.: . 1',;<'.~:·.'l:J:;;;;:i_.:~:;!'; .. ·c·-
_: .:
·~:!~;&"i:;~i&t"§i]t'JS~ff@~i{;J;?/);'.:'.;::~.-.'.>'.;i:i~.J.;C: ;i.;;;;::;1,~\'.[;::~:~:f·:_{;:·'.:I·s:-;'.-:: ~;<:_~: ~-: ~·::/,·:· :.}:.'.·';";'.7 '.'::::::·~, ~~/_?~:~~:\":.~:-:~:~~\!:h}ffrA?::?:'.:(l'.:~;,;t::~.:~~(.i)~ :·-'·
,l\l!N;E\HUN!\1§.!l_!Despite tti~i(struggl es. Jhptnas ·does his'.best to look'owtfof his'frierids'ano lead
1
i~~,~,~~~~~i@:,;1;ij %·~{t~i~,1~w11iJ ~~1t~1',/2:1;'.;,,{;,',;.~,,,~~i;r t1r:'l'1J·&~/,,),J~'~11.;;';,1:~1;'~',11
0

,pJIJ'J:IJ~fsi ri~i~htf.ul•. film ·.~xpl.or~~.,te.~.hage;antiet~ .a.boQt.,lp?k.s an.oW.eigbt,'@n.d• has..a.n.JmPilr:ta?f %'•(

;~~i1£r~;(;~~\&t~:~;~i~~~{~~~w,ti;l0~1~\~~~~ffe
R~GtRl,'Ql!fil:IJisfilr)'i ·vc111 res<'li]ate
.i~~t1{t~~1~~:~ffi1~~~it~!f,:/=01~,u,,1~!;w~~rf
vvho na.s · the. vic'tim/lf
*·'f1J~!~~a;:c:,
·. ·... l;\l,i\h;;arjyi:m~ oe~q :crO~I p~~qirfssur~
,-:?," -.,, · :~-:." ~;'.7,.=,.:,f:.fi:~~~;~;:~t~t~:;~:"M~flt~.q;~3S25¥~-~;;H:t9::J~i'.f1?;~-~ f ··~f:~/~\"T~L~:~}::''.·~:~~lr;;;{:::';': .':_i ~,,~1 ~?:'_~::-.:~,;:~;·r·J·.'.> '.: ,,,"_:t.~~~;:~:: . ~ ., _. :· , ;.:}\~,~·::·.;.'./ .:. ;;>: : ' .-
.J~~~-B~ -;, ;,?,.~~~m7~Ji~~~t~~~~!{~~~J~Jfb~'f:~~·jt~f~~~~~-{~~:~:~b,~~,~~, k.~1,·~- ;'. ~,i~~~'. ,YY.i_~~..i~-ig~-.-~,~~~;s. ~~~e~er~ <h~
1
i.''.·.c·. ,,.;>, ·:!'l.'tto ,\ileal W!th.hrsDne Ob?OSSIQO'c;'fallrog JQ'.lo~ewrJhMargo,hrs tnrldhood frrendi .~Maggie, Glasgow
has ' -
\
{:·c·,;c:<::~'?~;~.~ :~-i:','Ci':o\-9\~·~·~·,;~·'.l!t-::::::~:- ::,f-'.~};o.:. ,:··;..,,;.._-..;;•r·-:::-t.:•.>J;, ,_, . ,_l:.'"l:t~;c;~,-.:::.,'.:a.~.;:.J_,:::·.<'·::0:<'.Jti'J,i'-::.c,-,\.:~:.o::::L,·. ~~,'-~:-~- •:. c-·:. . ,~·,;: :,:_1;r);,;; ~·!';:J:';__:;:._·;.:o~~;~;'h~;· '-_ , , _ _~ , '"' "

;~f' i\~"~t}~IJ~1~m~itl~:i~J!~~~~i~~~f~:4t~!~b~,i~i~~.ifj~ll'~~~~:~%1~91:t''·'
8 VOCABULARY Replace the underlined words with the words below.
highly accomplished hilario"us refreshingly different compelling outstandin_Q
1. This very interesting portrayal of teen friendship makes a "'"'.elcome change to the us~al focus on romanc;e.
2. What follows is a highly amusing adventure that is-a.Isa very moving.
3 . The special effects are extremely good and the action is fast·paced.
4. Teenagers everywhere are sure to enjoy this verv original take on what it means to be young.
5. Though well known as a model, this actress proves herself to be extremely talented.

9 WRITE YOUR F.ILM REVIEW Think about the fllm you want to describe a.nd why it appealed to you as well 9s its
releyance to young people. Read all your notes in Exerci_ses 6 and 7. Use the vocabulary in Exercises 3, 4 and 8 ·and
the plan below to help you.

Pi),.N: FILM REVIEW liSEFUl LANGUAGE.

IQ•!;ll Name· the film and briefly describe it. l> ... is a (thrining action-adventure) film adapted from ...
It depicts ... I tells the story of ...
IP•!:fl Give details of the plot and cha.raCterS. )> The film is set in ...
The plot revolves around ...
l@H Assess one aspect of the: film according to )> _ : .• a·ppealed to me for several reasons. Firstly, ...
the task. . .. makes a refreshing change from ...

IQ•1;11 Assess another aspect of the film according ~ It explores issues of ... , such as ...
· to the task. Another central theme of this film is ...
I believe ... is relevant to teenage ·aUdiences because ...
... should resonate with youn9· peop]e.

IQ•1;1j Sum up with an or)inion I recommendation, )- All in all, any t.eenager who appreciates ... will definitely!
is sure to enjoy ...

SEE U. NIT 4 VOCABULARY REVIEW, PAGE 129.l !

52
[ SEE REV.IEW 2: UNITS 3.., PAGE 139. . J
---2 A Read the que_stions about usi~g vi~e9 games in the
classroom and match them to the answers.

~~,~1~q};~~,;0~:I~~~~H~~~~l~Q~}w
FA~_1_.s).
'

·::·~----·-:c_.: . :W"\_; _ _ .· .
<.i•-

;;:.-; ,;·; .?:.':': ~;;

,':~e:--

AJill. Basically, any novice, or beginner, starts playing

-~ and learns the skills needed by doing simple ·
tasks. This slowly builds his competence so
he can become ci master of the_ garTie. Players
gradually develop the expertise they need to
level up to the more difficult tasks that require
logic and reasoning. ·
._-·:_•;;::::c·:.-.--· ·-----.'~':'','"- ,.,,"ill:c;->:oeco•~:r·:::O:"~:~.'O '""'·'""'"'-'---:..!'c~~"""::;·

.fll It~ the blend of graphics, game play and a good

V sioryline that really keeps the players engaged,
but the key attraction is the challenge. Many ·
teens have a short attention span, so they·
quickly lose interest. But a good game keeps
them riveted to the screen· aild erigi-Ossed for
hours and hours.
"";',';- ...,.,,-, -,_:;:...·~; ..'-;::·.·,.:-·?
_,,._,;•c'.o.:.:·,,~,

Players must use critical thinking skills, which

ft are part of 21st-century literacy (the skills
students need to succeed in today's world).
Games teach _players r~silience and not to
give up. The more challenged the player is,
the greater the acquisitio'n of knowledge,
or in other words, the more the· player le_arnsc
;·c: ___-..- -;.:,"•

.J& This kind of game involves a search or a

-~ hunt-and has-.a-spec:ifiG-Gutcome. lt.inv_olves·_
exploration of different areqs while trying to
advance in the game. Success at this game
requires good visual'spatial skil_ls.
B Do you think gaming could be part of learning?
Which_games would you recommend? Why?

53
 READING
You .are· going to read.an articl~ about an
unusu.al schoOI. SiX paragraphs have been
rerrioved from the article. Choose from the
paragraphs A-G the one which fits each gap
(1-6): There is one extra paragraph which
' you do nOt ne!ed ~o use.

GAPPED TEXTS
, .~·J_·:·,,>:
Read the gapped text first. This will
give you aii idea of. the structure and
·• Jo.2b.~ld.,~~hqQI ~µ\l~j11g,tj(iy~1y group _of sixth
help you understand the development ·- gra.d~rfis taking acliiss in "Sports for the Mind"
of the ideas in the text. Choose the
··.most logical option to fill each gap. t-l~::'l. ~if;Src)bri<-_~·-ie~Cher is._J1aY0i. a ~o~Puter game on his
Make Sure; that the text atte'r the gap :~~PFo_P~.:~?ic_h J~)~rik~_ tO a larg·e _illt~ractive whiteboard. His
also follows on smoothly. · StlidentS··afe riveted io the ·screen.--Whlle hetries to avoid
_·_'.:';~~'~¢Y.\~b9{s· .!~- .#~~e _ ~t ho~~-_&_#~ly, ?~-s ~ixth graders are
--: ~:-·'~~6~_Il_i-~-~~ rib~ts' -~~-v_e_m_e_n~s·:_ -Tiie_Y Shou_~_()µt insmi?tions
· ,·'.)~~-d'.~~ingS: )~Th~riitr~a.inov&~ent_cost you p_~~cious
"•'«;-o;··'\'-(; ,__ ,,:-:,-.,_·:".o'--:_-- ,,_.;:· ;:
'-:~_-.':' _.,-: .•." _-.:: - '- •
~ :p.ni~/: __o.Q~.-~ttI4e:µt _ gb§etves.· "L.osilcj:J13hind you!~ _shout
-,., ~941r~~-~ -~~GO"!iQO-'!"_·. \:> ! _:·.

··•ii
'·-:-.':-~:·: ·<:_:''.t ;-,
-~\i::.;rNs'/i{ AQ_ ·Or?i?irry·c1.l~s*dofil_~-. i\{ the _Quest tQ _Le_arn Schoql
·"·:/,,-,.i~::W_;:~~-0-5;0f~--,~!ty,; ~-nl'.cli~al 6fp_~#iellt is_uriderWay. Who
.
~:- !.S·_~:--:·'..1ct(o~~. ~-~h~~e, ~r ~iJt:l,¢_ffd: ?_ .f;_hi_s-1'ubJtc -s~hool_ is _beirlg
-_·:;·:£~t,~iRXA~f@_~:-~*~~Af~)~t~?f.·_~-~~h~ol_o_gy ~d que~.t-bas_ed
_:=z:71~~g_,8:-~J~1e:_~n9~r~,~iiiS: principle of-teachiQg.- Quest to ..
·_, : ·. _i,;e~ht·i~»: h1_e :.cfr~_aq?~·9t-g~me :4~s_ig~er _ l(~tie ·_Salen, who
].<::,; :·:~s-.=~~~-:i9Il_~---~de!l:::cljnt~rn~~ .lb6Ut__$e_ faCt·that_ llie curriculum
;.;:-. _,_ ·.-. .'.~.:.·_-.!~U8-h(W_f,f~opIS -qft~n.·h~S- little ieievance..to the students'
> .wor\doutsi<le: . .
. ··.i~·>·. ·._ .. ·•· ·.·.·
:'~--:~-'Piis·.'.'.-~_g~-~~~tj?_!1'.'.'·-6teducation is ;underpinned by the
.. _,._ ::-:_'.}~.:-I?~ij~lih.~fi~~?:._~hi?li is ,fun l~ads _to greater_ acquisition
·-· ·_, rzg·~~Cffffe§-~9~ ~K~(j~1~dge._-_ Therefore, -1esson_s are. design_ed
.·:··::::_.:_:¥k¥.,f!G.~-~~t:~~:~?~~~iqidk-,?~~~-. <ictjyi_~~s-: that.teach, subjects
'.",_.:l~k'¢_::gi~-~Ps.Jqi(iq'.gli :garries) 1Jle:griding ·system ryflects
;~-:IY:~~1~ . -'.9,~,:g~~#_~--~:?-~~~t;e~-q-e;'_~il~J:i- _as n?\ri_Ce, apprentice _and
:·:~:~:,llia:s_~~t,:~~B~i_.~X?friS· 'fu=~--~_a_~~d._b_oss level, referri_ng_ to the
,-:~;.1_~_s~ -:$1a~_~,9! .0_4~9: k~e,S, ~h~I~ Pfayers face· the ultilllate
:feSf.::---· .:-:;'_.::_ ;,::-_;- -~ - .,
< '.: '· ;·-· . ;;"•''

54
 ,-:- .

.-Other regular subjects like history and science are

not neglected. Rather, they are embedded .inside
such quests, where ~tudents use a blend of acaci.enric
subjects to solve problems. For example, in
Creepytown, students pretend they are travel
agents and use maths to convert currencies and
English to write a travel blog. When the city has
~n economic crisis, students must improvise -

;~)~ciWfi~Y"?f~;,'i~'lq~Jiisti:Oak ~~vlOi~§(~gi\Ri~.i~~@!~$t[)Jtj
'~i'~~1{siss;.f'1re#iJie1~, ~e qr. she .h.as ci<"itfrpe#i.tii\(t(,;,j~~ ~·.;p;; :.\ •· I) 4 ' . they design a theme park to bring in revenue.
The. game ev_okes _the full spectrum of emot10ns - from
,:~:~.:lffi9)Vt~dge ~e,9_,iijre_d.' . ., ' -· :'.~> 1:'" .,_ 'i- , ... ~ .~i.:.· .·_· 1
··.' .._ ;:·'.:i;:·~·:~' elation to being v1s1bly moved and then stunned mto
,~~'.~·;;;,; .• · .. , ' · ·· · · ,., ·· '' -,~~,,~~~'.- h-c· ·.'.. ':_-.·;_~;~~(I utter silence in the g3me's final scelle. Their teacher
c/••filll! .. v• · "1 says he couldn't imagine this having happened if they

;,;~;g~t{(;~°'~}?Af~fs~.;:i~\~e'.0~~~-m-~t~~it~.Ji~·~i·;~t m ~~ti::~:o;::c:::r:::::::t: :;;:~:gether.

:::'<·.~~.i:.~a_4,.to_~-~,g--~~Y?l_y~:~-:J~lµr_~_..:-.¥[,i,p.,:Y{1;"1_~_li7:_q~_~fgn,~.f~~r_'.·: :_:.:::,~;··:< _ - co~cerned about life skills, thus the recurrent debate
-'..:·:'· Si~s-'gafile.
46_:'.':-.Of,•_-· The '''-'-'''--:' .:-";·_.,.,,·.. --.-',<'·.(_'; :' iaiiui=e~b3.Sed
C3.liS-1{ c·-:-: __. ·-' ·_. '--.. . · .::·-_..ie~~·g/fr{§;bfcit:;\-.· ~,_.. :,,';_,_.,_,
. .::'/> --
. . _,_.
--·_.,r,<:'"',•;,·:'·'~i-.-'-'"'=·<·--.-'··-:"'.
certtres around which skills students need for. success
' ._ .'
; fajlµrsi,'c.i~9~]~X,O,~;;rt9,~~\\"fat~lli?~ "!'~!!}?t\XW()~~l.f?.''S /'!~;; in a rapidly evolving world. One point of consensus is

~~~!~!~l~~~~~~ m ~"~fu'~"~~;"~"'' •-•

,,Jn· ~µo!her les,sojl; the.Jea¢her pres.ents. ):]1e s\l!<J<:nts
~-:::.-_~\. --~~L--(~-1· ·L-':,- :_:-c_;-~--;;:;.,..., .-r::f-·~::.
i:·
00
Quest to Learn aims to bridge this gap with gaming.
"Kids Jove to play games and they will commit to
game~ for hours and hours, Whe~ th~ir attention 'span
is quite short for other things," says Arana Shapiro,
director of curriculum at the school Digital games are
Witli. the:;• •X; /'.,}' an integral part of children's lives and through play
;;; )e't-'-f T:'.: -,,_..;::~·:_,·_. -~~ ~ ,~ :·;~:::·-'·,:;":'·~:·/~~~~;-·,J;--\;--:j Ji:;~~ t;.;:il'-'.:.L'/· 1, ,":,.· .
and exploration, we construct new- ideas. Thus, games

p-r1~~·~~~,;;~1
a.re a powerful tool for learning and CQl;!ld stimµlate a
_:_~ai.i-tun~1-~~ in teachi_Eg.

D The benefits of garriing are not restricted to schOols in

the USA. Jn Norway, for example, students watch a

G~~~~~-~,i~~?'::J~~'.-~.#·.~~J~Y,~f¥_?f~·~,~~i~¥&~~[~~~~~,t~/t*i,!f·, '.1'.,:~;-.'·' video game called The Walking Dea<l. They debate the
ethical dilemma of dividing food between 10 survivors
_,,,dµsation, foe as ga:es p}ak' ~e~an~ition·:(Q,1Ilc6p,hle:s~ "/!•.;i· when they have proviSions for only fOur..Whn ~hOuld
· be fed first? Having reached an ethical solution,
students jus~ it with concepts of moral philosophy
they have s~died.

D As he cheats death and reaches home safely with less

than two seconds to spare_, the room erupts in cheers of
relief, admiration and delight. There'is no denying the
level of engagement in learning iff this classroom. It is
absolute.
"'t.'i; m computer
Students are sometimes asked t9 'design their-own
games as- welt ~hich::deIDailds expertise in
..:. '·:,~~~-:·;J~~t.Jq._.-p-~ r~ \.J:~~e_·:.othet(f h ~t '~fa. ITT.1.r!Q-- ~lti :::~!,~-~~>, maths, art, coding and deductive reasoning_ Rich<ird

·~1wl~p~~'~}~$1~t~~J~:it~~t~~~~~¥~,~ii - ... _ ~."c

Arum, a professor at New York Univers.ity, says this
teaches children ·~to collaborate, thirik critically and
master 2ist-century competencies," skills required for
tomorrow's job market.

', ;
"-""'';:o::_' .,·:·:"'CC.·' -

, Hp'"'[ w~~\tj y~u feel if ~all"li~gwei~ ··

~·.- -~,~~-d (r-.s~hoOls
,c; ... -,, . ·-,- ,..
your
iii _,-- "-,c().u_ ntry? , -

55
 VOCABULARY
From the text
1 ·PHRASES Match the words and phrases from the textto their definitions.
1. underlying principle (line 13) a. create ihcome (for an organ)zation)
2. ha; little relevance to (line 16') b. the time will come
3. catalyst for-... change (line 51) c do the same
4. make the .transition (line 52) d. developing very quickly
5. the day \Nill dawn (line 55) e. area of agreement
6. pave.the \Nay (line 57) f. basic rule or theory behind
7. follow suh (line 59) g. make development or change possible
8. bring in reve_nue (par A) h. person or thing that causes something to happen
9. rapidly evolving (par C) i. is not very useful or valuable for
10. point ofconsensus (par C) j. go through a process of change

2A Circle the correct ariswers.

,:;;~~,¥:~,i~4~~=:~:~i:,G,!~;,~~;,~:~;~~llll!~~
· gutted!. 1Jnfortlln;itely, tlris 1~ (2) ,a recurrent I an ab_s91ute. scen~o at Jlrr~sh foptball 'acadep:µ~S -;-:o_f 9_,QQO .-
·'.· :- -----·,-_· :-' ::_' ·:··:.- ' ;_ "'":::'.' ,•,_' _•..- ; -_:--_..-_··;-' _ ... _.·.·. :· ., -__ .--· __ .-_ - ' _·:··_ :-• :-.-·: -._ -- - - .. _ '::' ·-_': '
~-c· ·'.':._, ·\.
'<
-\- \:-',.
.::·_. ",.-- ., ; \ •.,
-\

· YOu~g _h~f~fu~~ ·_:~W~{~Jp_,,_~~·9~~ 'T4

(3) . s~.U~~t_e. I perse:ve~,e~. -Q1f_Y-.~ ~m~l-,~~~~I._.~~8~-ee~ 7 -~u~~tr_.~~.~- _ ·~"·~~~~\\t .~-·~--}i
_G'~~l~'.-'.~~.~de,~G'S~:~1-~s._are ~4)__"1'.. I.~_te~al I a pr~CIO~~.P~ of_the urning, .so he'_ll,be_talcing his 0-l_eve~s--~-· ·, . - -.. ::"'''<><~.:~'
_!~n~_:·an~ ~N:-~3f-~2~~~,~~;-~~?~~ti-~.~~--~1~:~-Whefe;~'·..~---~·- '•"· '--'-·~-~..~_~..._·:·~--· --- .. ~-- -~:-N. -__ ,.~~_-''"" .._., "_; ·.-·~'--~_:_ ~·~.--:~·,,.~.,.....-.- ......-,"~J ·--'"--~~-~~\:~;,;
AC.c.ording k~·--fIB~·~e~1~p9~s,:~h1bs_Cmi_fiot.t~e_youngsters. <1:t any ac,~d(!Illy, f':ell.f?f a_tri_al .th~t-~S (5)_:'~()Il1P~~x/I- \.)~
-.--,·".,, .. ,, ·-:"·'°";'o_'._",'"-.; · · · · ' - -·"· , .. -- .., - . - - :_-_--_:,- •. - . . . . " .. - .. -: __ _ .. ·,-c._, -,-, --·-:·--- '-"
short~lived,,~tt~_out Pr:oVi~g; eaucati~n in ~as~ ~ose players_ doT1't_m.easure up_~.--as in'G_aviri_'~ ca~:~-- G.lH~sha~e. ''\'
(6) ari ~_thic<il/_a, c~m;Tierqiaj_obJigation to t~ach SlciJls that will enabl_e footballer's t(j.build an'aitern3.tiVe career.
1

s:o..:Yfh_~tfua-ot-~O-~-:a~acl~mic. ~ducation ~~.y~~g play~rs give~? Most: p~opie asscini' they suhp1~-~get ~~~ng !Il ·- .· .·
I . . ... -: : . . .: ..· ._·· - -. __, .- .-- :-.- :---.'_ ; , ·_ - -_ . :-"· -.-- : . - ':· _,.: . - - -- - . .- :· -: . .. _ . - _- -. : - ._ - ·.... -- . . -_- . · : .. -:-- ..- .. :·: . :- -. . ·.:: -- - ~

·. _(7) fundame~aj / _~9tjV.~~o'illif_skill_s_, such as__p~S_mg, '4ri~~lin_~'· _and defensi\e ~~ .9~~~siy~_p1a~~ . ~,?~ tpey:~~-~0.1~_fui _
errip_loya~ili_tY_..~¥!1s. ~~_le~<leiship, which ca~-beilefiftherii nO m~tteI ~hat career· ~~y c?R~s~: ~~th~I,~_killia:ug~fi.~-
(8) co1_labof_~t~~ /:·d~-6~rif,~ating ~~- a te_3I~\ ~:a~_ditio_n; th:'_p1~_yers: bec~~e:g?~_cl . at- Criy_c-ai. thi~,? aild: ~fil,!:_(?). ?tirs,1ie, j
impr~~i~-e 41:. tOd#, .~iW~ti~n~-1 iitlrkmg_ ~-'_9_utsid~_ t4~.· b~x" -~~ t}n_d_.so)~tio.n.~.:.~~~g·-ci'o)._V~~atil_~'_f i~_ttii_ii~~:¢~-ari_.~- .thciY.:~afl_ adap~'
..

th~ir pi,~y as .~9nd{~o1rn_ iniJie gaine .chmti~;. s6:: ~~~u.g4 'Ga~n w_ill no I~Ilg~ 'be _in fu:i iic~9e~y, he ci~ cq~ti~ue to l~~ and
obtain bOth_ a.\:a"d~Auc ~iid. sports-related qufillfic~tiolls. , . .
-.~;,;,!;, Ji.,y;":;_,:,,":;_.,;:•. '.o: :::<:::~~~~l~:,~·:.,k::·;~::~:.;,~.~·.~_::~·:_-, _
..-.;: :' :.: ;~;'. -',;'~:·,..:·: ,;.:·.'i.L:~.:;.,'•_,-...

B The words_ in colour come fr'om Exercise 2A. Write the word that is similar in meaning to the word that is
uriderlined ·in ·the senteni:e.

------·-·----,
stimulate l
1. Much of what Jo says is total rubbish. absolute
2. We can save valuable time_ if We take· a taxi.
I demonstrate :J
j pursue ! 3. We need to find a totally
4. This exhibition will encourage interest in the museum.
n~w and different solution to the problem of waste.

I
i
__abwla<e
complex II
commercial _
5. The film ·~atman was a huge fi~ancial success.
6. The brain is a complicated system with 1DO billion interconnected cells.
intuitive
7. To be accepted, all candidates must~ ability in academic subjects as wel.1 as music
radical
precious I 8. Praising students On their work is a strong inspirational factor in-learning.
motivational 9. Helen left university to try to achieve a caf.eer in business.
10. He has an instinctive understanding of the business.

56

,., ~-
 Expansion 4 WORD BUILDING Complete the chart. Then
complet~ the statements about the qualities of a
great teacher, using words from the chart. Make
,,. 3 COMPOUND ADJECTIVES Adjectives that are
any necessa_ry changes.
made up ~f two words are called compound
·adjectives. They can be spelled-with a hyphen, as
one word or as two words.
The principal at this school believes in project-based epgage · - ........................·..... ,
learning. (containing projects as an important part) innovate::.~. ·innovative
A Look at the compound adjectives below and _acquire acquisitive
match the adjective endings (1-8) to their persistence persistent
meanings (a·h). '
restrictiori restrlQive ·
1. water 5. error
sound} proof accide~ prone - customization custo.miz~d

adapt adaptation I .......................... /

2. ca~eeJ wise 6. speech} impaired adaptabili.ty adapfable
! :
pnce visually
·~-~;'-·:·"-·:-.'- ,}"-~·._,-,·_._ .~':.:.~:.." "'-· :: : ~:_-._. '·-· :~~_-::.:::-:---: ci~~~~-~,~,-~_:

\[\~~;1~t~~~~~·
3. consume~:} led 7. stress}
COll]rTJJJDJty _____ _ work~ related

4.like:}~
<If/.
I h~ve ~~J)l
..,..,.,.,.. ::........... ,..,.....,,. per•on~hty to
single
8. Class : } conscious
fashiond ·. Ijf ~ h§ldjh•at.tentio~ a.ndregP,•~t.ofhe.r ola~.s:
1!·· /.~~~~~1ilijlin9~~~·10 try(~)_, ....... ;'" . \
..4 .. a. having a certain attitude or way of thinking JI ~ r·~·""·thod•. . · .........· . . . . . . . . .· ,,,,(:;1;,
b. resistant to
c. damaged I not functioning properly ·J.· . . ill
·I/· s.·-.•·
. ·. · · · .·.b··.•··. ...-.-.1.•.• l·.·.· . .-.--. .•·. . ·.·. ·.•.·.:. .·. .·•·. . .•...·.. .·•·•.•.·.•.•':.· •·. .•.·.•.·.·..·.·.·. .-....
.'i~. ·.·.~··change•.·>···· ·.·
..............·,. ,..... . . . .d·······...
··,n·· .·•
··.·b.. . '. ·•<
t. . o.··. . .
·. . .·.'••·.·.·.•..· . . rn~~'.-'.• _

'1t ~it~·~it~~CGW~~~;~~J'iri ~t:~b~i~:. ··p;

d. likely to suffer or do the things mentioned
_e. _aware_of_or__ii:iterested_i_n _
.. :... f. connected with
...... g. in terms of
~t1. ·fl!l . . . .~. . . •. . -..f.·r··.·. ·.-.·.··. .a.•. .pf.the
.· .;-'.•c-l.-.'.1/.-.. . . .h.·-~F\oU)le~9•
. •.·. ··. ;,·· .y. -.. s
. .--.1.-•.-.'•ubJ~•t
-.f. . .•'. . .:-
. .-.-.-. -.•.·:.·.:::- .~
. ·. . -.·.:· .·-. .~he
;. .·•.·.·.-•.·•.•.•.-..t~a.9h~•-·. r.•.·.·.o.·. •·.. .
·-.·. .:. ·. .· .· .·:•.••. .·-.·.•·. .·•:·. · •.· ·.•. .b. ·. ·.·.···d
1
...... h. c.ontrolled or influenced by
ti l~i"i~-~~rn:. i~..P~r~-· :;l:~r;it~iN~n~f;.
B. Add the_ correct suffix from those above to form
additional compound adjectives. ~I J. ~.t~~~l~}~~-;fJ<l~f1~·0:1k·~1(1~iNrrJ,iti••-
1. English grammar is a rule-bii.>l'.d ..................... ..
system.
2. Food-................................... , we are all set for the
lB~~ll~~1~~1~!~~,~i;i~~, ·. ·.····'> .·.·.·•·• . ·.
party tomorrow. ·
3. The injury-.................................... footballer might be
5 SAME OR DIFFERENT? Look at the sentences.
Tick(.!) the -sentences where the wordS in colour
forced to end his career early. are similar in meaning. When they are different,
4. A safety-....................... _............. driver always wears a circJe the correct word to cpmplete ~he sentence.
1. The newspapers commen'i~d on the-stamina I
seat belt.
5. We offer advice on age-................................. issues, endurance of the agein9 prime minister.
like pensions.
2. There is- an area of the brain responsi_ble for the
6. This is a fool ... ................. recipe for perfect retention I memorization of visual information.
rice that never fai.ls.
3. For Claire, a very shy student, the classroom was a
7. Hearing-.................................... children are taught to non-threatening I hostile environment.
use visual dues to help them.
4. Jake's first drawings were· somewhat sophisticated I
8. Tom is an. open-..................:................. person who is crude, but his technique improved over time.
interested in hearing different points of view.
.. 5. We.are recruitiog_apprentice 1,ertified plumbers
9. Will a stu!Jent-..........................~ ....... demonsfr~tion to learn the trade.
really result in lower tuition fees?
6. Embedded/ Implanted in every smartphone is a
messaging app.
7. How do yOu construct I convert kilometres
into miles?

57
L
 GRAMMAR
.· 6 What iS. PS/tf? For questions 1-8, read tbe text Gerunds, Infinitives, Bare infinitives
below and decide which answer (A, B, C or D) best [SEE GRAMMA~ APPENDIX, PAGES 158-160.]
fits each gap.
1 Choose t_he correct answer.
1. The salesperson was so nice that I let ...... into buying
a second_P_?ir of s_h,oes.
a. her.to talk me c myself tal.k
b. myself be talked d. herself talk to me
.2. Although I have already spoken to my coach twice, I
will try ...... a different training schedule one more time.
a. and ~sk to c. :ask reg"arding
b. asking for d. to ask her
3 ....... the difficulty of the experiment, the teacher
explained every step very clearly.
a. To recognize c. Because recognizing
We've got a new life skills subject at school this year. b. By recognizing d. Recognizing
::- ,' '.'
;, This is part of the secondary school (1) ...... in the UK and is 4. He isn't speaking loudly enough ...... in the room.
basically a (2) ...... of Personal, Social, Health and Economic ·a. for hearing' him c: to be heard
;; lessons, called PSHE for short. At my school, for example, b. for us hearing him d. for to hear
'./lessons on relationships, lnternet_safety,.first aid and 5. Actually, I don't remember ...... to stay late this evening.
i financial literacy are (3) ....... part of the timetable. a. being asked c that they asked
PSHE lessons are optional, so my friends .that go to b. to be asked d. I was asking
,._Other schOols
. .
haVe academic sUbject;
- - . only.· I think that's 6. Lucy advised_ .... that college because of the high
;'·ri :<:_h;:i'me. In PSHE leSsons, for example, we learn how to tuition fees.
a. me ncit choosing· c. me not to choose
with issues such as cyberbullying and managing ou/'•
b. that not choosing d. that nqt choose
identity, which result from the (41 ...... technology
7. Bob's having a particularly hard time with French this
use today. As technology is (5) ... ,.. so rapidly, we
year. though he ...... in the past. ·
a. used to not c. wasn't used to
that are (6) ...... to do PSHE are not preparing their b. never used to d. didn't get used to
8. When I arrived at registration, I .... _a· form to get a
A documentary I saw on TV recently talked about student card.
education in Finland and Sweden, where PSHE iessons a. told to sign c was told to sign
are ~iven in all schools._When Students' results were b. was telling to sign d. told signing
;, .... ,it tur,ned out thanhey were getting higher marks 9. "Did yciu ~ear Emma's Story about winning that prize?"
than students in other countries. I think all schools should_ "Yes. I found it all a bit hard:.
k '· '•'"''~·­ recognize ~hat a student's personal well-being i's n_o less
a. to be believed c being believed
b. believing d. to believe
important'than the (8) ....... of academic knowledge.
10. When Leo didn't turn up, I ...... what had happened.
a. stood there.wondering c. stood there to wonder
b. was standing there d. was stood there to
1. A competency B literacy · C curriculum D coverage wonder wondering
2. Ablena B span C shift D catalyst 11. I can't ...•.. on this side of the road.
3. A a precious Ban absolute a be used to drive c be getting used to driving
Can integral Dan utter
b have used to drive d. get used to driving
4. A hostile B sophisticated .C radical D intuitive
12 "I understand you are moving to a bigger house."
5. A erupting B' converting c ari~ing Devolving "Yes. but I've ...... the family until the sale goes through."
6. A neglecting B refraining C isolating o·denying a. put off to tell c been put off telling
7. A demonstrated B established C asses.s.ed D registerecf b. put off telling d. being putting off to tell
8. A acquisition B engagement C retention D transition

58

'V <_ ., ·~
 I

~"' ii~v~i(~i)·11i~t.$ ll!:oAiiM~

-;- 0

·~.:i~
:g:m.'\1~
I:
'

11. verb +pronoun/ possessive propoun + gerund · 01 Toemphasize that one thing happened before
Th"ey don't min_d m~ I my.tf.![fli'?9 up µn_LnvJted. .- _· . another, we can use a gerund or perfect gerund
~ verb +._.noun [_possessive-noun+ gerund.~ -with little difference in meaning.
They disapproved of Tim I Tim's arriving late . I appreciated meeting I having met the
Note: The possessive form is more formal, teachers before I started my degree course.
o. verb of sense I perception + bare infinitive I g~rund . th:. Perf.ect infinitiV~s can have the same me.3'ning as
(see, notice, hear, observe, srnell,.etc.) pe.rfect or past te~ses.
I heard her sing once. (to refer.to. e complete event) Iseem to have left my wallet at home.
I heard her singing outside. (to stress that .an action is I (=It seems that/ left my wallet at home.)
was in progress) -.y.... ·"' ..

~:

2 Complete the second sentence so that_i.t. me.ans the same as ti;le first sentence. Use
between three and six words, including the word given.

1. As I walked past John's office, I saw th(lt he was in conver1ation with a client. HEARD
As I walked past John's office, I ........................................... :...... :....................................................... a client.
2."Tom-said that he had lost my ptlbnFffumb-er: FlA\IE
Tom claimed :: .............................................................................................................. my phone number.
3. Do you mind if I watch you while you practise? OBJECTION
Do you· ................................ ,..._., ....... ,.,,., ........ ,,..... , ...........:..................................... you while you practise?
4. Apparently, they gave Grace the wrong train times. MISINFORMED
!
I
Grcice seems ............................................................................................... . about the train times.
I 5. He is sorry he decided against studying music. HAVING
-l~- :_ _ .-f'_Jot.:._:·~·:(··-::·;···:
I-~~ --~·6.
~:
...._... .... ······:···: .. ···.··:-·· ..._. ...
M°y"frierd's invitation to dinner slipped my mind. RECALL
~~-,~_.;- .,_.,:_'''........... ·...,....... music is h_is grea:t;_~~~ r~ge_~t._
· 1didn't ......................... ··:..,,···:····· .. ,... ··········:·············· .... ·········:.····· ........... by my friend.
7. It was nice to meet the students socially prior to the course, TIME
I enjoyed ..................................................... . the course began_

PUTTING
.
IT ALL TOGllHER
.· -_

Read the te~tbelow. Usethe word given in capitals at the end of

some pf the lines t~ form a word that flts..in the gap in the sanie line. :

181-ogramme fdHihternational [$Judent IA~sessment :.

- -. - ._ .
Imagine a country where children simply play until starting school at age seven, and th.en go on to study L.
COMPE"fE"~Ff
untiJ a9e· -16 in schools with no exams and no stre8.ming, according to students' {1} ............................... . I~-----· -·-1_.,_ _ _i
'in cfrtain subjects.- This is Firiland. But d.o the students.learn, you ·ask. In Finland they do, and do.it well,
according to the PISA ratings, which list countries by academic performance.
!i
Finland has scored highly on PISA for years: fifth for science, sixth for reading and twelfth for maths, for - I
example, so policy makers from .abroad visit Finland to learn from their (2) ................................ in education. Uxf.lERrl
Expecting.to find a {3) .......... ·····- ................ system of education, they encounter instead rather ordinary rci:00c1
methods of (4) ..................,................. and sirnple teaching concepts, such as giving children plenty of breaks Cffii"sffiti.Qr'J
for play during the school day. While _the.re is a standard curriculum, teachers enjoy freedom in the
classroom, with few, if any, [5)-................. ,.. ,., ........... on what they teach, other than limiting.homework CREstRiC~~
~ . . . . _; ... ~--'-
to ~O minutes a_ day.. Education in Finland is free and charging school fees is considered '
r~·_,-··-=-,.....,,---·-5.-:-
(6) ..................................... Schpols must give every child the help they need, so private lessons are unheard of. 1 ETfHC,_I
High schools offer rnodules oflearning,where students design their own timetable according to their I
interests and needs. This is based.on the (7) .................................... principle that students be independent iTilliirfER"i:iE-i
and capable of (8) ............................... to changing demands in a future world. 1'"'.4ot1p.J-;cT
i
 LISTENING
1 0 TECHNOLOGY AND LEARNING You will hear.an interview with two experts on technology and learning.
For questions 1-6, choose the answer (Al B, C or D) which fits best accprding to what you hear.

1. What does Mic'hael say about online learning? 5. What conclusions about gaming do Michael and Helen reach?
A It appeals to a greater variety of learning styles. A It provides relief from difficult everyday issues.
B• It enables learning to suit the needs of the individual. B It generates cooperation between pafticipants.
c It may one day replace the traditional school system .. C It can be a huge source of knowledge.
D It allows us tochoose the subjects we study. D Its competitive aspect can become addictive.
2.VVhen.discussing the Khan Academ~ Mi~hael and 6. When discussing the potential of gaming, Helen reveals
Helen agree that it that she is
A focuses only on mastering a specific subject, A surprised at the abilities it develops in gamers.
like maths. B excited about the endless possibilities ..
B offe~s a generous amount of teaching and practice. C doubtful about our ability to see the bigger picture.
C has brought education to huge numbers of people. D concerned about the time gamers spend·oiiline.
D is less effective in generating original thought
3. TED serv.es as an example of a site
A whose speakers provide amusing, factual talks .
.B _whose original focus has changed.over time.
c which offers extended lectures in various subjects.
D which presents the same speakers every yecir.
4. Both Michael and Helen agree that schools
A are t.oo. rigid in the choice of subjects taught.
B are _not tolerant of.independent thinkers.
C educate children for the present, not the future.•
D underestimate the importance of failure in learning.

0 Listen an.d compl_e~e the exPressi~ns. Then·matCh th'em to their meanings (a-f)_~ _:.- -~ f i! .!
. ·. . - ' '' if#
Jost· . effeCt limit time box gr~und · \. ·"'"'~' ~
"'.
> LLJ
'.
''1'. · get off the ....................:.............. . ..: ... a. there are endless passi~ilities
:-jb:,
1;.14·
I'<:;' ········-·-············'······-······and again ...... b. come up with innovative ideas
Sliti'
!~;-~' ·3. a knock-on". .......... •....................... . ...... i::. start succeeding
r~
r;,ffi,; 4. think outside the .................................... ...... 9. frequently
L.JD·
s/ yot.i've ... ,·.-................. :............ me there e. 'you have con:fused me
"'
(.:;:;:,
~- '?-'.· 6. the sky's.the ................................... . f .. ca.using events to happen
one after another

2 0 QUESTIONS AND ANSWERS You will h~ar a question. From the three answer
choices given, c_hoose the one which best answers the question.
1. a. We'll have a great time. 5. a. No, but you might be able to ask them.
b. I've been over there already. b. No, I think you've missed the point.
c. It's as good as any. c. No, we won't have time for them.
2. a. She said she thinks she can be flexible. 6. a. No, I'm afraid we didn't.
b. Well, she knows I'm not a verj good artist. b. I certainly hope so.
c. She told me she'd have them ready by tomorrow. c. It sounds like a plan.
3. a. No, I moved her to a warmer room. 7. a. Yes, I could do with a change.
b. No, she'sjust a bit unsure of herself. b. No, I don'twimt to ch<mge offices.
c. Yes, I'm not feeling well either. c. Yes, I'm glad it wasn't rejected.
4. a. It should be up and running in no time. 8. a. I took the bus there.
b. Not for long, I should think. b. I seem to be in good shape.
c. You can just take your time. c It's my annual check-up.

60
SPEAKING Comparing Pictures
··~,;:·';-_,,,

-~-~A:yvhe:i:t.subjects a~e best suited t~ the diff~rent

·· _types- of learning in Exercise 17
-I _think game~based leaming 15 suited to teaming /CT

B Which vvay would you prefer to learn?

.·. :.Discuss W"ith partner. a
-0-You are going to listen to a student comparing
_pictures A and B and_ saying how enjoyable and
effective each vvay of learning is. Listen and
complete the sentences below.

MAKING COMPARISONS AND SPECULATJNG

:;··when··comparing pictures, mention. both
_, .. .

SimilaritieS and differences. Your comparison

' should include speculation about who the
. people are and what they s~em to be-doing: ,
--S·u·p-port :Your speculations with reaso~s or
example~.

co~paring
1. These pictures are quite .................................... ln that ·
they both show students in learning situations.
2: But I think the similarities ....................,............... there.
3, The biggest .................................. between them is the
---:-methOdOf le-arnlnQ_.
Speculating
4. It's hard to say but ................................. the impression
1 Look at the different types of learning in pictures that ...
A-E. Which picture illustrates: 5. They .................................. enjoying their lesson too.
6 They .................................. learning something
1. s)ame-based learning interesting even if they seem to be less. invol_ved. -
2. online I distance learning }. It's quite ................. c.................. that the students.
3. vocatic>nal training p!aying computer games are learning more.
4. a.field trip 8. So these students may ................................. ..
5. traditional learning developing useful ICT skills.

2 VOCABULARY With a partner, match pictures A-E 5 YOUR TASK With a partner, do the task _below.
to the advantages and disadvantages below. There Use the words from Exercises 1, 2 and 4.
may be more than possible answer.
trm~
f"'
f!
1. gives students access to teachers around the t':i
i~j St~_de_nt j\:_Ch_~o_Se cind_compcire t\f\lo. ti
world ~1' .-- picture·~ frOrri B, ~and D: ~ay h()w ~njoyab!~ : ~
2. listening passively can be boring ~']!~ Y?_u,._th,_in~ these pitt_er_Ei~t ways _of.l_~arninQ fJ
3. provides hands-on learning in the real world r~ are and how effective they might be. ~
4. helps students with a short attention span l~ . . -___ ·
5. is fun and challenging t~
- ' :-. -
Student B: Which group of students will best
- _. ' ':-- '

!l
~~

6. students can study at their own pace f~ remember what they have learnt? Why? ~
7. allows only limited contact with a teacher
lfj .st~(j'~-~i"B: Choose and compare two ., ~
8. gives-the student a sense of accomplishment ~-J ! : -..
11 .:;----c:·-_--,':----:--~---
pjctures from
-
A, D and
- -
E. Say how special
' -_ . ._
~
9-.- encounter novel things-in-an-authentic-setting 11:1 -- __ , __ -_.-- -· ' --,--, ,_ -.-,- .,_-·_-·---·: ~--'·---- ~
..... 10. provides a welcome break in routine [~ you.think these differ~nt wayspf learning
~ are and ho;v students' might benefit from
I
...... 11.
...... 12.
is only relevant for some
experiential learning makes the content more f1 learning this Way: · ~"i
memorable
:I[
!);(

~1
· Student A: Which way of learning do you i
.13. is helpful for exam preparation of academic subjects
rl thin_k students would prefer? Why? ~
~b J
61
 WRITING Report
1 ANALYSE THE TASK Read the task and. a~s'wer th.e questiQJ1S_that foilow: '·

--·-
Your class recently attended an open day at a focal university: yqu ha~e been ask,e(JlO,\:Yrite ~ r¢p9rt
of the event for the organizers: You should briefly descdb~ the event ~nd evolu~t~tinivh~t exten't it •
was successful at helping students decide whether or not they would like to atten'dth,e uni\ler1i.tY '
and which subjects to study. You should also m.ake recommendation~
. . --
for riext ye~t's·~~eri
. -.- .. ,-_ d.ay./
. ' '

1. What wi!_I, your n~p9rt be aqout? W~_o -~~_e_ y9~,. writing_ it for?
2. What three things must you include in your report?
3: What register should your report be written in (forrnal or informal)? .

2 ANALYSE A MODEL When we write a report, we can use headings to present .

our ideas effectively, Read the mode_I repOrt arld match th~ headings b_elqw io
the correct paragraph. Then answer the questions that follow.
tlwtj'H'esskwi8 "1ttid Re.serveitlo~s i?.erioWlV"iee~1tl01tiovrn h1tt"-odueti"ot-i

t'7[~if7fl!W'1f' O~r~r[Jf!,' fii.1ir,!ri;'..·~,1 i l ~.' 1 .J/I· . "'. ·.. ·fi' f'urrt ft.'Bi~. 1itr. rr.·.·.k~.·.;,•1r·'.
W'\."°"sr tUlt~fil ~.f,r;j; e ufl~ vr~~~ !W#dti-. ft~ s ifil'~ t!i,11~~--Yff--_~-~<Ui~- /g.:. _,_.,
'.·1. ' . (

The purpose of this reporhs ivassess the open dag held recentlg a. t$,ftti'~'W(/l~.'i.(ti;(v~!'t1~~.f
and to r8comme~d
. . -
improveme·_nts
'•.-
for·_;i1t;11a,r-~vel'}ts 1'n thi f~ture.
·.. -.--_,.' .-
' ·- '.-:-; '-

---··-·-·····························-----·····················-······ _,
- --
~:--
' " . '

The open dag gave our tlass. the oppor"funlftf to learn,mor~ aboutSomerville l)niversihj ahtiwhat1roar offer .. .·.•. ,,, i' .
underg_~ad~-~tes. LectUres_.wer~-:ij1~e_r; ?n_ a_:~_ij~-v~ri_ei-q_~f ~~r~~ _c~~rse~: ~-v~_11a_hle~- ih_i1Ud1hg pOp~!~.r-~hOiC~s· ~=~.l.~ _4~_i_ __ ·
co~pute~se1enceJ law aFi~_ vYitJ/a _ stud/is. fj1-~d#d-i~hJ·-eqch-ft!i-G_{1lfij-Wd5 f8-PYi5ei1fed b~ ~_ttipqt-VCirlOUS-~t-anaSJ'--W1!118"i-·~ ·- .T ..
students Were on hafld to dedl with 'tareer~reiated queries. F0i-those w)?'o m@lj require aiCom_YJ10d1!1fi9fi_on-'campu_sJ ,tOurs
of the studentresidenceswere conducted · ' · , ., ···

Overall, the open dag was extre,;,elginformative and served to expand our honums. lthndoubrodlg helped some
I , I,, -. _" -- ·oo· · '
- _- ',.·
. _, '.- -• .:: - ,', -·· ,.
_: - ·. _ _ : - · :\ , - , . :'· .;, - ' -- _· .~

'· parfidpants decide on a field ofstudg and whef!ieror notSonwr~1!le 1s an appropriate choice for them. H,owe~er, in
,·discuss/of-is With pa_rtlcipants aff-er the event_o"ne_or_fWO_prOblr~S were ra,.sed, FirsHqJ ,s_ol'neDf_fhe lectu'res ~ere he!~ .--
. S1m~lta1eousltjJ so sfud~nt5 1~teYes~~fn m·o,r~ t-J?q~-:~n~~-t!~gr~~ 7ubjec~were . ~_Ot,~~'.~.t~. reU{v~ all 1t-~-'!J.(~t0at(qfi fherj" · l
· needed'Ariother complaint concerned the limited e~tentofthe tpur. Students would lif:.i. to h;,ve seeh wiore,th~h th.e.. .!
'halls of~eSJ'dencein;orderto get a better1inpresSJon·ofthe univerSJtg's fau!1hes: · · , . ,'
' !' . ·_:: : . . : .-.c-.;-·-__ . __: - :·. -.- : '. ' . : ··'. . .

! I w~uld suggesttal<irig the following measures to address ti?e;e shortcomings atneKtljedr's event Wifh regart( to '
j the lectures, if there 15 n.otenough time and theg hareiv1be given SJinultarieouslij, itw~uldbe qdv1sable to pnntshort
I brochures on all the undergraduate degrees.As toti)~four, the /Jestcourse of achon inightSJrnpllj be Iv exrond 1tto
1 include add1honal places of1nterestto potinhal sfifdints, such as the libraries, the JCT centre.and the sports ooY>/plex:.

'·~·--··· .....,, •...•. ., , , , , . ,..........•..,c •. c.c···rl······ ....... ...... ,., .... 1";~::;::l, .
Par 1: Give a title and introduce_ the topic
What doe:S the writer state in the. introduction?
:i Did the writer:
,
Par 2: Describe the event you are reporting on.
'O

-~
D give a clear title and a heading
relating to each point in ihe task
What three details about the event does-the writer mention in ;;'"
.J
the description? 0 use formal register?
Par 3: Give your evaluation of the event.
What two problems does the writer mention?.
D ideas?
use linking words to connect

Par 4: M_ak_e suggestion~ and recommendations.

What two suggestions does the writer propose?
D use a range of topic vocabulary?

D use appropriate language of

recommendation I suggestion?
62 J
',
 ,.
i

3 LINKING IDEAS Look at the categories and examples below. Add linking words from the model.
1. lf"\troduce a general impression of the event: on the whole, ................................... (par 3)
2. List items: .................................... , secondly, .................................... , lastly (par 3)
3. Refer back.to something mentioned: regarding, concerning, ............................... ,.... , .................................... (par 4)

4 LANGUAGE OF RECOMMENDATION
A Underlin_e three expressions used to make recommendations ih pa~agraj:th 4 of the model.
B Comple!e the sentences below. Use the verb given.
1. I would recommend ...........OQ!r!i@ .......... (hold) the event at a larger venue.
2.1 would also suggest I propose .................................... (arrange) more tours.
3. One possible solution would I might be ................................... (print) programmes in advance.
4 It would be advisable I worthwhile .................................... (offer) popular workshops twice.
5. This problem could be solved by .................................. (invite) a wider range of speakers.

5 VOCABULARY Circle the correct meaning of the words in colour.

1. Lecturers were on_ hand with details of courses. vacant/ available
2. Many undergraduates registered for a tour. first-degree students I second-degree students
3. Each faculty printed a brochure about its courses. degree subject I university department
4. Members of staff '.A'er~ willing to deal with queries. answer questions I accept responses
5. They could take measureS to better organize the event. make calculations I take steps

6 YOUR TASK Read the ~ask, Underline the three things your report must include.

rr~
j ·. ·: .. _. ·- : :_ ._ : ' -, ·. -- •' ' -_-.,·. ·-·:'
IL \!-;
__ ru
ca_ree-~s d~y."¥~_s-reSer!t1_~: help _et_ yo~_r schoot:''_or:~_co_!_!~g_~-"to he!p stu?ent~-:ded_d_e.__o~ a ca~e_er:_p_~t.bi~:
1
/ .

! -fl . Your principal .has asked you to write a repof{Of .the event. You shou!Ooriefly~e;ciiliilh-eeve{nt
. - ~t helping students decide on a ca~eer.
~ and evaiuateto what-. eXtent ,.it vvas- successfUJ You . sh6uid aisd ··
'
~)
---
•' -·· '•' '

make recommendations for Jiext year'S everit.

''' ' ' ' '

~
(:';:.::;

7 THINKING ABOUT THE TASK 1 Look at the

flyer promoting .a careers _day. Then s~lect three
activities you Would include in your description
of the event, saying how they can be helpful
to students.

Activity Why wo-uld it help students?

1.. .. . .. i ......... .

.......

2" . . ,... r~·····

'

3 ............................ ' ..... .

L
 8 THINKING ABOUT THE TASK 2 Read the feedback written by students who attended the careers day. How
could these problems be solved? \fl!rite your recommendations. Note down the ones you will use in your report.

_.; -::: .':.·:. '-;:· ::':_ c> ;_ _ .\;, -_,. ; :,·/.':;'.,\---'; :,;~·,_-c:-:;-; .:_"__ ---t: '•·'·i ':: : '<'; :''./~\:}:.'.':?i;,:,_;-:.'.:-'-;,;>:ij:I"';,:
0

~..n·,.!ort~p. aje.ly; th.•she

·.·.·. ·r·· valuable ~.• · ."".might
· r..eer~c..have
~"nil.offered.'·
ell~r. ~a. . rj, n:o.:·:: : < •...··J.n~
., ?PP8int.m .· :···:· . < ;·: · :· ,
.· :c: ,•""'-•'advice ·" , ·., ·:.:~.oC.: .:···-·· '• ' . ·:• --,~·: -, ···~::cc::L~·~··-·~=.•
.:: ..., :~ Suggestion: ..................J:mog.iJJ .i!.ddilio1Ji1Lrn.um.~l!or:i. .........:................,.......... ,, ....... :...
_· ·; :_·_
:·i:;-/ .·_ --:- .~ ~~--~--~r;: ::;.;~~:-.:::,~~----~~~~'.: ,:,':~)::-~:~-~:,;:;sr.:,·:- _
_.,_~.-;.-.0~;~7-:;_~~\- ~::~~~0,'.~;:;:.::~:::}~v0~3:c:;~r;?4t;?J
.
.\l lll.e t~I~ by yo~jig: ifrol~ssio":al~ ."'.8f7; i8)!);?*!~9,. H~) t~,~.lrp9v~r'~~ ~[f'-1'!;:~ ('16~~,,;;

•::C{~~~~s;oi~;:~~::;;,;~~'; '. ~.'.;'.~:1.;~~~·.,~:.'~. ~'~:~~:~;~;~~:. ,:~~-~:~;. . . . . . . ..

Only one workshop was held on writing aCV;lt iNaEHoo cioiiided, so•'it was•d[fficui• ,•.

IJ~f~e:u~;:;~;::e~: =:~=. . ~~:·~::' :'::~~~~1.·~:;~ . '. : ·. '..·:£:)~·;[o/l1u'"

,i~w~~:~~~!~!~?~~;= ~
,,..,,.,.,.,,,,o,,..;,-~"i "'" •.<,;-;>-<">r+,c·""'>!',."·'•~•.c~'"*"' ' !• ~'"·''"''"'-""':=>-~.'!''.';!;;'W~'"'"
.·, ·,, ;j'i0. 000'

9 VOCABULARY Complete the sentences. Use the words below.

higher educatio'n much-needed ·guida.nce broad.er representation
career prospects apprenticeships vocatjcinal tral"ning

1. The speaker gave a fascinating talk on the long-term ................. }.::.:.:.....:,,:/., •.:............. in fields like robotics.,
·~
2. A careers counsellor offered ........................................................ to students, but only one counsellor attended.'
3. To ensure a ................................................ :········ of careers, it would be advisable to Present jobs in rr;ore UnusJal fieids.
4. For students looking for hands-on opportunities, information cin .......... ······-···--······················-·· ...... should have been
provided.
5. It is important to recognize that············-··-·--·-·····-···········--···············-· is not for everyonf'. Therefore, _details of
......................................................... would be useful. ·

10 WRll:E YOUR REPORT Think about the event you are going
. ··:··1 Headings remind xou to deal. with I
to write about and read your notes in Exercises 7 and 8. Use ·. .- every aspect of the task and make
the vocabulary.in Exercises 3, 4, 5 and 9 and the plan below 11- · your rep~rt clear to the reader. ·
.. __ ,
to help you.

PLAN: REPORT USEFUL LANGUAG~

I
i!1tJ.'!D Give. a title. Then state the purpose of > The purpose I aim of this report is to ...
your report. · This report relates to ...
IUt@JD D~scribe the event. > ... gave our class the opportunity to ...
It included ...
In addition, there were ...

i:t•Sill Give your impressions and evaluation. ·~ Overall, the ... was informative I helpful I very valuable.
However, in discussions;·· after the event, one or fwo problems
were rc3i5ed.
lp'.•1:ffHI Make suggestions and recommendations. }.>- I would suggest I recommend (taking _the follciwing measures) ...
The best course of action might simply be to ...

[SEE UNIT 5 VOCABULARY REVIEW, PAGE 130.]

64
 2A Read some fl~dings of the Wor.ld Happiness Report.
Each one relates to one of the factors in Exercise 1. ·
Match the findings )\-F below to the factors 1-6 in.
Exercise 1.

..... A. Denmark, Switzerland, Iceland and Norway rank

among the world's happiest countries. One-reason for
t.his prominence is that these countries allocate large
. sums of money to provide excellent health ca're .

..... B. In countries where family ties are strong,

--people-feel happier because these close rel<1tioflships
promote a sense of security and people don't feel
isolated and helpless .

.·.... -C. It may s_eem counter-intuitive, but there are

a f~w countries where salaries in the workforce are
low, yet the people are happier than those in wealthy
Countries.

,.... D. Surprisingly, wealtny ciJuntiies-do-Mt dominate·

- the ranks for donating to charity, In Bhutan .and
·Thailand, for example, people give willingly to each
othei, which contributes to their happiness .

.:... E.-- Unhappiness may derive from a lack of trust

in the authorities, who sometimes misuse-_funds.and
, natural resources. This can create poverty and hunger. ·

..... F. W9men living in countries where there is little

or no gender equality feel envy for women who have
access to education because education can have a
substantial impact on life choices.

B Which of t_he _findings did you find surprising?

. -3 H·aµJ)iness is hard to m~asure because it is subjective

and varies fram·persoi'rto person. With a partner;
discuss the two opposing views abo~t happiness
expressed below. Which do you agree with?_ Explain; -

In the pursuit of happiness. a contributing

factor is having m_aterial possessions like a
brand new car or the latest mobile phone.
~tl-
When it comes to making us happy, experiential · i
purchases, like spending money on an urifcir9ettable .~
holiday'. are far more si'gnifican-i: t. han investing in a ~!.
large house or a car. · ~
=""'--=,,.-_,------=,;-.:.~...,,,==-~..:=---··~-~-=---====7."-'---~=""'"'"'=="--·=--"-=---''\, -f'''''
.. ~
'\_~

65
 READING
1 Read this passage about happiness and answer
the questions.

11 '\¥hat IVITakes Us Biappy?

What.makes-you happier- a birthday pres6nt_or a birthday
pari'y? NeW jeans or a day out with fiie~ds? Thete i:S a saying
that moiley c8.n't buy happiness. This id6a is Si1pport~~--by
economists v,:ho have found that as collntries get rith~r,
s p~op~~ liviitg' there dO not necessarily beconie happier. Yet,
by _antj. large, rµost pe9ple Woi.ild agree that if spe_nt wisely,
IDoney can help in the pursuit o"t happiness. A_nd if yqur
funds are limited, then the question is how best to all6cate
them.
10 A logi_cal ~ssumption is that since Irl:aterial _poss_es-&io_~:s· Ia~t 1. What .has research revealed about happiness?
longer,_ pu,~chasin·g things_ is wis¢r ~an. sP~n.dip.g_ 11!9Il~Y 90 a. Possessions and exp~riences equally contriQute to
one-o~-e~perien~es, sµch as a trip,.or·a s:O~~~rt. R.e_s_e~Ch into happiness. _. _.
the link betw_eeri happiness -~d mo.ney, _li9f.'eV-er, _suggests b: Happin.esS from material po5sesSions"is short-lived ..
the OppO~ite is true. A;s Dr Thomas Gilov}~h, a p~ofess~r~- c. We need novelty to experience lciSting happiness. ·
15 cif p=~Yc~9i~g~ at_ ~omeU 1:Jilivers_ify, _expl~ns,_:'-'_One_ ~f'.tlie
d. One-off experiences that cqst.J1ttle bring us greater
eneajeS Of 4appiness is what iS-~caiI~. adajJ_tatiOit_.,'' lri a happiness.
'shid_Y;:_ pe?P1e _Were as_k~_d tO r~Ilk_th~li _~~ppip:eSs~ ;iftet rruikbig 2. In the first sentence of paragraph 2, what does the
s_ub_;~~_al ~ateri~: and experienti~l p~~ch3.seS. A~ fi~st~ '. p~rase a logical assu_ mptiOn refer-to?
happine's·s. ~ith bo_th kinds of pu~chas~s was ranked equ·an)r. a. Purchasing Something_ makes us· happier than
2~ Grad~fiilJ,_:h~W~ver, peopie's satisfa'.ction ~t~itemS they going on a trip. ·
had b.Oughi;b~gan t6 wa:rte~ wher~as·Jheh--a_ppi~cia,ti9ri: of b. Allocating oudundswisely contributes to our
experien_c_~t' they· h;id ·speiit :money_~~n.·1nterisi~~a:· ---·-· happin~ss. -- · ·
It may s·eem Cou11t'eI-ii:itllitlV~ i:hat in th~ I~Ilg-r"Un, ;an bbj--ect c. Goirig to a·:concert is more s·atisfy~hg than going
whiCh.re~ains Iii Your possession Wou1d'n•trnake )roll"~ on a trif.?.
25 haf)pj els an isolated ex:Periellc_e·: Yet _the fact th.at thf: Object d. It's vyise to spElr1d-money on experiential purchases.
iS ·ever.,-present is the cause of e-Ventti.al disenchfilitmer!.'t. The 3. In the third sentence of paragraph 3; what does the
m?r:e: YP~ _become addpted to it, the' mof~ ·it_ fade_s_. in~~ the word it refer to?
?aS~gr!:niri.d. Experience,s, me~riwhile, a~ long they a.Te
as a. an ·experience c. a cause
significant, becoi:ne part and paicel of your identiry. ~ven b. a disenchalitni"ent d. an object
~o_ :-~9:s.~Jliii.t_ Wei;~ stress_~µ! pr 4ightenin_g a~ the _time_-¥1ay later 4. What does the author say aboyt friendships in
b~':Vl~V(~d-~ Charitctef-bu!iding·ru;d the~efore_'y~u~~ie. paragraph 4? ·
An9tlier r~¥on you d~rive more happiness trOm ~XPe_riences a. They are strengthened when friends compare
is- thit,th~Y file· often shared with other~ in meanifigful experiences_. -
ways. Yo~ are Irlore lik~ly to form a· lasting friend_shiP with b. They are ruined when friends c'Ompare possessions.
35 ~~.:nr~e:Ohe' _you _ we~_t ¥kil).g with than someone who oWns the c. Owning similar possEissionS..connects us to our
s_an1_Ei s,n;i.artphone. Furthermore, people rarely make negative friends.
¢q:ffip_~~-6ns 9~~ee~ their exp_~~i~nces_ and those of Others, d. They are often cre·ated ~s-:a resLilt of social
_W~e:I·~-~-~ . ~~ ~te~~ po?~essions, Hiey !fo so_ all the time, activities.
W_hi_.;}i irie,~itably lea4s _t~ _e~vy. - . , 5. What suggestion.is made in the final paragraph?
· 4~_:-f~r:_~~~.;~_6on~miSts, happiness is· thf? best in_c!-icator of a. Society overall would benefit if-people spent less
t'1b_k'2alm..o_f_ 3._soc~etY. f.JilQvich's research-has important money.
im?li,c~t:J.9:r:~ -:~o~ __op~y. for_ our individual. s'Pending choices, · b. Econ·omiSts_ should focus on· increasing hea!tl:i
~,tlt~SIJ_, f~i;_ em~ioy~rs v(ho ·want ~ c_ojit~nt_ Wo_rJct~rce - ' rather than wealth.
,theY COuld giv~ ~or~ _paid vacation in~tead ofbo_nuses, c._ Steps can be ta~en to enable more people to have
45 -for exafilpl~_ AB for_ policy makers, Gilovich beijeves tha_t meaningful experiences _
_'the~ p~?1 stee:rlarge:p~pulations to the kinds pf experiential
1
d. Employees should be allowed to c:hoose between
P11rs'Uft;_that ·p~~mof,e gre.ater happine~s" b_y invest,lng more in rec€iving ~or:iuses or paid ·vacation·.
r~Cr~ation~ fic_ilities, ·
I<I·· · ';-~6, ~~~~~f~~ 1H~. iH~'J~~[~~
~--<-JWPri~}':tilr(t q_uX..Jia~piQ~~~?;-
f
1/Vhy? \/\Jliy not?Explai~. -

66
j

''7 •.
 2 Read this passage about our thought processes and 1. What is the main purpose of the passage?
a~swer the questions. a. to compare the positive and negative aspects of
two systems of thinking
{ ...
b. to explain which system of thinking is preferred
"/<fl
~.-
How Do V/e Think? .
c. to discuss the prominence of one system of thinking
d. to descr.i~e ways of reducing our dependence on
If someone were to offer you ~ither a chocolate bar now of two one syste(Tl of thinking
-~ ·bars in tWo weeks' time, which would yoll. choOse? Wolll~ you 2. According to the author, why do we use the slow
prefer instant gratification or resist the inore immediate offer system of thinking less?
·and del~y the rewm:d? Most ~f us would take fl!e. ch0c6iate
0

a. It prevents us from.doing several things

. s now, and this iS an exarriple of how one particular system of simultaneously.
thou.ght. dominates our behaviour. b. Few people have the energy to use it successfully.
c. It is not automatic and requir.es a decision to
According to Daniel Kahneman, a professor of psychology, we
activate it.
have tW~ pyte_ms Of _thought. qne
is slow,· 16gical1 anaIJtical d. It's 9nly necessary in infrequent situation~.
and controlled. It is activated_.when we calcul_a:te· an_ ~riaJio'n
iii or leirn· to drive. However, this sYstern is underutili~ed 3. According to the passage, what can activate the
-b&ause it i:equires eneigyaD-cfeffort, and._coll~equentIY :µiikes --fast-thinking system?
,- ~ · ~ultitasking, or the ability to do Sevetai things at the same a. learning something new
b. spending time with others
tun~, impossible. For example, multiplyliig 97 by 148 while
trY
walking, and. you will probably have to stop in your tracks
c. doing a task that requires concentration-
an
-~-s·_._bec~use the process require~. your toncen(fation. The other,
d. doing something that requires energy and effort
· faSter system of thought is more 'autOmati~--it's the mode 4. According to the passage, what is one disadvantage
-~e enter into :when brushing Our teeth, for instanc~. It is also of the fast-thinking system?
--~:I,;i{tu_itive arid emb·tiori~ rather than_r~tiollal, ~d comes into a. Its influence remains largely unknown.
~~=~.-_play when we sqci;ilize wi_th friends, make snap decisi_ons. oi: b. It can make us behave in illogicalwaysc-
. :}[ :~~;np tc cc~cl~~:}cnS'b~~:o~ £.-.-;;t •~pr~sslcrtS~-Thls· ITi:de . ·: ---
0
c. It is not as_no_w_€_cf_u_Las_:__t_b_e_slow __svstem.
1
:'_:~ef~(:liought is highly sens1tlve to subtle cues, such -as facial.-:. - d. It can mak~ us dominant and JUdg~ment~I.
_,_ "-expre~_sions or hostility ID a tone of voiCe and When we in are 5. What can be concluded from the last paragraph
.·::~~;--~_Stressful s·imation, it can set in inoti6n.the "fight or flight"' about the fast-thinking system!
'"" -":-re_sponse -that split-second decision to put up a fight or run a. It is largely negative.
25 aWay. b. Being aware Of it can improve our reasoning.
+<&these two thinking syste~, Kahneman argues that the latter - · c. It rarely causes cognitive bias.
~\-;:~e rapid, instinctive system-wields far more.power in our d. It always causes errors of judgement.
-, -,-£r#nds than the former. It is actaallj responsible for most of the
__ things we say, think and believ.e, without.Our eV-en· realizing it.
r:t3_~---!his dominance_ is problematic b'ei::al)se oµf intuitive system is
;~t-j_s,ubject to bias, which interferes with cogmtive reasonirig and
'~·-,-)~Us-distorts our judgement.
-. One_ example Of this c~gnitive_bias is the spotlight effect- the
_-···:-:tendency to overestimate the extent to Which people notice
·_:,~-~- OUr 3.ppearance or behaviour. If isn't arrogance exactly, but
-\.~:rather seeing our existence entirely from our own perspective.
'·--,_We overestimate how much abO:ut us actually registers with
.;:- --_()thers. There are other cognitiVe biases that affeCt our thinking,
;~-'.-Such as negativity bias - a tendency to dwell moie on negative
0
-~·o :.rather than positive events: Thus, we focus on one argument .
with a best friend far more than on the numeious goOd times
we'Ve shared_ Being consciOus of cognitive biases ahd how
the intuitive system dictates our tliinlckg and behaviour cfili
help us interpret reality less subjectively and hence make fewer
4s. errors of jutlgement. - --. ------

~ ::~::~:::~:~~~~~~!tl~~Li~S~~:~-~il
I
I
a person might experience: ,
j • negativity bias
-------~
I -
• th~ '~potl]ght effed
c -

--------------
J
'
I

·---~-
•..... ,
. ___ _
.......
....
~
'
,~ ,,
·'.

67
 VOCABULARY From the text
1 PHRASES Complete the sentences with the worcjs below.
fade implications large lasting recre.3tional former instant -- latter split-secOnd subtle tracks

1. By and .................. ,................. , most people feel income
is ari i_mporta1;1t factor:_wheri .it COf!ieS to .happ_iiiess_.
2. If you get injured in a race, your concerns about
winning just····:-........,........:-····:······ into the background.
3. During my year in Houston, I formed some
.................. ,................. friendships with American students.
4. Eating a balanced diet has important
........ ,.......................... for your hea\th.
5. The city has great.. ...,.............................. facilities,
includin·g a swimming pool and sports centre.
6. Young children often lack self,control and need
.................................... gratification.
. 7. I really wanted a break so I made a ...............,.......... ,...... ..
decisf'On to sPend the week'end in London.
8. Avoiding.eye c~ntact was one of the ............................. .
cues that told me she was lying .
9. I often eat pasta and salad; the .................................... gives you
energy, while the ................................. ,.. provides vitamins .
10. Realizing I hadn't locked my car made me stop in my
.................................... and turn back.

2 PREPOSITIONAL.PHRASES. Read the text below and circle the correct prepositions.

What makes a person lucky? According to the book The luck Factor,
by Dr Richard Wiseman, there are four key principles that (1) come·iiilo/
oul of play where "lucky" people are concerned.
Principle 8- Maximizing opportunities
f!C
(;K
"CTo·.· Lucky people (2) are sensitive for I to opportunities that come their way. For example,
~ at an interview, at college, in the street or at a party, we meet new people. Lucky
individuals use the~e ch3.nce Illeetings for networking because they know that making
I~ useful conn .. e~tions (3) inevitably leads up/ to new opportunities for- future friendships
-' · · -· · or collaboration.
Principle~) - listening lo your intuition
Lucky people are. guided by their intuition and listen to their gut feelings rather than just looking at
facts. For example, whentl$king about a career, they don't (4)jump to I in cohclusions :based on
one specific thing, for instance, salary (if it pays well, I'll be happy). Lucky people use techniques
like meditation to focus their thoughts on what feels right to them, thus avoiding making
(5) errors of I from judgement.
Principle
~ucky
e- Expecting good fortune
people are positive thinkers and have positive expectations. For example, if they are
thinking of starting their oWn business and they expect to succeed, their (6) mode on I of thought
.is very optjmistic '!lld creates what is known as a self-fal.fillih'g prophesy. BeCause they believe
that everything will work out for them (7) in /at the long run, it often does'
Principle 0- Turning bad luck into ~ood
Lucky people emplQy psychological'techniques to cope with life's ups and. downs. For some
people, when something goes wrong (like losing some money), it (8) sets to/ in motion a cycle
of negative feelings. But lucky people don't dwell on bad events. They know that things could
have been worse (they could have lost €1,000 instead of €50!). By minimizing bad events and
focusing on the good, they feel better. Lucky people are not easily defeated and (9) put up I out
a fight when the going gets tough.

3 WORDS RELATED IN MEANING Circle th_~ word that is .similar in meaning to the wo.rd in colour Jn-the sentence.
1. The scandal caused the singer's popularity to yvane. diminish I decay
2. The teacher always tries to steer the i:on-~ers~tion away from politic~. regulate I direct
3. It was a one~off argument becau?e Paul and_ I usually agree. occasional/ scarce
4. The brothers are a!I successful in their individual fields fespective I distinctlve
5. The manager is trying to dispel negativity and help the staff believe in themselves. distrust I pessimism
6. The swimm-ing pool is underutilized because of its inConvenient locatio_n. underused I misplaced
7. The journalist was accused of unfair bias towards one political party. inequality I favouritism
8. A broad education helps a person to be' more tOlerant and less judgemental of others. critical I liberal

68
 Expansion
4 COLLOCATIONS: make Complete the collo.cations with the words below. The meaning is given to help you.
allowances for a distinction . a name for _ itself way for an exception waves
1. It's important to make ........................... ,., .................... between indoor plants and outdoor plants. (distinguish)
2. Ttie.company has made ............................ ,. '.·······_·-··········· as an innovative enterprise. (built a reputation)
3. The building was .knocked down to make .................................................. a car park. (create space)
4. The school tries to make ..........................................,....... students with learning difficulties. (take into account)
5. The best way to stay out of tr.ouble ot w.orkis npt t.o make ................................................... (cause problems)
6. The class is for college students, but they mad.e ................................................. for one high school student
because of his remarkable grades. (changed the rules)

5 WORD BUILDING Complete the chart. Then complete the sentences using words from the chart.

- -·. 1. Why does Tom always .................................... the conversation and

· · · ·. . · . · . not let others speak?
............................. intensity intense I intensive 2. Th e bl oo d test sh.ows a Iow ·iron coun t , w h'1ch 1s ·
._ , : -_, ,_'__ , _. _. . -:.-·'.-... ................................ .
domination I ..·. .' .>.; .t'
·a· ·
of anaemia:
· , ·· om1nan
·:.......... ,.... :.; .•....'.... .,:.
3. Some people have an ................................... fear of mice.
indication I 4. The police will ................................... their efforts to find the missing
indicate indicative
child.
calculation/, . c~kulaf~d I · 5. lhe va-rying opinions about what this painting means-show it is-
:··~·plc\.Jlato"r -,··ca1Cu1~t!~g o_pen to ................................... .
rationality I 6. Sophia took a .................................... risk in applying for two different
rationalize
rationalization
oii .................,........
jobs with the same company.
·: ~ctt~t9~ti~:n·_, clisiart~d
~ )_:':'i::'..:~
7. The newspaper has been accused of .................................... the facts
· interp·re~a.tion I ···-----and-rl-ot·reporting-objective:y. ·
interpreti~€
interpre~er_

6 PHRASAL VERBS .Match the phrasal verbs (1-6) to their meanings (a-f) below.
MAKING GOOD DECISl.ONS
1. Always weigh up the pros and cons before making a decision. a. prepare for a fut_ure situation
2. Don't rush into anything. Think ahead about what your decision might mean. b. research
3. Anticipate difficulties you might run up agair.ist and think of solutions. c. make a final decision
4. Read up on things if you haven't got all the facts, d. encounter
5. Ask your parents and draw on their. experienc_e. e. make use of
6. When you settle on something, don't start doubting yourself -trust your judgement. .... f. carefully consider

7 Read the text below. Use the word given in capitals at the end of some of the
lines to fofm a word that fits in the space in the sa111e line.

~---------'--'A GOOD CRY-Cc-~--·

-.::When President l3ar.ak Obama started to cry !Vhile making a. speeCh following a shocking
~ho~ting .incident i~·fue US_, he drew_"":"orld~ide_att~~ti~n:. ~Many-people w~re moved, yet
-reseafch shows that we tend to be (1) ··············:· .. ······ .. ········:· wher1: it Co~es tO sad
·~·;--:;·:··~····: ~::cpr~;;;-~ions and tears. Crying is often seen a~· an
(3) :~'. ......................... ,.,...... of weakness and ip_seCurity. Therefore, mafiy peOi)le, ·particularly
boys, -~!ii:nk it is_~etter ~o resist the u~ge to c:r_y~-t~51_ug~ this ~s__<j}~!t~-(~) .:~:···: ···············'············
because teafs are acttially good for you.
S:rying ~educes f~eli~is .of (5) ....._..............._.....'. ········~by releasing hormones associated with
Tue_se hor~l)Il~.s. may_otheryvise (6)-............,........................ to toxic levels and weaken
i£llmune sys~e0m_. J'.ortunately, 1;h~ gend~r~.l?~sed (7) ················:·· ................ that some
~it '·.;-.,'.':·p~ople
;·/,____· __ ,·
!:-:~:
~till ~3.i,~' about
__. :____ ,_ - _', ·.. -·.
whO._Shocld or shoul4 noi: cr}r file disapp~ari'n.g, which is just as
- : :. .', ·- - - . ·-.' ' · ..
b.ei::ause even if crying has no (8) .......................... ,....,:;.·.. ~ffeCt, it does calm us dow~.
 GRAM MAR Temporals, Conditionals, wish I if only
[SEE GRAMMAR APPENDIX, PAGES 160-163.].

1 TEMPORALS AN!> CONDITIONALS (with and without if) Match to form sentences.
A 1. Providing we sell the house,
2. Supposing we sold the house,
3. Unless we sell the house,
B 1. As soon as Claire apologizes, everything
2. If Claire were to apologize, everything
3. If Claire had only apologized, everything
C 1. We might have got there on time if we
2. We might just get there on time if we
3. We would getthere on time if we
D 1. Take your ID to the club
2. If you had taken your ID to the club,
3. As long as you take your ID to the club,
a. we won't be able to move to the city.
·..1.. b. ·we will be able to move to the city.
c. could we move to the city?
a. would be fine.
b. would have been fine.
c. will be fine.
a. weren't held up by traffic every day.
b. aren't held up by traffic.
c. had not been held up by traffic.
a. they would have let you in ...
b. they should let you in.
c. in case they don't let you in.

.,,,,;~~j,.~~~~M$~l$ l!iilm'Jlmmt"1wme - " '"' ~- - - -1

~ Continuous tenses (You can use .continuous tenses in the conditional and result cl9use.)
If Jill is coming to visit, will she b.e arriving bytrain? (checking intentions I plans)
If anyone is looking for rile, I'll beworking in" the library (talking about now)
If a famous person were staying I were going to stay at the hotel, they would tighten security
(past continuous I past of be going to in hypothetical situations)
~ Mixed conditionals
sh~ could have become a model. (hypothetical present with hypothetical past result)
If Jayne were a bit taller,
If you had worn a jacket, you wouldn't be so cold. (hypothetical past with hypoihetical present result)
ih if+ were to+_ bare infinitive (to emphasize ihat an action is urilikely to happen or to make a suggestion~ sound
less direct) . .
If you were to join our team, it would improve our chances to Succeed. (more forma! than If you jOined;
If you were to wait another 10 minutes, we could all have lunch togethec (more polite than If you wait~d)
~ Inversions (To make the conditional clause more emphatic, we omit if and use an inversion of the subject.and the
auxiliaries should, were or had. This is often used ·in more formal language.)
Should you decide to invest in the new company /'fl invest too. (first condition~!)
Were she good at maths, she would find it easier to get a job. (second conditional)
Had I applied for that position, I would have got it. (third conditional)
·h as iff as though (We can use a past tense with a present meaning after these phrases[= second conditional])
Those taUrists .3re acting as· if they owned the place.
-~-

"~-
!ll]!>!:'®!J~.!11
~·

2 Cifcle the corr_ect answer.

1. Were you drivinQ /to drive uS into Lond6n, we'd be sure to get to the right place.
2. Plastic would never have been I be invented if it weren't for chemists.
3. lf John were ~esign /to resign, there would be no one td replace him.
· 4. If Gary is rnming to dinner, will he be bringing I have brought Natalie with him'
5. Had the performance finished I to finish on time, we wouldn't have missed our train home.
6. If you had followed my directions, we would~'t be I wouldn't have been lost now.'
7. Were I Should you have a reaction to the vaccination, call the docto.r.

70
 ,
iiUl'll'A.l:ll~!Ol ft!J§§:.; i\lfgt~Jf= ="""='-~ ~·>---~""- •9 ""L41"1Efilljj

i
1,i,. to express regret about the present b. to express annoyance or a desire for change, even if unlikely
I wish I had more time just to relax. I wish my sister would stop borrowing my clothes.
Heather Vl(ishes she could learn to My brother wishes he could travel to Australia.
play the piano. (!Ne use could instead of would when both subjects refer to
I wish my friends were with me now. the same person.)
(Were Is often used for all subjects.)
Note: If only can replace I wish and is often used for emphasis.
o. to express regret about the past
If only Sue would forgive me forforgetting her birthday
Tom wishes he hadn't broken his phone.
:@-~~IY.ilIBlill"~°'iJ~W'~,irn~IB!fbl

3 What do millennials complain abo_ut? How do their 4 Complete the second sentence so th_at it has a
parents respond?. Complete the wish_ clauses with the similar meaning to the fir~t, using the word given.
correct form of the verbs below. Use between three and six words.
not get I make not try I have 1. Jay probably wasn't injured by the thief because he
understand I not play not do I have didn't try to stop him.
1. Chloe: I wish my parents .......... ---·······-----······ PUT
angry with me when I come home late. Had Jay ..........................................,.............. , the thief
Parents: If only we ......_............. ."..................................... her might have injured him.
understand how much we worry ... but we always 2. It's a pity Liam encountered problems setting up his
end up arguing. new computer.
2. Emma: I wish Mum·······················;·······················--··-··"' lo
RUN
live her life through me - tennis is just a hobby. If only Liam ........................................................ setting up
Mother: If only 1 ..........................•.........................•.... her his new computer.
talent when I was young, I wouldn't have wasted it 3. It bothers me that my girlfriend makes assumptions
3. Adam: I wish Dad....... --······--------·········--············-------that about people.
encourc3ge~ent
'
v(,_orks better than nag9ing·, - . bUt he
JUMP
just do.esn't get it! I wish my girifrierld ................................... ,... .
Father: OK, but I wish he························----·--·····-····--'-· people.
compiJter games all the time. - · 4. Thi:y-seem to think they deserve the prize.
4. Luke: Dad invades my territory! He listens to. my THOUGH
music and behaves like a teenager! I wish he They're acting ......................................... :............. the prize.
--·········----------····-·-··············-------········that!
Father: I just wish we ..........................................,.. ,........ _more
i~ common so we would have things to_ talk about.

PUTIING IT ALL TOGETHER

(~. ,_-·_.:· ' . . -- . - : ",- - .
I How do we feel about liars? Read the text below and think of the
I. ' 'vvord which best fits each space.
l -·- Use
•' only one, word in each sp~ce.
________

·1 :

What' do the following comments have in common? "Thank you so much. I just love your gift." "You look great in that dress."
':I'll.start working on it asap." You've probably guessed: These are. all lies we tell every day. Are they so terrible? -
:· - ' -_ ' ''' ' 1._ --_ ' __ ·--.·. - "-:-, -'_ ,".

Most people believe that very f~w situations justify the telli~g ojlies. pth~rsr11ayweli (1) .. ,. ,. .. . ... .
a qistinction between lies,that mattera~d \hose tha.tdon;t (o!tenrelerred to ~swhite)ies). .As in the examples aboye, · .
they (2) . ...... : .. •• never admit thatthey ~is.like? gift given to them. by a friend. And as (3) ... ..... . . \ •.
· _asa Ii~ is_told,out of kindn.ess, wetend to forgive:lheliar(4) ...•. :- /L:····: ·:"':,there are negativ~ consequences of •..·· .. . ••• •..··...,•.
Yet, we will rarely make suchallowances (5) ·----········:•'····---"·:...:....• someone ivho lies in order to gain something at 1he exi]ens~ · - --,,-
of others; (6) .....:...•.............:..•.•:....•. they are our frienqs or not. In other words, the seriousness bf the lie ciictatetl our response
'-'.·I - .:' - ' --. - ... _... ' - .. · . ' .. ::·· -- . ··:·----:. ---- -...=:-:·· - :· ·,:··..::_·-:· - .·.-:-.. - '. •, ···. - __ ,-._
and affects the liar's chances.of getting away with it. (7) .. ,.:,.L ..• ·····:·: ...,., .. ,.... a person is aware there might be serious
cohsequences (criminal charges, for example),they find it IT1orndifficult'to hide their dishonesty. This is because when we lie,
comes (B): ............................. play. TheHar beginsto'sweatandbreathe more heavi~, and may avoid looking people in
eye. These behavioural cues are signals police officers are t;ained t<Ydetect when interviewing a suspect.
·~.~~~~~~~~~~,,~
. - ;;e
.
LISTENING
1 A gap year is the year .between leaving school _and ..,
. filtl 0 What do the expressions in colour mean?
starting university or college. Young gappers usually
Listen to sentences from the recording.
spend this year travelling, working or volunteering.
Circle the correct answer.
This gives them time to mature and think car-efully w
1. When you fend for yourself, you give help I
.about what they really want to study.
Suppose you were taking a gap year, which of the
"'
<(
::i manage alone.

activitie~ below would appeal to you? Why? ~· 2. If something is an eye-opener, it is surprising I

shocking.
• teaching English '.'\"
-' J. Ii you're out of your comfort zone, you are
::i
~
w dqing unfamiliar /fa-miiiar things.
0 teaching or coaching your favourite sport
"'
::i 4. If you ask what the bottom line is, you
• backpacking or travelling to remote places want to know the main I iowest point
{) going on an outdoor adven_ture tour _ /__5_0f~r,i 5. If you are in two minds about something, you
are completely sure I unable to decide.
Q volunteering
• taking a course abroad
• working as an au pair (living with a family 3 0 THE HALO EFFECT You will h_ear a short
and helping with the children) segment_froi:n a radio programme called learning
from the Experts. From the three answer choices
2 0 You will hear a student called Martina talking given, choose the option that best answers the
about her gap year. For questions 1-8, complete question.
the sentences with a word or short phrase. 1. In the 1920 study, what was revealed about the
officers' assessments_?
a. They were similar for every soldier.
fA~1we, A &JAP YEAit b. They tended to be either all positive or all negative .

.·. -.:'N{~~-'~-~-~fon:·a safai-i in the SO~th L~~angwa Park, where

c. They· were more Positive for physical qualities.
2. Why does Dr White mention saints ln ancient
she )e~ed (i) . ..... .. . .. .. . paintings?
-,_~O~e·'.~Idil.·.~~ina·acquired during the safari waS usfu-g the a. to emphasize the positive bias oi the halo effect
:·(2) -~:'·::·...:.::;·.::.:.:.........:..····················for finding directions. b. to illustrate how long the term has been-in use
c. to explain how the halo effect got its name
Martµ;a d9scribesberselfas being (3) ....
~ .·:~~o~.:m;%}~~~,,~~-,~~'1f:,:~-~~ ~i~e.
3. According to the report, what additional impact can
the halo effect have 7
Wl!~iiJ~~t1JW~; lV!1iftina found the (4) .. a. It can affect success in one's career.
;~~~W~ftt~I@C~it_,~~~Ct to_~~-~ with. b. It can alter first impressions.
·. ··'4~~~1~g~~fi&B~ot <~). } ...,.... :.../ ... c. It can influence consumer behaviour.
.~6Jii~.tiJnes_!prevent~d :chiidten from corillng to school.
;J'-~'i, ~-O'i ,~·-;,' - -- ,_ ., '1
4. AccOrding to Dr White, why are we so easily

,.• JV.fa£:titi~~i~s i~~#orct;s . (6) ,.: •.•.• ,.......•.•........................ to influenced by the halo effect?
a. It saves time and effort ..
-~-- -~~s~riqe· t<;lu·catiop. for girls in countries like-Zambia.
·- . ·:·_ . :::'_\·[:i::::--~~-!7: . ('','·~: . ·_· -;'·-,::) _.:,! .·:J-:;::;',> ,:>. '·- - ' ' b. We are not always conscious of it.
· -.:_.)A:~C?r~i=~g_t(r_~~a~_;s:'.--.~tii_~ents who have taken a gap yefiI tend c. It is ·1n our genetic make-up.
·. fobeiriore (7j :.... ' ..... :..... ,..: ...................... in their attitudes. · ·
~! ··,; 5. What is suggested about the halo effect and early
F·'- 1 :'M~rii'h.is ciecid~-d-:~h a career in the field of humans?
,.,. ·:;};;('····"'• ~;;;~-- --·<(
It made them less susceptible to disease and injury.
1
It helped t_hem identify potential P~rtners and .
~

SPEAKING Making a Decision

1A Have you or.your family ever made a big decision? W~at 4 MANAGING A DISCUSSION AND
was it about? What factors did you take into account? REACHING A DECISION

B Suppose you were thinking of buying a motorcycle. Take an active part in the discussion and >~
Read the factors you might take into account and add help to keep it moving by initiating and .':'t
two more of your own. respondir1g,~o yOur partner. After you
relate t.o all the options, negq1:iate with
• what type of motorcycle to buy your partner to reach a joint decision. .{'.
J
• how often you'll be using it
• how safe the roads in your area are When would you use the expressions below?
• Write the heading .
..................................................................................... Managing a discussion Reaching a decision

2 With a partner, -discuss the factors invplved in buying [......................... ·········· . . . . . . . j·

a motorcycle. Justify your opinions with examples or
Shall we look at this one first?
reasons.
Sorry, but if I could just say something.about that.
Really? Why do you say that?
3 Read the task below. Then match the factors (a-k) OK, so let's move on to the next one, shall we 7
below to decisions 2M5. There may be more than Excuse me for interrupting, but I'd like to" relate
'
one possible answer. to yolJI" point about ... 1,
~ -,. .·. ' ~
-·
'.
~ AWr~,~_:f~_ct'o_r_S -~iQht p_e_ople tak.e i~to accou11t i [....
-·. VV,.h.,_e.'. r),_nj:a.,~ki.~~ -~-~f.i~i~r:i.,s about the ideas below? ~
I , (Talk for two minutes.)
! .•.:·
~· _1. buying a motorcycle
:
2. taking a gap y~ar -· i
~
~
Which two do we have left?
Let's leave that one out after all.
po yuu think.'.ve sett!ed the questi0n,--then2

II~ ..
. . : : A . ... . : ~ Do we have a final choice we agree on?
" - ~~ 'l; . _ -~rig~~1-;fjl.-'<:'v]J ' ; So we've agreed We can eliminate that-One.
. '()));~ '' ',--, 'H~e~ARYri~~ -· ~
ii . . : Ila.
[~ .. .: • ."'I·
"~
~~ t,u-"'
. ..,.,.,.;,,,
·1'>: .•...
s ·~D;J'l,~~l
~Fl~~'"-•
~,,,,
"R
~·

~
We've got very different opinions.,5o let's agree
to differ.

I!
I . ' •

I~ gain~ 5
•.
YOUR TASK With a partner, do the task in
•3.rehttngin .. 4. abroad. ;\hoosing Exercise 3. Use the ideas and expressions from
arartme~t · · · to study a career . ,-' Exercises 1, 3 and 4.
~: 8 N,~~. ·d_e~i9 _e in-which sitLJatior1_ it is- m9st _ fl
~. ~-rJiPc:>:rt~~t-~~cit_yqu r:n~k~-the right d·ecisian. ~ There is no correct' answer, so it doe-sn't
matter if you cannot agree on a decision,
&i.
~
(Talk
.. ,for
. one
. minute.)
.. Ib as long ;:is you have managed the discussion
ll:r,:;j t-0';,!
well and used expressions of negotiati0f1.
a. being competent in the foreign language
b. finding a safe and pleasant location 6 DISCUSSION Discuss the questions below.
..... c. the chance to experience other countries 1. Which is better- to make decisions on your owr:i
...... d. converiience and quality of local transport without.consulting anyone or to ask -other people
e. opportunities for professional development for advice? Explain.
f. extra costs above the monthly rent 2. How can the Internet and social media help us
g. payment of tuition fees make better decisions?
h. whether the job appeals to you 3. Do you think people whose jobs involve making
i. the salary and Social benefits serious decisions, for example. dcictors or social
j. ·missing friends and family workers, should be paid more? W~y? I Why not?
'··- ,_ k. -$~f~ty a·nd h·ealth requirements '

73
 WRITING Summary Essay
1 ANALYSE THE TASK Read the task. Then answer the questions that follow.
~I
~ . . .. · .
I) Read the two texts below. Write an essay summarizing and evaluating key points from both texts.
r~ Use you~ own words throug~out as far as posSible, and include your own i_deas in yo_Ur ahswers ..
~ ~-••••:~:-·~-_~"•-••-·-•.--·•-••,-·-·~~-·••---•-~•-""•-'•••-·-- ----w---:~-.--- ~ --•-•• • ,,,.,,,_,,,_,__ ;;_"''";'-·-:"~_....:. __ ;:,__~"'-'·•-·-•-'""-"'-~"~,..,._, I
~ 1.f HApPIN~SS: A MATTER OF PERSPECTIVE 2. WHOSE HAPPINESS?.
. r~· 1- - . .- -- - _.;: _
_.,. ,. ! .,·;·· -- :- ...- . , l.
Mainlidea--)j Trving to-And out what really makes us happy is Whether personal weal_th__·a_nd _ e_~()!:_i9~al ~~-U-bein@ ~ Mairi_
~1 J a worthy aim but it is verv difficult te? achieve. To are reliable indicatorS of happirle~S iS deibatab!e. j ide,
lif ~ . . -· _.· :'- .._. · :. ,--,-:-. · -. . .- _·-, . . I
P~j]1t 1 ~ i some people. happiness is connected to income. The Perhaps we should loo~ at me_ z.rsu.rin~ the-wea!_th _j
~i Ibasic assumption-here is that as you get richer, you .- of society as a whole. rap~er-t-han oi1_ an il1dividual l·
~{" : become. happier. so your economic status becomes a ; basis. Taking society overall, we' see that national i
f~~ ) ' ' ' ' .' ' .
f:3 ·! measure pf how happy you are. To others happiness ; prosperity improves our st"!~-d~rd of livirig bY .
PolPt 24! is more of an emotional thin13, like being loved, having ~ bringing social progress. T~is-Oifers_u~ b6tter public .
1
rn !a pos-itive self-image, or feeling that your life has servictis, for example, in hea]th, eduCatiOn,"welfare J
~~-'! Iad~epB:r mea"ning or purpose. People d.on't always
l ' ' ' -' ' -
and leisure, all of wbich
-
can--iont~ibutei
--·_.- -_- - ~-
! -
_to'~ap'piness.. !--~ .--~_)
'' ' . ' - ' ' ' •' ' - ' - '

~i ! agree on ·what ·makes them hap_PY· hence, it is very i So·if society is bett~_r _qff..-_W~ _cah .live healt~·ier i~i\,.f.~!,--
~ l problematjc to try and decide what being happy lives and have more ppp~r-i~niti_es,_r~~-~lt_i~g ir an J~~tt _
increased sense of well-being ai1d -happine~s. .. /!;( . J
@
IL
! really- means.
L.·--····-·-··-··--~······ "', . ·-·······- ....... ",.,,,, ... ' ' .,., .. , . ",, .. ······-~···---·--~--·-1t .J
1. What must you do with the information in the two texts?
a. ........................... ............... b............... ..
2. What else must your summary essay include-?
3. Look at Text 1, where the main idea and the two key points are underlined.
Then find and underline the two key points in Text 2.

2A ANALYSE A MODEL Read the m.odel essay.

. -~

The recurring theme of both texts is whether it is wealth or emotional satisfactiory that
makes people happy and whether we should.consider individual happiness or that, of '
society as a whole. .
. . . .
· The ~rst text asserts that happiness means different things to different peopl~. Some
ass.ociate happiness with money and material possessions, such as owning a home or ·
a car and having all the trappings of success. Othe:s equate happiness with emotjotia · ·
fa~tors likepopdlarity,high self-esteem or a senseo of purpose in life. .
Co0seq~eni11y1 it i_s difficult to reach a consensus On what constitutes
happiness. Personally, I do not consider these two.attitudes mutually
exclusive. A reasonable standard of living, a home and a job are things EV'~/fl'o;
.we al.I desire and that make us feel content. Raising a family or engaging
Did the writer:
i_i-1_ en_dea-vourS--We believe in, like vO!unteering, can give our lives p·urpose and
enhance self-respect. So happiness may well be a combination of the two. summarize the_ overail theme ar 0
The second text states that looking at individuals may not accurately the two key points in each text;
:eijecfw~~~happiness is: and this is indeed true. The rich and famous 0 evaluate the points and express
~re nq stra~gers to sadness. And even the t\10st accomplished person own opinions?
can feeldi.s~nchanted with life. What we might consider, however, is how
, n0tional prosperity leads to greater well-being in society. It brings improved
0 use his own W~rds and rich
vocabulary?
. he~lth,0are and social services. thus greater freedom to enjoy a better
· 1ifeat;ahigheristan~ard of living. Lam convinced that we will all be happier 0 use words that clearly signpost
if soci~ty as a. whole is content. development of his argument?,
!
To ~uri\~ari;d,,ief]~itions of~hat constitutes happiness vary. Though
many measure happiness by individual factors. prosperity in society
overall may well be a more appropriate indication of life satisfaction.

74
I

2B Answer the questions below about the model.

Par 1: Briefiy state.the overall themeof the two texts in the task.
How does the .writer present the main theme of t~e two texts?
Par 2: Revie\/\'. . t_~_e points from Text 1 and evaluate them.
• What phrase does the writer use to introduce the main idea of the first text?
• Whal'examples does the writer give of happiness from material things?
Par 3: Review the points from Text 2 and evaluate them.
• How does the writer vary his language when introducing the main idea of the second text?
• What is the writer's opinion of the ideas stated in the second text?
Par 4: Sum up with a brief closing statement.
What conclusion does the writer reach?

3 EVALUATING AND EXPRESSING YOUR OPINION Try to vary the phrases you use to evaluate ideas
and express your opinion.
Complete the examples below from the model. Then underline one more expression in Paragraph 3.
Par 2: Personally, ................................................................ these two attitudes mutually exclusive.
Par 3: i·am ···································--·· ·····-·-··.·····we will al! be happier if society as a whole is content.

4 VOCABULARY Complete the sentences with the phrases below. Pay attention to the words in colour
in the sentences.
i
open to debate should bear in hi ind mutually exclusive reach a consensus to all intents and purposes I
i'
1. When discussing joy in life, we ...........,... ··········-··············-··-········-·······-that people find happiness in different ways.
, 2. While some assert that happiness depends on wealth, this is arguable and ............................................................ ;... . I
I
L~·--
3. This is a;controve.rsial topic, so people cannot .................................... ···········-············-·· on one definition of happiness.
___4_ Jn-·my .Vi:eW~ poverty-and happlness··are not .. :.--:-.;: .... :..... .-.~-;_ ·····-····-··-······ :~ ...... :.::.--:--::: .. concepts.
_J
5. The assertion that money can't buy happiness is; .......................... ;.................................... , false because money can make
your life easier, so therefore, you may well be happier. ·
I
5 YOUR TAS-K Read th~ task. In each text, L1nderline the m~in idea and the tWo key points tO be surlimariZ~d.

r·. · R~ad
~
the two texts below Write an essay summarizing and evaluating
your _own words throughout as fa·r as possible, ·and include your Own ideas in your answers.
texts Use. ~eyp~iq_iSfrof11tiC>th 1
-.~

.~
fu·)····..
1.1r.··-....
HOW. .DO ~:
. .,c....WE
:-"-- --.·'·-~·-·----~. - -~.·.
..• ..MEASURE SUCCESS? . I
·.·-···--. :·-: --.·-----, ... ,· Lj·.·.·.·WHOSE:SUCCESS?
.·.·.c-:.·~
•. •·.· ..··.·.-.·
. .··.•. . ·..•..
· ·····.···.- ~.
.•·....-. -.· .- .....
•.•.·.. •· ·.. ·•••·..... '. . . ·•. .·•. ·•.·•.·.-.·.·.·.·.· .·.·.·.·.·.·. ·.·. -...·. ··.- ·.. ·..•·.··· ...·. •.-•.••.•·.-._·.
. .·.•.•.· • '..• ·.•.> !. ·~·..~·.
·.·. .•·.-.·.·.·.·.·. •.•. ·..·...·.-.·- •..••·. .·•·.·• .'.·.
.

.fl : We'd. all like to thi_nkof ourselves as successful, I I When it.comes to m'on;y and status, we' (;,;',;;t .F Hain~idea
ml~dea ~; but ho~ d.~ we measure success? Men_tion the f l _h~l.P ~on: pad.~?. ou~selve~__to ~~hers. ~--~': d:dve. I lJ
~;l i w?_rd su~cess a_n_t:i mo~t people th_ink pf w~_a_lth. For j \ for s~~c~e-:s_i~·:simply_p?)rt of()·~-~ .natyr~,.:~? . ~~ _r ~
!~ many, it me~ns.a luxury home and designer.clothes, . J const_~,ntl::,: .strug.g!~.to_a.chi.ev~ ~he syn:ib~l_s-.?_f. j..·~
'~
~
Earning a h~ge salary _that prol{!des these !uxu_ries .is
, desirable, bl:Jt if .you have no job_ satisfa~tion a~d
\
!·
i
I· .succe_~E? wit.h~.u~ quys:tionfng..Yh~m. In f~qt,. ~r¥ing
j to live up 0 ~lsd~ definition .of suCcess
I ·flil
I
are sotneorie f

~.~ ; nots. ati~fied_with lif~, hav~ yo~ a~h_i.ev.ed s~cc.es~? I j is self-.defeating_. Success can be ~e_asured w,hen i.j
~ I Nowadays, because of social medra,' success 1s also I \ we set our own standards and achieve them. For {j
~j t linked to tarn~- We consider celebrities s.uccesSful, j ! example, we can feel 5uccessful _.even When we fai-1 if I ~
}{ though they may_ n·ot be par;ticulady talented. ·IS a ! J we re_ma.in ~r:ti_mis~i~ and keiep goirig becaus~ our j ~
n celebrity. In a reality show more successful than an l I success is shown not by the money or status we - l ~
f! unknown doctor who is saving lfves?--- l-- i have, but-by the difficulties-·we'.ve Coped.with._ j _ii_
~'°'' . . . _-.---·~--·-., ··'"··---"--- . . ._. .,.:......~·--~-·-·-·~-·--...:-~·--·"-····-·--·-·-_j t . - . . ~.. --------~·----.--·--~·--·------· --··-~----~---' Et]

75
 6 THINKING ABOUT THE TASK 1 With a partner, discuss the two points from each text and note down your ideas.
~.l:~8/i:'..'!'&...~===~·~---·

~ofilb
Point 1: Does success mean wealth? Point 1: Should we· compare ourselves to ·Others?

..NQ".n.~?.r/..tQ./Ji!.v.?..i!.. m~;mmgf.v.!.!i.fo.!.b.~lv.!fjfJ.?.9. ...

Point 2: ·oaes success mean fame? Point 2: Does succes_s ·mean setting our own standards?
One example is: ......................................................................... .
Other examples: .................... ,.............. 1 .................................. .

7 THINKING ABOUT THE TASK 2 Avoid lifting sections from the.task. Use other ways of presenting
your ideas such as paraphrasing, synonyms or using other parts of the word families,
Find the words in the task that are paraphrased by the words below. Add other words of your own.

Te>1t 1
1. evaluate: .. m.e?l~li.f.IC. ..................................................................
2. having a highly paid position: ............................................. .
3. -fulfilinent at work: .................................................·.............:...•.
4. is also associated with: .............. :............................................ .
5. feel dissatisfied with: ........ :............................................... ,..... .
Text2
1. making comparisons: .c;;Q!!!Q.?![{09..............:, ...................
2. the desire ro succeed: .......................................... :............. .
3. Inherent in our personality: ......................... ;.................... .
4. conform to: ...........................·................................................ .
5. obstacles we have overcome: ...........................................

8 VOCABULARY Read the sentences carefully. Then improve the style by replacing the
urlderlined Words with the Words below.
equate .,. with constitutes is no easy task have a'tendency to a fun_ction ·of an indication of
1. M€asuring success can tie a difficult thing to do.
2. Some people maintain that success is dependent upon materi.al wealth.
3. Not everyone considers a large house to b€ a sign of success.
4. There are tho"se who often think success is the same as being fa.mous.
5. People are prone to make comparisons of mon~y or status.
6. Definitions of what determines success vary ~idely.

9 WRITE YOUR ESSAY Read all yournotes relating to the key points in the two texts and organize
them according to the plan below. Use the larlguage and vocabul·ary in Exercises 3, 4, T and 8 and
_the Plan below to help you. Reme~ber to paraphrase' the :wording. in the task and tO u_se for~a1 .
or neutr~I language.

I.·.·. • . , ····::\·.' ...•. ·. '.• -

!P!-J\N: SUMl\J!AfiY ESSAy USEFUL LANGUAGE
!lilmlll Briefly st"ate the main idea of the > How can we measure ... ?
two texts in the task. Measuring success is no ea·sy taSk.
The overall recurring theme of_ both texts ...
~ Review the points from Text 1 and >- The first text asserts ...
evaluate them. Some people associate ... Others equate .. ; with ...
Personally, I do.not consider ... ·
!li&'lD Review the points from Text 2 and >· The seCond text states I mainta"fns ...
evaluate them. What we shou'ld corisider, ho_wev:er; iS ...
I am convi"nted that ...

ppgi:U. sum up with a brief closing statement. > In short, ...

To summarize, ...
Though many think ... ; it may well be ...
The true meaning of ... is ...

SEE UNIT 6 VOCABULMY REVIE\IV, PAGE 131.] ·

[ SEE REVIEW 3: UNITS 5-6, PAGE 142.
. I
76 '

..... •. ·~
 :·.''

•<,~

2 Discuss the following questions with a partner.

1. What do you think_ is the value of finding qncient
rel res and antiquities? What can ordinary objects
tell us about life in the past?
- 2~· Some students find history tedious-and-borin~:--c -
Do you agree? How can history be brought to life
and made more interesting for stu~ents?
3. Is the history of your country an intrinsic part
of your identity? Do you feel connected to your
country's past? How?

77
~v
·~

READING
1 You are going to read a magazir,ie articlg in which
four people who have history degrees talk about
. their_ work. For questions 1~10., choose from the
people (A-D). The people may be chosen more
than once.

W_hich person
:'1_ :._·On graduating, I c_tiaiI_t;iig~d_C_o~v~~ti?~al no~ons
th~t ieacbing is th~ only feasiple .ogtion op~n to history
mentions aspects of their work that allo~ IC] ~a~~_ates and chose t_~ b'?f~~~,:an:~·cdlll_e-inVestigator
them to be innovative? .with. fue police. The job ~V~t~98_- ~~~Sci~n~t~us res_earch
condemns the reckless manner in which II] son my part to tr<ick dowfi Vfp~ks ·of aft stOlen froni sites,
antiquities are sometimes handled? _-in,~seums and churches, W9~~li .~e ·pa¥tc:uhil-ly vulnerable :-1
and cannot always safeguard tbeir treasures. The loot is i
clarifies a misconception about the nature ~Li smuggled abroad with the siile inten.t of being sold to the !
of their work? ·-·-. ... . I
bji?hest bidder. A collection of-~culpttlres, once constitutirigj
confesses to finding their work dissatisfying ""'11
~ ma single entity, may be shamefully fragmented and just i
at times? ~Caltered across the world, ·so art crime squads in different_·!
explains that finding flaws is a feature of ITT'""'
!!iill__J ~o~trieS constantly exchange hiformation on illicit _.!
their work? .-traffickin?. A recent case of mine involved_the repatriation _.i
of three paintirrgS taken froiii an Italian 'church. Seized , -I
emphasizes the practical need to appeal to
the general public? """
ll!ilL..J
is.during a raid on a London hotel where dealers in illicit
antiquities were meeting, these paintings were returned to ·i
explains how various devices· support them KJ their rightful owners. In my. experience, I'd estimate 20-3Qj
in their work?
!j:,,,--i
o_f th,e priceless fil1 in museums may have been acquired ]
casts· doubt on the authenticity of certain [liill_J under dlibious circumstanCes, and some could 3.ctually be .J
artefacts? 20rorgenes1 _:· .-1
• --1
comments on the scafcity of graduates in iii'jj'1
~ _ Retrieving stolep. art is a-16ng~ draWn-out process_ The w6_i~
their field7
_' is'pairis~g and not always rewarding, so I'm under no :)
mentions the need to follow existing m=i ' ·illusions about happy endiilgs. In the:. ~orst-case s~enario;J
regulations?
.tbi~ves try t9 des~roy th~ eyi~~nc_e_ pef9re ?le _C!ln confisc~t9
25 it; Often citnsing irreversible.damage: :Someti:rries, ·sadly,· . ·1
.. ·• ·. . I
_pie,cei:; ar~)ost forev_er. ·

~- • C-0~· .~"~~~,---~""';"c'''~~·~~""'~''''l
JlJ Studying for a history degree taught me to gather, t

ass~.Ss_ and collate informati_on-:- skillS -Whith are invaluable:

ui nrnny :>Valks of life. And_ having been fascinated by -. ]
30 programmes on the History Channel, I made what seemed like:
_a _:µatural choice _and beCame a television research assistant. . j
(;reatillg a historical series requires meticulous study, and -. ·._ I
~at_'s where I come in. Above all, it's essential that I examine_]
8.nd yerify the factual background on costumes, furniture , ,_j
35 and jewellery. I also skim through_ images-to provide 1
inspiration for the scenery ;md ·props. Res_eai'chers contribute_i
original ideas to expand on the life· of a character such as · _·_ 1
Thqmas Cromwell in Wolf Hall or Queen Victoria. I'm not ari'
authority on any particular period, but I do a lot of research.I
40 My work requires a high 4egree of accuracy and I pa_y \]
_stf;ic~ ~tte_..·n_ti_o~ to detail.· to avoid_ glaring errors - ~e doubl.~J.
parkirig lines ma 19th-century village! •'I
HiStorian~ h~ve discie'dited ce~ain·series'for "fudging" -;,]
the facts, yet they do spark an interest in history, even if •.
. ._45 they stray into the realm of fiction on the odd occasion.
"Period cii-amilS like Vikings are in m'any· respects deemed _
historic3J1y accurate. The VJ.king hainstyles and clothing are'l
as authentic as possible - inspired by medieval manusctipff]

)
~~
 •-------Muu-~~~·--~·--~.-~· __
. -~-----,
--~'.:_~~·~u'---"!l",, :;_~··~-~· ----" '-'---·-'-----

2 Read the text again. For questions 1-4, choose

from the people (A-D). The people may be chosen
more than once .

•... •··. Theres an 09ute shor(age of pedplech&oi~giio >

IDENTIFYING OPINIONS AND AlTITUDES
e Read the .four texts, underlining the
;tudy history. I thinkthis is proba!1ly the resU]t.of tJie + main opinions, and note how similar or
~sguided assumption th~tjt_leads tjo_WP-efe.'~fil~fhwis6~ different they are. ·
Nothing could be further from the !rt\th, tl)ough)Iistory · 0 You may need to identify the argument
develops your competence to.r~~arc~ 3f4-pfe~~n.t or opinion which differs from the others.
5~ information coherentl)' in a ran.ge._pf_ fO~~-;-fr?m
. brochures and guidebookS to informati\'e filins• Such ••
skills can pave the way .for many ~~e~is;. inc~-U~~)Jy~e:._-· Which pe(son
As a heritage manager, I am.i~sP_oilsibl~_-·fOt<lttye_19p~_g,.<:
shares B's view that techniques acquired as
interest in ancient monu.meritS ·and_ iµs~ori.c p~ilqin'gS;_$uCh HJ
a history student have broad applications?
oo as Highc!ere Castle, which is a prime .exam!'le of19th: •
century architectural styl_e. On6.. imP0rt_apt .ta1;k-?fJrl0¢~_is_· expresses a similar view to A that a widely
to_market the building.With ev~nts_:ari_d touis t9 l_nC_r~_a~,l? held belief about studying history is fJO
visitor numbers_._.All. our activit_i~.s ·4~ye_.to_ b_~· P.I-9·fi~~~-l~,_ . unfounded?
to support the buildi~g's conserv.al:iOn.-Arioth.~r_asp_ec.t_' holds a different view to C on the impact of
65 of the job is to do research.. ahd pr9Vide·\ inf~rmatiq_Il-foI-
•. ': - - ,-_;
ti]
. - ' ' ,_' the media on our knowledge of history?
a reference book-or an Official history· of tj:J.e .s_ite:· lt_'S :.
astounding how mi.si_nfortned many_ p6opi~ ~~ . :o_~te~· _,- expresses a different view to the others- on
having learned their history from highly inaccurate the need for external confirmation of their HJ
sources like_Hollywocid-fi~s.. . .. findings?
''·"'~''"'"'-~'"',·--'>+«> ;"'wk.-.~"""'·"'""='~"-=..;.,_.,,.,,,;,,~"'"'-""°'-~""---=~·.i.;.~~----=-~\,,,,

ll ;;-m People ofte~ confu~e

the work of a 1
- h1s;ori~ wi~~ ~-~ -

, that of an archaeologist First and foremost, a.histori_an~s,

work involves investigatiri~ and_ anaJy.sing· d.~tji _i~:. WH.tten 1
form - from stone engravir1:gsto poo~s . ai:i~ l~~t~r,s ~--~­
order to validate infonµation aJleg~(,i.to,be. facts.:--A~--~ -. ·
1:; archaeologist, I.try to understarld.the legacy Of the ailCieri.t
world bY excavating physic.if relics, SuCJ:i as _coiP.S_o~ - . ,
statues. Despite what is often assumed, .muc~ .()f-~~ ~ork
is done not on site, but in a lab, w~ere _we d~terririne th~
age of artefa:~ts and their place of Origi~.• -tis.i~g s'Clen~fi~
so techniques iike carbon dating._. At a· dig, .we·11~e_.~~mef:is,
tablets ·and laser scanners to digitally re_cord the 'site
and every find. Another intrinsic part of my W()fk iS to
catalogue every item caretuqy in order to :comply _With- ·
local laws. It may sound tedious, hut sometimes it is
ss actuaily a welcome relief from digging.
Arch'.leology. and history have a reciprocal _re~ationship:
While I try to make a valid case about the culture of a .
preceding civilization, I rbly on a historian- to ve~tfY ·~Y­
hypothesis or prove it untenable by usiilg a vas_t_ -aq:_ay·
9o of~\'\lritten evidence_ But conversely; for exaniple, vi):ien
the lost remains of England's King-RiG~_a:rd .rn. were
uneart):ied, it would have been impbssible to c_Ortfir~-!he"y
w_ere ind~_ed__ his witho:ut _the rp_e_thod$ _we _archaeo~qg~-~~
Utilize, even tho-Ugh his _reign was fuliy doc.11~eril~d-.
.:2.,~""-•· .:_·":'" \r'•' '."-'::X~';'L·.-··:·-·_i _">'::'':¥<"-" .,;:,·,. '..:' ·o_\-:s-;:,O:j~.::i
.f CRITICAL THINKING SKILLS t

lE"~'~x:::t~~!~~J
 VOCABULARY
3 VERBS Match the words
From the text in the text with their
meanings (a-j) below.
·1 .EXPRESSIONS Find expressions in the text
that have a similar meaning to the underlined
words.
1. The only aim of the programme is to help the.
poor. (line 8)
2. I have no false ideas about the value of this
sculpture. I.kn.ow it's not worth much.
(lines 22-23)
3. I've met talented people in all kinds of jobs
and positions. (line 29)
4. Elie is C:On_sidered to be an eX[;Jert GA ancient
Rome. (lines 38-39)
5. A translator needs an advanced level of
proficiency in language. (line 40)
6. la's awareness of the finer points is typical of
many editors. (line 41)
7. Though we don't work together, we meet for
coffee once in a while. (line 45)
8. In a lot of wavs, the two pyramids are similar.
(line 46)
9. Most importantly we need to preserve our
cultural heritqge. (line 71)

2 Complete the sentences w.ith the adjectives

··.····.•.• c:./ :f,, b~e6· . . ·. >:,.
·below. The meanings are given to help you. ····~•· c~'"'STii"·~~pc~f(' . ·. ;~
acute
natural
welcome
drawn-out
dubious
worst-case
highest .. . . r ~-~k~~.c_:_icl~1i';~1;
J..-recording , ·,:t;,j~
1. Verifying the age of a relic is .a ···················'················
process, but using carbon dating can help.
(lengthy operation) . Expansion
2. In the .................................... scenado, we would
4 COLLOCATIONS: ~djective + noun Write two more
have to start the project all over again.
nouns that c8n be used with eci(h adjective below. Then
(least desirable situation)
use sOme at the collocations to complete senten.ces 1-s.
3. (ioing outfor a walk provides a ................. :......... .
claim amount suspect location background
,relief from studying. (pleasing break)
currency majority parent diversity argument
4 . .'There is an ........ ~·········· ................ shoi"tage of
water in this desert region. (.great scarcity) single entity I ............... ................... I ................
prime example I .............................,..... I ....................................
5. The police bel)eve the painting was ac;quired
cul.tural legacy I .................................... I ......... ......................... .
under .................................... circumstances.
valid case I .................................... 1 .................. .
(in a dishonest way)
vast' ariay I .................................... I ....... .
6. Basketball seemed to be a········'·······················'·"'
choice f~r s'am since he's so tall. 1. The euro is the ·········'········································shared by
countries in the Europeari Union.
(normal, expected option)
2. When the Mona Lisa was stolen from the Louvre in 1912,
7. At a public auction, items are sold to the
the .................................................. was.a museum employee.
······························'·····bidder.
(person offering the most money) 3. People from all' over th'e world _have settled in London,
which makes it a city of great··············"'"········· .................. .
4. The ...........~ ...................................... of people believe that
entrance to museums should be free.
5. In an essay, you must provide ........................ :............. .
to support your opinion.

80
-'iii
 .• ·-'--~-·c~~~~c

I
5A WORD BUILDING: prefixes Look at the words below. Pay attention to the prefixes in
bold .. Tick(,/) the prefixes that mean: not I the opposite bf I wrong.
irresistible ~iscredit misconception mislead reunification premature non-negotiable

B Leonardo da Viner (11'!1:1,-:1S'1:!) Complete the descriptions below. Use the prefixes
iri EXen;ise 5A. You may use some prefixes more than once.
• Leonardo da Vinci's famous painting The Last Supper h.as had countless (1) .....c.. productions
made in all sizes, but th.e original is 4.6 metres by 8.8 metres. The surface of the painting
itself (2) ........ integrated due to dampness in ~he wall, causing what some consider
(3) ........ reversible damage.
• The Codex Leicester is one of Leonard.a· da Vinci's surviving
notebooks. Da Vinci's (4) ........ -confon11ist ideas (such as the
earth rotating around the sun) were revolutionary. They were
considered (5) ........ guided in his time, yet later they proved to
be (6) ........ refutable.
• Inspired by his fascination with flight, one of da Vinci's mos\
famous inventions was the ornithopter - an aircraft he d_esigned
under-the (7) ........ conception that a human coUld pOwer wings -
as a bird does. He created many such designs at a time when
flying machines _were (8) "'.""'" e:xistent. Some of his inven~ions,
such as his hang glider, were later built and .found to work.
The L83f Supper, 1495-1498

6 Read the text below and decide which answer (A, B, C or D) best fits each gap.

I
L_

·.J3f.!h~ .1~.90s, E•$!. ·<iemians,had tj¢ilifri: \Qstake '(,heif·(5) ·.,i,'.Hai!I) tg Me~ciriL ~ee\>iJii>; E*st •tilt•)Vic\! (>.qi\ia_ll.Y'.i ,;_,
' 1 .'f;~~i~~~ftqi~i~1~lli&'li~~~§Jl~lfl~ttli,~f~~~t~~~~~~~i;·~t,~~~l!~~~y~~'
~:- 3.rtiStS: frQ$ 4:he·.EaSfaild WeSf:.C:,teatea the East·Side-:_(Jall_erj,::_µsmg· :i" sectioifof tli_e:wall. It (a} ·.:::·::..-What is pi6b'<!bly:;,,:'.·
• :'· -::'i":::.C'·i;?•_:.0;'_.-,..._·::'i·.-';:'>:-:·.,/'.;_;·(,i'."::-~.i<;_--c~··-·';ff,'._;.->,1_:-.;;~·(\,';(.~ -,_;,· i' .; !·,-:·-·~-:/>·:- :·:·_··-.:;·:·:-:. ::- -'/'.=·_-:--.~ .; :· ;_ c:·'.;' '.· .- ' ··>;·.; --·-··_..-:·-; ·.-._'.': ~.:·: ·:'~ ,,_::':- ...' :_ "-- _.:·:,-; ._._· ·::·: . :'.: :·__ --;;_:_'.\::-:c=-'>· '.-: ';' >'~";::,-·,-.?. _, :_- -.
.~:-~·~f.1:~,~~~-~f;°:!i~~iCW:i;;~~~·iY;:i~:~J~e-"_~9:.r~,d'. p_ifiljl~yinff-.P~~n:~s;_· r_affi:ti. 'and,_;~ye_:~a~i~g··Intira1S'.··i1:·~e~ij~~-"~-~:'.:_~-_f?&=

f~il~fflf:(i~'";.H;;. ·~"~;". . , , ,. ~·
_;-:;-:;_-\·.~:,?·-:,,·<\_·;,:·'· . ·_;: -~· -:_ -'. '.'· >-;- ·".'· ·:_;>
·., :., __:~}'~~_,>e'§:~-:.c/ .-, _ : \--.:;:-'.,,;, '""- _;:"'. :i~._.. ·:-_.-... ·. .-,.-
5:::~ft)j~~~ :.?- ,· -- ·:· .B_,,. _.r¢_~ip:i:~C-~ ~ ._c Jnvfl~ab_Ie.:_:- ~ -~, - D :S~p~t~~B~l
- ~~:_:-:~,::~~-~lic~,~-~-~·: . ·-~~1~@':#:3~~if
7. -._;A _.Teilflifi~citioii B. iea.J.Di_· 0
::-: . ' " ,
·..-C~-. ~~:~Js~~i~j~-;i- ·':- ~-_-,.__,,_ .0~- ~ecid~~s, ..-
-re~_la,°ti.Q~. ~

___8;:;,~~~h-W:P:li~:~~< . '_(:_§'.·~-~,S~~~~~ti~:. . ; ~ -:_~~{~¥l~~$~_:/ :_ ~,,;,~,_w~ves

·~tflt'.tj!ii':~1~;B&~nei~'l'~hi-'~:-13~et1fu~~-,..

81
 GRAM MAR Relative clauses, Reduced clauses, Participle clauses
- - [SEE GRAMMAR APPENDIX, PAGES 163-165.]
l -- RELATIVE CLAUSES Circle the correct answer. -~
1. Staff at the archaeological site, who I who_se salaries had been cut, decided to go on strike. Tourists
whom I with whom we spoke expressed their disappointment at not being able to visit the site.
Z. tlnfortunately, I didn't get the job that I what I applied for last week, so I'll stay at the
company that I wbere I work for a while longer.
3. In their essays;- students have to explain the reasons why I that Napoleon was exiled to
the island of Elqa, that/ which is in the Mediterranean Sea.
4. A s.evere weaiher warning has b_een issued, which I that means all schools must close. The local
authorities will do however I whatever they can to get students home safely before the storm hits.

(~[iiy~j_;ij~j~~j!jil',;NiJ!!i!i'4'\ld!,'WJiilJ!t4ll-1!lil " '" ·· rn° ·-- :LL

h:: .Which can refer to the whole of the main clause -. Which can combine with a general noun that repeats the
a·rld Often eXpresse·s ·attitude. meaning of what came before.
They refused to refund my money, which - Your train gets iri at noon, by which time I'll be at the
annoyed !Yle very rrJ.L!Ch. station to meet you.
·o:· Noun + of which can be used instead of whose !>.. In non-defining clauses, w~ can add expressions of quantity
for possession when referring to' things. and superlatives to of whom, of which and of whose.
I've just read an interesting book, the title of There were many people in the room, all I most of whom
which I've forgotten! were talking.
17.~ r·~~ fl:ll~~0!(¥!!'¥4\ ,.-07.Fl•Jffe''

2 . Complete the sentences. Use the phrases below. ·

none of which in which case which at which pain~ the oldest of whom the ha me of whlch

1. The marathon runner completed the first 15 kilometres of the race, ................................................ he gave.up.
2. Emma has three brothers, ..............:................................... is a law student.
3. There could_be snow higher up the mountain, ................................................ you will have to drive carefully.
4 .. I inquired about a room at five hotels, ............... ,................................. had a vacancy for next week.
5. I saw a wonderful film last month, ................................................ has slipped my '[lind.
6. Tom turned_-doV".n the job offer,-.................;.................;.............. surprised his parents.

l~i~'~iJt!l\[~~;~gDj@~j¢3fijit"fJjij\ti'i@@J4~.......-:=-
I - - ' • • - •
~
~ !n a relative clause, we can sometimes omit the relative pronoun
and the verb be .
. The engineer (who is) designing the machinery is ari expert in this field.
Artists (who are) invited to exhibit at the gallery should consider
themselves lucky '
The diamonds, (which were) worth thousands of dollars, disappeared
that night.
""'•' iJ\l~t<l'•'il!ilg;.]:1lll(ll0: ~,

3 FOrm reduced relative clause.s by crossing out the unnecessary words.

1. The Terra Cotta Army, which was discovered in China in 1974, attracts
an estimated two million visitors a year.
2. What advice wou_ld you give to students who are unable to meet the
deadl_ine for their assignments?
3. The valley has been flooded by snow which is melting high up in the
mountains.
4. The. experts who will be sitting on the panel will have been chosen from
a variety of backgrounds.

82
j
 - --'"---~-'-" •·'•" "-·· ·~···~···~· --·-·-· - "~-· ~-~

~ Participle clauses·can_-gh;e-_informatii:fri"-a~o"!,.!_!~tS-reason or result. The subject of a participle clause is the

same as the subject ofthe.maindause. · ··· · ·
Climbing.the mountain, /began 10 worry about the changing weather. (While I was climbing .. .)
Amused at the joke, I burst out laughing. (Since I As I Because I was amused .. .)
Having won the match, Sam jumped for joy. (Because he had won .. .)
Not being qualified, Stella has no chance of being offered the job. (As she is not qualified .. .)
The museum was shut down, leavin~any people unemployed. (and so many people were left unemployed .. .)

~ 1a'1!!!ll11.~
=""~™"'™"'' ~

Match to form sentences.

1. Having disappeared behind a cloud, a. we could no longer feel the warmth of the sun.
2. Hiking through the valley in the late afternoon, b. the sun no longer warmed us.

3. The goalkeeper let in a goal, c. losing the match for his team ..
4. The ball flew past the goalkeeper into the net, i"'' .. d. having caught him unawares.
5. Not recognizing the _gctor, e. he wasn't_a,sked for his autograph.
· 6. Unrecognized by anyone, ...... f. people didn't ask him for his autograph.

5 Rewrite the phrases in bold. Use suitable participle clauses.

~-:f;o:S~-~~a ill :~e-;193_os:·-~ s-~~e-~Gh·a~_019~c~i .dis_bO_very~~~-f:~M:J:t:;_~_:

~Y· •.~?ufof agric)lltuiei;vorkers.•(l)•\¥hil~· theffyt~~~uttjll#~ek+i/ .•.· •·• · •.
I
I
•······1~i~~!~@~t~~~~~:~~~~~!;v~::,~:~e~o~~~~~t1ttt~~~'i,·7 ;i·... ·
-;c·-worJrers pusliea ihebiillS as;ae will16iilldozers. \3) Smcinliey}iaa li~arcc ·
~ ' ~" - , - ",' ·1 ~-':.-.: '-,
it legends+ about ancient sphereS full of gold, others l:ried to ~pell u; f~~)Jalls'. ·-,:~ ,
C4Y (l~~~~)h~y-~e~· :cOi}Vi}:l~~-a $Cici)Vas;.'treasµre Vi~i(ie, -il!~Y. µ·~~t:4 {:'.·<::.:;_;~>__;ic
'. ::·; :.:,- :~ ·c·:;,:""; ._ .._· .' -::,_:,._ ·- ',.\ ·-:-_-;··-·, ·,_ ·<;·:,.:.'.:,,:~·>>.-: ,.':0-' ·_:::::· ;., ', ·,' :\/.~. :>"~;: _':·:,- _ /-.-. •..·" :' : :' ," •::~;>_--':'·';•',~~:,'.c~;:'·;";<•:;:;.~ ..: /.'
:"'~::-~-:~~pl_9~J!~-s}:-_(5):_.~~- ~,~:-~~y :~-~:~~.,gr~_ai:'F1~ge._ :!~~-,'-~µ,~~-?~~:$··:~:~fte:~~~-.::::;·:··- '
'·, :t~?~Et~~:r~r1t~f~ty~.\:1~0~~t:~~o!fr'.t!;~e:r~:~~ •
. i

·-;-at.oh~~610gi~ii(vai~~~-·Yet;:
. ·.. ·- - --. --- -
ihgif·· bia'.~t
·- -
P&P~~-e· tili~-·Iiev~-b~~· ey;clbli~h&{·y'·'-o
-· - - - '' :
-~ " -- --,: '
', ' ' ' ' '

PUTTING IT Al I TOGETHER
Choose the· answer th_at beSt comp!.etes the s~riten_Ce.
1....... we leave at 3.00 pm, we should gei to the station 5. You _m?Y find t_his.-model of car unsu.i:tab_!~ . .-.... there are
-~,
'--~
.. on time: others to ch9ose from. . .. •
1-Ji.!,.
a. Assuming c. Having assumed a. at that point (. in which case
..i,~{;: ·b. Assum_e.c( ·:··· ·. _d.:Ja qssyrne ; b. in the event that d. by whichtime
- ··. ' ·...... •.. 1 >·
2. Medals will be awarded. to the winners, '····· will"be 6. Half of the guests·:···· t.o the reuniondid~'tshow up,
c accompanied by their coaches.· . . •. . a_... were. i~v.i.t_ed c. ·b€ing __i.nvlted -
a. most of their - c. ··of th~·m m.OSt :· Ii thatinviting d. invited. ·
._,,,_._ b_ most .Of whom ~- mos_t of~hpS~ 1. we .itayed_ at. a_ wande.tfu1 hote'i. ····_:-.;'esca_Pes rrie .
1fi:~-;'
'f':\ 3. I didn't oother to watch thefjlm; ... : it rlvice before.. a.--it~:na.rriewhat_ c.· th.at its_-n:ahl_e
a. that i' ~aw c. havih9 . See~:r-1 b. whose name it d. the name of which
b. ·seeing d. having been s,een 8. "Andre\'/ isn't sure Which po~ition t~ ~ccepi"
;_~·~:'
b\/<, 4. ...... with the gift, I thanked my friend wofusely. "I'm sure he'll b.e happy ..
a. To be delighted c Havingdelighted a. whether he decides c. hoWever he decides
b. Delighted d. so deli~hted lwas ,· b. whatever he'· decides d. with w~aieVer ~rle 11i::_ui::~-~"'-~-:'.
 LISTENING
1A ARE YOU A HISTORY BUFF? What do you think the foilowing
activities involve? Match the events (1-4) to descriptions (a-d).
Which event would appeal to you?
1. historical re-enactment ...... a. excavating in the scorching sun
2. ghost hunt at a castle b. battling to save our architectural
3, archaeological dig, heritage

4. conservation day c. acting out battles and combat

scenes··at a historical site
d. walking through secret corridors
·and underground tunnels

B 0 SPECIAL PASTIMES You will hear five short extracts in which people talk about their pastimes.
While you listen, you must complete both tasks.
TASK ONE TASK TWO
For questions 1-5, choose from the list (A-H) the For questions 6-10, choose from the list (A-H) what
reason each speaker gives for choosing this pastime. unexpected expe.rience each speaker descr,ibes.
A a friend's suggestion Speake• 1. A feeling uncomfortable s~ea!<er 1
II"'
["lfg'j
_re"""''
B a worthy cause B making useful contacts
5pea I.:ier·2 f-,,n
i___Rg~_: Spea_ker 2 Oil
C the convenience of the location C being considered talented
D preserving history D drawing widespread interest
Speaker 3 nfif~
·~~".'~
Speaker 3 I ~',3::2 L.....--ilc~d
E an escape frbm routine E Wiiining an award
F fulfilling an ambition· F being given _a_ prese_nt
Speaker 4 \ fi4~~ Spe~ke• 4 ll'ifl
-·-·-""=
G having nothing to .do G feeling unqualified
H the improvement of a skill Speaker 5 [_R~ H suffering physically Speake< 5 f '[j@]

·~---·
i iii 0 Listen and complete the ~xpressions. us·e the .words belo1N. Then mat~h :the eiX.pr~ssi.cii:is to their r,neanings (a-e).

'~ scales loose shoulders fingertips draw.

\*1 1. the .................................... for me is the combat

2. being at a ..... :.............................. end
a. not having anything to do
b. what appeals to me
' ·:iS'
;;~_,,, 3. h,e had so many facts at his ................................... . c. persuaded me
r~J..U 4. what tipped the·········· ··········· ...... d. finding myself next to
~..~~ 5. _rubbin'g .................................... with veteran activists e. readily available knowledge
--

2 0 SHORT CONVERSATIONS Yo'u. will hear eight short conversations. From the three answer choices, select
the answer which _rneans abOut the same thin'g as what you heat, or that is true based upon what you hear.
1. a. He found the show very amusing. 5. a. The puppy is very active.
b. The exhibit was smaller than expected. b. The puppy still can't leave the house.
c. The paintings had been magnified. c. The puppy is still very small.
2. a. She thinks the chair needs some work. 6. a. He thinks he should do a different project.
b. She doesn't like the way he painted the chair. b. It's probably too late to get an extension.
c. She thinks the chair was a good buy. c. He will probably speak to the professor.
3. a. He expects he'll be finished soon. 7. a. She didn't have to buy the book.
b. He's not going to do any more work for now. b. She no longer needed the book.
c. He feels he is not progressing. c. She was unlucky at the bookstore.
4. a. Mike has a lot of reports to write. 8. a. Part of the documenta·ry seemed irrelevant.
b. Mike won't mind making changes. b. Part of the documentary was humorous.
c. Mike must add details to the report. c. Most of the documentary was about ancient Egypt.

!14
:J
SPEAKING Presentation
5 YOURTASK
1 Do you sometimes go to museums? What kinds of A Read the card with the tjuestion below.
museums do you like to.visit? What do you enjoy There are three ideas to help you.
about going to museums?
How important are museums in
2 Look .at the card below .. Imagine you have been mod~rn society?
qsked to give a pres~ntatlon answering the question • preserve heritage (1)
about-museums. You a.re .given three ideas that you • share knowledge (2)
can use: Read the exampies a student wrote down • promote economic growth (3)
for the first two ideas. Then write an example for
the third idea (entertainment).
B VOCABULARY Match the three ideas
in the card to the notes (a-h).
What can be gained by visiting museums:?
.:3.. a. attract an increasing number of tourists
• knowledge .............. ..!~?.W.hie1RrY. .............. ..
• identity .: ........rn!!.o.trY.'.>.h.~ri.tegg_ ...... ,... b. provide employment locally (e.g. guides)
• entertainment ..................................................... . c. enhance learning using interactive exhibits
d. preserve and protect valuable artefacts. __
e. present educational programmes .and events
3 Read the tip below. Then with a partner, take turns
f. exhibit foreign collections to bring in revenue
ans~ering the question .in Exercise 2. Use the ideas
given and your·Own ideas. (Talk,for two.minutes.) g. catalogue and display·pri~eleSs historical items
h. offer schools and universities access to

II II.
You can use the ideas you are given.and the exhibitions
. exa.. mp\es ir1 t.h.e.n.otes to s.Upport your answer.
:t. When. we visit a museum, w~ gain knowledge C Give your presentation. Use the expressions· and
ideas i.n Exercises 4 and 58.· Try to add a· personal
:;~:hea;;";,~:~~~~~;~;;~~;:~~i:~~a~;:;~~~. corilhl€nt of your ·a\t1lli~-wh-en:~-c:rp~propdate. (Talk·
for ~wo minutes.)

4 LINKING YOUR IDEAS Remember to use linking 6 DISCUSSION Discuss the following questions
word~ and phrases io help you present your points with a partner.
·in a well-organized manner.
1. How_ can museums attract more:·yaung people?
Look P! the linking. phr'?ses (a-e) beloW. Match them
to the stage in your presentation (1-5) where_ you 2. What do you think museums will look like in 20307
can use them. 3. Do you think museums should be free to the
public? Why? I Why not?
1. 1st point ...... a. I'd like to open by saying ...
4. Should governments spend money on preserving
2. 2nd point ...... b. And I should just add that ... historical sites when there are social problems to
3. 3rd point ...... c So, on the whole, I feel /think ... deal with?
4. Conclusion ...... d. My final point relates to ... 5. Should historical buildings be demolished to make
5. Additional ...... e. Another equally important way for modem buildings?
comment point is ··' 6. Should the teaching of history focus on world
history or your own nation's history?

/'..
Nagoya City Science Museum, Japan Acropolis Museum, Athens
85
 ·~~
~I
·:i:!I
WRITING Essay Expressing Your Opinion I
i
'.~
1 ANALYSE THE TASK Read the task. Then answer the questions that follow.. ·.:~

'5

Your class ha~ attended a school forum on how a nation can celebrate its past.You have made
the notes below.
-~
Ways in which a cotintrv can- celebrate its past
<i~1
• museums :#I
• ceremohies and festivals Some Opinions expressed irl the discusSion:
• films and documentaries "Museums are essential in order to preserve our past."
;'Ceremonies only last one day and are forgotten."
"Media, such as cinema and television, Cari reach the
whole population."

Write an essay discussing two of the ways in your notes. You should explain which way is more
effective in celebrating a nation's past, giving reasons in support of yOur answer.
You may, if you wish, make use of the opinions expressed, but you should do s9 in your own words.

1. How many points should you write about?

2. What do you have to explain in Your essay? How will you dq so?
3. How can you use the opinions given?

2 ANALYSE A MODEL Read the model essay and answer the questions that follow.

All n~\ionshave ~ hi:tory theywish to ac:knoWledgeandthere are VarioLls waystodo s;.~otne countriesdeclare
. spe.dal ;,,ernorial ·days to celebrate their. history, whili- cit hers esTalilTsRCliffeient museums for thel'u81ic fo'vi$it ..
-prie-w~yj11·:which a n_ation_ can comme~_or~te f_ts _ hist·o~ i~ to es_ta~_lis~-- Official _d~Y? ~hen the_ c~~--~t_ryr,eFne_:~~e-~S
. its past:
,;,
In rnany places, Independence
: ._.-_ - - - · ..
Day, for
- ',.. - '
.example,
-·-
is a public- holiday
-: _- .
•;-."
assodated with parades
" '-._, .·--- ,•,
in naiio~al.
-_-- -·.
•",

s ¢o5turne, spJcial broadcasts and .celebrations. Critics who claim that suchfestivlties are shPrtClived and q.uickly
to~g_?;tt_en:ov:er10_ok t~e p_erc:;ona_l_ involveme_~tsf _eve:_iy__c_ommuriity. l_?r _m:a. ~y -farri\lies..,this_,/s_·an enJ~v<:I~l.e- Y:Jayto
~e~e~-ber:_hjstory_afld to' enable chHdren t6 rei~te to_thei.r-~_o.Lintry with Pride.
·._.-i: -·'>:- '-_-_.· ": :__ . -,-· -, : ' _:-.". -. - ..-- .__ ,_ _- '.. :_ ', _. .-. __ -'.
;' Another means is creating -museums to hous·e a nation's Cultural heritage,. Museums preserve a country'_s _history
I•.,.'·' . ·.•.· , .·. ·.. .·.· •.·· .. ·.. ·•· .·. ' ., . ·,· ..·< .. '• .' ·.·. '.· .··.· .. ·· ·• .
• i thro.ughdisplayingartefacts Museums represent not only a country's past, achievements,butalso it; cultural

i~ identity. This servb as a valuable source of knowl~dge for~ natio~. Althdugh they ~re ~()rrieljrnes thought of as
dull, silent buildings, museums today are ~ndergoing a transformation and no~ presenthi;tory ina dynarnic way,·
' ., - '-' ' .--, '·: ._ .... _· -- _·-/'- __ -: ', ,·-:... :.·,.
__ - -:-- ',
With I_,\ntefactive ·- ,
eXhibif1onS and a variety of publ_ic, events. · "· ·- · · · ·- ·
O.f t_~e tWo ways_-d_isc_uss_ed above,_ I believe th~t'museumS are_ a more eff_ect!v~--·meanS _Of_,tei~bi-atl'ng_ oUr hi::;tory~·..·
While public holidays sometimes focus on historic e0ents, they lack the broader educati~nal and em9tional impact
15 of niu~·eums. -Vislt~~~ are _often inspired__ by_ works ~fart t~a't reflect c~nturies of au·~. hi St?~-: ~u_seums_· bri~g history
·'alive and pay tribute to the past while safeguarding a cultural legacy for future generations,to ~ppreci'!t~c· ·..
' _-' . ,·' .: _ _ :·'" .. :- - \_ :·· . : ·. ~ :<-:--- - ' . _-' :· ; ----.- ----::i:fl~~:J.;i:~;Jbi~~;~~~;l,'[aj);G;:,-::i.,;;,;1 .;;,;~.;.\_y,;-.z.,{~:'

t~~,,,,,,
f,'

Par 1: lntroduc:e the topic and the two points you are going to write about. '.f
What are the two points chosen by the Writer? ~ Did the _writer: .JI
''
··::!
P:ar 2: Write abOUt the first point. ~~ 0 re/ate to two ways a~country
Does the writer _a.gree br disagree .With the critics' opinion? ~
=1·

Par 3: Write about the second poi.nt.

1
' 0
can celebrate its p'ast?
provide suppo~ing reasons
How does the writer expand on the opinion expressed aboLit museums?
·'
-.'.;i

>J for each point?· .

;~

Par 4: Say which way is more effective.

j 0 present a well-organized essay?
Which way does the writer choose? Why?
-0 '
Clearly state his opinion on
'

which way is most effective?

86
:~j
'"""'
I
·:!
3 EXPRESSING COUNTER-ARGUMENTS You can present counter-arguments and then refute them
using appropriate fOrmal.expressions~

A Underline examples in par_agT-aPhs 2 a_nd 3 wh_ere the writer p"resents a counter-argument and then
presents his own opinion.

B Complete the sentences_ presenting counter-a.r_g_L)ments below, paying attention to the expressions
in colo~•e<lo-to refute them. Use the words given.

1. Although they are criticized for ····"···········"·········ll~ir:t9..t.Q!!... n.i!r£!!.W..in..tQ>:J.l5: .. ....................... (be I too narrow in focus),
it is hard to ignore the lasting i_mpact of films.
2. Despite claims that .......... ,................................................................................................ (museums I simply display/ objects),
critics seen:i to forget that the researc~ carried out in museums increases our knowledge.
3. It is said that ............................................................................................................ (museums I not attract I many visitors)
However, I tend to think that ....................................................................................................... ,.... (they I appeal to I everyone)
4. Critics maintain that ........................................................................................................... (festivals I be I a waste of money),
while supporters advocate ·pasi1:ive. "aspe:cts such as.··········--····················· ..................................................................... .
(build I national pride and community spirit)

4 ·VOCABULARY:-Gomplete the ientences withwords or expressions from tlie model. The line numbers and
meanings given can help you. · -- .

1.. We must .. ,........................ ,........................... ,. the role of museums in attracting tourists. (recognize the importance of- line 1)
2. This event was organized to .._..::··· ..... ,......................... ·········-····the end of the war. (remerriber with respect- line 3)
3. The .costume museum is ............... ~ .................................... of information on changing fashion. (a useful place providing - line 1O)
4. On balance, museums provide an., ..................................................... keeping antiquities safe. (useful way to - line 13)
5. An exhibition was held to .............................. . ........... the nation's greatest artists. (give respect to - line 16)

5 YOUR T~~SK Read .the task and uriderline th_e_a_sp_ects_yoµ rnyst c:gye_r in.y_o_ur essay.

Your class has att_e9d~-d ~ sc_6~Q1_f9-~~,m· o~_.. .h~V:J,:s~udy_i_ng hi_story can be made mar~ interesting.
You have made the notes below.

Ways in Which histon/cafl 'b~· h_la~e rilare interesting for ·students

D visits to museums
Some opiriions expressed in the discussion:
• research projects
• personal acco"unts "MLiseUm visits are more interesting than sittjng in a
classroom."
"Research projects allow students freedom to explore
history in more depth."
"Personal stories are too subjective and do not help
stUdents learn history."

Write an essay discussing_ two.of_ the way_s in your notes. You

should explain which way is more effective in making history
more interesting for_ studen1s, g_i'[ing_ reason_s in suppbrt of your _
answer. You may, if you wish, ~ake use -ot
the, Opinions expressetj,
bu_t you should do so in your own words.

6 THINKING ABOUT THE TASK 1 With a partner, discuss

J~e cjuestions below arid note do"wh your-ideas.

1. How is history usually taughti \Nhy dostudents sometimes

find history lessons boring? You can mention this briefly-in
your introduction.
2. Read the opinions in the task for. the points you have
chosen. Do you agree or disagree? Why?

87
 7A THINKING ABOUT THE TASK 2 Read comments from three people at a conference on teaching
history. Choose a reason (a-c) below to add to each comment.

8 Which twO·po.ints will You _cho"ose to write about? Which point is most effective? Whyi This must
be mentioneq in your concl~sicin.

8 VOCABULARY Complete the sentences. Use the words bel 0 w:

role surprise · enthusiasm terms lengths
1. when history is.·taught as a 'list of facts, it comes as no ........ ;.._........................ ,..... :. that studen4 frfid it borirlg.
2. Museums today go to great ...................... :................... to pro~ide stimulating le~rnin-~i experiences for visitors.
3. Research projects involving films and museum visits can inspire· .................. ~:.: ..................... for learning hist~ry..
4. In my view, museums have a vital ........................................... to play in edUcating yciung peopl~.

I
5. It is hard-to dismiss the valu_e of personal accounts iq .... :.. .'................................... of the emotional impact they have on us.

9 WRITE YOUR ESSAY Choose two ways that can

frt~:.~:i Remember to use your own word_~,-riotthe language
mak€ history nlore interesting to students. Read i;J' •T:I .
n--.~:.~.d_ in the. task. Try to lntro~uce a cbunter-a~gui-n_ent in
your notes in Exercises 6 and 7 and organize them
acc9rding to the plan below. Use the.vocabulary
[~·; . •+. your essay, using the phrases from Exercise 38.
'\i,i-1:-t.
i.n ~xercises 4 a'nd 8 to help you.

: PLAN: EssAY EXPREs.s1NG YouR 0?1N10N .· 1 USEFUL lA.r'-IGUA(;E

iR•i;@i@ Briefly introduce the topic, stating
the tw.O_po_in1:s_yoLJ have chosen.
fUNHf.I Discuss one point, giving supporting
r~asons.
@·1flM Discuss ~he second po•nt, giving
supporting reasons.·
> There are various means. by which this can be done,
including ...
... There are many ways to do so.
> One waY I means I method of ... is to .. _.
One aspect to be considered I we must take into ll
account is ...
> Another Way I means I method by which we can ... is to- ...
A second aspect to be Considered I we must take into
account is ... . ·

JUl•1:U Conclude _a~d-s_tate which point is >- Of the ways I means I methods I discussed .;ibove, the ...
more.effective, giving reasons. is more important I effective l s~g_nificant.
On balance, the most effective method ...

[SEE UNIT 7 VOCABULARY REVIEW, PAGE 132.]

88
 3 Read the advert below. Would you consider
moving to this village?

i'.1. tl1~s_e,_sitl!~ll~[1~, tJi~r~·s ........ : _",_::~.....

be_haviour that baSically governs
Whether_ you are accepte-d or not.·
I was a newcomer. As I approached the counter
to order my dinner, I caught a few sharp glances
in my direction, and I ihlmediately reddened. l
alw~ys blush when I feel self-conscious, I sensed
an urldercurrent of speculation, with whispers
like: "Who is shel" and "What's she doing here?"
One wo.man was deafly burnirig vyith curiosi.ty,
but said nothing. An old man eyed me with
contempt as.if I were not worthy of his attention.
Another ignored me and looked away wiih
studied unc6ncern and cool indifference.
"I'd better do something fast," I thought. So I
took a deep breath, and almost in a gesture of
defiance said, "Good evening, everybody!" No
response!
I sat down thinking they wou.ld all have to talk to
me eventually ... I WBsthe new doctor! i;j-
r -1,:i·:t·::·.;·~>. ·j~-::.::;·.,,._::·
. '\c•. !;4-,- 0
• •

',.,_,-,;,
i'\c.'/

~o~.k,- \V-\~ll· a p":~t~-~;/·:·Jl..ris-~~r_t~e_ ~.u~~ftq:·~~_.'.5,._:·;·

"-~'e!!o(;._-:_ :._ ·... : ·:.-. _--:>_..-:- -:- -,~ _:::·-:-_ ...:~: - -.. ·_-,....-_:· -:-·:\_·"- .-:· ._· ·-:_:_~-.-:-·:· __ ~;~-. - ·:
..1. H.dV!f dp you thinkyqu would f7el if yo~ V!fer~ ·
' one of\helornl peopl~ si,ting in the p~bl .• .
2 How ~ould you feel if yo~ w~r~ the \'lom~n
who walked into the pub?

89
.·:;:::~~[~Miil-l~:;::·

READING
You are going to read an extract adapted from the novel Chaco/at, written by Joanne Harris.
For questions 1-6, choose the answer {A, B, ·c or D) which you think fits best according to the text.

.!{~~/;·;~{:tf;~};if;:~JVf~,,,:.:/ti~.;~:>;_:, ;·~r:·\. ,~.;_;:.:.',_:- .·-·.;._,,·-,:'.'>".': '_>·: ,_.

1
;:. ·. _.. _ .. '· '.': ·<·.·
Viafufiii!f~dier'~§il!irivM;fo:Jii~'Frwch Village of Lansquenet-sous-Tannes, where. little__ -...4<
~::1s,~.'-~::'":;;y~·:1'-"'"".:',::~,:, . . .:'.J~r ..,·.:·':"1'''/':'1:-''~.'::·,:,y·'-~ '·'..'. <:. :\,·"', :rr, ,. :-..,' _-,,_. ,.,., _-, ._ ., - _:, :, ._,.-,
i
charige'dfo'r!the'ljjsU!lO:j>ears:JQiird¢rl<\)n;ike
"-'··:"'°*~1:!.:\:'"';/T-9,:;"f:'-·'°'),~~'-'' ·">f--.~-,,,,i,•··'.- '; ::>--_-<-c-~'f'·?"-1--·:·:,·<<·::.:,-;; ,,,.,._-_·,-: ._.,. _
1 1
a living,
.. : .
she has opened
-
a boutique-
chocolate shop.
· :-;.•_:.-.· _:· ':;-
,,,
WifhilJCfciJ1jg~ry;,~li,i,IJ:<(Ji'iJ':(fi~li!IlYp~j:~(jitlility; her challenge is to find her place in the comnliii:iit!',,
i;t~~~:~~[Jj1~}];;tr~:ifd~;rf2)~~-, '.','.::·:,~::;~.r,;_;. .:.'~~~;-c ·-·. . ._ · - ·· - ··- _ ,
0

~:;da:llay~ Febirualt"y 1.:t
~-;~ Va~e~.tine
The dog-man's name is Guillaume. He helped me with
the delivery yesterday, and he was my first customer this
morning. He ~ad his dog, Chari)', w~th 'him ...
"It looks·wond6rful," he said, looking around. ''You must
s have ~een. up all night doing this." I laughed ... Then,
reaching under the counter I pulled out a small pink box
with a silver valentine bow on it.
"Here. For you. My first custo.mer."
Guillaume looked a little startled. "Really, Madame, I-"
·10 "Call me Vianne. And I insist." I pushed the-box iritO his
hands. "You'll like them. They''re your favollrite kind."
He smile_d at that. "How do you know?" he encjuired,
tucking the box carefully into his coat pocket.
"Oh, I can just tell," I told him mischievously. "I know
IS everyo~e's favourite. Trust me, this is yours."
The sign wasn't :finished until about noon. Georges
ClairTiiont came to hang it hi_mself then, profusely
apolog.etic at . his lateness. scfillet ·shutters look
beautiful against the new whitewash, arid Narcisse,
20 grumbfuig half-heartedly abou~ the late frosts, brought
some. new geranillms frOm his nursery ·to put in my
planters. I Sent them both away with valentine boxes
and _sillrilar expressions of bemused pleasure. After that,
barring a feW .sChoolchildr~n, I bad few visitors. It is
· 25 alwayS _ the case when a new shop opeps in such a small
village; .there is a_'strict .code of· behaviour governing
such s_~tuations, <µid. people are reserved, pretending
indiffe~~nc~ ._tbou$h inwardly they burn with curiosity. An
~::~d.&,;t~-%i'J9V•"rn"i&~~~'\il\id&'>'ii'Nt\Y'"'i'&Pli.Ok'<-.o.- w~ -,~,- "'"'"""~'o·ii~'
old lady ventured in, wearing the traditional black dress of th,e:_.'._ .-, '_i11
country widow. A man with dark, florid features bought three· J·o·.~
identical boxes without asking what was inside. Then for ho-UIS:,· '
no one. It was what I expected; people need time to adapt tO
change, and though I caught several sharp glances at my display
window, no one seemed inclined to come in. Behind the studi¢d
unconcern, however, I sensed a kind of seething, a whispering 35
of speculation, a twitching of curtains, ·gathering of resolve.
When at last they came, it was together; seven or ~igh~
women, Caroline Clairmont, wife of the sign maker, amollgst-_ ·
them. A ninth, arriving somewhat behind the group, remaiii!id ·
outside, her face almost touching the window, and I recogniibd' 40
the woman in the tartan coat. The ladies eyed everything·;
giggling like schoolgirls, hesitant, delighting in their collective
naughtiness. -
"And do you make them all .yourself?" asked C6cile, who ow~~
the pharmacy on the main street.
"I should be giving it up for Lent," commented Caroline, a
plump blonde with a fur collar.
"I won't tell a soul," I promised. Then, observing the woman:
Tue the tartan coat still gazing into the window, 'Won't your friend.=
join us?"
"Oh, she isn't with us," replied Joline Droll, ·a sharp-featun;d
woman who works at the local school. She glanced briefly
at the square-faced woman at the window. "That;s Jos6phiile
Muscat." There was a kind of pitying contempt in her voice as
she pronounced the name. "I doubt she'll come in."
As if she had heard, J os6phine reddened slightly, I noticed, and
lowered her head against the breast of her coat. One hand was.
 1. What do we learn of the three men who first visit
\he shop?
A They are impressed with the shop's appearance.
B They expected no reward for their help.
C They have already become Viannes friends.
D. They share similar tastes in chocolate.
drawn up against.
her stomach in -an odd, protCctiye 2 Vianne thinks that people in village communities are
60· gesture. I could see her mo_uth; _perp-etu3Ih~; A suspicious of strangers.
downtumed, moving. slightly, in _tI:ie__ -rli~'S_·: .··>- B inquisitive, but don't display it.
of prayer or cuising. ·r serv~.-~e. lad,i:e~ __-:-· :. --. _ c::·:_<'-:",'-" C not inclined to socialize.
a white box, gold ribbon, two paper_.. ~_Orr.1~1_s_;_·.~ . : -.. _ .,'._.' ·_-
rose, a pink valentine bow-"-. amid_st_··~xcl<i.µi~ti~h~.:_/J•'!1 -~~:.f:.·:· D indifferent to newcomers.
65 and laughter. Outside Jos6phin~ ~u~~~t. ~u-~ife~ --~~~-_.-_i:?~~~-~: 3. It is suggested that when looking at the chocolate
and dug her large ungainly f~ts in~~_h_ei_~tciipi0~~-~~~~,J1:1J!_~-~-': display in the shop, the ladies
I was _serving the last CU§tolller, she n1~_se~ ;ti.~r:'_he<i:~-_iri_.:~.J?,~4 9f-.
A are having some difficulty making a choice.
defiance and w.alked. ,·
iri.· Thi~ las~ br4er: was ·11arge· ail4~ill.th#: ',~
.- . ,_,_· :--· ,: - •_-_,,-_-_,-·:-·;,::1.-;(:'_i(·,, .".·:-•·:.;,c.-,_.•;_-;-•.-:-c
complicated one:: Madanie wanted ftt,_st __ S_U_ch),r-;s.~le~tj()µ~:_}n ~ B find the idea of a chocolate shop highly amusing.
711 round box, with ribbons and :J:IoWer~ ·_an,~: g?l.£k~'_)l~¥1S·-~-pd a C may be feeling guilty about their love of chocolate.
calling card left blank:_· _at thi~ th~.iadies ~pied_ ~p)h~ir ~ye~ ~~ D stayed outside before finding strength in numbers.
voguish ecstasy, hihihihi! - so that I a4nost Ilri~,sid the mOpient.
The large hands ·are surprisingly_ niIIlble, roµgh,'1~i.c_k_-~-~jjs­ 4. When Vianne realizes Josephine has stolen a box of
reddened with housework. One stays. lodged.in-the Pit·of_-the·. chocolates, she is
75 stomach, the other flutte~s bri~fly_·at hi;:r side like:-~.g~n_s¥~·gpi's A unconcerned_ and ignores the theft.
swift draw, and tjle little si~ve! pac:kefwtth_:~i:~o~~-·:_-7:_-~k~d- B embarrassed to speak in front of others:
~-~---~~~~{r;~~ ~:~_7_one f~om t~?_~~h~~ ~~~--~~-t~;j~.7~.~~~~~~G:,~~-~-'-- c impressed by her speed_anc! s_kilL
D dismayed at not catching her in the act.
1 pretended not 'to notice until-the lad~~s -h~·_Iefr .t¥:·stlap
so with their parcels. Jose:Pbine, left alone in frollt of the _~ounter; 5. What do the words "it all" in line 85 refer to?
pretended to examine the display,--. tm,"ned_ -()Ver_· a co11::Ple _of_ A the chocolate display
boxes with nervous, careful _fingers.· I c_los'eci__ my_·_ey~~~ ·!:h~ 8 a series of images
thoughts she sent me were comPlex, trOubling. -A r<ipid _serie~ C a handful of trinkets
of images flickered through my -:qrind: smoke; a handful of
D smoke
ss gleaming trinkets, a bloodied knuckle. ·Behind it all ajittering
undercurrent of wony. · 6. Over the text as a whole, the writer suggests that
"Madame Muscat, may I help _.you?" My voice :Was __ Soft <ind Vianne possesses
pleasa!lt. "Or w·ould you just like to l~ok arotilld_?" · A an artistic nature.
She muttered something inaudible, tufned as if t~ )~_a~~- ·. B a natural ability in sales.
90 "I think I may have something YSJU_;iJ:-li\o~·.:;· _i ;,:e~C_Jie_~_:un4et C a talent for making friends. -
the counter and brought out a_ silver paCke_t s~lar tiJ,..th~ one I D an unusual intuition about people.
had seen her take, though this one _was_ larger~ 1;-._'?;'..hite'_ribb()n
secured the package, sewn _with _tiny :Yellc>VJ .-f1Cl"."ei-s_~-- ·_stie:
looked at me, her wide urlhappy mouth droopirig' w~t_h_ ·ll kirld-.,'.
95 of panic. I pushed the packet across the CO!+nter _ t9_w<_1I,d_~ ~er.
"On the house, Josephine," I told her gently_ "It's aU right
They're your favourites." · · · ( :,·-·~:r:-~'_;.-t'_ ,-,-·.::;:. _ ,:---,:>.:: . _;·. ___;.-,·<::;- .=.-- -- , ·.-- _'.':··,. __ :_- . ;;,":·, ·:,_ ---'·
Josephine Muscat turned and fled. :_·-:~:-.11?'-"l:,do_e_s_. _y_i ~nr~:f~~I ·_ab_Out ch~~Ola'te?
:,. Ho0 tjc))'.oµfe~la~dutit? >

'"" 1(1 ~hiS extract,_,~-~a~:_;.!;s)~g~3},#:~~c;·;·,--"

a. ·enjoying l_if_e.'s Pleasur~s )i·
b- temptation ~nd gui!f:

91
 VOCABULARY 3

From the text

1 SPOKEN LANGUAGE Look at what Vianne
said to her customers. Circle the correct ····Eah~dhardly.b~~ll ~·ih~ ciW',.
meaning of each phrase. ;·::-->·.<;.';_': ,_.-:: ·..-·.:·' _., ,., __
,--,-,i,_~·:·d,o:,:·_;_-·:,f,

bjlfote; (1) barring I amJa §l afeW,

.•wl&i1~i~~~~i~~:·~:;natUr~,
~hr~~f;,
1. I insist. (line 10)
a. I won't take no for an answer.
b. I have a suggestion.
2. Oh, I can just tell. (line 14) sl'!itt{re;erved by s.~ . ·
a. I rely on my intuition. ii t~6k~11 his (3) resolve ' I indiffer~~i:~IoJfpBtri~ch
: :-::;.--.. _, ,:· '," -.-· ..... , ._·.. -i•/'J(;" .. .
ttl~Bretty iiirl
:·: -·-; ' - " -, >
~ ";_~, ~,~'._~+!_'.'.''.'-':,~.·'
b. I'll reveal the truth. sittin~ on her own. "Hi;' he sai~,re~~~ilin!I (4) jriwardly/slightly.
3. Trust.me, this is yours. (line 15) ·.·"I'm Ed. I'm from Batley." "A C~ur)W ~?~,\H~Qtf~h~ repli~~ in
a. You· can try it. · wtiats~em~d to him (5) a pitying/~ii· inauqi~1~!o~it "That's .. ·
b. You can believe what I say.
right, city girl," he (6) rinittered i ti~d arid gavii h~rhls.b~si smiie.
4. I won't tell a soul. (line 48) ~·.' b:-i~~~~Dti·~·~i~i;·;~~x~~,i 11i~-~,.-2~~.>~td'j: -;~·f:':i~Jtr;fttl:~\l~l~1'~ t~'.~i! ?:·1,ii!·:~,,- :;:·;;~(~
a. Your secret is safe with me.
b. There's someone I won't tell.
5. Won't your friend join us? (lines 49-50)
a. Does she refuse to join us?
b. Would she like to join us?
6. On the house. (line 96)
a. It's free. Expansion
b. You can have them on credit.
4 Complete the statements in the quiz with the
2 WORDS WITH MORE THAN ONE MEANING Write phrases below. Then tick (,1) A (Agree) or D (Disagree).'
the one word that can replace the underlined words Discuss yOur answers with a partner· and decide if
in e~ch pair of sentences. . YC?LI are more suited to rural or u~ban lif~-~-- _
draw feature secure ·sharp case .undercurrent traffic congestion crime-r\dden streets
li!!r;. Pollution can cause headaches, but I doubt sense 6f tranquillity
close-knit corrimunity
densely populated
hustle and bustle
-·----~· j that's the situation here.
\ b. Thei"e's a strong argument for banning car
l_. use in city centres. cmtv \'.~ COUNTIV'f •..i:f:il•. lli. lil
Si The magazine published a four-page 1. I enjoy the vibrant atmosphere and
------·~··~· j special article on rural living. .................................................. of crowded A D
. ' I b. Bob's distinguishing facial characteristic is
I his.high forehead.
city streets. DO
~--·
2. The peace and quiet of unspoilt
/ BJ-;. You. need Quick reflexes to drive in Paris countryside gives me a A D
I during rush hour.
---·-.-·m· I b_. Ther~ has been a sudden and rapid ri~e in;
DO
L unemployment since January. 3. Ifs hard to hove a private life in o small,
..................................... where people A D

- - - - ·_
!91-;;. She tried to mill the crying child into her arms.
1!' b. If th·e two te9ms in the final score equally.
know everything about each other. DO
there will be a replay. 4. I prefer wide-open spaces to
"-· .................................................. areas A D
DJ~. There was an atmosphere of tension in the
I room.
full of high-rise blocks. DO
---··-"-·-· ! b. There's a dangerous flow of water b~neath 5................................................... makes the A D
I~. the surface, so don't swim in the sea today. long commute to work a nightmare. DO
mr~. Place the child seat in the car and hold it 6. You can never feel secure walking
-·-----·· I in place by attaching it with the seat belt. the .................................................. of some A D
II b. Both candidates want to win the support neighbourhoods in large cities. DO
-~ of voters in their home towns.

92 L

'~ .•. , ' ,., _-.

5 WORD BUILDING: noun suffixes 6 PHRASAL VERBS Complete the phrasal verbs with
-acy, -ity, -nes~, -ment, -ence the particles below. Some particles may be used twice_
Complete the sentences below with a noun, ahead awav off down on
singular or plural, formed from the word in
italics and the correct suffix.
1. It's highly probable we'll move due to the rent
increase; in all ........................................... , it'll happen
this year. r
2. The man accused of burglary was found innocent; I
he proved his ........................................... beyond any
doubt.
3. You shouldn't look at Bob's private papers; it's an
invasion-of ......................................... .

'Facts ab-out. f ave las

4. Julie gave a very inaccurate account of the town's
history; in fact, it was full of ......................................... .
5. We got the house ready for the potential buyers; The Favelas in Rio de Ja.Ileiro are ne.ighbourho9ds that
we scrubbed it clean in ........................................... for (!) sprang ............... illegally as people left rural areas and
their visit.
moved to the-city:The-favelas were-poor-and-crowded.
6. The students are attached to Mr Fenton. They They were 'often (2) looked ............... as crime-Ildden slums.
formed a strong ........ .. ......................... to this new
teache·r. When Rio was chosen to host the
2014 World Cup, the
authorities wanted to make.the favelas safe for tourists.
7. Sam confided in me that he was having problems at
The police began to (~)crack----··········· on crime, and some
work; he told me this in strict ...................................... .
favelas _were (4) sealed ............... from the public.
8. During the war, it was necessary to send city
Later, homes were (5) torn ............... to create access to

~
children to the country; families were separated
venues during the 2016 Olympics, also ~l~ in Brazil.
out of ... ;...................,.................... .
Activist_s __wge "'.Qffi~d th<!L!he authoritie~ plaru_i~_t_~ (6) dO
9. It's not fair to criticize Kay for doing poorly in the

~
exam; in all .......................................... , she hardly ............... with favelas and they began (7) standing ............... to
slept the night before. them. Residents (8) called ............... the media t_o shOw the
music and community spirit in favelas.
10. I know the building work next door is inconvenient,
so I'd like to apologize for any
a,, Since t~en, favelas have (9) shaken··-····--··~·· their negative
caused. image, and local residents enjoy new houses, improved
Utilities and excellent public transport. Today, they are
(IO) looking ............... · and planning ways to increase tourism.
in these areas.
11:. - ,• -.~-,.. ,. ~~··- -;O_j ~- - ___,_ - -... ~~=,.-~="7'"_,,........<0r.-:;o.=-:1

7 Read the text about a-different way of _mining for gas and oil. Use the word given fn capit.3is·-i';t
the end of a line to form a word that fits in the gap in the same line.

SPOtL
DENSE
PROBJIBLE

CONVENIENT
-HESITATE·
;;,·

;~f;~lilf/il_
NECESSARY

93
 G.RAMMAR Reported speech; Comparison;
Adjectives and Adverbs
[SEE GRAMMAR APPENDIX, PAGES 16S-168.] a i.:. -
~}
l .. ~EPORTED Sl'EECfl Rewrite the sentence; below 3 COMPARISON We can use certain
';11 reported speeth.. . words and phrases with comparisons.
1. ,:You n¢edT1'f C:onfirm your flights," th~ travel agent My job is every bit as dernanding as yours.
'said. · ... . Chinese is far I much more difficult to learn than English .
. The travel· agent told'·······"···'.,..:...... :.... :.:::.: ........ ,.•.. ,.... :........ . He was by far the worst candidate for the job.
2. ,;shall I leav~ theie books here?" Payl wondered. Complete the sentences. Use the words below.
Paul wondered ........................... ,.;.......... :-. ........:.:: ................... . more 'and mo're -not near!Y as
3. "What do you thinkClaire wants for he; birthday?" not so much by far the most
Tom asked. among the least anything like as
Tom wondered: ..•....... :..... :..................................................... . ~ three· times as much
4. "Please make sure you don't delete any of my files," 1. Tyler is ............ .n.o.1biag_./ik.~.ii:i.... .......... good a
Sarah said. footballer as his brother.
Sarah told.--................................................... ,............................. .
2. The shop insists their la~er printer is ................. .
5. "What time are you expecting your guests to reliable on the market today.
arrive?" John enquired.
3. This hotei' cosis ., ....................................................... as the
John enquired .... ,..................................................................... .
one you .found online.
2 REPORTING VERBS Rewrite the sentences. Use 4. As the-queue got l_onge~,_.the customers became
the reporting ve-rbs below. M-ake any necessary ..... :........-........................................... impatient.
changes. 5. The band didn'_t perform ....................................... .
accuse (of) apologize (for) promise well as they did last month.
congratulate (on) explain 6. Danielle was ................................ . ...........'.-excited as
nervous about her university interview.
1. "I'm sorry I damaged your car," Sam told me.
Sam ........................................................................... . 7. Being far from the college, this neighbourhood is
my car. ............................................. _.......... popular with students.
2. "It's marvelous that you were accepted to 8. The temperatures this winter are ........................ .
university," Dad said. .............................. :....... low as those of last year.
Dad ........................................................................................... .
to university.
3. "We'll announce the results tomorrow," the teacher
said. i)l!'Dviiijijii;ij1!6;ijsms
™=" u=
The teacher .............................................................................. . ms~m~~·-1~~-t§wt~mgjgitl(~
the results the following day. lil Grad able adjectives (e.g. cold, boring,
4. It was you who upset everyone last night!" Nick said difficult) carry a meaning that can be made
to me. weaker or stronger "'.Vith adverbs such as vety,
Nick ............................................................................................ . fairly, quite, a little, rather (e.g. fairly cold, a little
the night before. baring, rather difficult).
5. "You must weigh yourself regularly in future," the
!>:' Ungradable adjectives (e.g. convinced,
doctor said.
impossible, free) describe absolute qualities
The doctor .....
in future. and can only be modified with words that
suggest extremes (e.g. utterly convinced,
absolutely impassible, completely free).
.\;
Note:_ Some adverbs combine with specific
adjectives to form strong collocations (e,g. highly
unlikely, absolutely necessary, etc.)
pm - jJijlj#j{WrfilM'fdilf•3[tiij~Ci~
. .-,
'~:

fairly warm quite very absolutely

94 cold hot hot boiling

... ~.
 4 ADVERBS Complete the sentences below with
p
the adverbs given.
completely utterly perfectly 1
1. I was.:, ..... :........................... convinced that he was
wrong.
2. You are .................................... capable of making this

R!l~\iii
decision.
3. Let's do something .................................... different today!

slightly fairly a little

4. Try the same exercise in a ................................... different
way.
5. Spelling mistakes are .................................... common in -ti ~4-~~>~
~at r~e~ _91
essays written by non-native speakers. !) .. :... :.::'(.
6. I'm feeling .................................. dizzy, so I think I'll sit ·ashlrin_ b~rj
down. ~i'l':estea~
&11
,~
lriril fu6ri·b
deeply highly seriously t -'s6iiiid&i'1
7. It's ..... . ..................... unlikely that Jim will turn up
today.
8. Helen has been. ............................. ill for almost a
month.
9. I found the president's speech ..·............................... .
moving.

5A COLLOCATIONS: adverb+ adjective Cross out •;;·:::'' t§

the word that does not form a co.llo.c(:!tion with 'i ..f:
the adverb given. '
1 . absolutely right I essential I unusual I necessary I
brilliant I ridiculous I furiou~
I !
<''

2. perfectly aware I inadequate I understandable I ~

normal I reasonable I honest
3. highly contagious I respected I profitable I critical I ~~
wealthy I effective ~
;~~;

4. completely immune I unacceptable I irrelevant I G'

honest I angry I wocthless

5. deeply concerned I grateful I suspicious I hurt I
logical I disappointed 2 Compl~te the second sentence so that it ha_s a
similar_ meaning to the firs< Using the Word given.
Use between 3-6 Words,__including the word given.
B IMPROVE YOUR STYLE Read the text and
add adverbs to improve the writing style. 1. There's almoSt no chance of Tom accepting yo_ur
\,_11
Use collocations f~om Exercise_ SA~.
• >~ apology. HIGHLY
It .............................................•...............................................,...... .
LOCAL PARK TO EIE TURNED-/·. ~~ accept your apology.
INTO A GOLF COURllE -~ 2. The r~novation cost far !ess than we had expected.
NEARLY
Parc,11tJ. are (1) .................................... furiouJ about the The renovation .................._. ..._. .........._. ................................... ..
p!a'1 to tur11 tire focal park i11to a 90/f cour<c. as we had expected.
Residents f«I l't is 0.) ..... 3. It's quite possible that they will demolish these
to deprive ckildre11 of play areas. Tkcy were also ·cottages. TORN
(3) ................................. disapp0i11ted to hear tilat These. cottages will in ...... :............~ ..................... ,.. ,............... .
ckildfre11 wi'ii be forbiddc11 to c'Jtcr tire 11cw 90/f cour<c. down.
While suck C0"1p/ai11ts arc (1) ............................... . 4. You Wont find a better restaurant in town than this
one. FAR
u11dcrstd11dab/e, tile "1ayor feels a 9olf course w;J/
This is ................................ . ;................: ............
bc11clit tire Crly, be (S") .............................. .... profitable restaurant in town.

95
 LISTENING1
1A PLACES AND BUILDINGS Read a short description of an English
village and match the words (1·5) to their meanings (a-e).
·"·';:,:-..;····-
''''f::·::-t,-

.. :) .. a. has ~xisted:;s.i·~:-~-~: _;: ,_

... :: b. beautiful, but ~at ~ell known
..... , c in extremely good coni:Jition
...... d. full of life ani:I energy
...... e.: picturesque and_p_ietty !n. ci_n Oid-fashiOned way

B Are th.ere arly hidden gems.in your area? Describe on~ such place to a partner.

2 0 You will hear three different extracts. For

questions 1-6, choose the a·nswer {A, B or C)
; ':,:_.
•,),:. 0 Complete the expressions from the recorQing.
which fits best according to what you hear. ~·~- Then listen ar:id check your -answers.
<>: win-win backs far takes terms breath
:zi
EXTRACT ONE: VISITING A SMALL TOWN
You overhear a woman telling a friend :5
"'z 1. They take your ..............................•..... away.
2. I wouldn't go that .................................... .
about a small town. :'i.J' 3. He clearly has what it ........................... .
":::>
1. Why did she take a visitor to the town?
-'I.I..;
CtlJ ~· It's a contradiction in.: .................................. .
A to encourage his interest in ancient history
. "'
~·,:J 5. People have turned their .................. .
on stresscfueled lifestyles.
B_ t~ offer a different per.spective on her country
6. It's a ................ ;.................. situatiori.
C )ci give him.a chance.to indulge his hobby
2. How did she feel after the visit?
"' --1
. . . I
A delighted with its success 3 0 QUESTIONS AND AN_SWERS You will hear a '
B determined to move house question. From the three answer choices given,
C inspired to change her habits choose the one Which best answers the question.

EXTRACT TWO: AN EXHIBITION 1. a. Yeah, that's a great idea.

b. It was there this morning.
You hear two friends talking about a photography
exhibition. · · . c. I can get us some.
2. a. I'd consider it to be unwise.
3. What does the woman say about the exhibition?
b. I'm glad I jumped at the chance.
A The pictures left her feeling depressed.
c. I don't fancy the long commute.
B The subjeci: matter was not treated seriously.
_ c_.' There was a_n optimism about the photos. 3. a. Yes, I expected better.
b Yes, the exhibits were pretty tool.
4. The man criticizes the photographer for
c. Yes, entrance is much cheaper now.
A taking pictures of rull-down areas.
B failing to make the most of an· opportunity, 4. a. Well, it's easy to get lost around here.
C producing work that lacks meaning. b. They started· it When you were on vacation.
c. You should be careful crossing in rush-hour traffic.
EXTRACT THREE: SLOW CITIES 5. a. Sure. If I'm early, I'll grab us some coffee.
You '1!7c.:ir part of ali interview with an 13. No problem. I'll come and get you.
anthropologist a.bout ·"slow" citie:s. c. Fine. I'll be waiting at home then.·
5. The· man mer:itions g\obalizatioii in order to 6. a. Well, we like to try and be on time.
A explain one of the aims of s_low cities. - b. You should have left earlier.
B express a feservati6n about Slow cities. c. We hit more traffic, I guess.•
c illustrate what slow cities are trying to do. 7. a. It's good we'll have plenty of room.
6. What is the man doing when he discusses the b. Well, we have the names of all the guests.
spread of the siow city·movement? c. Maybe we could sit in the garden instead.
A justifying the need to encourage its growth 8. a. I don't have any doubts ·either.
B predicting the fate of "fast" cities b. Perhaps we should call it off then.
C suggesting it ·is in danger of losing mnmentum c. But she had a really great time.

96
 3
SPEAKING Discussion YOUR TASK Ask and answer the discussion
questions (2-6) below with a partner. Use the
wor,ds and expressions from Exercise 2 and
1 In many areas of E~rope, village communities the words below each question to help you.
are in decline._ With a partner, discuss how Question 1 is given as an example.
the reasons below relate to rural decline.
ageing population JUSTIFYING OPINIONS
poor services · When giv.irig your opinion, give
expanding citit?s
:+I reasons to Justify it and vary
the expressions you use.
lack of job opportunities

2 ANSWERING DISCUSSION QUESTIONS

Read the tip be_lo~ t_hen read questions

I
1-4 and match-them to-the correct answers
(a-d). Pay attention to the words in colour.

. USING NATURAL LANGUAGE

In conversation, we often use certai_n
-}' W6r"tls-tO'.link _ou_r-ide.as and sound,- - -
more natur.3,1,-Here are !:!Orne exaniples. _ :·-
what ' mean is
the thing is
anyway_
basically
1·
·
.1. Why do yqu think people leave villages and
mov·e to cities?
OK, so you know .
unemployment/ l9ck of job opportunities I
let me gfve you an example
education
I

1. Why do you think yo.ung people are
leaving villages?
Il__ . 2. Wllaleffect doestliisn9ve-ontne
populatlon?
I 3. How important _are services in rural areas?
4. What impact do you think cities have on
rural life?
........ a. Well, the thing is that mainly old people
are left, and facilities like schools close, so
families move to towns. Without ameniti.es like
educatiori and entertainment, more people
start leaving -you know, dese.rtin9 the village.
b: Cities are expanding into rural areas.
What I mean is more houses and roadS are
being built on farrT)land to create suburbs.
That's why farms and villages are disappearing.
.. c. The fact is there isn't enough work in
many villages. In the past, jobs were in farming
or traditional cottage_industries. But this
traditional way of life is disappearing. What
I'm trying to say is young people are forced to
leave the land and move to the cities to learn
new skills and find jobs.
...... d. Many rural areas lack public services
like bUses or_ti-a1ns, WhiCn-·are· iITJpo-rt~ffif-or
let's say the gov'ernment Shuts. down a clinic
and the doctor moves to town. This hits a
village hard. Basically, that means it's not very
convenient to live in a village.
I think. the main reason people!.leave
villages is that there is a general lack of
~---opPOrtu n ities~:An9tller-i·ss be"'"is~i~a·t-f arrns
a~e mechanized r'low, so people move
to towns in seqfch of work. It's also a
matter of age. Young people naturally
leave villages to get an educati'on. The
b6ttom li~e is, in n_iany Cases, they don't
come back.
2. Why is it important to preserve._rural areas?
culturai heritage I traditional way of life
3. Why should governments invest in rurai areas?
lower cost of living! land is a valuaf?!e resoUrce l
cutting back on services hits villages hard I
rural tourism
4. Why do people prefer to live in urban areas?
amenities I shopping/ leisure and entertainment I
education /transport I employment opportunities I
social life
5. How stressful is urban life?
overcrowding I crime-ridden streets/ ribise I
high cost of living I shortage of green spaces I
air pollution
.6. Which is. better for_children -to grow_JJP.in_a
city or in the country? Why?
better educational opportunities I
plenty of amenities I access to better health care
healthy environment I close to nature I
crime-free streets I peace and tranquillity

97
 l

WRITING Article
1 ANALYSE THE TASK Read the task. Then answer the questions that follow.

""I~
An international magazine has asked readers to su.bmit articles on their ,,
i~j
· favourite public building, s.uch as a museum. You decide to write an article
in which you describe this building, explain why you like it so much and "'1.,I~
evaluate its importance for the broade.r public. !l
l'.i[

Jj
1. Who is going to read your article?
2. Wh.at three aspects must you relate to in your article?

2 ANALYSE A MODEL Read the model article and answer

the questions that follow.
i--- . · · - - -·-- ···-- ... - - . • -·-----

I ' Mention public buildings and places like parliament buildings,

' museums and famous landmarks imm.ediat~ly spring ta mind. Yet my
favourite building is not famous at all. n is, in fact, my lo.cal library.
The library was built 200 yea~s ago and stands on one side of
s a large square with shady gard,ens in the middle. It is a building
steeped in h.istory,_ wi,th ·many ~riginiJI featyres, i~~luding tall
windows that let in natural light to illuminate the beautiful interior.
Once you v_ei-iture inside, ma_k~ a" p~ii1t of looking up! Tke ~ooden
ceiling wil.i take your breath away! · . .
I~ a,c_ommeri:ial are~:fut1;erly_dom_inate_d by_ ~aliks and offices, the libra:Y
provides a sharp contrast to the modern high-rise blocks. It is a constant
reminder.bf our pastc·What I like mo.st about it is the feelirig that you have-,.
stepped ~ack in time as you walk through rooms that have hardly changed · J
in 200 years.
Rather than being a silent, unfrien,jly place. the library is.the focal point of
our neighbourhood. Whil.e offering an extremely rich progrt;imme of ar:tistic .
a
and educatiotial events, it also creates wonderful s~nSe of \:Ommunit}i. Pe~·ple
may come looking for information, but find themselves making new friends and
building contacts. The library also 0dl:iresses socicil needs in the community. For
dample, it offers a quiet place for chill:iren to do their.homework, and it also •
provides tutoring for struggling students. And all this is free of charge! ' ·
There are many libraries in my cify, but mine is by far the most beautiful. This
,historical la~·dmark iS a tranquil corner a·way f~om_+he hustle c:ind bustle .6f 'the
:'city. But perhaps most importantly, it is the beating heart of our community.

Par 1: Write an engaging opening cind name the place you have chosen.
How does the- wf-iter engage the reader?
Par 2: Describe the building (first point in the task).
Wha.t .details does the writer include?
Par 3: Explain your choice (second point in the task). Ettl~-'/N
What reasons are given to show the building's appeal to the writer? Did the Writer:
Par 4: Say why this place is important (third point in the task).
What three reasons are given to show the building's importance to the public?
0 write a catchy title?

Par 5: Sum up with a strong dosing comment.

0 fulfil the three requirements
in the task? ·
How does th.e writer sum up what she thinks about this building?
0 keep the reader's interest?
0 use appro'priate vocabulary
for describing a place?
98 .~
:i~

·v
!

3 WRITING A CATCHY TITLE A catchy title. will attract the reader's attention to your article. From the possible
titles below, choose the one which best suits the model article. Explain why you think it is best.
a. The Library I Like Best
b. Not Just Another Public Building
c. A Hidden Gem in a Concrete Jungle

4 IMPROVING YOUR WRITING You can improve your writing by using richer vocabulary to replace words
like good or nice .. You can also use adverbs fOr emphasis (e.g. a· 'good programme of events->- an extremely
rich programme of events (lines 16-17). . ·

. Improve the sentences below by replacing the underlined words with the adjectives below. Where possible,
add an adverb (e.g. absolutely, extremely, highly). There may be more than one correct answer.
ancient coastal elegant delightful entertaining fascinating popular spectacular thriving
1. From the roof, you have a nice view across the city.
2. The town's mediaeval castle is a .big tourist attraction.
3. A walk around the old city is a good way to spend an afternoon.
4. Portsmouth is a busy city by the sea.
5. The nice architecture of the city of Bath makes it a gQQd place to visit.

5A VOCABULARY Replace the underlined words with a suitable phrase from the model.
1. Dover Castle is located on the White Cliffs overlooking the port of Dover (line 4)
2. From the clock tower, the view of the city is amazing-and vervsurorising. (line 9)
3. In rural areas. the school is often the centre of interest and activity for the local community. (line 15)
4. The wonderful atmosphere creates a feeling of belonging in the village. (line 17)
5. The town has one significant monument~ the 12th-century castle. (line 23)
. ~- B _f\J!atch-t~e-1.1Vords iii_colour _in_s_e_OJJ!nce_~_1:~_19_ therr· m~a:n}_6~_s -~=-~2· ___ _
-~- 1. When You think of famous landmarks, marly monuments spring to mind. a.. come 1nto Your thoughts
••. · . 2. The original features of the house include the carved w.ooden doors. b. return to the past
r 3. The ancient church stand_s in sharp contrast to the houses around it. c. fixed thing that makes you remember
4. Parks are a constant reminder of the importance of conservation. d. parts still existing
' 5. When visiting York, you step back in time as you walk its mediaeval streets. e. striking contradiction

6 YOUR TASK Read the task and underline the three aspects you must relate to in your article.
c;-;i

_An inte~~ationa-1 magazine ~as a·~ked read~rs to,subm-it articles on a place which foreign exchange ~
students should visit. You decide to Write "a·n artiCle in which you describe a rural village· or small ~
fJ~I
toWn, explain why it is charad€ristiC bf· yO-ur country, and evaluate the benefits of such a viSit.
,,
Yt

d:'!J

7 THINKING ABOUT THE TASK 1 Answer the questions below.

1. Which village or small town have you chosen? Complete the fact file to d_escribe your choice.

hame of place:
location:
main features:
type of buildings:

2. Why is th.is place typic.al of your country? Mak" notes.

way of life:
·size I lo.tation:
_history I culture:

99
 8 THINKING ABOUT THE TASK 2 What .are the benefits to foreign exchange students of visiting a rural village
or sma·ll town? Read three comments from students who visited a rural village. Underline the ideas you think
you can use in your article.

!O'lli111tllllEFJ1f 1 = ·~ ~ S'i'Ullil!Ellll'ii :li -~~~-,..,. §L1f~!}JfQ}~~~~r!\" $ ~-=~o:=c;~~;.e;;:;,:,-:;;;:;o:;,<t>"'-,

I thoroughly enjoyed my visit! The
village is intact - just as it was in the
past It seems nothing has changed
ci in hundreds of years! It's steeped in
history, and the old stone buildings
are very picturesque. ~ecause of
obalization, cities all look the sa
~ today, so seeing a real country village
The people are mostly farmers and
have kept their agricultural way of
life, which means they take things
ii more slowly. It was interesting to
see that cottage industries like
pottery and making honey are stil.1
very important But I wonder how
long this will last Is this way of life
The pub is the beating heart of the !"
village. When we met local people, ~
they were so hospitable and told
us all the about the village history.
They were very friendly, unlike
people in cities who tend to be
reserved. You c~uld feel the sense ~
of community, which is gone in ~

I. was-~-=~-=-~:~::~:~:~~~~
dying out? most cities, in my opinion. ______ J
.
~-=·=.=z""'""'"'"".::;.,,,:;;;-~_, I'-'"=--~;-;-,;;,1,~.._'..~l?.;~I~'-~-·;._~

'
9 VOCABULARY Complete the sentences. Use the phrases below.
a timeless quality slow pa~e of life tranquil corner unspoilt countrysid~ remarkably well preserved
1. The town of Tenby is ................... ,---------------------------------·--- with 13th-century castle walls and defences intact.
· 2. The museum is located in a ----------·-....................... ·..................... of the town.
3. The town has ... ____ ----------·---------·----------------:__________ and has hardly changed in 200 years.
4. Lying in ....................................................... , the village maintains an agricultural way of life.
5. The--------·--.--------------·-------------------.--------- in the village is ideal for walking or cycling.

10 WRITE YOUR ARTICLE Think about the place you REMEMBER: The style and tone of an
wa-nt to write about and read your notes in Exercises 7 article depend on the target r:ea~er. While
and 8. Use the vocabulary in Exercises 4, 5 and 9 and for an educational journal, it shOuld be
the plan below to help you. Remember to give your form.~I and academic, for a magazine, it
article a catchy title. can be chatty and entertaining ..

PLAN: ARTICLE. USEFUL LANGUAGE

IP :1Jil Write. an engaging opening and ·
1
>- When going abrOad,· hoyv many people· bother to viSit a rural
name the town or village you have village?
chosen. No visit is complete without seeing a typical village I town ...
1!!;1{f.I Describe the town I village. ;. Built 20,0 years ago, it is ...
Set in ... , the village /town is located ...
It dates back to ... /was built around ...
... stands on one side of ...
1Rl3;ff Explain why it is characteristic of the ;.. Su_ch villages I small towns are representative of.-..
c_ountry. They provi-de a sharp contrast to ...
l::/.~1;jj Say why foreign students would );-. Yet, it is a place of interest to (foreign students) ... }I'I~
benefit from a visit. If you're looking for an authentic experience, ...
What better way to --- than to __ _ ~
-.c.j·
};
Mp;11;Jjj Sum up with a strong closing > Not only a tranquil corner of ... , it is a fascinating ...
. ~-~
·'1
'1'
comment. This village I tow·n offers us a glimPse of ...
Such a visit_gives us a unique insight into :..
--~
ti\

-~~1
:BJ

100
SEE UNIT 8 VOCABULARY REVIEW, PAGE 133.i
[ SEE REVIEW 4: UNITS 7-8, PAGE 145. . j·~
"!E
;.~''

.,.,. -··

DID YOU KNOW?
Elephants can live up to (1) ......... :..... years in nature,
yet in captivity some live only 17 years. In a typical
zoo, a polar bear that" norfnally liveS in the Arctic is
confined In a fenced enclosure (2) ............... times
smaller than its natural habitat. These bears live a
boring, monotonous ~xistenG~ because they are.
ill~suited -lo life -in a -S-uch a -small area.
- .. ·---···~--- ·~-"~--,.,~·~----"-'"" ""~'
Hunting large predators like lions with the aid of'
powerful guns is considered a sport by some. ln
Africo, hunters kill the big (3) ............... - the elephant,
buffalo, rhino, lion and leopard. In the wild, buffaloes
cause the highest number of deaths or casualties ·
to hunters.
At SeaWorld, a marine mammal park in the USA,
visitors have watched captive mammals like killer
whales perform in exciting shows and spectacles.
Though whales are used to swimming over (4) ...........
miles a day in the wild, they are kept overnight in
smal! Stone or concrete ·tanks of water with little
space to move around.
In popular spectator sports, horse racing ranks
number (5) ............... in the UK. Around (6) ........ .
horses _race every year, but they often suffer injurieS
such as broken legs, making them unfit to race again.
2 Read the article below and answer the
questions that follow.
Controversial film shows behind-the-
scenes reality of animals in captivity
A documentary video with footage of an
elephant moving its head from side to side, a
seal circUng round and round in a pool and a
bear lying motionless in a cage as if it's dead
has recently been shown. These are all signs
of deviZ:nt - er abnor:rI!.a.l..-c_behaV'.iour in.zoo
'" .. ,c-.-~•· "'~----· -.,.,:...... ~
animals caused by sensory depri_yation (that
is, the lack of space or stimulation). When
animals are mentally disturbed like this,
they sho'w sigfl:S of what is called zoochosis.
1. Would you enjoy going to a circus, a
ma.rine park or a zoo? Why? I Why not?
2. Do you think animals should be used for
entertainment or. sports like radng· or
bullfighting? Why? /W,hy not?
:::
READING
You are going to read an extract from a magazine
article about a killer whale. Six paragraphs have
been removed from the extract. Choose from the
paragraphs A-G the one which best fits each gap
(1-6). There is one extra paragraph.which you do
not need to use. 1
~;.~lj{~~~;~t'.',~~~y:~t ;,;:'~Y~-7~~:}~,:~'> t:. _:t: :~ ·'.(:' ':::':;~:~'F'' ,,_,:?-,.·-::-···-"·'---
;~I can clearly recall my first :v!sit to Orb1.ndo's SeaWorld
, •'T ' "" ' l ~ ,, ' C '- ., J

and how stunn\'l! I was ,by !be ~ht of perfectly

rr11a•r~:;
.<R
~--'
M
>; ~;~;,;; re~GJi~ his destinatibn, th;, captive soon learnt
. · •·. lJiatJie y;ould pe re wan!~ 'Yith f?o<! if he performed
1~ iry,cki. To the d~J).ghtofth~ P":k'~. QW])ers; thousaods
-;~-'.~'.\/. _9f. Vi?_it~~~-·qq~~~~_)IP :tD:-se-~ ih.~:-~s_P~Cia'.cte·. Ho_wev.er, the
-_::_ Q~-~~-g ·or~a;· yrh~ :~µId Q¥_'_11_~-~d. C~ing out to other
: ,Y!i,tl~s,' stirvive(Hor Je8s thao a y~. •

:,;cfl,;;•: · · ·•• ...•, ' .... .•

).<· ;;._--M'k~*·~PJ:~-- µ$ g_o"."~~@l!iit,pr?hibited this practiCe in its
.·
·ti1~ wii(ffs~t!le'hlll\\ers~ed~tn.P"dto Iceland,, where they
· · ¢~ugh7Tilifij~. The fuen ryo-y~;,;,~old calf was taken
·,::. 11&:::,~ R~}I~J~vi)c"~~~ -~~q_ ~-o~ed th~re for· almost a
,_. ~,- 1Y·~,a'.r)1;f:·~:'.c~n,~~ete :t,~-b,~_t()re. transfer tq a marine r _____ ,.,,

. . . •.'No!ori~bTaiiie to sw'iiiihu~4re'di c;~ Iliilh every ilay, ·· ~

.:-.--;i~--~Ip'ijW~:F.~il.d._
_._~i~h~r.sJi~+e_'t?e.:-pobl_.-?r lie_ motio_nless
::-:S:;°9~:_Tug·_s?,~~S_e·._1Ilste~a:_~f:O'ceail SoundS,: all he heard
-·:·: !\Y~- .fue ::~~~ot~nQ~~:_r4Ythm_ ·pf the- filtr~tion System.
._._:~YiPf~~~if~~:-:~6<_(Ji·~~:-'afrived in a-~~ine:park in Canada,
> ,)\.{:~ere h". "'.as k~pt ii) a 30-by-15-metre performaoce
I/_.2~ _ :P·?~t,~~i~~~~l!9 a·m_~i11-a,-with its cacophony at
·;1·:··'. .. , ...
·§~jJil,a_cI~;:l!nderWat_er n9ise.

:[~·PF~ht:~---~_ith~~--~fer.,'}'hai_e requir~~ extensive skill,

:{\:_-';;
::_:~;~::-~_,_-:_kY:P~ef~~-~¢·_:-ap~---~thi~#dls_~- ·~i-~n_d: vivaci_~~s Dawn
\) , . ~tdiic)i~aii wa:i siawdr!d's p9ster girl aocl a highly
·.:;.-;:_~jJ_::,C.9.,tji~~~~~-t-~_!(jfeS,~ip±i.~i k~o_ ~_dhered strictly to_ safety
V. rt\gb1a\ior1s ¥j'"b~ary 24, 2010, after performing
\:;_-'.; ' \~itl1,Ti_~_¥<Bt~:riche·a_u -w_as lyi_ng on a ledge·, stroking
. c _;him, ·~h-ell·:slldde~i:Y Tilikllin yariked her into the water.
,.:, ''.c7 . :~·, ··: ....,. . . . . ·.·.

''V° •. 'T

D attacks on trainers worldwide - a fact park owners
Acritical question emerg~d_ fr~n:1'~_s:'~~@:~}~t'ide~t:
35 Why did an orca kill a hurµ3.~. _in Y'-~-~t_ app~~~A.:,: _
to be. a deliberate att<i.ck, ·Wheil._'n? _j-e_~pid ·_e~_~_tS_
this ever happening in the The catalogu~:qf. • wild?
Dawn's injuries included a broke9; ~eck_~-iin,~-j~~1 _::~-d
a dislocated e~bow. -S~ortly -~~i-Y.r~4S_Ja_'4:9?Xi'~~~t~ry
•o called Blackfish attempted to aJ1swe~ i\iisq]jei\ibn: •
a sold to marine parks.
It_._als~·_P_~oVides ahisfori~~i-_ov~iV·i~\f_:;~f,:~_h~i-:_C;its%~­
in g~nera_t· an4 of TH~~-S .:~~_P.e:~~~Se}P~?ifi~~~Y.,_;_.~> .,_.
and U1~s .supp°:~~ 'l4e . Sugge~_q_Qii th~t-~ey~_~(b~h_a~ioW:
'_in ~ha1~s,_stenls tr9 ~:--~¢rr: caP_tnre--~~4_,e-:?~sM.u'e~t--.-_:. -
11{ trea_~nt Exp~rts ,'cci~Sulte_d: d_e·~~H~~: Oicd;'.. ¥_~~-a_-fo~­
space and stimu~tion, cdnfirlnmg how ill $11ited tlwf
are to the conStntints .6.v~¥ght.s9nfi~~~~:~t:in;i';:._.>_'.'­
?f
small p_~µs. AS w~e reSe_iir~h~r·r~~f_spq~:g. _-e~pl~i~S ..
"If y\Ju pen !ciuer whaies ma slliaiUt~euink,%~ ····
. --·_-, ·' ~. -:;· i :-- -::-" :-:·:-:·.',;>.:_'·-_.-----__ .._,-;_ -,,_·..:·-/ '-".-.-·-,.;:,.:·:-:_,. __· _;-;-.; ·.:,,··.'.'.: ~
._ '. so _ar~·-_1mp9~_1ng ,an -~x~e~~. -~~vel _ ~J. -~~-~_s9cy_ :!=1~PB'.'f;ipon
!. :_-_~._,~_an them_: .Hu~DS· who·-,rr_e _-S~hjeCt~·u· t~_piOse.same
;·conclitions become Il1_entttiiy_ ",.:.·'--;>;' distµf"b¢d~''.---~-
--- -, ,-_ - -- • . ,. ', -,, ,·.·_O: - .• -: , ''>,,
g Whale's family - his pod-followed for most of the
Not surprisingly, the do~l!nie~taryhes ~~kas~ed~
surge of cri_ticisffi_of se_~W~~1d; an_~.Visitor;·~-~b~I-~
'ss; have taken.a nosedive:s·e_aWorld_ .eXe~ut~V~~- _d_~~lin~(l '·
to be int:eiviewe~ fo~ -~he: ~~>_~µ_t_~~-siJ9p4t?-~.:-~~b, ~:·: ::·_:. ":::-=/'· '
fierce pu_blicity_,caipp_aigil'. .·T}leY -ll.5~-~lt·.t~~-W_Hh~-~-i th_yfr_ --
orc~s_, :not_ oilly -fO~l<l,_Yte ,~oW i_eS·~--:~l:>oli~--tll~:S~_eti~S~- -~
but humans would b-~-de~ed·~'cdru:i6ctioh.1:b the:;:~
~o· m~gn_ificeiit, higliiy··se~t\e~·t·,~~~~~,:·::::
Whether or not c·ap_tive killer_ \Vhil_1es·-:·af_e_ e~entuail)'_
phased out, it seems Tilik~1!1'-s_fat~ y{a~_seaJ.~,9_,_·d9s_pite·
calls for_ his:rele~s_e.-Mari~e:9iolo_gi_sts decl¥~4-_ltiffi
unfit for life in the wild and his· life·e~ded_Wh~~e he-h~_d -
. _ 6~ ·spent most of it- in_ Cap_tivit)r.
1
1
1<,.
~---. ·
What three things from:this
· text woul9 you share?
CRITICAL THINKING SKILLS
.•. -,~-------
~_-·41\~P-~~-h 0-~-~W-~r.t.. t9_- ~-~_15ff':~h.~_:-:~-~~:~x:·~.r-.~,~;gfi'.'
~::'_:(_! ~-~- _wti p .I ~s ·. ~.n _q p :p l_ a·r _.; p~a_r~~; '.--~-~·,~p_i_p sf:~_ti ~:~_#,:~t_'.
_ :, ~~-i-!Jl;~'-~--, l•\ ~~Ptly!~Y_-is_ -?·ft_ er ._cr_y~_1_/Ml.r..at"-~~i::~- ·
:_·_a,1_~~rn_~tiV_e _ p-_ 9_iS_i_~i_l_iti_e,s'~O ZOO~'- _a_n·q . rn~f iiJ_~
·,:'. Pa,r~~: c~fl'.'y~u-:~~9'£ieit?_._-... ,_,, ' -, . , ·- ,. .
l!l1 It reveals that since the 1960s, there have been
numerous documented incidents of killer whale
have suppressed.
. , lf:J Soon other whales were being hunted. A pod would
?f be located from the air then trapped with the aid of
speed boats, nets and underwater explosives. Usually
adolescent females were targeted, being easier to
·handle and transport. Over the following decade, 51
killer whales were captuied off the Pacific coast and
·
II The orca ignored all commands to release his victim,
who, at a mere 56 kilos, was no match for a six-ton
killer whale_ By the time his jaws were forced open,
his devoted trainer was dead. The incident shocked
Americans, for whom SeaWorld's star was a friendly
national icon, with his cuddly-toy version a
best-seller in the souvenir shops.
e T_he idea of using a top ocean predator to entertain
people was born in 1965, when an orca-;--tangled in
a fisher;map_'_s_ net off tlle coast of British Columbia,
was sold and smPP~<l 725 kiio~etres--to·--a seattie--
,.''· :"- aquarium. The 20 or So members of the captured
journey.
To distance themselves from all the controversy,
II some marine parlss initiated a system of breeding
areas in captivity - allowing them to stock up on
baby killer whales on the grounds that this enables
them to study orca reproduction in depth.
~,_:·;··
IJl Following seven years in these conditions, a
horrifying incident occurred - Tilikum and t'NO
female orcas killed a trainer who had fallen in the
water. Shortly afterwards, the_-now fully grO-'A-'n
Tilikum was sold to SeaWorld, _Orlando, where more
casuaities awaited- including·· the park's top trainer.
~
~
Through further interviews with whale experts and
former trainers, a gap emerges betWeen SeaWorld's
animal-loving image and the behind-the-scenes
reality. Some footage makes for disturbing viewing,
such as a bleeding whale attacked by fellow captives,
or a trainer dragged repeatedly to the bottom of a
pooL In personal testimonies, whale hunters recollect
-tne·aiStre-sSin-g-crieS of mother whales as their calves
were captured.
Answers from page 101
1. 70 3. 5 5.2
2. 1,000,000 4. 100 6. 17,000
103
1~:1:~-11m2 );,
VOCABULARY
From the text
1 PHRASES Complete the sentences with the 3. WOf\DS RELATED IN MEANING Circle the word
words below. that is similar in meaning to the Word in colour in
delight disturbing fate gasps the sentence.
grounds nosedive match surge 1. The scientists maintain that.the lab animals are
1. The tamer placed his head in the lion's mouth, which well cared for. contend I dispute
drew ....................... :............ ·from the crowd. 2. Due to financial constraints, the vet no longer
2. To the .................................... of the zoo visitors, the tiger provides free check-ups for pets. inhibitions I
strcilled right up to the 91ass barrier. limitaHons
3. News of the .oil spill unle.ashed a .................................... · 3. The confinement of chickens in cages is cruel,
of public anger towards the shipping company. so many farmers allow them to wander freely.
imprisonment I liberation
4. As a result of an animal rights campaign, the demand
for fur coats has taken a ................................. . 4. The photos showed the horrifying effects of forest
fires on rural areas. obliging I appalling
5. Tragically, when a dolphin gets caught in a net, its
......... ~ ......................... is sealed. 5. Stiay animals showing signs of distress are often
taken to i3nitnal shelters. misery I disf:omfort
·6. The young rider was no .................................... for the
powerful horse and was thrown off. 6. Pandas rarely breed in captivity. accumulate I mate '
7. The ivory trade was banned on the .................. .:.............. .
that it increased poaching. Expansion
8. Some scenes in this graphicfilm on deer hunting
make for· ....................................·: viewing. 4 · WORD BUILDING Complete the chart. Then
complete the sentences, :using words from the
2 Circle the correct answers. chart. -Make c;i~y ne~esSary changes.··

1111111~-
If the (1) fierce I mere thought of a snake niakes
you shiver, you might be surprised to learn that -
venomous creatures can save our lives.
The pit viper snake, for example, kills its (2) prey I
pod by injecting it with venom, or poison. This
Venom interestingly contains toxins that can be
used to treat illneS:ses too. One type of toxin is a
painkiller because' it paralyzes cells. In doing so, it
1
(3) suppresses I imposes pain. What has (4) emerged I
initiated from studies is that unlike aspirin and other 1. Emily hardly ever .................................... from her usual
common painkillers, snake toxins rarely have side: TOUtine.
effects. 2. Many wildlife organizations believe fox hunting
But how do we get venom safely? Experts "milk" a should be completely ........... ..
snake by electric (5) reproduction I stimulation of 3. When expressing his opinion, James can b~ very
the muscles around the venom glands. The milker
(6) phases out I forces open the snake's jaws over a 4. I have no .... .. .............. of ever visiting this
small dish as the snake bites. With other venomous nature reserve.
creatures, milking is easier. You only have to grab a 5. Bob is a ................. . . who advises
scorpion and the (7) stunned I intriguing creature will -governments on protecting endangered species.
produce venom.
Most reptiles ................................. by laying their eggs
Creating medicine from venom is nothing new. on land.·
Tue (8) releasing I capturing of snakes for their
venom began in 1895 and has been used to
create treatments for snake bites as well as
other medications.
I

j
'Y
'V •.
I
5
1. l
PREPOSITIONAL PHRASES: on fin fat Complete the sentences with the words given.

threshold
basis
brink·
J a. Many species are oii the ............._. ...................... of extinction.
b. They chose_ the safari trip on the .................................... of pnline reviews.
c. We stand on the .................................... of a new era in space exploration.

2. r 1 event
_vicinjty
a. Homes in the .................................... of the fire have been badly damaged.
b. The dog's medicine comes in the ................................... of a chewable tablet.
form c. In the .................................... of flooding, the park will be closed to the public.

3 [ 1 hands
mercy
a. Circus animals sometimes suffer at the .................................. of their trainers.
b. At the .................................... of her success, the wildlife photographer retired.
c. When fishing o~t at sea, you're at the .................................... of the weather.
height

6 /frc ttMiUAtt/.S. ttMd hUUAtTMS tt/if<.c? Read the statements about some traits animals
and humans share. Match the words in colour (1-8) to their meanings (a-h).

~~,, After a conflict, they (1) reconcile

with a hug and a kiss.
:i{Ml
- \":;:.,;y:-f.~,1.'t..'- -
0
They (5) mourn the death of a
relative by producing tears and . -a. _are_simU9J J9
"~p~~ ·. :c~g~~-~'> trying to bury the body.
...... b. tell the difference
· ;( ···-·:· c. make up_
~·
. ', '•
They (2) resemble humans
in that they call each other
,'ifi' They will deliberately (6) deceive
each other to gain an advantage,
...... d. trick
<r~1pv.,\'t- "by name" with a unitjue whistle. '~f~;,.i·.·. such as more food. · ...... e. grieve
'· ·~:::.-::·:·,
...... f. offer

;~I'.;;:
~
;~·'.·. They will (3) intervene to protect They (7) bond with humans ...... g. ·connect
othe-r marine mammals, like seals, when they are stroked. They ...... h. become involved
hu~P~o~k
JvJr4\G from orcas. can also (8) differentiate ·to help
• " -C~ ·~·'
b~_tvv22n our chahglng moods

The males (4) propose "marriage" by establishing eye contact

I
,.oc:-~Jti\'f'.'
by giving a gift to their chosen
partner.

7 Read the text ~el~w an.d decide which answer (A, B, C or D) best fits each gap.

-~-· ·;i
-what'..-d:o-pll_~'a-_Sp-~ft~·e~r_ ~·nd j:~9iJ,a:r car: haye··:i11·.comrh-oh?_ ·Bo.th giv~_·us' an rde~ "-b:otit .th~fr _pr~,~c~s- ~-i.t~.:th~J_l,)-::;::;_~-!·:.~f_ . ·.;·.:; ;::::? ?:;__:
aTiim.. a1 logc;i.S tha.t.Tnake _u.s,·_ t.h... inl<. ·. -Or..a. --1ity·. ,p.r sp.ee.·l.. ·Man h. .•.s a.1.ways cisS.ociate.a.· .·animaJs with. c. ·ert
!Jl.- . •.in._ q-u.·•..1i.tieS.;.:·f·o····i·····e··.xa···.m. •.P1e···'· ·.N. . ·"·.·liv
..-'.<. '..
Americans. often __ ~~ve ;n_ame_;:. lik_e -~i~·ting_-~~11 .?~ R~.ri~:in9- l3~~rto people _wh~ -thej felt: (2f.._._::~}he~e aTli.ITTa.ls._111.·.:s_p~·~.fa~;_::. .:',,'.>~:'_~<-'>
Tcid"Cly, ~ldlife .o~g~. nizatio.ns_,th_a~. w~n_t .t~ :{3)_.;···.'.-. ;~;_t~ness cam~aigns or ~~blici;e i-mporta.11_t .issues_.oft_~n. (h.~~-~.~,~~;,'~l~ _f~; -
their _109-os. The_WorJd Wn~i'life FuTI.ci;~_{ogo, :_a _giant Pafi?a, aPpeals to our emotiOn~ The cut~Tiess ~f th_is en.dci:~i~.r~1-(~).:~~~:.:::
evokes feelings of t~i-ideme~~' encoUragi_Tlg-us _to protect all creatures facinQ- (sf .....: _No wonder there ~T~ Tnan;Y ·:(6) --i_.;_-:.to~s':i~
the fonn ofthis'loVable icon·. . - .
, M~li~ ,sport_s__ t~a·~~_-a1·~-b expr~Ss . _t_he:ir_ !9.en~ty~_wit_h_baages . featuring anhnals. :ln fa Ct; _.a d~ar trend (7)-.;.-:.. ~~·en-_l~=~~j-ll_~-_·a\ the·.
British fT_~mi~r~~~gu_e footbal_(te_~nl? ~- . .5:_~.~-~- b,f~.~-~~ s~o¥f lions and tigei_s·-.-~~t the ~hoice isn_'t (~) ...... to pred~to+s; __s.ever'ciJ.
b?dges__a1sP1ay birds that are .a~s~pated With th~- _hi,dtorY of the town the tea:m represents. ;-:_/:·i
, '\''
1.- -p.·--'issµ~ B rii.~ans c release·'• n·--aid
2. A; -_~COil~Cted B :fePtOdu~e·a · c res·emti_iea · p r~·~~~fii~~d-. -_ :·'·
; -3. , A' -propo_Se B· lnhi.at~ C stimulate -p ~n1e~i.sh
,,_.~4. -~.-A:,_~p·~cj~~ B ':Captive C pre.da_to'r _Q_ -V!:~~rr'.-~- '~·' ~--.-~Jc:. __ ~·~ ~·'.,~~·-'.~:.:~~~~--':1--
S_'<ft.:: .J-~tiriY~tio~
' 6: -A' ~eH_beni.t~
· B extinction
_B, marine
c distress
C co~crete
r.i~~1ion ;;' .)Ci .

-7.· ;,l\ :'acc.~Tin.il~tes- B :-~;_,-ait5 C ~merges -.b. .Am~.?s'es. ,_ ·

8 ... A ~~~Pr.~~s~d ·~ ·c~-~.fi,~~·a .:_. c prohibit~d _ -·,; -~·-
o·-' ', ..ai,P~i~~
- _, _, .:,, '_,_, ..., '
\ - -

105

GRAMMAR
Inversions, Cleft sentences,
The Subjunctive
[SEE GRAMMAR APPENDIX, PAGES 168-169.]
.~. l/lliiJWi!'.11'Jl;illllD !Jlz;.!!g;; ·-~
TO emphasize something, we can begin a sentence
with a negative word I expression and use inversi9n
(auxiliary verb +subject). We use inversions of this
type in more formal language.
" rarely I seldom I hardly ever I never I little I
never before
Rarely do you see wild geese in this area.
lli.. under no ciicumstances I on no account I
in no way I not once I at no time
Under no circumstances should you
approach a rhino.
" not only .. , but also
Not only did I see a bear, but I also filmed it
" scarcely I hardly I barely ... when ...
no sooner. .. than ...
No sooner had we taken our seats than the
film began
Note: The inversion is in the second part of the
sentence after only + if I by I after I then I when
or not until.
Only by studying these animals will you
understand them.
Ii:: We can also use inversions in conditional clauses
with should, were or had when if is omitted.
Should you decide to take photographs,
use your phone.
'·~~a~®d™=~wr:r
1 rnsert the words given in the appropriate place
in the sentence.
. had
,,
1. No sooner 1. read the book than I bought the
sequel. had :
2. Only when you watch the film you realize how
·polluted the sea is. do
3. Not only Jessica work with animals, she also keeps
pets at home. does
4. Rarely this animal seen.in the wild. is
5. You need any help at all, please call me. should
1
2 ADVICE FROM A SAFARI GUIDE Complete the
advice. Use. the correct form of the verbs given.
Seldom (1) .............. :................................... (we /have) the chance
to see wildlife up close, so being on a safad can be very
exciting. However, only by following safety regulations
(2) ....................................... ,.......... (you I can avoid) trouble! At
no time (3) ............................................ (you I be allowed) to get
out of the vehicle to take photographs, and under no
circumstances (4) .................................................. (you I should put)
your hands out of the vehicle or attempt to feed the ·animals.
On Thursday morning, there will be a short _walking tour. When
we encounter an animal, not only (5) .......................................... .
(you I must stand) still, but you must also be very quiet
Rarely (6) ....................................... (tourists I read up) on the.
animals they see on safari, and little (7) ...................................... .
(they I realize) how easy it is to scare them. If an animal feels
threatened, it is likely to charge at you. In this case, you do need
to moVe- and fast! Rhinos· run in straight lines, so only if you
run at a 90° angle to the rhino -in other words, to his right or
left- (8) ................... ........ .... .......... (you I survive), unless, of II
~ cours~, you manage to climh a tree! ~
L ==--""----::-"" ···-=- ~ i:;=J1
,,.\
"Z\
""}illllff~~~¢i!lif;\ i!i:lll'l~.-dM:tiU"- •H 1
Another way to emphasize something is to change
the word order of the sentence and begin with
It or What.
" I first visited a 'Jame park in 207 5. +
It was in 20 75 that I first visited agame park.
t.. Rain doesn't damage the .tre.es. The Winds do. +
It isn't the rain th?Jt damages the tr€es~
It's the winds.
lli..: sudden noise disturbs the_· animals .. ·+
What sudden' noise d0~~-'f5-~d;$iy(t/:th_e:a.nimafs.
~ You shoUJtl-Visit-an· animal SheTter.·-·* __ _
What you ·should do is visit an. 9f'!in?al shelter.
~{~?~~~
'"·~~--
3 Read the text. Then rewrite the un.derlined
portion of the sentences.. Use cle_ft"sentences. ·
VISITING ICELAND
I love taking holidays with my friends Emma and Luc)'.:
(1) EIDIDa sug:gested visiting Iceland last year, so we
booked a trip. When we got there, we to11red the island.
(2) I w8:s really impressed with the scenery._ It's
spectacular! Apparen~ly, (3) volcanoes weren't the only
thing that shaped the landscap~. Ice did too. There's
hardly any pollution there. (4) It's amazing' how c.lean
Iceland is .. We visiieO therinil s]?ririgs, Ot"geysers, w:h6r-e
boiling water rockets into .thee a.IT'! ·{5) I'd riever seen a·
geySer erupt so th~t W{l.S q~iie. something!·
1. It was.,........ ,.......:... ,........;....... ,........................................... .
2. What really,: .................. ;... "... ,:.......:..... ,.: ........................ ,...... .
3. It wasn'tju_st ·:·c:···c:········"'"'···················,·'··························· .. ··· _
4. What amazed ................ :..... .
5. It was ............................. ,...., ... ,.: ..,"' ··········'·'·· ............, .... ,....... .
.:9
ti'
 'A.i1\~~Q;;~_!§!;llll$
We use the subjunctive form, or bare infinftiVe,·iri that clauses after certain verbs (e.g. ask, demand, insist,
request), adjectives (e.g. important, vital, essential) or nouns (e.g. advice, proposal, recommendation,
suggestion). The subjunctive verb has no sin_gular or plural and no past, present or future form.
The department manager demands that we be here by 9.00 am.
I insisted that Tom not pay for my ticket.
Mary asked that the child be named after her mother. (passive)
It is important that Sarah should attend this meeting.
ft is vital- that we not delay the treatrnent.
It is essential that they be told the truth. (passive)
The proposal is that the school invest in tablets for all students.
The principa/'s suggestion that students should be fined for vandalism is fair. (passive)
Note: The subjunctive can also be formed with should.
The department manager demands that we should be here by 9.00 arn.
~1'1t'flil~~ll)D;!&m~i'

4 ___ Corrp·l_~~J_e_tb_~_s~_ntenc;es. Use the subjunctive, active or·-pa-~sive,_and the words given.
-1. It is .i.r:r!P.Rt1i!.0Htb.o.t!.J1.Qu.. (sh.Q.V.id!..ng!.l!.~.li!.i~.... -for our meeting. (Important I you I not be)
2. The doctor .... :: ............................................................................. in bed _all last week. (insist I Sally I stay)
3. Management ...... :............................................................................ af'~yrise soon. (propose I employees I give)
4. Students-.............................. . ..,,, .. until neXtweek. (request I test I postpone)
5. The bank's .......................... .. ................................... ::.·.-. is-~ ~ise ~ne. (recommendation I savings I invest)
6. It is ............... .. .. ......... in the city cerlire. !essential/ air pollution I reduce)
7. The committee's ..........-.. .............·..~.:.tuition. (proposal I we I increase)
8. It is ........ '. ............................. .. :·········· to-tneco11ege_Wjtfiour1aeritific-ation: (Vitai7-rio-·ane-i admit)
9. The .......................................... .. .. .... for plastic bags. (suggestion I shoppers I pay) ·

... ·, ... '... ·.:·... .-· ....... ·:.~.~:~.~; ... :.... :·::':-..:_·<,-.:.... · . _ -..-.-..-.' .... ·- .... :·:/.-\.· -:·.·:·.'.: ,' ..../ . . >\.'·:..........-.:
Read th,e pas5age; Then select t~e WO(d or phrase tfiat fills the blank in both meaning and. gr(lrn!)'laro:
. . --~-·-_.,••.,-:_::~--·····. ;,·_·_._._.··_. ·
__ __ ___ . _.· .. . , ·.'•
' ; ' ... _:_ .
.... ::.::·.··.-.
Buit:rflie~ ore perhaps one ofnature's most beautiful 1. a.whole c. basis
ueatures: Onthe(1) ,., .. :,they merely add colour to_ our b. threshold . d. surface
· environment:- .'(et, they _Pl.ay. a vit:~! .'roJ_e .iii. ~aint.a.i_n.ihg _the
2. a: Similar c. Like
ecosystem. (2) ...... bees, butterflies f~rtilize, or pqllinate, plants
b: Despite d. Without
and flowers. They search for food in the (3) .... ,. of nectar,
which they remove from the flowers with the aid of a long 3: a. place· c. hope.
b. form · d. name
· _· · t.u. be. w_ h1_le. le. ed.ing, the butterfly gets po. lien from the_ flow_ er
on its body, which it then transfers to other flowers, thereby . 4. a. breed C:. reproduce
I· enabling plants to (4) .......
'
b. mature d. mate
Sut most importantly, butterflies are indicators of biodiversity. 5. a. mercy c. hands
Though they are at the (5) " ... ,of predators like frogs, birds b. dang·e~ . .d. expe,ns~.
and spii:Jer;. (6) ..... is enyironmental change, suchas habitat 6. a. this c. which
loss, that poses the greatest danger to their survival, (7) ...... b. it d. there
has erTierged frorn studies is .that. /'S°f'.C! of JJK. bLitt,erflie.s: ai-_e iri 7. a. Much c. This
d~cline, an_d_J Uo/o. o_f :the world's butt.erfly sr].ecie~ are __n9vv.. on b. AIL d. What
the (8) ...... of extin~tion. · - c · - -
8. a. threat c. brink
Butterflies or insects are rarely consii:lered "e~dangered"on. b. event d. risk
the (9) , .... that they exist in huge numbers. While people 9. a. groUnds c. sense
inteNeJl~ to prot~ct tigers or whales, seldom (10)- ...... i~.Seq:~ b. point d. conditions
attract the attention of environmentalists, let alone the public. 10. a.are c. that
However, their struggle for suN1val .is a .SerioUs yvarnirig __abOUt d. when
b. do
environ:rnenta! damage.

101
-----~-"
 LISTENING
1 Imagine you are going t0 visit Doiiana Na1:i9nal P~rk. in Spain. Look at the list of things tO see. ·and do at the park.
Which things would you wa.ntto do most? Rank them from 1 (most preferred) to 5 (least preferred) .
......... 1. Visit woodlands and forests where the endangered lynx can be spotted .
........ 2. Go to the wetlands to watch bird migration. ·
.....•... 3. Drive around the lagoon and see hundreds of flamingos f~eding .
.•...... 4. Hike aiong the beach and enjoy the coastline area accessible only to walkers and cycli5ts .
........ 5. See sand dunes that are constantly s_hifting and plants that have.made .amazi'ng adaptation~· in aide!- tO survive.

2 0 You will hear a young student called Alan talking about visiting a
national park iii Spain as part of his university .course. For questions 1-8,
complete the sentenc.es with a word or short. phrase._

A TRIP TO 001\iA~A.,,,..·\..,., .,:~__,

l'IATIO\'!Al PARK
1. While visiting the park, Alan's grclup0fah'~~l~ly int~rested in ..•...........................
2. Alar\ was transported through the p~;k jri a_.:•,.: ............... :: ., ... ·..
. 3. The students visited the parkd9;ing ,.: .•.. :.•. :'. ..•L.c:.::C.:. soih~y couldobse~e
migrating birds, · ·· .:•. " .· · · '
4. Alan says that the .end~~geredsp~~i~sh~. s~Fi~min9edhihl ()f.~ .L .......: ':····.··.···:·.
5. Alan explains that the ................ ,.:.: ....... ,:... '.. :Dftoe flamingo is dueto its.food sou1·ce.
6. Alan expl~ins that the way f)6mingb\Jiy i~ d~t~n11in~;~byc.'. ·'··• .• :., .;. ··''·'''' . .
7. In his. spare time, Alan enjoys laking pictlire~ ofall kinds oL. .. ,.......... ; ......... :.. >.;
s .. Aran.uses the word ·'··· .'. ...... :..•.... :•. :.: .. t6C:ari0~y hisimpressi6~ ()f
J~~ beachthey walked 9larilJ,... · · · ·· ·

~ii>
t~~! 0 What do the expressions in colou_r ~~~-~-nf U~te~-::tO 'the SerltehC€s
tr9m the recording _and choose the .cOrre~cf a·nsWet'.·: ~ ,
:&, I , ' ..· '. , .,..
1.' If you are Jerri~d around a place, you are·flqwn- a·ve,r,1 .driv.~o . q.~pu_nd it. _.
. .· · ..

~-~~; 2,- If something .is in full swing, it is at its height I a pout to end.
'.'ti'
;;:ffi._: ?-- !f you keep an eye out for something, you are tryfng to ren:ember I spot it.
.,.4. lf something is a bit of a let-do.wn, it is a relief/, disappointment.
:a~
'~-?' 5. If you need help and there's no one in sight, help is I isn't likely to be there soon.

3 0 HlpPOTHERAPY You will hear a short segment from a radio programme called Learning from the Experts.
From the three ancswer Choices given, choose the option that best answers the qliestion.
1. Why does the reporter mention Hippocrates? 3. How does modem hippotherapy differ from its original form?
· a. to suggest when humans first formed a a. A wider range of conditions is being treated. .
· bond with horses b: The pat'ient is encouraged to analyze· th~' horse's movements
b. to emphasize how long_the horse's healing c.· The-_patie-nt_-is allowed more coritrol of ~he hqrse.
potential has been known 4. What is one benefit of hippotherapy?
t. to explain why humans began to domesticate' a. It is more effective than other therapy tools.
horses b. A relationship forms betweenhorse and patient.
2. According to Dr Edwards, what does hippotherapy c. ~The therapist is the o.n_e in ch~rge of the 'horse.
take advantage of? 5. What is typical of a good therapy horse?
a. the physical strength.and fitness of a horse a. having a youthful temperament
b. the horse's understanding of our feelin'gs b. having·a very slow walking pace
-c. the natural movement of a walking horse c. being relatively advanced in age
108
 ----·-----~

SPEAKING Debate 2 4it·ifl#i~~~§~01'!"69iftmt~1mi1itFr1ItS~

A 0 Team A pre.sentS their arguments. Listen to a
You are going to hold a class debate in five stages. A student proposing the motion and complete the
debate is a formal discussion between two groups, each phrases.
arguing for or against a motion (a formal proposal).
1. Let me ......................................................... that we
The class is ~ivided _into three groups. strongly support the motion .. .
• Team A: two students in favour of the motion (proposing)
2. Today, we ......................................................... three
• Team B: two students against the motion (opposing) reasons why you should support it too. The first is
" the rest of the students judge the presentations and vote simply that extinction is part of nature.
3. This ·····························~.··········"···············another important
1
;!i~11~t'.-~f~tmJ~T~~ issue -value. Not all species 'are valuable.
4. Lastly, I would ......................................................... the
Read the motion and the arguments (a-f) for and cost of conservation.
against it. Match the supporting points (1-6) to the
5. To ......................................................... , the motion must
arguments.
stand.
fui ·s Now Te~m B presents their arguments. ~
THE MOTION: We should not try to save !i
--·~
endarlgered ~pecies beca~se eXtfricfiOri ·rs:a-
natural prot:.ess. · !l 3 ilfii·iriM~WllaitDgf53f:mlttm:@_Wtlfititn;at;YJ
~
Both teams prepare a rebuttal, or rejection, of the
Arguments for the motion Ii
Y)
arguments presented by the other side and each
a. Extinction is part of i:iature. 'I ~- t'eam sUmmarizes their own views.
b. Not all species are worth saving. I; Match Team P:s
ideas for rebuttal (1-3) below to
c. Con~erva~ion is expensiv~. ~
t!
Team B's arguments (d-f) in Exercise 1.
Argum_e_nts ~9ai~st_ the rDotion .· _ . .-- . _____ ™ ........ 1. Swamps and deserts are not necessarily attractive.
d. Plcints_.and arlir.n~_[s. are _irnport~nt to_-our_stirviv~L ~
........ 2. We face many more pressing problems today
Jne-hatu_rai ·woriii_is b~·a_lltiful;c __ ··-· . ,· -. ---~~ -
than preserVing the countryside~
f. We ii;~si$a~~· the planet to;i~ture ge~-~;~ti~~f'-~j
........ 3. Science is developing fast We can already
. -~UppOrting p_oints ~ .. create_foods without the need for insects.
.. :... :. 1. Many animals die out - it's the survival "
w
'iJ'
'Of the fittest. · fi 4 Jit 1 @@iiral5ttt~·~g;s~mifi.~'.~M~
.: ... 2. Trees; plants and even insect; help
provide footj. liiJ
~I
@Ea.ch tea~ preserits their rebuttal and summary.
~isten to a student !n Team B and circle the phrases
... :. 3. s~_rrie s_p_eties have nothing to otte·r So
,"~.
·he used.
: we can let them die. 1. I would like to address the first argument that
........ -'4. Saving ·ani_m_p_i~ _a!On~ w~~ld c_6-st at_.,iea~t
vel
1'·1 extint;tion is a natural process. That m.3).i_have been
€50 bil.lion a year, which c;an~ sflent .· ·~ the case-once, but the truth is"/ evide-rice reveals
lnstea'd on housing and crea1:ir1Q jObs. that the rate of extinction is 100 times faster tha·n a
t'
f,~1
...... 5. NatLi_re provides coiour and varjety in century ago I
our world. 2. The speaker also maintained I clail"!led that so-me
........ 6. We must protect the natural .habitat of
&I~~~ species are useless. On the contrary, I
animi31s So our "children can seE them in p That may be so, but how can we know for sure?
their natural environment. 3. For all these reasons I To put it simply, the motion
must fall.
ean9kok, t~auan~ -.116Jo Paper.
mac~e pandas _creat~.d t~ _ rais_e 5 ~ 1(1le''..~'Bte'lhll~~.._,.,_,.,,
aw~re:ness ~or ,coilservif'JQ p·anda:s
·rhe students who watched the debate·_nbw
vote for the team that gave the· most convincing
presentation.

6 . YOUR TASK
Hold a class debate. Use the motion, ideas
and language in Exercises 1-4. What was
the result of your class vote?·

109
 WRITING Essay Expressing Your Opinion
1 ANALYSE THE TASK Read the task and answer the questions that follow.
~
~ ·
. . . . .
Some people feel it is cruel to use animals for. laboratory testing of drugs
· .
rJ or p.rodLicts such a.s cosm·e~iC:s. o~hers be_1feve ~niriial t~sting. is neceSs_ary to
~ de_ve_IOp vaccines an_d products that_are ~ate f_or :hu,man us·e.· Do you believe
fE ani~als sho:u_ld .?e.
u~~-d i_r:t expe_riments?_;E_xplain yo~r _opinion and give
rm .specific
. details
. and re'asons. to support
. . your viewpoint..
1':!@ .

1. Whatdo you have to give your opini_on on?

2. How should you support your opinion?

2. ANALYSE A MODEL Read the model essay and answer the questions that follow.

,,,;llitTCilfllii:•ti~;·;;.;"
'/;'

•. ( I .wbdlelleatii4\Y 'a~e~; N~l'ohly ·ru:e:-!!l~se "e)(pe.rilll~nt.' ~xtrem~ly expensive, but

.-,: 5 they also •C'ause' UilnecesSAfY Pairl' aiia sl:Utefmg to inllOCent c;eafufes. '1. :' -r: > " , - _,_ ::'.: ~;·r.·.
What '~u~t-b~" ~~i;!d~;~~~~fust ~~:th~~fl{i~1 ~~d~'fOr~ ~~tl~~ prbd!icts_ WhY ,: ·/::::<··:'..>-.:··:··
·- - -'._;. >:.j··:~.lii0;~&L~;J1~·,t~~ffii~,. ~i>i~@g·~~&ki-fi{:Wii~h:~i:het&:~~t~~n..~·ta~~a~-\:;B; ·W~1~-':'l'ri'-'·~f6J~~··: .,. ,

~-?

:20

.- . . -.-.-.--;x

Par 1: Present the iss.ue and state your opinion.

Does the writer think that animal testing is acceptable?
Underline the two reasons the writer gives to support his opinion. Ev~"""
Par 2: Present one reason with supporting details or examples. Did the writer:
What is the writer's first reason 7 What· two sµpporting facts are given?
0 clearly present the issue and
Par 3: Present the second reasOn with supporting details or state his opinion in the opening
examples. paragraph, giving reasohs?
What is the writer's second reason? What three examples are given?
0 support his reasons with facts,
Par 4: Sum up with a strong statement. details or exampl~?
How does the writer sum up his opinion?
0 organize the essay logically so the
reader can follow the arguments?

0 leave the reader with a clear

conclusion?

110
i. j
c

3 REFUTING STATEMENTS Presenting a contrasting opinion in order to refute it strengthens your

point of view.
Underline one example of refutation in paragraph 2 and one in paragraph 4.

4 EMPHASIZING YOUR POINTS You can emphasize the point you wish to make by using cleft sentences,
passive voice and appropriate expressions.
How does the writer express the following ideas? Pay attention to the change• of the underlined words.
1. Firstly we must consider the money required for testing. (line 6)
2. We should invest the funds in developing alternative medicines. (line 70)
3. We should also think about the pain animals suffer. (line 13)
4. They never get any form of pain relief. (line 16)
5. Because the animal's welfare is being ignored, people are upset. (line 78)

5 VARYING YOUR LANGUAGE Varying the vocabulary you use will improve the quality of you·r writing.
Choose two options from the list below that can replace the words in bold in the sentences.
I .

a. nowadays d. as far as I am ccincerned g. namely

,l{ that is to say e. I am totally convinced that h.In this day a_nd age
c. a further aspect to consider . f. an additional point to bear in mind
1. Large mammals may suffer from zoochosis; in other words, they may show symptoms of distress:--...b............
2. In my view, animal testing is cruel and should not be allowed ............c.. ..
3. One aspect of conservation is saVing.endangered species. Another factor to take into consideration
is preserving natural habitat. ............... .
4. In this era of modern technology, scientists are using technology to save and protect endangered
animals. ........ ........ · '

6 VOCABU.LARY Match the words (a-e) that mean the sam-e as the words in -colouYin-ti\esenterTI:es;-
1. We must consider the funding- use_d .for testing ne'!" 'products. a. exceed the advantages
2. Usi_ng human cells in a lab is a_viable means of testing drugs without using animals. b. complete indifference to
3. Activists argue that scientists show a total disregard for the suffering of primates. c. feasible
4. The risks of this freatment to the patient far _outweigh the benefits: of a possible cure. d. for the. reason
5. Some support animal testing on the grounds that testing on human beings is illegal. e. r_noney

7 YOUR TASK Read the task and underline the two points you must
discuss ih your essay.
l • ·n1t.
Some peopl~ feel that we should not keep animals in zoos beca-use
SA\J ,L\Nf'J,L\
,. :·-',J-C_;"'·

animals suffer in captivity. Others feel zoos play an important

educational role in teaching us about wildlife. Do you believe zoos
still have a place in the modern world? Explain your opinion and
give specific details and reasons to support your vlewp6int.

8 THINKING ABOUT THE TASK 1

1. Are your impressions of zoos positive or negative? Think of a zoo you have visited or heard abou_t.
What did you enjoy most abou~ your visit? What did you dislike? Note down all your ideas.
ENJOY DISLIKE
.................-.....-., ....... ......... .
;

2. Do you believe animals should be kept in zoos? Why? I Why not?

111
 9 THINKING ABOUT THE TASK 2 The information below can be used to support an opinion
for or against _zoqs. Tick(,./) the information you could use to support your view.

"'"'""""'' "' "' ITT'' '"' m=cJ°' ZQ QS: YES Q R I'~ Q ? '"•E1'CC"2C""'""""'~"""""""'"''"''
: :._ .. -: ,·_·:(:\/\:
:.?;i1~~~~-_; _,
' . . '
:.... :.. I_ earning a_b_ciut wildlif~ c___..an !ii f\10 'F_,'
Q_e .:_::-\_.
'*'""''
-.. _.-,_ - - - '.'.!;t 1
€.':

.. don~ through l'.:atching filrI)s •

. ·a-iid dOCLlmeiitaries -- - ""-i~: :·_ -.-:'':-_-

.,, .. ,,time people spend~t ~a<:fi ·.•· <; ',i '

endas'Ure·:- On"e rftifu.It~ :;.:;~.. _;.: _·-c·-,

..... 86% of pedple say th~y~6?6i'\

~ntertaintQerit.9nlY ··
.-.....-...cin_lmals_ in captivity ~utfe{fr9_fii ~treS_s,
(zoachosi~) .. . .
·• •: ; .•·. ,·.
money spent on new _enclosu_re:S·co'uld--
. be usedt() help animals in the wild .

· 10 VOCABULARY Read each sentence carefully. Then replace the underlined words with th_e words below.
perform a valuable function ensure the welfare of merits thrive hotly debated topic thereby
1. Keeping animals in caj:itivity Js a very controversi.al _subtect ........,.._. ............. m ............. .

2. Zoos have an important purpose in educating.the pUblic and protecting endangered species.
3. Zoos provide nutrition and medical care·, which allow the ani111als to grow and develop ...................... m .......... .

4. Zoos employ highly quol°ified staff to g11ar<Jntee the health of ani_mals_in their care .............. ,., .... ., ................. :.. .
5. Today, there ar~ numera·us documentaries On animals, conseduently reducing the need for zo_os.
6. We must judge each proposal on its strengths and weaknesses ........................................... .

11 WRITE YOUR ESSAY Think about whether zoos have a place in the modern world or not. Read a_ll your notes
and supporting ·reasons in Exercises 8 and 9. Use the language and vocabulary i.n Exercises 4, 5, 6 and 10 and
the plan below to help you. · '

PLi>Jf'): ESSAY ,EXPRESSiNG YO!)R OPINION USEFUL LANGUl\GE

GW:Q .Presi=nt the issue and state your opinion.
l~U Present one rea_son with supporting details
or examples.
~ Present the second reason with supporting
details or examples.
~ Sum up with a strong statement.
.> .-.. have sparked widespread debate on ...
It has been suggested that ...
The merits of ... is a hotly debated topic. .
I who!eheartedly agree I completely disagree ...
It is my belief that ...
In my view, ...
> What must be considered first is ...
One factor to be considered is ...
)-- Another aspect we must take into account is ...
A Second aspect I issue to Consider is ...
In addition, ...
> To conclude, ... / Jn conclusion, the advan~ages I
disadvantages of ... far outweigh the ...
Surely, ... is by-far the most signific~nt factor.

[SEE UNIT 9 VOCABULARY REVIEW, PAGE 134.]

112
El

'.
,1,. '.~iliiiB~~~~~ ~l{~M1~Jt~~!~~~l~~~·~~~.
1 6 2 Read the quotations about Artificial lnteHigence
(Al) below. Which refers to Al as an existential
1Mr·.•··· / . . WH1ch.btthi!f?iidvvir\~•··a?yDy'thiilkrob?ts~r threat? Which do you agree with? Why?
;i1~F~· ;.: ~':, -,: . :~:£,t~~~~,r:~~~~~!~!~i~ti:~.~!ii~~~i~:~t'-l{~~ll1t''''~
1. take care of domestic chores like

:~aruficial=::n:l!.•
vacuuming
2. work on factory assembly lines to :'Onrn humansdev!.
provide a cheaper, more reliable it will take off on its ·awn and redesign itself ~
workforce at an ever-increasing rate. Humans, who are ru
3. fin.d a power source like an electric limited by slow biological evolution, ccilildn't ~]
so2ket 0rTth~ vvall aod_r_echarge compete.and-wottld_be superseded." __ · __ -~
th;emselVes
Professor Stephen H2lwlking, phys~<List ~i
4. surpass human beings in their ~bility
to prove mathematical thE!orems ~"'''~~"~~,--:"" ~ J rr·.

5. navigate through inhospitable '~

environments like Antarctica to mine ~·~- ~
for natural resources like oil "Brains and computers work very
6. assist in hazardous operations that differently. Both compute, but only one
pose a risk to human being:S (such as ;•
understands - and there are some ~~

deactivating bombs}
compelling reasons to believe that this !i
7. be self-aware enough to have free
will and make ·autonomous decisions is not going to change." ~
H
8. detect the location of survivors in Bobby Azaff'ian, cngn~Hve
.. ne'-Rn1stii:n~.l~~e. ;; ,
earthquake zones where there are '= .,,=--=-"'"""~~,r;;,·.;:._'"'---'"'c:r-""2:!J
many obstacles to moving around
freely
~. -~.,

9. have the innate ability to think

creatively and cOpe with new situations
10. have the abil,ity to perceive the world
the way human beings do
·"'~
11. act as soldiers to invade a country and
fight to eliminate any threats they
·~~·
-~ encounter
"
---
-~·,;-,,~,:·:.;·'.';:;"r~~r~:-::~.t1"~~0:·'?~'·"':"'~:.-o:.:·· ..... -"' ,'' - -' o;·····--·-:'·
B )'Y~kh.a·p~li~,a-~iors'are nq.t p:OSsi_b\e . ri~qW//,~
but see;:ri ;pcissible or likely
. Write ~ (i'°litµre).

Jhkha~~lic~\i(),; h~s deprived man\>.>

r'.~ap1e <>t~~Wi~!?'?
1_ _ _ ( · : ' '

113
.
,., _____ __ , uu~ '}:";~.'·
 READING
-1 Read t~IS passage about robots ·anq arlswer the questions.

1. What is the main topic of thi,s. passage?

a. the role of robotics .in firefighting
b. the -evolutiorl of life-saving robots
(. the varied applications of robotics
d. the jobs where robots can replace pe?ple
2. Why does the first paragraph mention an.alien?
a. to illustrate how people picture a firefighter
b. to describe what SAFFiR looks like
c. to explain what firefighters look like in their
protective suits
d. to compare what an alien did in a movi.e to
what a robot did on a naval ship
3. What current use of robots does the author
mention?.
a. factory assembly lines
b. spacecraft
c. mining operations
d. building large telescopes
4. What is a key feature of the robot Zeno?
a. It has computational skills.
b. It does not resemble a robot.
c. It uses simplified language.
d. lt is non-threatening.
5. What is implied about robotic innovati~~ in the
health sector? .
a. It will deprive health. workers of employment.
b. It can improve the lives of the severely disabled.
c. It may provide replacements fo'r family members.
d. It is unlikely to fulfil its potential.

"-
11) f8fi~~n~~1~~§~'Y~i1iE1h:~
· -- :\r_._ _ ,,_ 1_.
i f'.1 1
CJ_~_P_,. (_._·~- -~n~:._P_e_.;'_-:,_!n p~_--fl t1,r_Jl-\'.V'th ·
. _,_!_
_ ,_o :i_·.::_.:'_,\tj.
W . ·i:hrldr~n ;incj me ~lderly? .··
, __ ,, __ ·.0•• ;,.; .• · .,:,.;,,.,,-••• ; _,. - ••. -- ""-'- - '
>.~'.-~

'>~~h?:}~iP--:.In~~----S.?~tir~:~atjo~,-~~-s,-~--:,:<~1¥P~c:~~e.~_,_~if~_:~; ..

lltf~i~~-1~
ii
:~I

j1

114
I

2 Read this passage about Artificial Intelligence

and answer the questions. ·
r--o -
Many scientists claim that as Artificial Intelligence (AI)
-~e.velops, ·<i.dvanced robots ~ill_ make oUr ·liv_es easier and
I safer. Yet, for inany of us, intelliient robots. still ccinjure
! up imag«?s of killer automiitons we see in films like War
·· s of the Worlds: devoid of emotion and leaving devastation
fu their wake. Hence, advances'ln robot autonomy arouse
Suspicion in sonie people. Science fiction author. and
-·.formei:- professor of_mathematicS and robotics,_Vernor
Viilge, has suggested _that a time may corrie when robots
10 and computers will be more intelligent than humans.
This moment in time is referred to_ 3.s the Singularity, a
moment which may.prove dangerous foi _mankind.
Domestic robots with minimal intelligence are ~eady
inVading our homes -for example, -around 10 ffiillion
15 iRobot vacuum cle.3.ners have been sOld. Military robots
have already acquired semi-auto_nomy-they are even
able to open a door and find a power source to recharge
themselves. Consequently, if robots were able to
perceive and act independently, this quan_tu:cp. le~p in
20 technology might enable tbem to.become fully
autonomous, with free wi.J! and the c'?nsciousness to
rebel. In such: ii scenariq, science fi,ctio~_&tori~s wh~re
robots take oVer the world sllddenly a:ppearJrighteningl)r
· phusible.
2s However, ~tis no_t just intelligeilt robots thcit po~e. an .
existential threat to the world as we know.it. In computer
science, viruses, which are _a form of self-replicating AI,
have ~chieved· what is termed cockroach, or mechanical -
intelligence. This refers both to their ability to "swarm"
30 through computer files, overcoming obstacles, and .to the
fact that they are difficult to eliminate. Consider the
Internet. It embodies a fusion of human and artificial
intelligence and may ultimately evolve from a worldwide
web into a worldwide mind, controlling communication
35 systems and the ft.ow of information across the globe.
According to physicist Professor Stephen Hawking, "the
development of full artificial intelligence could spell the
end of the human race," since we could not compete with
an AI capable of re-designing itself at ever-increasing
40 speeds and achieving intelligence surpassing that of our
own.
Some scientists maintain it is far-fetched to imagine
a machine corning even close to human intelligence
within the next 50 years. Our innate.ability to reason
45 ci:eatively, invent new questions and problems, cope with
uncertainty and learn from experience is a precondition
for.true intellig"ence. No machine can match that yet.
.
1. What is the primary purpose of the text?
a. to demonstrate the benefits of Al
b. to discuss typical fears of Al
c to point out the potential risks of Al
d. to criticize our increasing dependi?nce on A\
L According to the passage, what could make
fictional portrayals of robots seem realistic?
a. the use of robots for domestic cho_res ·
b. the use of robots for military purposes
c the development of self-recharging robots
d. the capacity of a robot to think for itself
· 3. What does_Hieyinsentence three of paragraph
.three refer to?
a. intelligent robots
b. viruses
c. computer fil_es
d. obstacles
4. Why does the author mention the Internet?
a. to illustrate the integral role Al could play in our
·1ives
b. to compare two communication systems
c. to show how information is transmitted globally
d. to show how quickly Al is developing
5. What conclusion does the ciuthOr-reach?
a. Developers of Al shou!d be more cautious.
b. Al and human intelligence differ only slightly.
c. People do not need so much adV.anced
technology.
d. Robots may be as intelligent as humans within-
50 years.
C;ii1"1'1cAL THINKiNG SKIL(S ,
~im~~~&~~;~~,t~~~tW~~;,~~fqt~~f[~1~1:1y,. ·-. ,;1M
:r:.J[itelJ iQence: -presented
·-·''"
=in· .the·.passage·_;;~<
,,,_-.,,.~_--~: ··:;~-~;~-;:---------.. -·. ,.,., '.-, ·-"''"
'- '--· _--.-:- ,

But perhaps scientists should take a step b:iCk. i:'he rush

to create ever-more advanced _technology has always
so outpaced the consideration of its implications' for
hu~ankind. Scientists would do well to heed the warning
often attributed to philosopher Marshall McLuhan: "We
first:shape our tools and thereafter our tools shape Us.'·'~'-'

115
VOCABULARY
From the text Expansion
1 .PHRASES Match the phrases from the text to their 3 WORD BUILDING Complete the chart. Then
definitions. -Complete the sentences using words from the chart.
Text 1 Mak~ any necessary changes.

1. be more at home (lines 5-6) ........ a. huge advance

2. extinguish a blaze (line 7) ,, ...... b. st.op and consider
Text 2 ........ c. if this happened
3. conjure up images of (lines 3-4) ........ d. almost reach
4. in their wake (line 6) ..,: .... e. put out a fire
5. quantum leap (line 19) ........ f. make us imagine
6. in sui:h-a scenario (line 22) ........ g. behind them·
7. come close to (line 43) ........ h. fit in with the
8. take a step back (line 48) surroundings

2 Complete the texts below. Use the words given.

·apiJlied prove outpacing minimal

• what is .~ mysical glove?

y.state-p;-the;~rtt~~hnology
1. To sail you need good ....... :............................ skills.
To. cta.. is(.1) , .. L.".· ...... :.c ......... c.:.
2. Movies about an alien ................................... of Earth
to many diff~ient fields. Have Y.o'u e~erheard of.·
are popular with young and old alike.
wear?ble technology! This ie~hnology is developing
rapidi~_arid is· be-cOnl'ing _ _ nl_ore._·sapii.istic_~~e~i_, ·~ftep .- 3. Travelling on our own will only.................................... ·.•. •_..
(2) <, . .........;. . nnost pe~pl~'s,.irnagin.abons. A matters, so let's book a package tour. .
1
riiulic~i9iove-curreniiy"b'ein1raeve1ap.;a:10te<amiJ1e, 4. After the accident, Sue became .................................... , . - ._
~an turn a (3) .....c.....~ ....................c.:: band gesture into staying at home alone rather than ~eeing friends.
~-~·si<:: _ it_ res_enlbles an ordin-a0 g_1_0te; but·wheii you 5. .The city of San Francisco was completely
Wcive:y~ur hand around fn the a·ir, musi.~·is pf~duced. It's .............................. :by the earthquake of 1906.
still early days, but it could (4) ............,..................... 6. People's .................................... of robots have changed
-r~~ql-~ti-Orl'ary
·-·-,,_-
for
'.,-
·hi~sic 1ove;s as ·we1f- as -pi-Cif~ssional '';
.1n recent years.
'
~usicians.
7. Ben lost the debate because his argun:ients were·
........... ,........................ and made little sense.
fusion heralding far-fetched computational
4A COLLOCATIONS: verb+ noun Choose the c~rrect
ti Chef Watson verb to complete the sentence.
If y,ou think a computer writing a cookbook sounds 1. People who text while driving pose I provoke a
(1) ................................. ,think again. A software system· threat to us all.
called Watson uses its superior (2) ................................... 2. An explorer must overcon:te I overthrow many
abilities as it checks through recipes on databases to -obstacles in order to reach his destination.
find the best taste combinations. The resulting dishes
3. The ambassador \'.Vas asked to convey/ spell a
often contain a (3) .............:.................... of unusual message to the president.
flavours, such as chocolate, .apricot and beef burritos!
4. Anyone failing to heed I observe the rules will have
These recipes may not sound appealing, but once the their club membership withdrawn.
software has been perfected, it c~uld become a .
5. Your phone can be used to divert/transmit data.
favourite with every chef, (4) .............. '
a new era in the culinary arts. B USe the verbs you did not circle in Exercise 4A to
complete the collocations below.

1.........,............................ traffic )'

2........ ,........................... a government I regime :~

! : : ·: : : : : : :. ·: : :nw::i:::/ a reaction
- 5. .................................... disaster I the end of (something):f,,
i
- . . . ~·
~~

·i.~
r
I
,'
5A COLLOCATIONS: adjective + noun Write
the adjective that can be used with the nouns
given below.
endless solar human
widespread innocent health
1. .................................... victim I bystander I civilian
2. .................................... use I condemnation I belief I
assumption I poverty
3. .................................... system I panel I power I eclipse I
energy
4. .................................... care I sector I warning I scare I
hazard
5. ................................... possibilities I supply I stream (of)
6. .................................... race I resources I rights I error
B Complete the sentences. Use Exercise 5A to help you.
Make any necessary changes.
1. We have an ............................. ............................. of hot water
·in the summer thanks to the ............................. ..............
we had installed.
2. Many .......................................................... were injured
during the demonstration. which led to ................
I ............................. of police brutality.
I 3. Joan, an ex-nurse, is looking-for work in ........... .
l
················-······-·····so she has contacted the ................... .
............... :............. department at the local hospital.
6 SCIENTIF°ic VOCABULARY Cross out the word in each
groi.Jp which is NO.T sfmilar in rriea-ning to the other
two. The first one has been done as an example.
-GRAPHENE
Would you like to fold up your televi.sion like a piece of paper
or wear your phone around your wnst like a bracelet? A
(1 I substance I material I~ called graphene is making
this possible. Graphene has amazing (2) properties I components I
capabilities, being tougher than a diamond, very lightweight,
and so (3) flexible I supple I rigid it can be stretched and bent
like an elastic band. Thanks to its unique (4) composition I
framework I construction, it has diverse applications.
Graphene tennis rackets, for example, offer players some
(5) measure I duration I degree of protection against common
injuries caused by the vibration of the racket when hitting the
ball. It is so pliable that it is.used in health care to make ihin
patches that stick to the skin to (6) monitor I survey I regulate
the health of patients and deliver medication.
Graphene (7) comprises I embodies I exemplifies a huge
advance in the science of materials and may soon be in
(8) widespread I predominant I extensive use in many fields
from packaging to computer chips, building to environmental
protection.
7 PHRASAL VERBS Read about how AI can help
us. Then match the phrasal verbs (1-9) to their
meanings {a-i).
e·.,;;.f;,,~',.,;,;,'4~.,:·, .., .:-~~;,,;.;_-;:c,.'
Al TO THE RESCUE
,·;, "Al aids wildlife Wildlife officials make every effort to
save animals ~nd their success often (1) comes down
to having the right information. But how do they get
the information they need? The Internet is flooded
wi\h wildlife photographs uploaded by experts and
the public. Wildbook uses Al algorithms to go through
these images and (2) put together profile of an a I~~ .
animal's species, gender, age and habitat via GPS
tracking. This capability was instrumental in saving the
endangered Grevy's zebra in Kenya, whose numbers Iii
. ·~
suddenly dropped in 2015. The causes for the lower
(
numbers were (3) narrowed down .to a few, and it
- turned out that the main cause was that the baoT
zebra population was being (4) wiped out by hungry
·.~I
lions. As a result, local wildlife officials changed the
lion management programme to (5) keep them from
harming the zebra, thus saving an endangered species .
Al aids search and rescue Rescuers· search for victims \II''
ill'
of floods or earthquakes by (6) calling up and
~-
i ·~· examining thousands of images taken,. by drones. This
is time-consuming and can cost lives if rescuers
(7) slip up and misssome6ne. Al algoritllms, -however,--
can (8) get through these images in under two hours
to direct search and rescue workers to the victims'
exact lac·ation. Al can even sift through social media,
like Twitter, to (9) store up any information on disaster l\
areas for later study. ' 'J
'-·milifl.1!1!>¥11!1,i\!1#1\!ll·,l~.~"ll=~ ~I~
· - -- •· · -·-· ·- ·-·- · -- ·..:L. a?C:Cirnpilf~
.:.::: b eliri\i'~~{.{ :i'}.d;/ ;/;ij\1
• '·'·/ ·', 'M"';'l'" •c/! : ·- :,,:,~1::
· ., .... L P.. YeQ_ ;. ·• ·"' · ,·..u.:c '''
"
 8 Read the text below. Use the word given in capitals
at the end of some of the lines to form a word that
fits in the gap in the same line.

W~-~OM"!;"

GRAM MAR: Prepositions; Quantifiers rsEE GRAMMARAPPEN01x. PAGEs 169-110.1

1 Circle the torrec~ preposition in the sentences below.

~ There are many verbs, nouns and adjectives which
'
ate followed by specific or dependent prepositions.
These prepositions should be learnt with the words
and phrases they form part of.
The book is intended for young readers.
Her. resistance to the idea increased over time.
Contrary to popular belief, the desert can be
very cold.
b..- Certain fixed phrases also contain prepositions.
It was a good holiday on the whole.
Note: A common error is to ~sea preposition with 'a
word that does not require one.
Jane married wi#t an Italian.
We discussed &boot the problem.
He doesn't resemble ffi anyone in the family
~ll'•'llW/lii'fiW-•V~~_.'ll!!::l~~~li\£
1. Mark's inSistence on I for bottled mineral water
struck me to I-as a bit extreme:
2. Contrary to /with popular belief, the former
presider:it was not opposed to I against free speech.
3. Beckham was an inspiration on /to many footballers
because of his great passion for I at the game.
4. The course is aimed at /for older people who are
unaccustomed to I around smartphones.
5. Kay has been confronted with /from many
challenges recently but that's no justification after I
for her rude behaviour.
6. I know Ben has grown weary on I of his job, but tha)
doesn't account over I for his sudden resignation.
7. Usa is more _concerned with I from finding solutions
to problems than dwelling on I around the problems
themselves.

118
 2 Complete the phrases with the words below.
Some words are used twice.
within on between for
beside in against by
1. Woufd you have a pen l could borrow, ............................ .
any chance?
2. The rise in college fees means, ................................... .
effect, that only wealthy students will apply.
3. We can't afford to stay at this hotel so the fact that
it's near the sea is·····················:·············· ihe Point.
4. We don't have a big budget so choose what you like
from the menu, .................................... reason.
5. Make it clear to Sam, once and .......... ;................ .
all, that you don't want to see him again.
6. If you can use any of this camping equipment,
.................................... all means, take it.
3 QUANTIFIERS Complete the sentences. Use each
quantifier only once.
1. lots of I much I a great deal of
Being qualified doesn't count for ................................... .
if you aren't willing to put .................................... effort
into learning the job, which often means working
..................................... extra hours.
2. all/ every i each
The museums in town are open .................................... year
round ..................................... and .................................... one of
them offers programmes for young people.
3. the entire I the majority of I the whole of
I didn't have a great social life at college.
··········:····· .. ··················· my time was de.voted to studying,
except for tennis at weekends, when I would spend
.................................... Saturday on the court and
........................... evening relaxing .

7. The candidate with the least experience was elected, 4. a couple I several I many
.................................... all odds. Our schod_l had 50 entries for the ·s_cience fair, but not
.................................... of them made it to the final stage.
8. The interview went well so................... . .......... all
Though···························-····:·· were very innovatiVe, only
likelihood, James wi\I be offered the position. ........................ won prizes.
9. Affordable homes are few and far ... 5. enough I another I plenty of I a bit of
in this neighbourhood.
I know there are .................................... trains today, but
10. The space probe project ha~ l:Jeen put._.......................... . we're in .................................... a rush and we.bcirelY have
hold due to lack of funding. .................................... time to catch the next one. We'll
probably have to wait two hours for .................................... .
L __
/____tu I TINCi_D=_ii~LL TCJG.ElliER.\,,__~--
Read this passage about ~mart. q:intact lenses_...Then select the ...
word or phrase that fills the blank in both meaning and grammar.

Smart Lenses
Are you re_ady for superhuman visioii? ThE:n imagilie. blinking your €ye 1. a. enough c. plenty of
b. most d. a great deal
in order to take. a photograph. It may sound like fiction, but the next
generaticin of 'smart contact !enseS bfterS .(1)...~ ..... a_rhaziri9 features 2. a. for c. in
iike this. Wearers could ultimatE:ly be giveri almost bionic capabil.ities, b. up d. off
such as being able to cali (2) ....... information (a map, for example) 3. a. The main c. This
from a connected smartphone. This would enable you to navigate an b. One d. Another
unfamiliar city by following th~ route displayed directly on the lenses. 4. a: applied c. diverted
I (3) ........ application far· smart IEinses could be to activate cin autofocus b. conveyed · d. transmitted
function by.winking, whkh would allow you to zoom in on a distant 5. a. wearers c. ler1se.s
object, like a menu. on the wall of a restaurant on the opposite side b. displays d. objects
of the street. When (4) ..... to the gaming industry. such (5) ........ 6. a. mbre I (.the

will herald a new level of interaction with virtual r,ealities and will, b. all d. its
in (6) ........ likelihood, allow greater freedom of-movement because 7. a. leap c. move
the virtual reality headset worn tqday will no longer be necessary. b.jump d. change
A quantum (7) ........ in technology of. this nature offers us (8) ....... . 8. a. innate c. plausible
possibilities to enhance our Vision. b. flexible d. endless
Exciting as this may sound, there -are Still a rluniDe·r bf techhdlogica! - 9. a. which- L."bUr
obstacles to overcome, one of (9) ........ concerns the (10) ........ the lens b. problems d. them
is made of. It must be able to support the technology. while posing 10. a. texture c. material
no threat to the eye itself. b. compOsition d. framework

~~i~tTJ~:1~~fJii~~~:~~r~~~~~zr~?Y4lti~~!i~~f~,~~
1tiuR
:o~l\l
""-'-

119
 LISTENING
1 Today we download songs from the Internet, but what technology did people use when they listened to music
in the past? Look at the items below and put them in order according to the date they were first used. '

...... a. MP3 ...... b.CDs ...... c. Vinyl records ...... d. cassettes ...... e. radio

2 0 VINYL RECORDS You will hear part of an interview with a music journalist called Pip Rogers and a
musician called Hecith Francis about the renewed popularity of vinyl records. For questions 1-6, choose the
best answer (A, B, C or D).

1. What surprised Pip about the comeback of vinyl records?
A It has not created as mu(h income as expected.
B It is happening only now rather than in the 1990s.
C Some of the old record factories haven't closed down.
D Vinyl manufacturers are struggling to meet demand,
2. In Heath's opinion, what is the maih attraction of records?
A They are an object you can possess.
· B They can become a serious hobby.
C They are often cheaper than, CDs.
D They are durable and iong lasting.
3. What does Pip say about young people and records?
A They pref~r listening to current music on records.
B Vinyl records offer them a novel experience.
C They are frustrated by vinyl because of its limitations.
D They have alternative ways of expressing their musical
tastes.
4. Heath mentions popular singers in order to
A suggest how musicians could increase their income.
B explain how streaming services charge for songs.
C emphas_ize the ~xtent of a problem facing musicians.
D illustrate the disadvantages of free access to music
5, When asked about the future of records, Pip reveals she is
A confident that people will want to invest in the industry.
B unsure whether the requirements for growth will be met
C concerned people will lose interest in vinyl eventually.
D . surprised that vinyl is perceived ;;s a passing trend.
6. What both Pip and Health appreciate about digital music is
A not having to pay for every song you hear.
:s being able to listen to music anywhere.
C having access to a·wide variety of-music.
D being able to share music instantaneo,Usly.

3 0 ~ ~~MPETITJON You will hear five short extracts in which people talk about entering a competition.
I
TASK ONE TASK TWO
For questions 1'_5, choose from the list (A-H) wbat_ · · For questions 6-10, choose from the list (A-H) which
·made each speaker decide to enter the competition. advice each speaker ·gives aboUt the corilpetition.
A their curiosity about something A don't panic about public speaking
B the desire to help others
Speaker 1 []'~
B pay attenti?n to criticism
Spea k e~ •~ o··rn'
i;§]
' possibility'of winning
C t,he Speaker 2 jlt[~ C have reaiistic aims Speaker 2 [Jflj
D ~n inspirational teacher D focus on winning first prize
E_ -e_xposure for their work Speaker 3 r=-~i'.J E don't be discouraged by problems Speaker 3 08]
F a desire to complete something Spealke!i" 4 1lr~;f~ F don't attempt a project on your own 5 eailker 4 LJ,p.J~
__ ..,,."'"-"'' p .,=2]
G the chance to use university facilities G plan your time well ·
H the opportunity to solve an urban S~eaker 5 Q~J H be objective about your own work Speaker 5 01;Ql
problem

ll-
~\(5L
!'.\Z:
,_'"""
'~@;j~-1
0 Listen and complete the €Xpfessions. :
1. I'd be forced to commit to one specific project and see ................................................. _
2._ So I really went ......................... ,........................ when it came to my oral presentation.
3. That's what got me on .................................................. , really.

fl'
:~!:)
'.':
4. She gave us a free ........... :: ..................................... to use the lab at the university.
5. Don't bite off more than .................................................. .

120
 SPEAKING Picture Discussion

1 Pictures A-D show different ways technology

is having an impact on our lives. Match the
pictures to the descriptions below.
1. indoor I vertical farming
2. telecomiTiuting - working from home
...... 3. health care through a virtual environment
4. an automated assembly line

2 What positive aspects of technology are shown

in the pictures?
6 YOUR TASK With a partner, do the task below.
<==
3 VOCABULARY - iviatch-·the-descriptions below-.: tc
pictures A-D~
1. makes health· care more effective
2. protects crops from severe weather conditions
3. saves hours spent commut~ng ea~h day
4. can monitor a patient's health from a distance
5. works out cheaper for employers
6. could solve world food shortages
7. may eliminate the need for pesticides
!Jse-the--vocabulary_ from Exercise- 3 _ao_d_::!.h_~-­
words from Exercise 5.
A Look at pifiures A and B arid talk ,
tOgethe~ ·about which pictUre interests
you nlofe. (Talk for one minute.)
B Now l~ok at all the pictures. Imagine that
a TV· copip9ny is planning a docurhentary·
_o~ the impact of technology on our

8. frees workers from monotonous tasks liVe·~· These pictures show some of the
aspects that will be covered. Talk together
9. can lead to feelings of isolation
about how these aspects are changi~g
10. gives quick access to professional care
people's lives. Then suggeS"t. one other
...... 11. deprives people of jobs and could lead to mass technological advance that could be
unemployment
included in the documentary. (Talk for · ·
three minutes.)
4 In what other ways is technology having an impact
on our lives? Can you suggest another photo to
those above?
7 DIS<;USSION With a partner, ask and answer the
following questions. Take turns.
5 g MAKING A SUGGESTION AND JUSTIFYING IT
Listen to two students suggesting another photo. 1. Which recent_advance in technology has changed
Circle the words they use to defend their idea.· our lives most? Why?
_2. What are some of the problems associated with
1. ltS an important factCfr.- I aspect-to-include because·-.-:-. -
technolo9ic31 ChanQe 1·--
2. It is totally different from I doesn't overlap with
3. Technology allows information to be transmitted
other examples.
very quickly. How does this affect our lives?
3. It's more relevant I appropriate though.
4. How does technology make our lives easier? How
4. That's one way of looking at it I your take on it, does it make our lives more stressful?
but I still think .

121
 WRITING summary Essay
1 ANALYSE THE TASK Read the task below. Then answer the questions that follow.

~~·i;I_~- :th_e_t_wO tex_tS b_elOW. yvrite a_n _essay su_mmarizi:ng an_d evalua1:i-ng key poi_n_~s_-;r~:~---;~:o~b:_·t'e.~ts:·,
Use your ciwn words throughout as far a.s possible, ariq indude your own 1deas in. youi'ans/iver~. :
·.·.. ·. ""'-'"· >.•.·'.···-C-::-c-··-· :·-c"·:--·'·:--c·L~~:-,''..,~ ..cL '.. ·-:. ~---"c~'.:F : <" ! :.· . ---C'-c:c..-::~--,
·. · - .
1.i~~ATIS_l~TEL~lqENCE? J .2.11 CHf\NPINGl'ER~~~.8!'ni1.:,···.·····.·.<
.•• >-·.······.···.· ....·.. i .:_i:.·

. ·.-.·• ]~i ea=~~~~t:.r~~~::~;; :t~~;rz1~ZV · . L.. _ l bdo~ 0~I~~m~:i;i~Ji§~J~~1i$ui~iJ~~f~Cl~n·t \ ·

Ik~oW,_led~~'. ~ea~ ~. c~rf~ir le~~lbf I. I
all born. with aca~e~ic~iiy.+i;.~·~r,~fre~ Ot s~hool, L
.. ·. s11cce;sfl1I ()ui
J ab~[ity. -~ch991._ wh:~r~
To' improve· _that ability, _we_:4o tel -~ecome ! !-'_ 1--Yet_weQt on to grea_t art_ists, writers. actors,
~there h:; an emphaSis on impprt~~t . ~Ubje~~ lik~ , ·...J . j music.iiins_, inve:ntors and _bLisines_smen_. ·Traditional J
J maths, language and the scienCeS. As
! _,_ :..· ..-·· ·:.,.. --. - --. - -_:_· -.- - .':''' ·;'- ,;_:_' -.
aresult: being · j
' _, !
![ theories of intelligence
- -
focusing on ac~demic ability_ 1
' ' .. ·;. - ' ' .. :· l
r intell[flent iS_ ofte_n associate~ _with being· "eduCated". i j in math_s or language are outdated. Toc:Jay, the I'
.-j. p'iry~_e,Sc,hPoi? te:aCh the s~utie_ sUhj~Ct~ tO everyone ! I ability to Pa.int, ·com·p~~-~ an'~_-'perfOr~_ tJ:lUSic, be "a !
~ .,-· -__ __ : _ : : -. _.
. \ ~q~~lly, t~~ e~id~hce ~.th~t int,elligen~~ Js o~r
_ - - . · ._... .-. . _ · _
I
r
I gifted athlete or dis~lay;_nterper~onal SKills are also
i · _ _- - -. - ., .- _ · . .,

! _p:e1?fn:1.~~-?-~ in s~and~rd__.e~-~-rr!~: _·5:?~,.~,~ad:f_~ic -_l l consl.derec! type_~ pf ~n-~_lhgen_ce., _Per~aps_ intell1ge~ce

.-1 . . ~LI~_!jfl_c_a_~i:on_s_are see~ a,s a _re_li~~_le t1n_d· o_bj.~ctive l j isn't One__ability but _several.. and is _so diver~e that
I
!
refkCtion bf our level of intelli~e~~e. • . . .
- .. · ., . ' - - .. . - . ' - .~ :
i I we shouldn't define it by asking, "What do you know?"
! - " -: -- . '-. '. -,;
! i i but rather. Whatcanyoudo'? .. ·
L~...:"'."'.;,..~'..-,.;.,;.:_~2.:..,,.L.,--~~~,;__..,,;•.,...,..•• ___ "--=-'...,~.:..:..,~_-·-~···----·~,,J L .. _,,,_-~-----.--·~--~--.--..~~·---~·---:~-~.::._~~-,.~--"~--·~·"·

1. What must you do with the information in the two texts? 1. ......................................... 2 .......................................... ..
2. What else must your summary essay include?
3. Are the ideas in the two texts complementary or contrasting?
4. Read each text The main idea is und~rlined. Underline the two key points in each text.

2A ANALYSE A l\/IODEL Read the model essay,

The overriding theme of both texts is the nature of intelligence. Some people equate
··~i intelligence wi_th exam scores, while othei-s see it as a range of abilities that varies _frO_m-
·;,] persOri to person.
•_'@
TRAltl
;.S The first text proposes that.intelligence is an innate a!lility that we enhance by s~uQying YOUR
_·..,] 5 ,essential; subjects in sthool such as maths and language. consequently, a person is ,often BRAltl
':i considered intelligent by virtue of his education. Furthermore, since all students have
~ access to state education with a national clirriculum, it stands to reason that test scares
·.] indicat.~ their level of ability. To my mind, this offers a narrow view of intelligence, as
:J factors like being ne1Vous can affect succ;ess in tests, so WE; cannot judge intelligence
:!.] 10 solely·an exam marks.

.
~
) .
i In contrast, the second text advocates a broader perspective on intelligence, partly
base~ _on the fa~t th~t ~any creative people. leave s~ho~I without any qualifications '.}4"i<'.itt~~'°"~.---°""°"""'·=,,,.-- ·c~· L

1
:..'.'.•.j.:

''fi Consider all the 1nnovat1ve men and women who failed 1ry school yet have . ? -~~ii:t...',."~d
J contributed to sdenc~, technology, sports and the arts. The text a~so states that A.~~ r EV1'
;i" intellrgence takes varrous forms that cannot always be measured rn standard
.

·~ . . . . .
;,J tes:ts, a point with which l agree entirely. The truth of the matter is academic ~'1 =D.c<d,.,_,th,,.e"-'w"r,c•t"'e"'-'-'------~-
~ qualifications cann_ot be the only in~icator of intellectual capacity. A better , summarize the o_veral/ theme and O
•_)_. measure, perhaps, 1s a focus on ~chreve_ments, rather than learned knowledge.·.
·-~ To conclude, the nature of mtellrgence.15 difficult to determine. I am rndrned to CJ
the two supporting points m each
text?
f
1 j, th.ink there are multiple intelligences, all eq. ually valid. Perhaps it is simply the f._., O evaluate the points and express
., · global ability a person has to learn, think critically and cope effectively with a ; · his own opinions?
' ·changing world. ,;
-:~l
h'
use 1s own war s an vary ts
d d h' 0 ·
""•·,,,,..,&;"'"'"','"<;·,-y;:-.-,·)', '"f '"'.""·'"'"' ,._,.---
:~-,,,
~ vocabulary?
q
:Ji 0 use formal or neutral register?
122 i
,j J

'~ •. ·~
2B Answer the questions below about the model in Exercise 2A.
Par 1: Briefly state the main idea of the two texts.
How does ~he writer introduce the main theme of the two texts?
Par 2: Review the key points from Text 1 and evaluate them.
• What words does the writer use to introduce the main idea in the first text? Underline.
• What is the writer's opinion about the main idea of Text 1?
Par 3: Review the key points from Text 2 and evalµate them.
; How.does the writer introduce the main idea in the second text? Underline.
• Does the writer agree with the main idea of Text 27
Par 4: Sum up with a brief closing ·statement.
What conclusion does the writer reach?

3 EXPRESSING YOUR OPINION It is a good idea to vary the phrases you use to express your opinion.
Complete the expressions below from the_ model.
1. To my .................................................. , this offers a narrow view,of intelligence ... (fine 8)
2. The text also states that intelligence takes various forms ... , a point with which I agree ..................,....................... (line 16)
3. I am ................................................. think there are multiple intelligences. (lines 19-20)

4 VOCABULARY Complete the sentences. Use the _words below.

be based on solely it stands to reason the truth of the matter
1. We may not all have mathematical ability, but .......................................................... is we all have special talents and skills.
2. Her success may .......................................... :............. the fact that she is not only talented, but she is also determined.
3. Can we judge ability ......................................................... on the reputation of the university a person attended?
4. A univer$ity degre~ indicates potential, so ........................................................ that-we assess people according to their
quaiificatlons. ·

5A YOUR TASK Read the task. Underline the topic statement In each text. How are they different?

Read the two texts qel_.ow. Write an essay 5ummarizing and . eval_uatlng key _p6_i~_~s-froni:b_oth t~x'.tS':.·.U.s~
your own words throughout as far as possible, and include yo_ur own ic;leas in yoUr _ans1J1..1er_s.

1. ·1N:r~RN~r-ANx1E:rY?-- -·-------- ~ -----1 2.

r···~----.-•-·----·-·----:-··':·-"---·:__.,.---'~~---·---·
i THINK DIFFERENT! . . !
! '- '. ' . _; ->· ' ' - ' !
The Internet i!3 having a n'eg~tiv~_ (.nflu~nce qn .our j 1 The Internet is_certain!y:chan.ging the w_ay we th.i.nk. I
minds. eBpecial\y because it'~ available ofl ri1obi]e f- With an am_azi~~fa.mouMt. Of inform.atiot1 at ou.r lI
. . . .. . •.. . .·
devices. The problem is twofot;I. The price··ofinStant flngertips,.an "outs6ui"Cing"·of meri1ory _is ta_klng j.
communic_ation and being bombarded by ·ads
ancf noti-Acations is that we :are preve~te;d fr:otTI
focusing and thinking deeply. This shorter·_~tterition
l place. who needs to reniem.ber facts when they'.re '
easily. retrieVable.online? !fwe'~;-; Worried_.aboUt
~a much data, then.. the Internet Is helping us
1
span makes concentrated reading harder' than get control. Furthermore, fri::eing our minds f~om
~ver because we've become used~ "b'yte--:-sized;, r'emembering things ·allows us ·to an-alySe .th[n'gs in
summaries of info_~niation from sites like.Wikipedia, depth_and -be more ·creative. This; in turn, !eads to
with endless links to others. More d_isturbfng is innova~ion and revolutionary concepts,. and th!s is
that beitig distracted affects our ability tq be progreS_s! The Internet poses no greater threat to
attentive to others: experfC?nce empathy and .~ui.ld a.Ur ·n_-l1'Mds than the abaci.Js, bOoks or the pocket
deep con~ections with people. This could damage our ] calculator. These ql!antum leaps have always
relationships with friends. and family. l served to enhance our abilities.
L. ·····-·· .--'-- ·--···-·-····-··· ...... ---·-·······- ···--·--c········-'
- L~ ··-·-·-_... __ ,_,_, __ ,___ ··-··-----~- .. ~·----· . ---·-' ·:::_,c.:;./ -

B ANALYSE THE TASK Underline the two key points in each text.

123.
 6 THINKING ABOUT THE TASK 1: INCLUDING YOUR OWN IDEAS When you evaluate
the supporting points, it's easier to come up with ideas by asking qUestions.

A Read the first key point from Text 1 below, as well a_s-the questions· and .answers.
Circle the answers that apply to you and try to add another idea:
TEXT1
First point: "The price of instant communication and being bombarded by.ads and
notifications is that we-are prevented from .focu~inQ,and think_ing deeply."
Ask yourself:
Do I agree? + Yes, I find it really distracting. I No, I just ignore. most of it I .................................................. .
How does this affect me? + I keep jumping from link to link. I I only look at what need. I ..................................:........... .i
What is the result? -+- J rarely read books anymore. I I limit the time I spend online. I .............................................. .

B Now read the second key point in Text 1 and the two key points in Text 2. Decide .if you agree or
disagree with each point and note down your reasons.
TEXT 1
Second point: I agree I disagree because .,, ........... ,.......... ,........................................................................................................................ .
TEXT2
First point: I agree I disagree because ............... :............................................................................................................................ .
Second point: I agree I disagree becauSe ........... ,..................... ,.....................,. ......................................................................................... .

7 THINKING ABOUT THE TASK i Remember to paraphrase the language of the task wherever possible.
Write the phrases in the task that are paraphrased by the following Words.

Text 1 Text 2
1. an adverse effect ..............i:t.o.ggiJ.tiv.i:..io.tlM~D.r;g_................ 1. instant access ......................... .
2. This has a dual effect ............................... ,............................. :.. . 2. memorize information ...... .
3. be constantly interrupted, .................................................. . 3.. information overload ........................ .
4. able to empathize ........ ,.. ,............................................... . 4.,groundbreaking ideas ..................... .

8 VOCABULARY Read the sentences carefully. Then replace the underlined words with th~ words below.
to our advantage detrimental effect a broader·perspect_ive reQundant , comes at a cost
1. Whether the Internet is having a damaging influence on.the brain is open to debate.
2. Being connected has a orice -we.spend hours on the Internet.
3. The need to memoriz.e information is 11nnecessarv tOday thanks to the Internet.
4. We should take a more general view on progress and technological change.
5. We have all learned to use technology to our benefit.

9 WRITE YOUR ESSAY Read your notes relating to the two texts and organize them according to the plan below.
Use:' the langua9e and vocabulary in. ExerciS"es 3, 4, -} cind 8 and the plan belciw to help yOu. Remember to
pa~·aphrase the wording in the task and to use forrpal or neutral language.

PLAN: SUMMARY ESSfoY USEFUL LANGUAG.E

~f<l'B State the main idea of the two texts. )- The overriding theme of both texts is ...
Some people associate I equate .... Others see it as ...
~Wt~A.11 Review the points from Text 1 and > The first text proposes .... Furthermore ...
evaluate them. To my mind, this offers I means I suggests ...

~ Review the points from Text 2 and > The.second text advocates .... The text also states ...
evaluate them. The truth of the matter is .. ,
~JI Relate to the topic again with a brief > To conclude, .. .
closing statement I conclusion. On the whole, .. .
I am inclined to think I believe ...

SEE UNIT 10 VOCABULARY REVIEW, PAGE 135.l

[ SEE REVIEW 5, UNITS 9-10, PAGE 148. i
124
j
 l

LS l

9El s- l sMa!Aati. aA!+e1nwn)

gzL ol - l sMa!Aa'tJ J\Je1nqeJOJ\
 _";~.

'\

UNIT 1 VOCABULARY REVIEW

1 Answer the questions. Tick (.r) Y (Yes) or N (No). 4 Complete the text. Use the words below.
y N transformation networking admittedly
1. The facts are indisputable. i_nsi.Jfficient unfavourable in person
Can we trust them) rule out foot
2. Geo~ge's-opinion is unbiased.
Is it objective? 'fHE CAREER CLOSE'f
3. Jane's work is inadequate. While Beth was in the us-studying for he_r degree,
Is it good enough? she heard about a professional (1) ....................................
4. Jodie's style is unconventional. event. It would be an opportunity to meet the m_anagers
Is it unusual? of several companies (2) ................................... and possibly
even get a (3) ................................... in the door at one of
5. The plan is unfeasible.
them. But, like most students, Beth lived in casual clothes,
Can it be carried out?
and realized she'd make an (4) ..................... .
6. The exhibition was unremarkable. impression if she appeared in any of the outfits she usually
Was it special? wore to go out. She knew that she should definitely
(5) ................................. coming in her jeans._But she had
2 Choose the best pair of phrases to complete (6) ............................... fun_ds in her bank account to buy
the sentences. new, more suitable clothes. Luckily, the university: had a
the best of friends I mutual friends service called the Career Closet, where students could find
bounced back I singled out clothes that were appropriate for job interviews, career
went unnoticed I caught my eye fairs and similar events. (7) ............................... , none of
didn't ring a bell/ hit me the business suits arta Shirts was new, but everything was
IOst track of I remained in touch in good .condition and som~ things-had hardly ever been
1. In her am.azing dress, Hazel worn. Beth found a smart skirt and blouse in her size, and
even a pair of_ shoes to go with 'therri. The
...,............................................... immediately, unlike
(8) ............................ was amazing. She
her sister Gracie, who ...·.......................................... .
attended the event looking like a
in jeans and a plain shirt.
young professional rather than a:
2. Ian and I are in the same class, but we're not
slightly scruffy student.
exactly ................................................... We do have
some .................................................. , though, so we
often spend time in each other's company.
3. Emily was disappointed not to be
.................................................. by the coach for the
team,-but she soon .................................................. and
tOcused
:
ori improving
.
her game.
4. v\iithout social media, I wouldn't have
....................... :........................... with all my college
friends. I definitely would have
.'........... ......' . ........................ friends whose Careers 5. Circle the Correct answer.
: took them out of town. 1. Max was already angry, but Amy aggravated I
5. The name on the front of the book exaggerated the situation by making fun of h~m.
.................................... , but when I saw the 2. James underwent I undertook ta do the
photo on the back, it ...................................... . presentati9n.
The author was an old classmate of mine. 3. There's a growing exclamation I appreciation of
video as an art form.
3 Which sentence is correct? Read the sentences. 4. It's OK to wear some make-up but dm't
If the particle is correct, tick (.f). If it is not, overlocid I overdo it.
corre-ct it.
__ 5. Travel is a great way-to broaden I magnify
1. Ann is often found on the fringes of the group ... your h_odzons.· .
2. Wi!I was slowly edging toward the exit. ...... 6. "Listen,'.' said the coach, addressing I harassing
3. They really hit it up from the first time they met. .... the players before they ran onto the pitch,
4. We cauQht up on each other's news over coffee .. 7.' Gemma's trying to work, so don't sidestep I
5. Please refrain from smoking in.the office ...... . sidetrack her by showing her those photos.

6. Friends usually have a great deal at common. 8. Is Sally telling the whole story or holding I taking
something back?

126
 ~~".'.'\W~l'~?ltlBI£•~• '\

UNIT 2 VOCABULARY REVIEW

1 Match sentences 1-6 to their endings a-f.
1. Thomas always tries to control his friends. He's very .... a. subtle
2. The mayor shouldn't have given his brother a job; that kind of behaviour is .... b. C~ns5,i.~pc.e
3. Take Joe when you go to buy your tablet. When it comes to technology, he's. really .... c. SL!bconS<:ious
4. Many advertisements work on feelings that exist only in your ...•. d. m~nipulative
5. It's hard to explain the difference between the words as it's quite .... e: sayvy
6. Kate didn't feel at all guilty about cheating in the exam. I don't think she's got a .... f. questionable

2 Which wo·rds below can replace the underlined words?

paramount reflect establish grasp battery celebrity endorsement r6ot cause of cidolescen-C ccirisumers
. !
1.The novel is supposed to be realistic, but it doesn't show lile in Britain today, ........................................... .
2.The main reason for the farmer's problems was bad .
weather . I
............................:.............. .
3.Do you understand the seriousness of the problem? .........._'....................... ,.........
. 4.The doctor ran a large number of tests on the patient. .... ,......................................
5.Teenage buyers are_ interested in having the la\esfgadgeis. ,................................... ,..... .
6.Helping the homeless is of the most importance ........................................... .
7.The police must find out the identity of the victim ................. :'. .... :................... .
8. Paying tamous-peoDle to adverti~e products is cohlmoh practice no~adays . .............--......................... ...

3 Circle the 'correct Words.

1. Zoe has; a good eye for I in I about colour, but some of her designs are completely up I on I off the Wall!
2._ !_~-~ . t_~-~;§e-:9_f,.t, by/Jr~:n~ s_k_iji_s that rny _t::;xperji;:n_c_~--~s. a_.~~ffij:L;;:.Qt).0.:i~!iQr-.~qu!Pped m.e~Wlth we_n.t.aJor)g :
way with I towards I about getting me my present job. · ·
3. Noise can have a significant impact to I on lat your hearing. A case in j to I by point is singer Chris Martin, .
whose ears were dam_ag~d by continued expOsure to loud ipusic.
4. Some lV shows blur the line between I around I from reality ;ind fiction, and parents are calling
for I into I to question whether the shows are suitable for young children.

4 Complete the sentences with the correct form of the word given;
1.............:.............................. customers knciw 'how to choose wine. disc~rn
2. Wher~ver they go, VIPs are giveri ........:.................................. treatment. prefer,
3. There's been a ..............:............................. improvement in Tom's work. margin'
4 ............................................ of the scheme say it's not worth the cost. oppose
. l), The lyrics of this song are very ............................................ repeat
~: sam"copied my idea and then ....................:...................... claimed it was his! shame

5 _.c~;.d.~ i~e ·correct ~nswers.

As part of their adyertising (1) slogans/ campaigns, companies often pay a great deal of money to advertise thei_r products on N.
But although a lV programme attracts a large audience, the viewers being {2) swayed/ targeted don't always see the

~
~

_ advertisements. In a nation of tea lovers like B'ritain, many people go into. the kitchen to make a ~up uf tea when the commercial ,·
break starts. This (3) practice/ issue means they iniss the adverts. lt also means that a huge amount of electricity is suddenly
(4) Q_egge_d / _calle,~_fQ!_~ecause so many kettles are being turned on at the same time! And because a cup of tea without milk is ,.-=,,,,.--:::.~
c.••"'Ar,..:::;
(5) without/ Out of the-que~ti~n. ~xtra e1ec£~i-citY is nee-de~ ·fo·r a11 t'he..frid9e:S-befng opened ·at the same tirr1e~-The responsibility· ~rx;~
~~/{'°'
for ma~ing sure there's enough power lies (6) on/ with staff at the national electricity control centre. Fortunately, they are €~~t:
(7) committed /dictated to making sure enough electricity is available. Sometimes, they have to (8) tap into/ carve out French
power supplies to cope with the sudden increase in demand. This phenomenon is (9) subjected/ testament to the British
love of tea!

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 UNIT 3 VOCABULARY REVIEV\f
.1 . .. .~:~;piete. th~. i~xt use:-~~:e_\Vo~ds he·ro~.
. 3 Replace tf)e underlined Weirds with the
~like . dateback. docGments <.olloc.ations .below. Make
•'-· .
-,
any. nec~ssary changes.
b_rea~ dd_wn Chores : acknowl_ed~fed sPark an i'nterest in·.-· . cOmniit suicide
. impacted highlighted aspired. Qarn rromehtuni evoke,memories qf
visibly · ·· . emb_ark on journ~Y
.
a ..
1. Lookirig at old photos made nie remember my
childhood.
2 .•1heard that the pop startried to kill himself.
Th~--r~eht G1op~ioe~det a·~p .:r-ep?rt ~;~s ._ ._,.
_3. TraY_eJ Can mak~ _peOp1~_Curi~Us ab_out other .
c1) :::·_···:··:·.······:··. ~.:._::;·.: ... ;·:_:_h~-~e .qwe_~~.P-~~;-b~~~~--~e . _,_ \.··· cultures. · ·.· · ·· · ·. · · ··
natioµs of the world regl!Tding sexual e4naJity. The rep0it ... ,
(2) ... :::.. ::·.: .. ~.: .._.;:._..... ,....:'.__ geil_deI g~1is -~. . ~·d~~-a~~~; the ·~orki)iabe 4: The project start~d to progress faster as soon as
and i~v.emme~t. IIl _th~ _report, t~~- N~rdic___co~n.J:iies, af_~ ._~- more people got inyolvea.
(3) ..•:...... :., ........ L. :: .. to.be the world's !e~ders in bricigu}g 5. I ar)l about to set off on a voyage to the other side
these gap_i':" -Icelaitd, Nof\\1-~Y· fiOiaiid ·a~~ S_We~:~~-h~~~- I9ng: · of the world.
(4) :-~·:_-:_'.,.,_.. ::._ ... ;:_.·•'.·.··~'·:·~:·:· ·t()_ C:~~~ g~d~~:-_fgu~_ty_ari,~ -~-ep:;. ajuOilg .
the ~~t c9u~fues :t'o ~iv~·\Vo~~n_jh~_-y?te iri -~~. ~~iY_:7o~-----_ ..- . · 4 ·_, · ~ir~le t~e_ -~<;frreC~ :answe'r~-..
ceritrir}r. Todaj-, the.av~rage pereen~ge_<;>fwoui~~ in go-:Ye~'ent
. _. - - - - - -_ - - ' : ·" '-:-:-1--" ,. ·_c:: _. :-
in ther~piqn is over 40%,_ :compar_~_to.le~-~-th_ii.Il t5% jn tjlerest
' ·- - - ' ': •.. ·, - •,, '•• -·-:
=
. f If soriiecine ii believeoto have stolen something, · ,.
are they a suspicious or a suspected thief?
of~~9pe.~cize~O,in_s?lne_~~~-n~:s>-, · _:·-_-._-_.-~, ·-----~-.. : .
2, -;_1f"Sofiie_on~ h·a_s yvo~_ri·e~_:and .~o~Cerns, are they
fu. . ~iwe<l,~~-:. effo_~ 1_0_ en~W-e ~-q~<!~t)'_·_·i~ -~ii~, ~()~kp13~e·.-<'.·:~:'. ·'· · trwpled or impoverished? ·
(5) ..... ,.• ::,..,.. , ... . .' .. to fh~J9}0s, y,'h~nfr~ day cill)iwas ....·
intr94~cecl.,~q ~_'1,995, a,J~yt :Y:~s_pa:~-~.~d ~~~ttki_.-60. .d~y~; · 3. lfilo on.e turns off thealarm clock, vvill it ring
leaVe fro"ril_wor~ afte'.r.~~qb~for ~b_th_e~s . . a?.~ !~:~~~s_-··: _- _· · desperately or continuously?
(6) ..... :_.~··---~"·~:·::'.·'·:_. :.:.·:.·-·.'·:·,~ . _· '.~#o~, h~~~ :~~-~~O-_b~~·Il-il1~4~'.:~~ _: . -'":.:_, ~.,· ~. ,__.· :;- ' 4. if s9rheoni{ haS berl€flted fiom an experience,
(7) :..... :....:_.._::.-.~'. __;__ ~... ~:····.:~·-.·i~tjd~r. st~fe_9J1rpes·_;-~1-~ _ID~y-~Mm-en;s they been pdsitively or greatly offected?
books_featti~g d~d,~}~llp. (3h~-~e-'~aPp_i:es_:_:in~ c,09k:::_Tii~=s~ o:o· ~Si~eon~·~/ aPq(6~·y;is sinCere';- are-they-ostensib_IY-~~~
measUres· l!~';'-e. c_eit~nl-Y ,(8) ..-,·.:,::.......:,_'.~';·:.:::_.:: .._...::;: _ 9Il_fa.&11)r orgenuinely sorry? I'
life_. ,M_en file _ expected' to do their full_ shar~ of dorriestjc
(9) .:......... : ... '>>.; ....... .,,. and fatbe~s ar~ (10) ..:: o••• L .. ,'.i'....... '.:'.:.
···s~ if~,~-i-heo~e.-k~~p_S_.-_ g6ing·n~ ~:att~i\,vhat: ·are
more_ltivolv'ed ih ·chil4~~e than in m~y·-otlier"coliritr.i_(iS'. .b~~·s cJiSp_layir:ig
., - '
pe·rseveranc_€._Or
._, .. .
,
empathy?
pU~4i·Iig. stro . .-·11ers are a col.nmoii sight.6n·t1:ie stfee~i/-Of Stocih~iin.
:-·- _. _. _-,. - ·1 -- _, ., ,-, -· -,- ·,-,, ·-·
5. Replace t~e inwrrect ,;.,~rd in bold in each ·..
' ' ' . senten'ce below with a word in bold· from anothe"r
2 Combine an adj~ctive ~~da, · noyn to rn~pl~t~the ·· ·.
·-~-ente.nce:.

sente.'!1ces lJelovy: ·· · · --· 1: Th~ boy h~f~? p~rents; his. gu~rdian· is responsibl(;)J
! · · forhj~ hardship, · · ·· · ·
fi!J] moral pressing _·g issues position 2_. Th-~-rilu.SiC-s_ty!e.known_ as 'techno' revealed in
»r:-1« bitter relationship appliances .Ari:iei'i~a~ City 'of pe_troit.
privi[eged domestic .di£<.;pfme responsibility
3. The s~ientist has b~en founded fa;
turbUlent enemies ·-~ChieJeme·n~; :
1 Th~ s~hoo(idLJcates yo~ng ~ffenders a~d 4 The Wri.ble trappings of the refugees has
:ts .s~ici d1sc111li0.e :' : . ·. ... ' < '/' . .. . a-fcit ·of niedia coverage.
2. It would bewrong fo I.eave the flOod victims homeless; 5. Despite hav[ng all the welfare of success, the.
l,ve have,- a ..... :..:.....................-_-_ 0•••• : ••• :: ••• : ••• to help them: actresswas deeply unhappy.
'
3-. ·The store se11s· waShiiig-niachi"nes·, -djShWa~hers-~nd-o'th'er 6. During' Jh~war, peqple faced poverty and
' :
. -- :~ ..'.__:_: ..... :: ...... ::: ... ·~- ....'.:: ... ....... :'.- .-: - . _.- :·,;:'.- .,. - --- ,_ .,; .- - ··. ', . --_: ;
' ' ' ' ' ___ ,- "
7. The coliege wasoriginated by former Beatie,
4. The'-tWO_.·'IT1ai~ ~ch·~~act~r·s-ir1" tl~-e_'.·St~ry t~:n;:f· ~t.aAd McC~rtriey.
other; in fact they're ....... ,.,o.:>'.:: . · _- 8.--'··T·~~·tb~/°f~Cog-riiz€d lesser-known aspects of
5. Climatechange is one of the hlcist ....... :.: ...... 0::.::00.00 ..... 0.: ... :0 .... .. city: such a) its colourful flower market
bf p~r ti_tl_l_e_.~::_::' .. : . __ . . ,. .- -._'.,·
6. Brad end Amy k~ep splitting up and gettingl1aC:k )
tOgEith~·-r: ad~ir1;. -they· ticiv~_._tV~rY'-_;,::~.,::.i.,·~:·.::·.~·.:L·.:)'.:.::::.·,~~;~ :,·:...: .
J

7. As a memb~r oion~ of Eurcipe'5 wealthiest royal families,

the prince r~alizes he is in· ~ ............................. .

128

·v •. ..!-
 e '·;~

't·f-:·-

~;l.Jf\llT,~
. VOGABLJLARY;RE\!IEW
~?/:'~-~:::·:: :\·_·::-.'';,:~·'.>·--_;,- .. _.,-,···-- -, _. ·- ... __ ·- - '• - .. - ' --
j:
/~~1~
---~_i;:-:1'.:fy ·:·-~i f~i·-~::'th~/~_Oi~~-ct- ~-~.s~erS~
0

r:.',i/2--
'¥<"-:.~·'

ilWANT TO BE A FILM CRITIC?l1

When you think about the job of a film critic, what do you (1) inspect I envisage? A life of (2) countless I
consecutive free movie tickets and limitless popcorn? Well, I am a critic and I can tell you it's not quite as
-'.;, easy and pleasant as lhat. For a start, it's essential to have a good understanding of the (3) assumptions I
,',.-,"'
c"
conventions of fihn making, which can only be achieved by reading a lot about movies and watching as wide
a range as possible. And then, of course, many of the films that you are asked to review are pretty bad-
action-packed (4) blockbusters I porlray"als, for example. They may have amazing special effects, .but these
often come at the (5) extent I expense of a believable plot. Also (6) adaptations I sequels are rarely as good aS
the original movies. There have been a few (7) Outstanding I exbila~ating exceptions, though- look at the
Harry Potter films!
,l ~
I hate reviewing horror films with too many violent scenes or ·romantic comedies in which the plot is
entirely (8) d~ductive I predictable~ Still, at least I get to warn other people about them! Every now
and again-, I get that (9) tingle I pursuit of excitemen_t when I realize I'm watching an exceptionally
good movie- something really (10) imaginary ( imaginative_that stays in your mind for days.
Movies like that remind me why I really Jove my job)

,;-.:;:-- _ _.:_;i-_ --<<.---':-_.·-·,, ':_,-:-::~--_:!,- ..---",;_,-:', . ·-.. -·.:_·:::·--:.~:-._ ' __-,-. _ __ .-.-:::._
C:ompl.,te the se~tences\Nith. the corr~ct form. of tilE> 4 Co~n~i. n_~ra.:.v~tb_'.vii~-_h_·':~ ·p·r~.BqS_iil~_~/t9_·:A?'fup·1~te
thE! ~~-nt~_q~_es_. ;M·a~e, ·.a~y_}l~c~_s_sar-y'._Sn.~_Qg·e:~. _One
r,;';·";

ro:a.~.i~~.?·· ···<·.:: . ."\· ·... . . .·. ':•(: P. rep_'osi_tiOr;i-is. -~~~-d_ tVii_ce_."- - - · · , ·-

.• Thoyspqds?fpeop\e have.been•'···:············•• .... ,.. •,,:··:: by.
---~, ·•tlie floo,tii~g ~rid ~re \'Jithoutshelte~ 1Jlace •·· .:·::;;.;_.;:;_ - potrray revolve consult focus .:sci.ate'-- cite
~er--;--- .,,,-. --r
2 .• 1.t fas~~s}to .\.. '..:::./...•. •·i· "IC,.te'snew.horne" from with around
on as
b€CaUse she _described it in such deta_il. visual·
3. ~-e· :'1~-5 -~-_,.'.; ~-.)-.: _: .~-~-:~:~ n·;~--:~:···:e~·~,lorer '.~n-d_ n~ :_·d~sti-natio_~-
. ___ :·.. __.:. . .: B_etore_ --t~e_re -y;~~- '~}~rry ?e_rV-ice, :~h_e:l~-1-~n. ~:'had be-en
1;--;,_·
;~0- was toofrigtitening for hill). tear . . . ..... :... :..'...... :..... ::.:•.... :.....•. :.. :..... the rriainliind ·

~~;;_,.
.. 4. Heath ibsthis i~b~; 0ai~r d~e to his ... ·. ·. ·. . .:
a 2. lnth~ b?o~.Troy is .... : ... : .L.!..> ... a weak
......................... :.. :..•. .- ; he. kept dropping things. ciumsy : · man, but in the film he is a hero:· ·

5. /"Yerf strict diet is usuallynot .. L : .. : ...:.: lo( .· :i. With.al.I thi~.noise, l'iri fi~dind ith~rd to':·· ......
· ve_ry _ long.--sList_i3itl my work.

6. Th~re wa~~- .·. :.... ': .... •: ....• L.?etweentvJ.o. vehi~les·. · ·4 lc's "ad~isable)o ··········'·······::·:······•·•·•·''·····"······· a doctor
bofor~ trying ihis treaim~nt..
, ,,o_n _t_h~·_m_ain road.,·:~~11.id_~ ·. _ >_-_:-.:"--->::_':"-';-..-'-_·;_::::--__-:--:-..- ·:
"'f--"·
7. Weq1ade ,• ........•....• stops.onthe.journeyso 5. High.ticket . priceshav~b~e~ .. : .. ........................ .
jt took ages to reach_our d€sti_natiori:·- nuinbe.r
1 one ri:a'son for the decline-in cinema attendance.

:);,·,
'8. Many e'ritr'epreri'€ur,s say_·fa\1~re_'ls ~ Cru_Ci~.1 6. 1·he plot.. .... , .... , .•. :.•... the friendship
.... ;····:·-·.: .. :.~.:.'..:······:··- ~tcihe On t0e--r6ad to 'sllccess. st.ep_ between ·a giant and _an orphaned gir(:
II~~-,,·

·.·.Circle Y (Yes) or {N) No. 5 Which wor.d could be.used. to describe.:-..

4,::1· 1. a filmtriat made a lot of money? critically acclaimed i .

If s~meoiie ·-: ._
\;.-'· top..:grossirlg
1. is your loyal companion, will they stand by you? Yi N
2. a person who te\ls a story? narrator-/ perSona ·
2 .hasi.nfinite patience, istheir p~tiencelirnited?Y/ N
3_. -SOmet!ii_n·g Very Ordinary? mundane I unCanny
3. adheres to the rules, do they stick to them? Yi N .
4. aver'} h~ppy rriood? astound~d I e1at~d
4.renovated 1ti~iLbo111e, did they modernize it? Yi N
·::;;~

!.~-· 5: is very alert,,are theylik~lytofpll asleep? Y iN

5. -a l_cick of knowledge?_ignor_~r_ice (s~_PA~~~-
{<~.
o, issoi::ially inept, are they good at smalltalk? YI J\l
7 has a hJctic lifes~yle; are they Very busy? Y/ N
8, is indifferent to the needs of others, do they care
~~' · about other people? Yi N

·129
I

UNIT 5 VOCABULARY REVIEW

1 Mi:itch i~'--fci·~~:~-~n-ten·ces.'C-

Openinga5irts~o~in?1dethe hotelwill bring in

1.
2. The appoint~eri~of th~ n~wminister was·~_. catalyst for.·
3. These technological advances. will pave the. •·
,
: ~;:~~;~~~a~~ir£~~~~~i~~~~~L· ·
c.tool ·.·.. • • }' < . •·· ..
4. It is not always easy to rnake the d. _meas_u,~e_s-~_o_ . _~:r~t,:;~=t:SGD_s:u_rn~rs·~:-::--. :.~·- . ·. ; .
5 At our scho61, dr~ma is anfrrte~ral
6. Accordingtc\ critics, the plaY; ~entraltheme has little·
7, wh~~ it cbme; to adverti~i~{ihe lnterrwt is a po11\/ertul
:.·. ~~,;~:~\;t;~f~~d~~i~t~ti,~~.··· ;/.·.
g tr~nsition fron1.~igh s~hoolto.c.ol_l~g_e. ·
s It is;¢;sentialthe gove;n~~nttake . h. a~~itional [~~#~~~') "· · . ' .·
9 Thai human ~cti;[iy causes global w;rmi~g is .a p 0 int of i. part of th~ c~.rriFul~m.

2 . to,nlJ1~t~ the sentences using the ~brdsbeiow. ;;,~ke any ne~essary chan~es.
embed .·.• \estrict stim.ulate. .assess ••demonstrate collaborate . • custorn.ize

; 1i'+~~e~~;.;~h~; i76:~\.!:'~-~'.s':'.~'.·:'.~.::::::.'. ::H'.:i~·i;;·~;·~;~·~~\~1~~r:;;~~tifrme~#·.···

3. Vai,ue; and.beliefs about e?ucation.are ...•... ,. ..:: •.,, ·.····: .......... in. our culture_.. .
· ./ 1 0.e wiulie ..~.: ......•.....: ·:··'····· ••...• ,.onour pfesentations,so we [llustprep~re we11. '/':"

s: The.government's
:>.·
pl a.Oto• .• ,:... , .....: ...•....... :... ,: ......• health spending· has been . heavily criticized.··
-·:,-c.<_' : ,; - _,·.. : - :--"~-:-_- -__ -_.·; _- '-_. '-_-,·:· : ' '. - '._·-__ '_: -·-_:, -.. _-, - ··c- .-. - - ' ' .. _- ' ; -·.-:__ : ·_ .. ' ·- -, : ·_;_<_·1 '
6, A~plic~~ts"."ill only be ;icceptedifthe~L. 7 ,_•·,'·· .... :.·. . . , .•; : . . ..,a. r~al inter~st i~ the_job ?

-_,?°::. _Jh~.f~C-~.n:~- af~h~_~a/S>~i~,~,r, ~,i;i~?~-¥~ -~-~-s-. ::::-~--~~:::',:-..:_. . :;;._-:,-'--·~~;·,·:·_:_:.~~-···.:_,_:--~-Jnte·refi~ iri__t~-~ --1r~n ~-~9:~. -. ·.
3 . C}~~1¢:th-e ·co"ri-ect -'~_ns~~'r. ·:// ·r-
1 .·.1f1n~.W9rld_ is,.[ap\d1y"evblving, .•it.!?. 1=b911giJlgqu~~!YL9cadi;~UY,.· . .
2. A certified accountant is qualified/ studying for the profession, ~:

3. ;,, i:o;h~1~x pr~blern is e~sl' / ditfi~ult \() iC>1v~

4. rf Y~_-&-Jv·6rk ih. utt~~ ~iieri~e,'- th~;~~- ·is ~-OrTie I nO· t~lking.
s.. s.1Gd.ents-~ho hav~ ·';each-~d comp~t~ri~~- r~-Ge~m~n ~~~-,discuss simpl_e-l·~·~ph·~-~ti~~t-~_d 'frianer~.,
I _..: ·.-.: .. ----:- --., ·_,- ·........ :. . : :------: ... -- .- ~-·-:"_:-·· :< , : ,. ':- -. -.'- .;: ·· ., _·..-: .- ' ·. , :· ..,_ .:_.-.
6-: ~ ~oolproOf device can Pe Used by eV!".ryone:J expert_s Orily. . \ ·.- .i"
-1 ·- ...· _. : - ;-.-- .'· .. ··-.'·' .- ,: - _, - ':.:·: ,.__ . :. .-:_ -·'.;·._-,;.'• ,.,,.\-': .-:;::,--_-,,.":·, - : . ' :: _ _,-';-·,-: ._--·-'._ .-- .;,,,-·_,:-:
7-. OiJr vjsual-spatial skills help us understand where objects are I how long· a process takes.
:~ \.-:- - -. . -: . . --

·.·._··~/Eg'.~~~~ffi~~~}itl1!~!~:~rl~1 ·
' '

4::! ·: ·t'r~·d'#\h~ ~o_rr~~l'-~h~~e-rs. ~ ·-

Ruby's parents always expected their high·achieving daughter to go to university but (1) like I single·minded
Ruby had other Ideas. Taking advantage of a government apprenticeship scheme offering a (2) full /fundamental
spectrum of opportunities with a (3) blend I span of (4) vocational I career training and higher education, she
found a salaried position at an IT consultancy firm. Ruby works there full, time, building up her (5) expertise I
literacy, while studying for a degree in computers in the evenings. Although it can be tiring, Ruby has the
(6) retention I resilience to cope with (7) pursuing I constructing a career and studying at the same time.
Had she opted to study full· time, she would not have been able to (8) engage I acquire '""'
such a broad range of work· (9) wise I related skills. Another benefit is that
. apprentices like Ruby do not have to pay u.niv€rsity tuition fees and the high cost of
a university education can be (10) hostile I restrictive for many people.

5 c~~Ss 8Ut the--wOrd Whi~h d0es NoT:

1._·_ ..9es~rib~._'~6~~6h'e.who_~topes with charlge eas.'i_Jy... Vers~~ile __ i.nt:u_ i.ti:v~·-: _ ~_~::·a4a·Ptabl:~. _-~-_·: .'.. .
2•.: desc;ibethe ability to k~epdoing somethin9that is tiri.~g .. innovation ' st~'l'.ina>end.u_;a,nce
3. r~f~_;-to.··a _p~_r5J?n· l.e~r~in\g or_starti~'g tO i~·ar11. f~,~~JtY. _npVice :~;;~~~x~. ia=~µ~'t~ .>. '. · .:~<·-:·~:). ·~_:-· ',
.mea.n_ex1:re;.nerY i~.t~rested in, s~iTiethi~g. engr~~~.ed - rivet€d moij·~~ti.6_nal ·, "\ -
to 'continbe to do Something. persevere improvise persist

130
 i1llf,1~Y1B~-~
NIT 6 VOCABULARY REVIEW
.Circle the sentence that goes with the
sentence given.
1. We've run _up against a problem.
a. We've solved it. b. We've encountered _it.
· . 2. There .is a certain degree of bias in this report.
a. It's unfair. b. It's unprejudiced.
3. Claire has a distinctive look.
a. She has her own style.
b. She dresses like her peers.
4. The committee has reached a Consensus.
a. They all agree. b. They are facing a problem.
5. Jim's enthusiasm for the project is diminishing.
a. It is growing. b. lt is decreasing.
6. I'm in two minds about studying overseas.
a. 1 can't decide. b. I'm sure it's a good idea.
7. The facts have been distorted.
a. They areri't true. b. They're indisputable.
2 Circle the correct word and write the correct
particle.
1. Is the manager steering I regulating the company
in the Wrong direction or will his decisions increase
profits.,...... _, ..... the long run?
2. Pushing th~ destg'~ stud~:nts o.ut_Of their ~QtnJQrt·
- line I tone will inevitably lead-............. : greater.
creativity.
3. Changing careers will have I form important
implications for your future so don't rush ........ .
anything.
4. It was an error of thought I judgement for the
party leader not to step down to make way .............. .
someone younger.
5. The heartbreaking story dominating I promoting
the morning news made mY aw·n worries f-ade
............... the background.
3 Complete the sentences with the correct form of
the word given.
1. The .................................... of happiness is important to
everyone. PURSUE
2. We all judge works of art ....... .
SUBJECT
3. The IQ test made no ............................... for the
social background of the candidates. ALLOW
4. There~s no way you_ can········-·-·······--·····-··-·····-· Yo~r
decision to drop out of school before you gfaduate.
RATIONAL
5. .She take.s a highly .......... ,...................... .
· ilpproach'to her work. ANALYSE
6. The two teens formed a ...................... .
friendship. LAST
4 Replace the underlined words with the phrases
below. Make any necessary changes.
bear in mind think ahead fend for
make waves set in motion put up a goo~ fight
·1. Conse.Vationists couldn't prevent the d.ecisio. n to build
an oil pipeline but they tried really hard.
2. An investigation intp the causes of the fire is being
started. .................................... '
3. One member of the group keeps causing trouble.
4. Wheil setting up a business, it pays to plan in
advance ............................... .
/
5. Please remember that wi!d ar\_imals in the/safari park
may be dangerous ................................... .
6. Are all teenagers mature enough to look after.
themselves when travelling abroad? ....... .'............. .
·5 Complete the text. Use the words below.
inherent substantial settle on tendency
I
weighs interpreted jumps provide
eye-opener competent derive
'I I
,I
:;~
Online personality quizzes are a fun way to pass the time. Yet, ·~1
even as we read the first question and (1) ............................. an
answer, we are under no illusions that the results will be
(2) ............................ in a scientific way. Nor can we expect that
what is revealed about us will be much of an (3) ...................... .
So why are we drawn to these quizzes? What do we
I
(4) ....:........................ from them? According to psychologists, the
appeal of these quizzes is based on something more
(5) ............................. than a need to find out how extroverted we
are and whether we are socially (6) ·'······ .................... It seems
they (7) ........................... us with an opportunity to talk about
ourselves, and this satisfies a need for attention that is
(8) ............................. in most of us. In addition, we all have a
(9) -···· ................... to seek confirmation from others regarding
our character. For example, if you consider yourself a thoughtful
person who never (1 O) ...................... to conclusions and alwa1s ·
(11) .......................... up both sides of every argument, you feel
good if you hear it from an outside source -whether it's a close
friend or an online personality quiz!
 ~s>
, .•...
1.
--.F"'
' •- . . . . :~~~¥:!'f-"'
UNIT 7 VOCABULARY REVIEW
1 Match to form sentences.
1. The young entrepreneur went to great
2. In this area, there is an acute
3. When decorating a cake, you must pay strict
4. The Internet is the natural
5. This district is a prime
6. The password was-obtained under dubious
7. Ac:cording to the lawyer, we have a valid
2 Circle the words that have a similar meaning
to the wo.rds in bold.
1. The troops are finally being repatriated. ·
returning home I being sent overseas
2. lt was a painstaking Process.
causirig discomfort-/ taking time
3. This documentmay well be a forgery.
genuine I fake
4. Some of their weapons were seized by the
ene_my army.
taken I sold
5. Certain aspects of the job c9n be tedious.
boring I rewarding
6. Is the oil industry safeguarding our oceans?
damaging I protecting .· · . _
7. w~_are under no illusions regarding his honesty.
ha.ve no concerns I are not being fooled
3 Circle the correct answer.
1 . Experts have doubts about the authenticity I
authority of the painting.
2. The raid I reigri of Queen Victoria lasted over 60 years.
3. Th,e statue's place I location of origin has been
di~puted.
4. What tipped I rubbed the scales in the candidate's
f,avour was her obvious enthusiasm for the job.
s·. The scientist's theories have been disintegrated I
discredited.
6. The police are still. trying to track down I retrieve
the suspect.
7. In accordance.with the school's policy, the teacher
confiscated I constituted the student's phone.
8. The marketing executive's sirigle I sole intent
was to get ahead in the company.
9. Rumours are circulating but the facts are
yet to be alleged I verified. - success, promoting interest in the Museum of London
10 ..Co'riditions are generally poor in winter
_bUt_Pri the_9dd_/.We1c;of11e occasion,
it is possible to go sailing.
·';' -·· . ~
.. .... a. locaUon for afac:tory..
...... b. circ·umst~rices. ,-_-
...... c. case ~gains! the property developer.
...... d. lengths to'get funding. < ·
...... e. s~O·~~ge__ o_f Compute~ eng·i~eer~\(:/ .~:_--:~
::: :. ::J;~lith:~ ~;J::~g for infor~£ti6ri'.~~fl~j*\~j7\':;fJT~f~
col11J'1 et" thnentehces J.;;i~the ~brreci form of th~, ';l
4 ·.-~of.Ct_gi~en: ,_ .. , ___ . __ - -
1.· ~~Bosufe .16: th~-~U.n ·,~-Ji·- ·~~~se··...;...,.... ;;.. '..:-.:.;.:.,.:.WdrtkJ~s. )(!;
-~~tut,e_·:_ ..;::_: .. ---<·, _'- -.. '_-.-.·. _.:· :.'· : :·:_,>.'_._--:;- ,- .- ·--.'.. ____ . . . _:_--·-'·-.:·--.- .--:-· ·: ~-~
.2. The cultural ......,.,.,_., .. :..•.,::., .. of Ne\vYork City'jsoneOji\s ,')
gr~at_~:s; ati.raet_\Dn:S._;:··.-dl~7~rs.e·_::-' . _': :·:·\'-)::-_..-·::. \".- ·:-;:·_ ._ . _ :: .- .:. _'·· -----.\--;}~
~; ~}:e::~t~i~Ze~:.sa~ stDt~ Jt ~,l~ ~ :.: ~.: : : :;·: :.1-~r.'.f~.s; ~
0
~.- ·e. · .d· ·.i~· . ·. ~.- ·. ·~ ~·h ·. e· · .· · ~.·! .· .•· .~
. .· .·.·be)1ef
.t· · · ·.i.·:.·.·. m.-·.·.vthat
·.·.·.e. · sl···. 1t would
t.· h· .•.·.e· · .·.•.•·. mak,e.Y,e
s .·•.·.· rt· ·.· ·.·.·'.·' u· .:· p· · · t.•.·.opch.gu1de
· · .'• .•·.:· ·p· · · · ".·.· !1··.y. .··i.· n. •. . •. , .,•·_·..
. ·.·.•·.·.:..•.·. ·. .:.'. . :.•O'<
. .•.•.· .•. •.. ,;~
. .•.·.@
.. l·.· .
S~"· r·'.-·.•· -. ·e · .~v·:. s·a. t·.J~r.·: .~ ·.~ ~.': l.~ .~·.- n ~
•. Complete
. · · .· ·t·a· · ·.· h·.·.w •. the text.
. • -.-.· -.·.:.:·. ·. ·-.·. Use
....:· ·.:·.·•.: . .the
. . .••o. •.· .·.f•.·•..:· vwords
·.,·. o·.'•.-·t · e· · .· -.· r·. ·s.•.· -. ·. befow.
'.• ·.s·. ·. · .a.· .·•.p-. . r.· .o.· · · v.···e.•·. ·-.·.· .o.•.·•·. · >. ·.·.e·: · · .w· .· .•· · .· · ··. -.•• <S
·.·.•·.·.d.•.·.·
•.•.••··
... ·.•.•.p.·;
.... •..-•.•..;.·.·.·.·····.:···;··.·.l·:.
·.·.•.·.-.-.·i•
. ~,necirt~etj . -;-c~-t~~r~-~(. ~':- :_:._,_ ;-(:i'~~~ir~: :~.,:/ '_-array-' de~r~~:~{
'draw ,, ·a~tiqu.i1:ieS .·' -t~nl~'-,. · -~ital. · ,__,,,
When the Museum of London was looking for ways to
raise the museum's profile, they knew thattechnology
would have a (1) ...................... ,................ role to play. While the
museum's many interactive exhibits were a (2)-...........................
for children, something new was needed to reach young
adults.
To (3) ................................... enthusiasm for London's history
among this sector of the public, the museum developed an
exciting app - Streetmuseum Lon.dinium. This app directs
users to locations (4) .................................... around London
where Roman (5) .................................... have been
(6) .........,............................ By tapping on the screen, these
artefacts can be seen.
In(!) ..................................... of connecting people to the c'ity's
past, this app has had a high (8) ...................................... of
. itself, with its vast (9) ..................................... of exhibits.
 ~ti.UNIT 8 VOCABULARY REVIEW
~it'.;! . :_.,'
,~?·1 Write T (True) or F (False).
':!ii~
1. If a sound is inaudible, it is extremely loud.
~;x,_
2. If people are fleeing, they are leaving a place.
3. If you secure support, you gain it
...... 4. If you show resolve, you are uncertain.
5. If yo"u mutter something, you must be content.
:;;,, 6. If a drink is on the house, it is free.
1J·_- 7. If you venture into an area, you go there
carefully.
2 Circle the correct answer.
1. At the end of peak season, there is a swift I strict I
sharp drop in hotel rates.
2. Unless the authorities step I seal I crack down on
speeding, the accident rate will continue tq rise.
3. The fishing villages on this island have a slow I
timeless/ reserved quality.
4. Management would like to apologize for any
inconvenience I unconcern I indifference caused
by the ~enovations.
5. Under no circumstances Should you venture into
that crime-ridden/high-rise I close-knit
·nefghb-burhood ~ftef·nightfalL ·
-. ,._,.,.',O.~~,-.-- '
6. You might think a strike is the only solution but •
personally, I wouldn't join I take) go that far.
7. Catching/ Sensing I Eyeing danger, the animals
started running.
3 Write the wprds to complete the dialogues.
1. "lt takes me two hours to get to work every day!"
'Tm glad I don't have such a long c ..................... ! "
2. "Do you like living in the city centre?"
"Yes. I enjoy the h ................... and b....
3: "Someone's been reading my diary!"
"What an i .................. of p.................... ! "
4. "What I've told you is a secret."
"Don't worry. I won't tell as.....
5. "What are you doing out here7 The party's inside."
"Oh, I just wanted a bit of p............... and q................ "
6. "I moved here a month ago."
''So you're a n..................... like me!"
4 Complete the sentences. Use the correc;:t form of
the words given.
1. 1.................................... with embarrassment wheri my
teacher pointed out all the ....................................in my
essay. RED I ACCURATE
2. In all ..........:..............:.... :..... , you can't blame Olivia for
being .................................... about reJocating to
Mexico. FAIR I HESITATE
3. In all .................................... , the' traffic ..................................
will get worse once the bridge is closed.
PROBABLE I CONGESTED
4..................................... some older people, everyone has
left the village, and the empty school is a ~onstant
........... ,........................ of this sad·,fact BAR !,'REMIND
5. There is a great deal of ........... .'..... ;.................. as to
whether he will be able to prove his ,
.......................... SPECULATE/ INNOCENT
6. You get such a sense of ...... :.: ........................... in the
.................................... countryside. TRANQUIL I SPOIL
5 Circle the correct answers.
Shopping malls were once an important part of
the American way of life. in the mid-1990s, they
were (1) building /springing up all overthe
country at a rate of 140 a year! But in the early
21st century, many consumers turned their
(2) minds I backs on conve~tional stores to shop
online and malls started closing.
Not all disused malls are (3) torn /chopped down,
though. Some are put to new uses. One example is
the Westminster Arcade in Providence, Rhode Island. It
was built in 1828 and until it closed its doors in 2008,
this (4) vibrant Iv. ital mall was the focal (5.) counter I .\
point of the neighbourhood where it stood. Rather
than demolishing the building, property developers
have turned it into beautiful apartmerits. Original
(6) features I cases, such as the Greek columns and
the granite steps of the entrance, were preserved
during the conversion.
The new apartments are attracting young professionals
looking for homes in this (7) densely I inwardly
populated city with its (8) defiance I shortage of
accommodation. The development a!so benefits local
residents, as the vibrant (9) undercurrent I atmosphere
of the past isretuming to the neighbourhood along
with the new residents. In other words, it's a win-win
(1 O) situation I contradiction!
133
1:. '~\IBJllillii:'7*~;,,

UNIT 9 VOCABULARY REVIEW

1 Complete the text. Use the words below.
horrifying species wild brink footage capture
sp~ctacle . viewing Pre_dat9rs delight aid trapped
·-···-···-···-·-·····-··-'····-······---~-·--------··---··---··----···········--··---·-··-------------·
A wildlife documentary, Planet Earth II, has become one of the most watched natural history programmes
.--._-. -=---~ "1
' '.i
ever, to the (1) ······~··· .. ····· .. ······~········ .. of the show's creators. lt took over five years to make, as getting exciting 1

(2) .........................._, .......... of animals in the (3) .. .-................................. , often in remote locations, can be extremely \
difficult, even with the (4) .................................... of cutting edge technology The series makesfor disturbing
(5) ............. ,...............,. ..... , at times, as it reveals the cruelty of nature as well as its beauty. One (6) ............... .
scene depicts a baby iguana being pursued and then (7) .................................... by rapidly increasing numbers of .
racer snakes. Fortunately, the iguana gets away! Other highlights include the amazing (8) ....................................
of leopards roaming the streets of Mumbai. These giant (9) .................................. stalk the Indian city at night. 1
1
I
The filmmakers were able to (10) .................................... snow leopards mating. This is something never filmed j
i before and it may never be filmed again because, sadly, this beautiful (11) .................................... is on the /
(12) .................................... of extinction. , ,/
:-------·----~·---~-- .. ------------------~--·--·---····-"'"-'" ______________ ··-·---·-~-·--------··-------------------- ----------~-·-______.....
~1
2 Ch6ose the correct preposition and c6mplete the sentences with ~he words .~elo.w. .·1
~::i
Captivity vicinity . swin_g basis grounds height scenes ::
·:;
1. At/ In the ........................... ,........ of his popularity,' the young actor went from film to film. "'!
2. The baby lion was born in I by ....................... ."............ , then the zoo released it into the wild: -r-:.
3. The documentary goes beyond I behind the ............... ,.................... 10 show how the movie's special effects were created.
' . ..
4: Jo's applic~tion was rejected . 6n I for the ..................... ,.............. that she Jacked the necessary qualifications:
5. The party was on I in full ..,."................................ when Kim's parents returned home unexpectedly.
6. St'udents were selected f~~ the p-rogfamme a·,,-/-at
the .............. ;..................... of thefr_ sChocil grades_ alone.
7. Shorks have been spotted by I in the ·····'······'···'·'·················of the bay, so swimming there is not advisable.

3 Write the word that means the same as the phrases in bold. Make any necessary changes.
monotonous thrive deliberate recollect deviant prohibit . resemble
1: I have a memory of meeting that man but I don't know where or when rt was.
2. In 2004, the sale of tobacco was made illegal in Bhutan, the first country to do so.
3. Factory work can be extremely dull and repetitive.
4. The building in London called the Shard looks like a tall, narrow glass pyra_mid.
5. G-r_izzly bears _are now reproducing and developing well in Yellowstone National Pprk.
6. Th.e gorilla has exhibited highly abnormal behaviour eyer since his arrival at the zoo.
7. P,olice suspec\ that the poisoning of the fish was not ,accidental.
'
4 Co~plete the sentence with the correct_form of the word in bold.
1. We are considering your proposal; it is still .under .................................. .
2. Students at the college are not .................................. on the basis of their gender; they are not treated differently.
3. These animals-have bee.n deprived of space, light and company; they are suffering from sensory ............... o....... ..
4. We are studying how- rats reproduce, and this is cin il!ustration of the female rat's ................................. system.
5. The murderer received the ma_ximum' term of .................................... ; he will ti~ _ i_mprjsoned for life.
6. Jill quickly a~serted her authority over the class; she knew how to be .... :.. ,....... •................... when necessary.
7. Dori~t a"llo~ tear Ot failur.e to inhibit yqu; try a'nd overC6hie your ...:.... :...... :~:.~:.. .

5 Circle the correct option. Which word could be used to describe ...
1. a lio~'s roar? 4. the. good points of something? i
viable I fierce functions I merits j
2. a niYsterious person you are curi.ous about? 5. food we must not eat?
<!;i
intr_iguing I obliging unfit I ill-sUited for huOian consumptiOn
3. someone who gives advice on a subject?
. an accuser I a consultant
134
I.
 lO VO.CABULARY REVIEW
. - ··. -- . _,- .

c~~-!J_i~·e _V_~fb ·a~-~--~a_-no0n.to_ ~oqJ_p!~~~ the 4 Replace the words underlined in the te~t with the
- d!~lP~ues. M_ak~ ariy;' necess_ar)i c~anges_,.,_ . words below.
prove construction innate
provoke the government outpa~ing perception applications
pose the rules x:apabilities complicated
overthrow t~e warning

~1AAu.rltA-L
.r-r~ . ,.,. ._ \ "7loso1s.;i>{IYi~~ldi1
observe an attack
heed a threat
'J'..1 .-!irr
1. "Why did they decide not to build the power plant?
"Because. it could .. ,........ :......•....•............ to public health." He bobs his head in time to the rhythm while improvising
-- . .
2. "Why .didthe dog bite the girl?'' melodies on a xylophone, and he. leans in, as if to
''I _don't know; s_he cli.d nothing tci .........•...::: ............... " , i concentrate harder when playing more (1) complex:
. "- • I

3. "Scientists say mobile phdn~smaybe bad for you." . ,~ melodies. But this isn't your average jazz musicia~.: Nor
"I doubt anyone will ...........................•.....•... " ,' .· .· ·.~ does he have any (2) natural musical, ab.ility. This is Shim.on,
.. 4. ''What did you Iear~ on your first day atschool7" e~ the four-armed robot, producing chords tilat would (3) be
''That we mU~t .................'..... :............. ail_ times.·" at ····1(, impossible for a human to play. ShinJon's progra~ming is
5. "Arethings peaceful in that pa it of the world now?" •i~ based on computational modeis of hum.an (4) awareness ·
"Hardly! .....................•....... has Just been .. ·.·~ and this is what enables him to pertorm almost naturally,
•i; alongside human musicians.
2 · W~ft'e th€ ~Orrect ~n~Wer.
' ·_ _; '- - ' ' -' - ' •_ _i • - ~ ._ ' ' • ; ' -.- ' -' -• - -'
.f~ Shimon's inventors are also responsible for the
1. if a h~sf at a party is unfriendly, .is his behaviour
i ~ ~ ~sp-i:~-~ b 1_~ ~--or_ ~ ~~~~:~o_ri_a-~ Ie7 .--:- .:_._:~:·: ·:_::·~· ..._..... ·.• ·._!;·. ·.'-.:_' ·.
(5) development·o·
that can easily surpass I.a· robo·t
human . iJ lo.'.. a
..i_c·_11.·mpertormance .•.· o.·.n.·e· · .-.a·.(6)
r.m
....ed. d.··rum. mer
abilrties.
,.; .. • c L c :.~:~k~~~~~~'. ~-:~~d•:.e.~s'..' '~it p la.usibie ar -L. .c';"I
_Jhernbotiu~eosioJl c~ri_c!cLJrllupJo
- __ -- -·---•,-.,,-,--- _., ... ____ ., ..... ·•' _-~ .. -.-·---
-·-------·-~
2_oi;.als per second,
•. , ._, ..___ .•. , -· .. _<CC-,-:- - - :--;---,---- ---
--~--,.,

~ (7) drumming fast~r tha_n most humans. The}ecn.n?logy

3. Are the.-.-.•.different
'; .-parts of \l--.-. machine 7 .called iJ.s
'' could have other (8) ·uses as well, in some surgical
com_pone~_ts_ or 1ts_pr?pert1es ........................._..
operations, for example.
:r:·" 4'. D9 ·y9u l:iSe _a compass to. liilo'.$de or t0".rlavi9ate
w~.- ·_u_iikn¢~n -ter~it_o:ry:.-~:_.:~.--;._;·:·;:._:~--~····,· .--·_···~~---: ..
5. lfhalf CJfa clgss is fem~le, do girl~ cbrnprise
._,_;..,~·~~10#~'"~i~_',li!+:t.1ilA_ i.rL.ill_:_···;·...~
• ·_•.<',,1,_,.~ ·~~J:ihJI· ·,,, l~i'~.hlL_.~~
--r-,,·~·1' ~r··, 11r((1'- ~1· w·"ly~r·~-'it\I ~11~'1ff'Tif~rr~~
·Jl_·

.l!;" or heirald 50o/o ·of the--students? ......:~.c ...... ;.... .

' -;' ' . :-· .- -.:-. ·~- .. · :--_, ·.'. ,_: > _ : <_- -:-::-;;'_ ·i-. . -
6. If safety_regulationswere approved following an oil 5 ·what-is being desc.ribed in each sta_tement?
f: spill, yvere they change.d for th~ d~~~tioqor Use a word from A With a word from B.
\~~
iri the wake of the spill? ....:, ..••<.... :.::.:.:..........
.-_:_-:-,,:· ' _.- . ·., - ___ ::·, '_:: - ~quantum fim e~lipse
3 c:hoOse 'the corr_ect word to cOmiJ'1ete··each assembly source
sentence. power resources
human line
1. in-liis i'~a-nS $nd co\NbcJy h_at_, S~~h-look'.Eid._ like he'd
innocent bystander·
be more at home/ .work on a ranch than rn an
solar reap
office.
2. Sometimes parents nE:eQ-to tak~ a. pace· i step 1. part of a factory where products are constructed
ba.ck and ~onsider·what is best for their children.
3. l.t'S _po;:;.Sible ·th¢. -electi,¢n Vfil! _result i~- 'a tie: tfl sUch 2. the department within a company that engages
a seen-~./ scenar]o, <;i new ele_cti6n _w-jll be held. new employees .............. ,.................... .
4 D'eciding' _"Yhith car_to buy_~omes doWn I 3. someone who observes an unpleasant event but_
· co'rTie:s _back to your budget. has nothing to do with it .................................. .
5. When a_ passport is scanrle.d,__it_ calls LJP i 4. i:3_pla~_e Whe_r~_y_ol]__C~l}_pjug _i_f! your_phone to
conju.res'-~p-'the re1evan't informatlori. recharge it ....................:............... ..
5. a huge development or a big move for\/Vard.

6. when the moon passes between the sUn and

earth, partly blocking the sun ....................................

135
 4 .Complete the sentences with the correct form qt
the word given.
1. aware
a. The teacher was largely .................................... of the
bullying problem at school, which annoyed the parents.
VOCABULARY b. Since children spend a lot of time on line, they
1 Match. should be taught media .................................... at school.
2. broad
1. fashion a. reunion
a ..................................... speaking, supermarkets have
2. celebrity b. influencer lower prices than smaller shops.
3. job c. loyalty b. Studying abroad can really help young people to
4. social d. opportunities .................................... their horizons.
5. product e. endorsement 3. lose
6. customer f. industry a. People used to consider Jake a total
............. :...................... , but they've changed their minds
7. school g. placement
now that he's a well-known singer.
2 Cross out the word which CANNOT be used: b. Louise didn't go out much in her 20s, but she
made up for .................................... time in her 30s.
1. for·a sound made by People
4. repeat
.a. giggle b. shriek c. grin
a .. Carrying out Veiy .................................... tasks all day
2. for a person who isn't _honest. at work can be boring.
a. trendspotter b. fraud c. imposter
b. Constant ................................. can help you remember
3. for someone of your_ own age a password.
a. extrovert b. peer -c. con_tempo(ary
5. think
4. to describe a feeling of su-rpHse or shock a. It's ..................................... that Joseph would ever give.
a. al~rmed b. upbeat cfearful up football. He enjoys it too much.
5. tq;cl17scribe something unusual b. The film had such a ...................................-provoking
a. ·uncommon b. uncohventional . · message''
that w~ stayed 'up
....... ·--
.,•,
late discussing
..'"' ',"' '•"
i\, _
c. imtemarkable
5 Complete the text. Use the. words beta\,.,.
3 cirde-the correct answer. go lies called purchasing
1: Heather invited 15 friends to her party, not 50! re"flect ···way freelance Significant
Dpn't exaggerate I aggravate I magnify! cat~h striking Unexceptional
2. Receiving the award fulfilled I conferred I
i.n'stilled a great sense of pride in the young
inventor.
3. Unless vve ruri into any unfavourable I
un·teaslble I ~nforeseen difficulties, we should
h~ve completed the work by Friday. When it comes to (!) .................................... reading material,
- of us judge books by their covers. It'follows, therefore,
4. The coach waiched the video of the match
design on the outside of a book cfili have a (2) ........... .
i,hitially I intently I interestingly to try and
impai;t on sales. An i:riteresting cover will (3) ..
understand what .the team had done wrong.
the consumer's eye, whereas· an (4). ............ ·······-·-.one could
5. When it comes to Choosing what to wear, l even mean a fantastic nov~1 might (5) .".... .
.won't be dictated I directed I manipulated to unnoticed. (6) .................................. , a book cover should
by anyone. accurately (7) .............................-.... the conte.nt of the book in _
6. There is great deal I diversity I battery of some ~ay. There are many different approaches: for science
opinion on the subject of imm!.gratidn. fiction, a (8) ..................... ,.............. image of an alien landscape
7. As students don't have to do the···creative writing filight be (9) .................................... for, whereas for a biography,
course, many decide to cut I block i opt out ' an attractive photo of the book's subject might go a long
.-(lb) ............... ,............... .'.... towards attracting re3-ders. The
8. I met my boyfriend through a mutual I a common I
re~p6nsibility for corning up with the right design
an initial friend.
(II) .................................... with the book cover designer. Some
9. His face looks familiar, but his name doesn't people who do tl:iis job have a permanent position at a pubhshing ,~I
shake I hit I ring any bells. h~use, whereas dtheis work (12) ................... '. ................ _.
10. Social media allows people who live far away
from each other to remain in track I crowd I
touch.

136
 .. ,,~~ ~"'

Rewrite the sentences. Use the w~rd T-i:~e~_: 2 FUTURE HNSES Complete the dialogues with
the correct futur_e form. Use the verb Qfven.:
1. Nothing my friends say will change myniind: . . --- I
swayed · .· _- ,__ .· _ :: . _ . _-._: _.. >_._,_
1. • Let's meet at eight.
I...............:.,.................. .........i.. ,. anything my friends say.
2. Famous people can't avoid being ph~t6graphe9 ~,-1 can't. I .....................;..................:······················ (dO)
0
by paparazzi. · research in the library then.
parcel
Being photographed by paparazzi ·· '2 . • When will Ben get back from South America?
............................... :...................;_::·.. b·e_in~ f~rr;i?us. ~tri)~,~
\o~~~
. ti ..
Next mont_ . He .....................;.......................................
3. B€n's determination makes him better than. · (travel) for a whole year by then.
the other competitors.
edge '
3. • Someone's at tHe door.
Ben's determination ............... ···-················---·················
over the other competitors. {~~rt 1 ................................... :............................ (a~~wer) it
4. They complimented Amy on her idea for the ca.mpaign.
singled 4. •_vVhat does the weathe_r forec_ast sa~? .·.
Amy's idea ......................................................... for the €~~~~Well, this rain ....:········ .. ···~·:··:·····: ......... '. ..1:......-.......,. ..... .
campaign. · ., ·(not stop) any time soon, I'm afraid.
5. The cat was slowly getting closer to the plate Of food
on the table.
edging
5. 8J Have the local authorities solved the problem?
The cat was ..... :..................... ,....................:........ the plate \;i~'\';; Not yet. But they say a sol.ution . ,
of food on the table. 'f"'" ,....................................................:........~....... ,..... (find)
by the end of the week.
6. There is no chance that David will join us tonight
question
6. ~~ii You can borroW my new sungl_as.se_s
It is .. ............ "······· .. ···············that David willjoin ~~ '
tomorrow. .'· - · ·
us tonight
--___flB}~-B
·93s" -·
ut .......-...... ;.. :.~;.;::;.-;:-.:-.-.;;;-;;;;:;;-.-,.;-:,.; •.•.-=..... : •••
· -· .
(you I not wear) them? . );
GRAMMAR
7. 9 Let's call___ Ann and ask. h6~.h~r:_exam V'.'.ent
1 PRESENT TENSES Complete the senten~es ;;,ith the ~~~\t Good itjea_. She ............... :... ·:··:·· .......................... ..
correct tarm at the _verbs giVe-n, active or Passive. ,. · (finish) by now.
1. The new museum .........................................................
(currently I design), but it ............................................... . 3 ··FUTURE TIME EXPRESSIONS Rewrite the
(not yet I decide) when the construction work sentences. Use the word given.
will begin.
1. This year, the ex.ams start on 20th May,
2. 1....................................................... (not imagine)
due
a lot of students will go to the cafe that
......................... ,...... Qust I open) This year, the exam period ............................................... .
near the college, as the prices are really high. 2. War will probably break out soon I
3. \lolunteers ... ......... .................... .................... (collect) litter verge
from the beach for the past three hours; so far, 30 bags War ................................................................... .
of rubbish ......................................................... (remove). 3. All speakers should be at the venue by 9.00 am.
4. Mary .................................................~...... (forever I criticize) are
people, but she ..................................................... . All speakers ........................................................ .
(not seem) to ~ealize how·annOylng _itJs! 4. The lecture will be starting in a minute.
5. Steven, who .......................................:...... ::: ....... : (not work) about
here for long, .....................:............... ,...... :............ (just I give) The lecture ................ ."............................................................. .
a promotion.
5. They will show the documentary tomorrow.
6.- roaay,--m.ore·-ana more· peopt'e ·-······-··· ..........,...... ::~ ................. ·going
(get) hurt taking selfies near wild ani.mals. Many serious The documentary ......................................................... .
incidents ........................................................ (report) in the
news. -

,,-

11.: 137
 4 PAST TENSES· Circle the correct answer. 6. Circle the correct answers.
1. It seemed I was seeming to the police officer that
the driverwasn't paid I hadn't been paying
attention to the road.
2. The hurricane approached I was approaching
land very quickly but the coastal town still
wasri't evacuating I hadn't-i;>een evacuated.
3. Luckily, my favourite actor was appearing I
appeared in a play on Broadway when I
visited I had visited New York last year..
4. As nobody in the audience was 91:J~s·sing I
had guessed how the film would end, they
got'l had got quite a sh.ockc ADVERTISING
5. I noticed that some visitors to the museum took I
were taking pictures even though a SJgn warned I
.
. ! · . · ..... ~.·-··. .. . --- .• ..,,__,~-'-~"'·°"'"c"'i)
If
· was warned them not to. . I For some years now, companies (1) have been using I I! "'
6. After the manager had _loo.·ked I had b.ee. n looking '[ have u~ed graffiti.as a_form of advertising. They employ '!;/ •
through all the JOb appl1cat1ons, cand1dat.es .. . . I professional graffiti artists to create street art which ·t ~
. were being invited I were invited for an intervie!"'..·• .J • (2) feature~/ is feaJuring a particular product. Crowds JI ~
7. The conservationist had studied I h.ad. be.en studY,ing · l. might gather to wa:ch 8'.1d start wondering what the final JI ~I
the elephants on a w1ldl1fe reserve 1n Kenya when ;he i . image (3) will be/ 1s being. Getting passers-by involved JI ~I
learnt that poachers were seen l had been seen 1n 1! this way is part of a successful graffiti advertising 1j i"
the area. . hcampaign. By the time the artwork is finished, people !i i,i
...t ?. Id. I had been telling ghost stories a.rourid. !. (4) are go.ing to.become I will have become interested in 11.· ·.•·:_.· ·.· .'
8. W.e ...h.·a·d
the_ campfire, so everybody had I had had .trouble . . j it- and more aware of the product as a result.
·.·.1.

1 Iq .1
II

fall mg asleep. • ICompanies that use this form of advertising (5) are targeted i.l l '•;1
5 .c·ire.1 I:!;'. t·h.·.. e b.es·t response.
. . t o. t·he
. . st a.tern· e"n·.·t. . The ·" I·.· are targetin. g young
f .· . . -· consumers who identify with the J'.· .;.·.;. ·I
ff ·,,~~I
words in bold can help you. ~ graffiti culture.Although there have been a ~umber of H .•-,
jI ".' S
·I really well, success (7) isn't always guara~.teed I
. . campaigns that (6) have worked I have been working
1. "I'd; ITleant to buy ,;ome notebooks on the way ii ).:·;· ·
.. f isn't always being guaranteed. When Sony thought graffiti JI ~) . 1
ho'.'.'efhromk_scdhododl.
a W at tn
b.. ,, How
,, ·
· d. ·d
I
. h
OU C OOSe.
f y t 7 ,, ··
1 you orge .
· .
2. S? me ?f those runners are on the pomt of
7"

. .
-f
I · ·. -~-- - _- · - . ,, f ~D, . ;
l, (8) would be/ was being an effective way of advertising ll!le..·,.:· ..-.j
. their new games, console, they.were wrong. Street artists I'
. (9) have been instructed/ had been instructed by !')
· i/ f'i'I
1
colapsmg!'.'. ,, .. . . . ,,.;
, ,. adyert1sing e~ecut1ves to reproduce images showing
a. "I hope they can make it to the end."
b. ;"I doubt they will get up and foish the race."
· · d• · ·1 · Id b. . t. bl t ,,
·. • ~h1l_dren playmg the game. But m.any young people ·
1.. cnlic1ze.d the company. They felt 1t (10) pretended I
ij'J' i·;',,·;,,l.
3. "I was won enng 1 1cou arrow.your a e - --1~ · · ·.' · . . I' ·i.>-1
a. "S 1 ~ · h ·t ·.
ure. -1ou can ave 1 in a m1nu : · te " , .'itwas pretending
- t.o be. part of· the graffiti
· culture,
· but 1! J· ~'-
&.·.·...j ;.·
b/ "What stopped you from asking?" .
1 . .·.·.• ; .w~~ actually a huge mternat10nal corporatmn. .. 1\, .{ j
4. ", Qur exam results are to be p~sted on!ine.'' m:;.~,.t'-,~-~~:-~.::d···~·:·.:·: . .::.~-~"r=-""'6;,~-,-.*·u*' _U.i,~~
a.• "Haveyoupassed?"
· mlf:>·
· ;c,, -- ,,, '-· ·· -·""··~ _ .,· .. ·J~N.1:•.-r;1 . .-.. -..._-, ··- -; ..
0

b. "When will you be able to see them?"

5. "'In 2014, the director moved to California,
. where he would make his first film."
a. '"What will it be about?"
b. "Was it a success?"
6. "lt"s high time the authorities fi~ed this road.''
a. "I agree. It's in an awful condition.''
b. "When did they repair it?"

138
\
'
 --~~~-~"'---''·-"'--~~· _._._
··-~ ----

i'

of

In our modern age of instant entertainment, it seems unlikely that someone just telling a story on a
stage would (1) fascinate an audience of thousands. Yet this is what happens each year at the
National Storytelling Festival in Jonesborough, Tennessee. The festival began in 1973, when 60 people
gathered by the town courthouse to hear some local folk stories. It (2) develoged into the largest
storytelling event in the world and it has (3) become well known for being the best festival of its kind,
boasting (4) very talented storytellers from around the globe. The festival has now been (5) fransferred
to larger ven_ues, eash seating 1,500 people. Those_ attending are spoilt for choice and can listen to
anything from (6) tragic tales to (7) extremely funny comedians. Some storytellers share legends passed
from generati?n to generation, and others talk about_ (8) genuine personal experiences. The feStival
has helped (9) resurrect the ancient art of storytelling and now similar events are springing up all
around the world, confirming the (10) everlasting attraction of a tale well told.

~F2··7·~ZJW1e~2f~~·se,~te.nces witn·t~.~i,;:~f~,~·1T:~~'t~~,"'$&~P1.:i.-~n;·a~~~4~i;~:·
I' of the rardsgi~'e7. . . ./ . / . > y .. 1 CyJer~ th~re rna.riYppticins ~o choose from?'' ..
: 1.· ev?lve/~mp~t~y . . ···•· ·. . ) . ·. ·. : ''?hj~sJ:~~·~l'r>.f·ii·1,·<·'·,: ..,.. ,..forcho,ice"
<<·····.. . .·_·2. .·=·';Jhis-Stoty
Som_e Scientis1;5 say_ there _is_ an.._...._..'__:._,~·-'·······,·.-~:·:·:··~··_:.-:_,_ ._._ .ni..3k€S·:yo_l(J~el.sqrry for.the he_ro." -
""',,,, __ reasci~ \NhylNe,ard .....:,. L ..: L.L....: ...... towards.···· .. . . , •· "1h.il()~.)j\~~l!f~:(:'.'.'.'.Ji},~;)L .. L . sympathy."
~th.er; < , · .· .·. . . .. ·. ···.·. · 3 ''Me l(~ie'f pa'.~~tsl'/"~lth~?"
2 .··~~~;~1~~~;,c{~~e············,·:·:.,......• :.....•. w,h?'•. <'i . ·.j b~~~~~ttkJ~~estr..o~.~-~erv p., .. ···························
founded th~ Re.ct Cro~s, "i~sthe fi~s~ c ·. '. . >• ..· • < 'A. :·~r~the;~ ~P~~ifjt i~s:trw:ticinsfor completing this ·
:-~·,:~~~::,;:::·:_·::·,·~:~i-:=':_,,_:·::,;:··;.·.-;_ qf t!i~_ -~o~e! ·~~ac~ Pnz~.~ -_.·.: .... - · .-;::-. /::,':~:;'-_·:.:'aR·p·!· 1_~~~i?''h.t'.r=:.':'::._;:'};;_~';:-:·/:-:.:f·.:·:s:: ::_}>?',
3. s·l:l~pe~ /mistake_ .. .. _ .- . -... - . '.'yes~--YOU ~haVE. tci-fOllpVJ.sti-ict 9.......... .
The purglar aroused no .... ,•.... ,.... ., ... ····: .. ,.......... when ··· · ·
he entered the. building because hew~s· {:·vy~s ~am tetrtply ~dSef about not passing ~er exam?"
·<· :._-.,.Yes.' .h ·.was·. __a_
p:·,~.<:~--~-:;:)~~;~.:. :.': -..:, ...: · :.. di Sap Po i_nfrn en't
................... ...... ·... : •• ,· ••-. ;.-.; ••.. assumed tO be. a 're?i~~At.
7 to her:" · · ··
·-4_ suSta-iri'/ ildvant_age _,.,;, :·- _ . ·
.:Haveyou r~ad i~efloofthis film was adaptedtrom1 ..
. ···········rn···········'······ solutions musi be fouhd t6 aid
t: the poor and the::.'····:·········'·················)·.. ':'
''Yes, and I definiteiy preferred the screen
,. ' -" <_-, .. • --'·' ·' _. -'"·, '

~~: v-···········----··"·'········-·
s. ref(_~~9 I ~o~o-t~:ny • 7. "Factory VJa'i~~r~a;e pai~ very little."
Tbe work I'm doing nowis .. ,, ..............•..•.._.. ., ..._., .. ., .... ,.
. "They're usJally 6n am..:...•........... wage."
t'' different after the .........................:.......•. , ... taskslwas
·•· s' •·:Was itob~idus that th~student cheated?"
givenin my 019 job:
>';' ~; N~· ·ct~-Ubt -~ho'~{ 'j(.-Tft\;;~~ -~---·-···-····· .... clear."
. 6. offend 1. oblige
1iyi:il1 belleveihiS ma ii hascommittea an ·: 9. ·_'.'._8:(~_._y~-~-·:~_~¢_th~.'·acS.(d_~.rl~:-~·ith your 0~1n eyes?"
............;, ...,.,..,,.,. ...... :............. , it's your n:oraj · "I witnessed it all L.:: .. :............... ..
.•...... :: .. :.,, ........................... to inforin thepolice. · 1.0 "Y?u ;aid you fo~ricJ ~~e ~fotumentary very moving."
s~- "lthd·
_, .. ~- ·. ~. . p._
·.................
. . . .,..... .,~--~······
. . ... efft
ec on me: "
7- rate I cOver
For the sake of ......................................... :. , the actors in ·
the .show are expected to put up with m~di~.
····-·········· ......-..................... of their private lives~··::--:.

139
 4 Circle the correct answer.
1. A crucial exam matters ... . little I a lot
2. A constant noise ... stops. often I never
- 3. A poverty-stricken family has ... money. verylittleia lot of
4. A child who is adequately fed receives ... food. sufficient I insufficient
5. A sparsely attended meeting has ... people. many /few
6. A revealing statement tells us ... significant. something I nothing

5A Form collocations with the words given. - 5 B Complete the sentences below. Use_ the coll9cations from
· Exercise SA.
1. understanding I hospitality/ living · 1. To satisfy ......................................................... , the band will be
a. warm ........................................ . giving an additional concert.
b. mutual .................................... . 2. The post-war years were a ............................................ :...... in history.
c. decent ....-...................................... . 3.. The epidemic has led to a .......................................... :......... for more
hospital beds. _ _
2. pursuit/ need I period
4. The actor's wife has ~ccused him of ...... :........................... .:'. ............ .
a. pressing .......................................... .
5. We'd like to thank our hosts for their .................................................. .
b. turbulent .......................................... .
6. I set off in ........................................................ of the taxi, as I'd left
c. · frantiC .............................. ,........... . my han_dbag inside.
3. demand I mortals I violence 8. It's hard to make a ------------------ ................................... as a musician
a. domestic .......................................... . :these days. ·
b. public .......................................... . 9. These clothes are not meant for ................... .. ------ . Only rich
c. ordinary .......................................... . celebritie5 can afford them.
10. The camp aims to promote ...........:.. :: ..... c: .... : .. :::::: ...•.. :.'.: betWeew
students ·of different nationalities.

6 Coinplete the sentences with the c::orrect word~

,· 1.. If Nick loses his job, there's always his wife's salary to fall back ........................... .
· 2. I don't think this story will really resonate .......................... :. young people.
3. We weren't expecting to run up ............................. a problem like this one.
4. You're obliged to adhere ...................... :...... the terms of the contract once you've signed it.
5. 1kthe daysleading .....:....................... to the election, both candidates made speeches on T\/.
6. _I believe Bob's problems stem ............................. his difficult childhood.

GRA.MMAR·
1 MODALS Rewrite the sentences using the modals below, positive or negative.
should might ,have could have must have have to should have could
1. It's not possible that the keys have been stolen 5. I'm sure Kay Was very disapQointed that she didn't get
because l;ve been.at home all day. the lead role.
The keys .......................................-..... ,, ..... ,........._: ............ ,........... .
Kay ........... -..----'···'······················---------------···················---·············
2. It wasnit essential tO pay" in c3dvaf1Ce fcir _the tickets. 6. It was a bad idea to leave the window open when it
You.:............................................................ :......................... was raining.·
3. It's possible that Mark will be promoted soon. You···········--·-··········------------------
Mark ...................... •-------------------·-··------------·-···-···············------------- 7. It's possible thatthev took a wrong turning on the
4. l.t's Ji"ot at-Jor{)priate to wear shorts in. ~ere. way here. -
You .: ... :~-----'----------------·----------········. They .......... ,................................................................................. .

140
 ---~~-~------~~-----------
2 Circle the best response to each statement.
( 1. Were you pleased with Jake's work? .
a. YeS, he could have been nicire ·ettici~nt.
.b. Yes;,he·couldn't have been more efficient.
2. They've just announced that the pl~yhas been cancelled.
a. We may as well go home then . ·
I, b. We should have gone home then:
\,: .. 3. I invited your ex-girlfriend to the party..
a. You must have told me!
b. You might have told me!
4. In my company, women are paid exactly the same
as men.
a. I should think so!
b. I may think so!
I' 5. Why aren't you happy with your laptop?
a. It can be really slow.
b. It might be really slow.
6. I've just tried calling Rob but there_'s no answer.
a. He might have a shower.
b. He might be having a shower.
3 REVIEW OF THE PASSIVE Complete the sentences.
Use the corr_ecfpassiVe form of the verb given.
1. This travel guide ..................................................... ,......... .
Gust I republish) to include recent changes to the
trans.port system.
·in most crime stories, the criminal's identity
............. :o ............ cc ..........................: ........-(nof/reveal)-cc --
until the very end. . . .
3. The re!Search you refer to in your esSay should
(cite) in your.
............ c................. c.................................
bibliography.
· 4. They're making another Batman movie. I hope
he ........................................................................ (portray)
by an unknown actor.
5. lt'.s so noisy in my house. The building next door
......................................................:.......:.. (demolish)
6.. I wanted to turn this novel into a film but
discovered it .........................................:.......:..
(already I adapt) for the screen.
4 Complete the sentences. Use the correct form
of the verbs below, active or passive.
make book inform keep
1. I hate ................................... to wait when I call a help
line.
2. I'm tempted .................................... a room at this
hotel, even though it'.s rather expensive.
3. John wa~ts ····-··-·············-·-··-·······-·of any change
in the schedule.
4. The polic~h~;e bee~ searching for the thief
he's bound ........................................... by now.
5. The tightrope walker risks .................................. ..
every time he performs.
6. I'm really sorry .......... , ........................ you waiting so
long yesterday.
·----~----~~-----··--· - -~"---'-'-'-- '-J--~~·---''-~~ '
5 . THE CAUSft\TllfE Complete the responses.-
uSe. the words i!J_.brackets and the causative.
• 1. "You can't see the screen properly, can you? Maybe
you need glasses."
"I think you're right. I'll ........................:.............................. ..
next week." eyes I test
.· 2. "The ho.use looks a lot tidier than usual."
"Yes, 1....:.,, ...................................... ,.......... for a change."
the kids I tidy up
3. "How was the DJ at the party last night?"·
"Brilliant! He soon.: .....................................:::: ........ .-..... on
the dance floor!" everyone/ jump
4. "But, Mum, the rain'.s not that heavy and John's.
house is only five minutes away."
"I don't care. I won't .........................................;.. ..
your motorbike in this weather." you I riqe ·
5. "Look at you!"
"I know. I .....................................:................... in mud by a
car driving pas-t." ·my- coat /"c_Over
·6 Circle the correct answers.
HBForghe
Emma Watson, best known as Her-mione in the Harry Potter
films, recently appeared on TIME magazine's 100 Most
Influential People list. But it 1t1asn't Hermione who led to
her (i) beir"'lg /-be-tncludcd,--bu.t rather he-r vvork
promoting HeForShe, a UN campaign for gender
equality. ·
Emma is delighted (2) having I to have been offered
the chance to promote a ca Use _so close ~o her h~art and
said, "I (3) can't/ Wouldn't imagine an opportunity
more exciting." She believes strongly that all girts
deserve to (4) be I having been given an education,
whatever their circumstances, and that governments
(5) cou Id I may do much more to achieve this. She
has alre2dy served as ambassador for Carnied, an
organization campaigning to have girls in rural Africa
(6) educated I eduCate to the same level as boys_
Emma describes one aim of HeForShe as "engaging
governments, businesses, and univers!ties, and having
them (7) rnake I to make concrete commitments to
gender equality." But the primary aim is to (8) get/
'i~~
injure catch have men to openly declare their support for the
campaign. A speech she made at the UN soon had
men around the world (9) signing I to sign up for
HeForShe. The speech (10) has been I is being
watched on YouTµbe over seven million times.
Unfortunately, some hateful remarks about
Emma were posted on social media by
opponents of gender equality, but she
decided-she (-11) might/_should as well
ignore them. "If they were trying to put
me off, it did the opposite," she said.
141
~'."""
 VOCABULARY 4 Complete the sentences ·with the wOrdS given.
Make any necessary c'h;3nges ..

1 Which adjective can describe·SOmeone ~ho: l. set! stop I tracks I 111otion

a .. The unexpected sigh\ ..... , ............................. me in my
1. lives alone in a remote location? ...... a. dom_inant ...............................-;.o,;.

2. istoler<mt in their thinking? ...... b. intuitive b. My decision ........... '.:.,.::...........:... :: in .............................. .

.3. is easily hLirt! ...... c." rational a series of events:
4. relies on their instincts? ...:.. d. sensitive 2. acquisition I error/ knowledge I judgement
5. has' a strong person~lity? ··-··· e. persistent a. Cameron reads widely;th~ .. '......... ,..,........ :........... of
6. doesn't give up easiiyl ...... f. calculating .................................... is qf great importance to him.
b. Casting such a y~_d~g _act:Or -~s KinQ Lear was an
7. makes logical decisions? ...... g. i_solated .................................... of: ........ :........................... ·
8. tries to niahipulate people? ...... h. liberal
3. pave I make I transition I way ·
2 Tick (.t} the sentences where the underlined adjective a. Having been pro.mated, S-arr)·now has to
is correct. Correct the others. ........ ,.. the -~-~--··.-···:·:_:.:····:_ ....... ;... :. fr_qrn_ assi;>tant
to manager..
1. Fashion-conscious Maria keeps up with the latest b. This technology .. ., ......... c................... ./the
trends......... · -............. :.................... ::for _cleaner erier9y sources.
2. Work-impai~ed problems can cause stress .........._
4. form/ have I friendships { implications
3. The young environmentalist started a website for a. These farming regulations.,., ....... ,......... ,............ ..
single-mihded teenagers ......... important ················:···.-................ -for: anyone involved
4. Guide do6s are a big help to the visually minded .... : i'n agriculture. ·
5. You :Should use a water'proof camera w_hile b. Ben managed to .........~ .................. ,.... ,,. a few lasting
snor~elling .......
................. :..... :...... ,..... in college. ·
----·-··"· --·---
6. Price-related this supermarket is the best .......: 5. be/ bear I hahd/ mind·
a. Staff· ........... _.............:.... ,;.. on ....... ,......................... at
3 Forrii collo.Cati'ons with a word.from-A ahd a word the-museum to ~nSwer qUerie~.:
from 8. Then complete the sentences with the b. Parents should ...............................,... in
i::OliO·cations. _.......... ,..................... that the exhibition might not
be suit~ble for childr.en.
D recreational underlying career
visual-spatial higher · matedal 5 C:omplete the sentences. Use the correct form of
the w6rd given. ,·
lllJ skills education possessions
. The company makes ................................... for all new
principle prospects facilities
interns. ALLOW
' .
2. As many travellers kno\N, cheap air tickets and
1. You could improve your_ ........... comfortable seats sometimes seem to be mutually
/.......................... '. ....... by taking a business course. .................................... "EXCLUDE
2. Many students ta_ke a gap year before going on to 3. Our staff have a high level_ of ....
EXPERT
3.' The new ice ;;.katrng ''rink is one eXample of the excellent 4. Conflict within families is a ................................... theme
........-....................................................;......... in this area._.- in his novels. RECUR
4. rn a _consun;ier-led sociefy, ·great valµe is placed on the 5. The teacher has been accused of ........
acquisition ,.of ................................................................,...... . FAvouitrrE
s:· _ P1a-~i~g ce~tain-kinds of v.id~o ~~m~s can bOo~t our 6. A Joyv u~empl9yment rate is one ........................ .
of economic groiNth. INDICATE
6. The movement is based on the ........................ .. 7. This is a book of great ................................... and
.........-................... :··--···that everyone on the planet is equal. passion. -INTENSE . .

v12

KEEP
C~Vtflil'L~~~~
• "~t;:~· ~n~~
As the school day wears on, students are (1) inherent I
inclined to get restless and it's no easy (2) pursuit I task
for teachers to keep them (3) engaged I riveted. But one
maths teacher in the USA has come up with an
(4) innovative I adaptive way of (5) settling I dealing
_witll_\h_gpr:o.IJ~m of fidg~ti_ng_c_llilc]ren: s_he has had
pedaling machines installed under eech desk. These
devices were originally designed to provide exercise for
people who spend a lot of time sitting down, but_ they
. .31so seem to (6) promote I demorist'rat€ learning.
According to the teacher, pedalling helps students focus
on the lesson, particularly those with short (7) retention I
attention spans. This teacher has also reported a
(8) substantial I motivational imp-rovement in students'
performance on tests. If cycling really helps pupils solve
-(9~ crude i cofnplex-rnaihs-problen1s, pe1haps-all-schoo!s
·should (10) invest I allocate funds for the purchase of ·
such machines. They could be used across the
(11) curriculum I faculty to help students build up their
(12) memorization I competence in a range of subjects.
Write _the cor,rect particle to complete the se!nteilce:S.
·1. Which solution would be best ..... ,......... the long
run?.
. 2. By c~mpleting the quest, the player was able to
level ............... .
3. The committee's findings acted as a catalyst ...............
change.
4. I'm reading ............. on Fiji ahea~ _of_m;Y trip there.
5............... and large, there are more green spaces in
the suburbs.
6. :............. all intents and purposes, Graham is
running t_he department nciw.
7. The media jumped ............... conclusions 'regarding
. 'the reasons for their divorce.
8. When it comes to choosing a career, many factors
come ····'·········· play.
9. tlle-eme.t-gency serviCes w·ere .........
.-.;:.hand.with
medical advice.
GRAMMAR
1- Circle the correct ·answer.
1. The architect wasn't pleased about her proposal
being turned /to be_ turned down.
2. Last night we celebrated my I I being offered a
new job. _
3. To be accej)ted I Accepting at ihis university would
be a great achievement.
4. Some viewers object;ed to the newsreader being expressed I
newsreader's having expressed his personal political
views oh air.
5. They had meant paint/to paint the living room a
slightly paler shade of green.
6. I c.:in't call anyone because I forgot rechar9in9 I
to recharge my phone. · i
7. Astronauts must find it hard getting used to be I
to get used to being on Earth after a lofig stay in space.
8. Jessica doesn't have the qualifications getting /to get
a job in banking .
2 Complete the sentences with the correct-form of the
verbs given.
1. stand do walk
The patient was advised . ·····:·······--.·······--······-~- the exercises
every·day, hut she was forbidden-from-........................-.;; .. ;~---~,----- -
or trying.:... :................... .
2. joi-n become m·eet
New students are encouraged ................................. a club.
This will enable them ................................. new people and
pr~vent 'thefll from ...................... ~ ......... isolated.
3. wait set up advertise
The company has. postponed ................................... for new
staff as the manager has doubts about ................................ .
a new department She'd rather .................................... for
awhile.
4. hurt speak deny
There's no .................................. that Philip's comments
were unkind but I'm not sure it was his intention
................................ you. Still, I understan_d why you resent
to like that
5. not make sack get
Band members are complaining about their manager
........................ enough effort ............._.... :.................. them
a record deal. He could even end up ............................... .
6. pursue work support
The actress who won the award thanked her parents for
ajways ................................. her decision-................... .
acting. Sile said she felt privileged ..... :.::: .. ::...... :::.: .. :...... :on
a film with such a telented director.
143
 3 Complete the text. Use the corred form of the verbs given. i'"
,. .::_. . .:..;,:~--·.c.:.;.;~_, __ :;.:_···--_:_...ci;_~~-'-'"""''·-'-""0 -' """"'~~:.0"'-'-i-•·•~~-'-'..;_;.c~·~4f .

.Feelin8 Nost(;l{:jic
·--·· ;

' . .. . ·.· f4'

l r-·~ == . -~ J
.. r,~ve ~~~ ~~~r-~~~-~-a~~~sk~~bo~~tf~:I~. ~~~~~)a~~-f~.".".~ -~~".r.s.el.f

"I (look) back on a childhood memory i:an be bitter-sweet. As well as

~~,;;~;;~. ~; ~;~k~-~ fe. ~~:.~~f.~:d·(.~~;;·.;~~··N~~;j~·i;·ls~~~~;;~~~:ght

"i
on by.old photos, of course. Sometimes it's a particular song that's
playing on the radio or (5) ...•................................ (visit) a place where we
once used to (6) .................................... (spend) time.
Scientists interested in nostalgia today are continually trying
l 1 (7) .................................. (gain) insight into this very human emotion.
·,~ Research has indicated that nosta!_gia is beneficial .because it helps
:I (8) :·· ···:··:·················· ...... (meke) our lives more meaningful. Just because
·~· an 1nd1v1dual frequently feels nostalgic, rt doesn't mean they would
:.· . rather (9) .......... ·········.······ ......... (live) iri the past Instead it should be seen.
: as (10) ......... ........... . .... (constitute) a link between the past and the
;: present and thus making it easier for us (11) .............................. (move)
·1· on into the future. Nostalgia has also been shown (12) ..........

lJ---
'. (have) a physical effed on us: according to the results of one experiment,

go::;:~s ~~- aa:~:~'.e the~ody temperature to rise. --- .[

,_....._.,°""~.;w;~.- ... 'J\yw.mr,'\"'!'-:mt~~-~~~~.. -9W'·<?i·:-Sf\!l'~c\\'!~,"""!'""~~~-~~"4~c>,~ P'N•W4'

4 Cross out the· one option t,hat cannot be used in the sentence.
1. I will ac,ept the position as long as I in case-/ provided I don,'t have to relocate.
2. What will you do should I if I were you see Simo·n?
3. It looks \ike my team i_s going to lose. If Only someone scored I Would scOre /had scored,a goal!
4. Students shouldn't sign up for the exam unless I if I before they are ready.
5. If you had brought sunblock, you can stay I could stay I could.have stayed on the beach longer.. ·
6. The plane looked as if I if I as though it were going to crash.
7. Were I If only/ I wish I had more free time!

5 Complete the sentences with the correct form of th verbs giv~n;

1. If Charlie .................................. (go) to bed earlier last ni ht, he .............•..................... (not ke_ep) yawning now.
2. If anyone .... :, ............................ (want) to See me, please····'········ ..................... (tell) them to come back tomorrow.
3. ·Even if the oth~rs were ............... .
I .
... (decide) to go skiing next weekend, I .................................... (not be able) to go
'with them.
4. If there ................................. (not be) such good iecreational facilities i"n this neighbourhood, we ........................... .
(not move) here last year.
5, If we···············:· .................. (send) the kids to Camp Paco next year, ................................... your cousin .................................. .
(still/ work) there as a counsellor?

6 Rewrile the second sentence so that it means the same as the sentence given.

1. The singer regrets leaving the pand. 4. You weren't careful and you made so many mistakes
The sin9er wishes ......................................... ·····-··-···········---· your essaY! ·
2. People think the struaure was built over 2,000 years ago. Were ................................................................. .
The struaure is thought ......•................................................ 5. I hope the children aren't playing computer games
3. Ticket holders will be refunded if the event is cancelled. . 1 wish the children ................... :.................. :............... .

should .................................................. :..................................... . 6. The local authorities should have taken better measures
to prevent yesterday's flooding ..
Had ............................................... .

1_44
 ->·~-~-'-' '~~"''

··.;;__,

1 Match to form sentences. ·4'· _Compl"ete the- sentences. Use the ':"lords.given.
1. We c"an fjee ...... a. a mediaeval slte,_ relic~. L high sh~,rp acute
· 2. We can verify ...... b. a loose tile, support. a. There is a very ..................................... shortage of
3. We can sense ...... c. fa~, 9uthentidty. affordable housing in this city.
4. We can excavate ...... d.. a.wall, an old building. . b. The noisy streets of the city are in .............................. .
5. We can comply with ...... e. a thi'et, stolen goods .• contrast to the quiet lanes in the country.
6. We can secure . ...... f. th_e coun.try, a war zone. c. A .......:............................ degree of skill is required to
7. We can track down ...... g. rules, guidelines. perform these dance moves-.
8. We can tear down ...... h. tension, danger. 2. vast Strong strict
a. It's completely natural for -a child to form a
2 Circle the correct answer. • •••••••• c .......................... atta(h~€nt to a pet·.

. 1. Music-is an intrinsic I cultural part of life for this b. I've got something to tell you in ........... :................... .
tribe. COnfideilce. - i ~
c. A .................................. amount of monby has b~en
2. I was late for the meeting because of the traffic
spent by the city to improve air quality.
blocks I congestion.
3. He responded to my offer of help with .totat 3. single prime sole
indiffe~ence I uncOncern. a. Her ............:... :.. :........ ,....... intent in offering to help
4. The authorities must scatter I crack down was actually to manipulate-the srtuation.
on littering. b. The city a_hd its sUbu;rbs-are co~sidered a
5. ·in a·Wiri-win occa·sion I situatior;i, everyone benE)fits. ... .,;.... :..... :: •.................. entity. . .•. _.· .
c~Ii]g_c_athedral is a ......... .,:L ..........:...... c•.• example
•6 Helen's~ef~;.;!1:~ comply ,;,iththerules v;as a - - - - of late Gothicaithitidlffi · ·
gestur~ I feature of defian_ce. · · ..
4. IOOSe sloW ·caristi3nt
7. Amitjst I Barring any problems, We should arrive
a. The ................................. ,.. pace o.f life in a village
on tinie. . . .
does not sliit eVeryone.
8. initially, I was reserved I hesitant about accepting
the joboffer. · b. ~eing at.a ....................... ..... :: ... ~nd,.Miriam
decided to take a walk.
3 c. The tree house served as a ....................... :........... .
C'omplete the sentenc.es Wi.th phrases-fo~m_ed_-·with -
remind~r th.3.t fhelr home had-once been filled
the wa'r?s below; M~ke any_hecessary ·ch~~g~s; .
with children.
spring /mind pay I tribute rub I shoulders
·tip I balance tlirn I backs -p-rove I innocence 5. unspoilt natural original
1. ·After six years in prison, he ·eventually ·managed to _a. Most of the area has been develope'tj.bu_tsome
.................................... countryside can still be found.
b._The 17th-century fireplace is _one of tne
2. Ma_i:iy commuters are .............................._......................... .
............... ............ features of the t)Ouse _
public transport an_d are cycling instead.
c. When it comes tO a romantic break, P~ris is the
3. Friends of the poet gathered to ....
.................................. choice for many couples.
his work.
4. The fact that the hotel has two swimming pools 6. valuable close-knit welcome
........................................................ in its favour. a. People look out for each other in our small,
5. Mention natural wonders and the Grand Canyon ............................. ·:····· community.
I~;
immediately ..................... ,......._........................... . b. A quiet evening at home will be a
6. London Fashion Week is a chance to .................................... relief after my busy week.
......................................................... designers. from·a_ll. over c. The soldiers' letters home are a
:~' ' -the world. .................................... source of information for
a-miiltaiy historian: -

145
 5 Write the correct prefix or suffix.
1_. Pqhlic transport is almost ........._... ,..exi.~tent in th~~ _city/~~- my commute t-o wci!k-js a ni'ghtmare.
2. The huge ruby In the museum is price.... ,.......... !
3. A 1Oth~ceritury sword has been ........ :.. :...earthed just outside the castle walls.
'ii
4. The fragment of bone ·: ..:......... .integrated the moment it was touched. n1
5. In all fair.......... :...., the organizers of the eveht·didn•t have much time to get everything ready.
6 Berieath. the surfqce of-polite c;6n.~e-rs~tib_n:; there was- an ._. .. ;; ...._... ;.current of teriSion.
f. The team's defeat was caused by the coach's ...............guided decision to change their training schedule.
8. After all the chaos, ·we experien_c-ed a'wel_cOme-sense of ti"anqui-IL ............. .

6 Write the correct-prepositions and d~cle the. correct words t_o Complete the.text. . .. .
.-:.0-,,~-·-••...._~.C;"-<' ,:_·.. ,_, ,-~· ,,,;,-;;-;i<o/~>ijN..,,••'.t:o..fifr}!.Oj-.'.,fiWf@·~:i)i).lj§-1'.i;•iJJiWff'#fitffij~1®f§f¥\;:

~
THE ~GPt.lCA- Ur\JE lN Ut.ffA-BRlA-

l
.

~I
'
·..··.
l·
When eight-year-old Maria de Sautuola (1) ventured /fled into a dark cave in northern Spain in 1879, it was like
stepping (2) ...................... in time. On the walls she could make out unusual depic:tions of bisOn and.horses, later found
to be Paleolithic cave paintings. These (3) remarkably I inwardly well-preserved works of art had been created by
cave people over 15,000 years ago! . _ .
Not surprisingly, ~he A!tamira Cave, as·_- it is known, attracted niany visitors. However, hu~an activity was causing'

I~
~
I
1~
(4) irresistible I irreversible damage to the amazingworlcs of art and in the (5) drawn-out I worst-case scenario,
the paintings_ could even be destroyed by mold. The cave was closed to the .public to.(6) safeguard I commemorate .
<O• '"°'~"'
purposes.
•-"· "-" w« "°'~mo'~'" "'"' In .....•......, . >oM•M" "'~ ~= fo• """"
'I' Although the authorities had a (8) valid I vital case for closing the cave, people still wanted to see the paintings, so
I
I
l

~ a replica of the cave ii:iterior was creat~d and ·housed in a museum near the sit_e,- Everyone involved in this project
went (9) ...................... great lengths to make the (10) misconception/ reproduction of the cave walls and paintings as
realistic as possible. Their (11) painstaking I studied work paid off and the replica has been a huge success. Other t~
exhibits _on display at the museum include a collection · -- - · ~
of Paleolithic (12) forgeries I artefacts removed from
the cave during excavations.

·;:·~';\Aij-i%iji&f,$~~.$~~~~4'#AA•.-~A--·Y,'i\i',.~,:>j:,~%-"'"1' ,,. ~~'<1""""'.,.,,,,.,...,,

GRAIVjMAR
1 REL)\.TIVE CLAUSES Match to form sentences.
1.· I fongratulated the student to .... .. a. who the award had been given to.
I,l:ongratulated the student .... .. b. whom the .award had been given.

2. It was the worsening weather conditions···-·· a. which caused havoc on the roads.
The weather conditions worsened, ..... . b. that caused havoc on the roaas.

3. Make sure you do exactly ...... a. what your instructor tells you_
Make sure you do everything ..... . b. that your instructor tells you.

4. o.utside the room there was crowd of reporters-···· a. which the ministers had gathered.
A crowd of reporters was outsid~ th.e room in ·t· b. many of whom workeP for for~ign news channels.

~5. An organization has recently been set up ...... a. aims to help. endanQered·species.-
The organization they recently set up ...... b. whose aim is to help endarigered species.

6. The president ended her speech, ...... a. during which people asked questions.
The president gave a speech, ,..... b. at which point people asked questions.

7. I attended two lectures, ...... a. both of which were very interesting.

1attended several lectures, .. b. none of which inspired me to continue my studies.

146
 .:·•:,.

2 REDUCED RELATIVE CLAUSE,S Combine the _ clr~1e th~-\:9.rr~.~~:-~nsWe.;i·:

se~tences with a relative clause: _Then put brackets
around
.
the
--
words that can be'
.
l~ft. oUt.
1. The law makes (t easier to open a b_~.sin_e?s. It-was
· passeq last year. . Have you ever stopped to thin.k about the important role lifts play
.I.h.~.!o.f1'...!.'!'!.0KO..W.i!§!..R.i!:i:i~9..!i!ii.\.Y.?.i!D.. !T.!i'!.~~e.i.t. ..... ,. in shaping the urban landscape? The majority Of people are not
~€?11i.?.Lt¢J..9.P..?.!J..fL~M!?l!!.~~~'····_···········_····::··.·-~......:..":::·:·:...;:.-······'···.-:·-" prepared to climb (1) more I as many than five flights of stairs,
2. This island attracts many visitors. It is famous for its so without lifts,. office and apartment blocks would have
beautiful beaches. (2) much I far fewer floors and our cities would tend to grow
outwards, not upwards. In fact, it has been estimated that ii lifts
had never been invented, Lo.ndon would now reach halfway to
Manchester! -·
3: The wildlife photographer got some great s_hots of
the lioness. She was chasing a buck. (3) More and more /The more densely populated our citie~
become, (4) the higher I more highly their buildings grow. It
follows that the number of lifts is increasing (5) as rapidly as I
4. Students are reading the author's first novel. It was more rapidly than the population of our cities. This growth has
published in 1856. been particularly dramatic i.n recent years. Fifteen ye.ars·ago,
·····························································-·········;; ............................... ' there weren't (6) nearly /anything as many lifts as there are
today. Demand is (7) far I by far the highest it has ever been and
- lift technology is getting (8) more and more I the more advanced. -
5. The river is being polluted by the.toxic waste. This
Solar-powered and double-decker lifts exist already, and a
comes from the factory. .
horizontal lift looks likely in the future.
Speed is also of importance. The (9) faster/ fastest today, which
travels at 69 km/h, can be found in a skyscraper in Shanghai.
.. 3 PARTICIPLES Circle the correct answer. Most lifts are nothing (1 O) like as I as last as this, but they still
1 Having slept I Sleeping badly the previous night, get us up and down tall buildings much more (11) quickly I
Janet couldn't conc'entrate during-the meeting . .: quicker than would be possible otherwise.
- ' • -r -

2: -s_eir:g_"giyen I G_iv_en th_E'. r_ig_ht-kiii_d of..en_coL!~agem_ent, ·

the students wili' do well. · - ...... --- -- - --
3. Ac thick fog had descended on the town, made/
. _making drivin~·very-dangero~s. · .
4: Walking i Having walked along the beach, the
children collected lots of shells.·
5. Excavated I Excavating from a site· in Wales, the rare
- . ' '
coin is now in a museum. i _- ' _:_ - ; ·__ :_

6. Not owned I owning a car, he had no choice but to o~ · GRADABLE AND iiNGRADA~LE J>.01ecl"lves
takea taxi. Compl~te tile sentences.' use the adverbs giveri.
7. Trairi drivers have go'ne on strike, leavirig I having left 1: perfectly I deeply
thousands of commuters unable tOget to work. .· ' ': • '";<-~1'- '
"Parents are ..-...............c••••••••• ~.: ••··.':.~ concerned aboUt the
..

bullying problem at the school." .

4 .REPORTED SPEECH Tick (.f) the se.ntences that are
"Well, that.'s .................................... understandable."
correct. C6rrect the mistakes in the other sentence·s.
2. highly I utterly
1. Maria suggested to start a You Tube channel.
''Pam is ...........,..,...............,: .... convinced she's going to
2. our teacher warned us not to leave'our win The' Vo;ce!"
revision till the last minute.
",It's .....,..... ,.......,.................... unlikely she'll even get
3. They wanted to know how much_ did tickets through the audition!" ·
cost.
3. fairly I absolutely
4. Staff were ordered that they Wouldn't open
"It's ...................................... cold today, 'isn't it?"
any suspicious emails.
"That's an understatement! lt;S ............ :...................... .
5. They wanted to know what time the train left_
__f[~_~Z[!"_lg_! "
6. The authortold the reporteiheisn'\ affeCteiJ
4. rather I completely
by the bad review.
"Some of. the points in your essay a_re .....:...... ,:·-········:····--·
7. One driver blamed the other having caused
irrelevant." ·
the accident.
"I guess it's because I've been ........:......:.................... tired
and didn't concentrate on it properly."

147
 3 Choose the correct phrasal verb to complete each
response belo\(\I. ·

1· Write the correct answer. :WiPed.Out. StC?red ':IP got through

slipped up phased out Pill together
1. If someone has accumulated wealth, have they gained 1. ''Did it take long to check all the accounts?"
or lost it? .................................' .. "Not at all; we ...•..................................................... them
"2. If a belief is widespread, is it held by many people . in no time."
i
or few/ ................................... . 2. '.'Where did this list of recommended movies come
3. If a plan is viable, is it unlikely or likely to succeed? from?" . . · · .
·:'It was ............................:.... :............:.......... by.some
4. If someone is in distress, are they very relaxed well-known film critics."
'.o.r.very 5a d an.d \.'.'Jorrie
"d7. ........
.· ;····-·····-··-···--······-·
.
3. "How did a mistake like this happen?"
5. If someone's body is supple, do they move easily or·. ".Someone ......................................................... , I guess."
with difficulty? ................................... . 4 .. "What happened to this species bl rhinoceros?"
6. If two people have reconciled, are they now fri.ends "It Was······-·········································-····-···· as a result_of
or enem-ies? .................................... poaching."
7. If someone is deprived of food, will they be well fed · 5. ''Can you ~till buy thisrnedicine?" ·
or hungry? .................................... · "No. It was ......................................................... and
replaced with a more effective drug."
2 Cho,ose the correct word to complete each sentence. 6. "Did you have enough to eat _;,hen your Village
Ma~e any necE:lssary changes. was cut off by the storm?"
1. constrairi.t I reason "fortunately, we:d .......~·································:········'······
some food before it began,"
a. It stands to························'··:········ that the company
wOuld prefer someone/with e:<'pe[ienC·e to do
thejop, ... ' · ·· 4 CorTI.Ple~e the. seritences. -:use the cofrec-i: form of
--the_ word given,
b. City Hall _;,ill now dose early !Wice a week betause
of financial ........................:.........:.. 1. The_ freedOm ·my car Qives hle ...~ ..... :: ... ,. ......_. ....,......... .
the be11efits of cheap public transport. WEIGH
2: gasps I a surge 2. Collision with a large asteroid ,,Yould pose an
a.· The magician's· disappearing act 'dreW ······'··············:·· ............. thre;;t to the pla'net. EXIST
.................................... of disbelief from the audience.
b. News of the lion's escape from the. zoo unleashed.·
3. Gun control in the us is a .........:................ .
debated topic. HOT
.................................... of hysteria on the city's streets.
4. In thi1 article, it is hard to .................. :................ . i
3. di~tegard I ~erspective beivvee~ fad and the"auihor's opinion. DIFFERENT 1
a. Attending" the open day will give you a broader s.With its c~ntral froht door and columns, this
I
....................:............ ,.. on what the university has buildin,g ........,........... ,............... the colonial style of
to offer. · · · archi.tedure. EXAMPLE
b. The appalling conditions in the zoo indicate a total 6. knocked over by another player, Brad lay I
:................................... on the ground. M_OTION
I
···-·······-·········-·--······· ... f6r the animals' welfare. i ·1
4. match I measure 7. The polar regions are among the most
.................................... parts of the planet. HOSPITALITY
·a. Mosquito nets offer some ................................... of
protection ag.3inst rTialaria. 8. The price of meat is ................................... for many
families. PROHIBIT
I
b. Despite intensive training, our team was no 'I
.................................... for the other school. ·I
5. threshold I wake
a. These young graduates are ·dn the·············-······
of their careers and we wish them well.
b. T.he tornado left a trail of destruction a.nd
deva~tation in its ................................. :.. .

148
 '"'U" ,-~ '•'.K<W;.>.tlo~i_\~/~' 'c-~·_•_
.. ·_ _,_,__·_o_~C,~, _·_ ___.:" _ ___,_,' ;•.:_ ··~-~~~-c' '...L::~---'--

5 Complete .the ~ext. Use the wo.rds below~

stu~n~d narrow i~il-at'~ _spec_[~-~· resembied .. 'convey
mere maintain basis· capabili.ties proved - - f c_~ptive

Compared to other (1) ·················'···::·, ......... ,._.of whale, the beluga is relatively small, reaching a

BflUCA j (2) .................................... 6.1 metres jn leµgth (five times smaller than a blue whale). But what the belugas lack

\JUAlf .
~ in size, they make up for i~ vocal skills._ In fac~, a beluga once.(3) .................................... capable of imitating
. :~ human speech.
··1~·
.
-
·
. .
One day, scientists at a .US Navy :trai_ning facili_ty noticed unusual noises that (4) .................................... hiiman
~
.~·~-

:1 Ml~\1\l[S ,- { voices comillg from_fue whale enclo~µ_(C!. V{hen a diver Ij!ported hearing someone telling him to get out of the
~. . water, they .were abl.~ to.(5) .... ,._... ~.;:... '... '.. ·. ........ ,............. the sounds down to a (6) ················.····-················whale called ·N.-oc.
~UMAN
/ ~ This is not the only kn:own incident of a ~eluga whale sounding like a human. At an aquarium in Canada. the
l•_-5,l' ~ keepers (7) _.'.:·-·: .. ·:··.······::·········:·o···· th~t a w_hal~ ~~c~. s.aid his own name, Lagosi.

V01(f ~ The Navy scientists began rewar91ng_Noc with snacks w~enever he made human sounds. They were
.-·--~ (8) .................._...._.._........ ,... to discover-#iat_Noc was pro~ucing vocal rhytlwis and frequencies far clciser to human
.

~i
:~ speech than typical w~aie sou:ni;Js.._ · .
'""'
~:';
~J It shOuld not be assumed on the (9) .............................. L .... of this discovery that whales can converse with humaris, ~~-
~.) but it does raise several questions._:was Noc trying to (10) ..................;................. a message of so:me kind? D~ all \f'
whales have ihe-(li) ., .. :..~ .._., ......................... ability to _mi~c human speech or-is NOc unl(iue? bthei:- whale~ ·should
be. analysed for similar (12) .................................... to see if whales can really speak

11 6 Comp1'e-te the dia!Ogyes. use th_e-ve~bs ,belo~'. :·~ake·ar:iY ne~ess'~fY. Ch?ln9es.

divert qreed Withdraw :irlitiati;: p·ropo_se 'i

1. "WaS it ihe· ~tlld~-nts' idea to set tip a_ re~YC.iing ·?c_herne?" 4. -"ls.it t_rue you're no _lpnger supp_Qrting the
"Yes, th~Y ·: ............ '. . ~·-: ... ,........ ;'/:.it·~ ·- - · - candidate?'.' ·
,
. ._

'
2. "~o R8~ 9skedJe0 to mar,Y him?" . .. .. . ..· ;·-yes. YX~:v~ ...:........... ········-'- . oyr sPp~orL'j
"~~~--!-Hi=~..._..: .: -...~ ..... :......,.......:. yesterday.".
~--------'.,L•--··-'--="·=~-,.:··-~--',·oo·-, ,, ,---- , , - , , , , _ --·- -;•""' -- •,-
. -.. -:; _
••··~--~ •. _.- •.~•-·.---··'~
-, :_,: . 5._ -:''.ts_Spii_r)g the roating seiison~f9i_1h~~e~_b.iid~1·'.·: \;.\_. ·
"•••-••• .. ~'--; 0 '--:---,;\j•-~' i,;;--"--~~--:-~ .. --.:··:--·.-:·"~'-,-,~··--!,,__:_ •_·_.!:~:,.. .... ,'.::__._ ~,,'..'.:_,.-·_,,_._,_','-_•
3. "Did yo"u have.to take a different route because of the· oes. foey:.::::.,.:,.:./:.. ,::: .. ::.. :.1.:from-March:toJune."
accide1:i't?" · · ·' , · · --· · ·
"Yes, the traffic was.: .................................. .
/j-

GRAMMAR
1: 1 INVERSIONS Match to form sentences.:
1. Seldom do_ you see ........ · a. park visitors from entering the restricted con;ervation area' can wildlife b~ protected.·
2. Atno time should visit~rs enter~d the restricted c~nservatibri area; tha~ they began disiurbing the 0ildlife.
1

b the
3. Not only did we See c ·park .vi~itors enterin·g··th~ r_~Stf-iciEd c~·~:~e-~a#on a~e~, ,.~orltact a- rel rig er.
4. No so"oner had d. park visitors_ ~nt~i"-ihe restriCt~d conservatio~ area.
5. Only by preventing e. park visitors-~_11tering_ the restricted coriser:Va.tiOn .area· .
6 Should you see ........ f. park visitors ~ntering the restricted conseivation area, but they were also disturbing thev;ildlife.

2 CLEFT SENTENCES Circle the correct answer.

1. "It was unfair of the boss to shout at me like that"
"I •gree.All you did I All what ym.i did Jvlfh~t you all did was come to work a few minutes late."
2. "I can't find my credit card anywhere." . : ) . . .·. . . .
"What should you do I What you snould do is/ it vvas you who should call immediately and cancel it."
3. "Bullfighters wearred to make the bull angry, don't they?" . . . ..
. . "Actually, notthat the colour I it's not the colc:iurthat /the colour _doesn't enrages the bull. It's tbe m_o~~l]lent of.
the red cape." . ·. . · · ·
' -'-
4: "Maybe Steve can help you with your.problem.;, . . .· . . . . . :
h--
"The la!;t thing I want is./ I want last thing to I The last thing I want to do is ask him for help."
'
5: "You look like you've been sutfing all your life."
"It was only in college that/ In college only it was I Only In college was it I first started surfing/'

149
"
 3 Tl-IE SUBJUNCTIVE Rewrite the.sentences. Use the subjunctive.
•., .
1. l wani Charles fired immediatelyt
· · I insist ...............:........:................................ immediately!
2. The consultant thinks the company really ought to hire more staff.
The consultant-recommends ......................................................... more staff.
3.. The principal suggested that students should limit their use of Phones to break time.
The principal's suggestion is that phone use, ....................................... ,................ .
4. According to the law, the landlord must attend the signing of the contract.
The law requires ........... ,................·..................._. ......... present at the signing of the contract.

4 QUANTIFIERS Circle the correct an5wer.

1. "Have you moved around much I any, Grandmother?"
"_Oh no! I've spent my whole of I entire life i_n this small village."
2. '.'All I Each and every employee should have been told about the company's charity project." .
"They were told but very little I few offered to volunteer their time."
3. "You interviewed both I every of the candidates for the job. How were they?"
"Neither I Either of them had some I enough experience, so we'll have lokeep looking."
4. "Has the survey given you little I any insight into employee satisfaction?"
"Yes. The most J majority of those·questioned said they \/Vere satisfied with their jobs and a few I several ..
complained of being underpaid-." ·

5 DEPENDENT PREPOSITIONS Complete the text with the correct prepositions.

Future Trends in Health Care

Michael Snyder was on a flight to Nori/Vay when he was confronted (1) .............:..... :.. a .
medical emergency. He noted that his heart rate was abnormal and his blood oxygen
was low_- information based (2) '...................... data from sensors on his finger and wrist.
An authority on personalized medicine, Snyder happened to be wearing the sensors as
part of his research, which is aimed (3) .......... ,........... preventing a disease before it strikes
_through digital health monitoring. The readings struck him (4) ............. ,........ unusual and
he wondered what could account (5) ,..................... them, He feared they might be an
indication of Lyme disease (an infection transmitted by woodland insects), as he'd been
bitten by a tick a few days earlier. Untreated, Lyme disease can lead to brain damage
~nd heart failure, so Snyder decided to consult a doctor immediately on landing.
(6) ............... ,...... effect, his "suspicions proved correct, .and he was 'treated quickly and
;'successfully. Snyder's insistence (7) ...................... wearing the sensors probably saved
i • ' - •

his life.

. .
6 PHRASES WITH PREPO~ITIONS Replace the underlined words in the sentences with the expressions below.
in all likelihood beSide the point put" on hold few and far between by any chance
1. Whether or not I'd accept the job is irr~levant considering it hasn't been offered to me.
2. Our holiday has been postpon~-d indefinitely i.n light of Dad's op~ration. .
3. Jobs in the travel industry <!fe haid to find these days.
4. Could you ~give me a lift to the railway station?
5. The football dub will, more likely than not, decide to look for a new manager.

150
.
\
 --------~------· -·------ ·--·~----~:..._ -·-·-~·

\;i~l~#f{w;\tl5B_~,t~B~\~

I
UNIT 1: Present and Future tenses
PRESENT SIMPLE AND CONTINUOUS, PRE~ENT PERFECT SIMPLE AND CONTINUOUS, FUTURE SIMPLE AND CONTiNUOUS,
be going to, FUTURE PERFECT SIMPLE AND CONTINUOUS [PAGES 10-1_1]

li"!l'!ii;~IJ!l!!iY §!Mli"ibii;
a. a habitual action or regular occurrence I meet my friends for coffee every Saturday morning.
b. a general truth, fact Wisdom comes with old age.
c. a state My father owns his house.
d. future timetable I schedule .school starts o~_ 1st September.
e. a declaration We a·polog.ize for any inconvenien'ce to travellers.
f. a newspaper headline Fire de_s~rc;>y~ locql landmark!
!' g. n_~rrati~·~.- ~om~entary about a sporting eve~'t, joke, etc. 1
He kicks the b_all and it's a goal!
h. instructions .·You lift the lid .and then clean the filter.
IP'!::!i>:i>ll:llll'lr C@llll"l!'BH1illll@O,i!!i
a. an action in progress at the time of spea~ing The chi~dren are pl_aying outSide now. __
b. a temporary situation \he_ road is ~!osing for twq da~s for_ re_pairs.
c. a chan~ing I developing situation More and more people are shOpping o"nline.
d. an arrangef0ent 0.r plan for the near future T~e_ weddi~g is 1:aking.·p1ate in L~ndon this ~eeke~d-.
e. with always~ forever, constantlY, ...etc, for_ ar:i a.ction-that He is always complaining about his job.
happens very often (usually ·a criticism or a complaint)
•--•_- "'•'° .
~-~""°'""'-='<{"~'-'""-~''"''"~--=:=,c~ ...,,,.,,,~-'_-'<T."";o,,;<;"~"<'-"O<,,','.''°-C'_";;;c-;_-c_-,•;:•,•"",;=-.-,";,:~."C•~•.;o,-:r;>_•R

TIME EXPRESSIONS
l,. ., -Ii resent Simp)e: a!wa·ys, ofte_n, --~~~~lly, ocCasi6rially, som~tlffies~ rare1y;nara1y-ever, SCarceiy~-neve-r, every week,
once I twice a' year, on Fridays . _ . . .
ei Present Con'tinu9.us_:_now, right,QOW, atthe_moment, today, tonight, at present
with a future meaning: this week, next week, tomorrow, sooh, on Friday
NOTES
1. The Present Simple form of be+ adjective is used to describe character.
John is stubborn. He isn.'t flex}ble wit~ -peop_le: (he's always stubborn)
2. The Present Continuous f_orm of be suggests th_.3t somebody is behaving a certain way at_ one time or about one thing.
·Sarah, you are .being selfish. Let you~ si~e~ ha~E: a ride on the bike. (behavio1..,1r at a particular time)
~Tffei.Tiil!E V!Elffili'l~

1. Stative verbs refer to states rather than act.ions and are not usually used in the.continuous form. These verbS~express:
senses: feel, hear, see, smell, soun~. taste
0

mental_ act.ivitfes: appear, believe, consider, depend, doubt, .expect, feel, forget, forgive, guess, hope, imagine, know.
mean, mind, prefer, reaiize, recogriize, remember, seem, suppose, think, understand
a possession: belong _(to), have, owe, own_, possess

0 em?tion: adore, desire, dislike, fear, hate, like, love, need, _want, wish
measurements: cost, equal, measure, we~gh
2. Some of these verbs can be used in the continuous for~ when the meaning changes.from a state to an activity in progress.
I have a new car. (possession) l think it's a great idea. (opinion)
I'm having dinner with Peter. (eating) I'm thinking of buying a new phone. (considering)
I feel that I've made the right choices. (opinion) Do you see what I.mean about teamwork? (understand)
Are you feeling ill? (physical feeling) We are seeing Helen on Saturday. (meeting)

151
 l!'IR!IES[l;lill'l/' l!'l!lllllll'l!iCT !>!il>lll"!.l!E

a. an action that took place at an unstated time in the past ·1 have in_vited Jill to the barbecue.
but has present relevance I hav·e just spoken to Danny.
b. an action that happened several times or repeatedly in They have spoken to Liam several times this week. :
the past . . - ' . :
c. an action that began in the past and continues up to ·. I have known her since we .s·tarted school.
the present (usually with stative verbs and for I since) .We hav.e- fived_ here _for five years.
d. to talk about recent news The·ma_yor_has announced a n~w s~heme for_ parking.
e. after superlatives and expressions like: it I this is the first I This is-the first time I've n-iet John's cousin.
second time
f. for unfinished time periods ---1-haV~d·t visited her yet.
i>liiileSlllill'!"' il'llil!ili'l!!<!:'li' <!:@lillTllill11.11'1H!lS
I have_ been watchit-ig a film fo-rtwo hours. . ~
a. an action that began in the past and continues up to
the present (usually with for I since) ..~
b. a longer action that has just finished and still influences ~e is tired because heh-as beeii studyi~g sini:e ·1 Oo'clock.
the
NOTE
Note the difference betwee_n been to and gone to:
has been to = werit and came back She has been to Paris. (She's back now.)
has gone to =went_ and is still there She has gone to Paris. (She's still in France.)
TIME EXPRESSIONS
• Present Perfect Simple: just, yet, already, ever, never, lately, recently, so far, always, for, since, How long, today, this week I month
"' Present Perfect, Continuous: for, since, all day I morning, How long, ever si_iiCe, for a ~hile,_for long, lately, recently
''·"': - ..-,_"
~'·

i'fili"l!'l!illl'ill!l !il!MIF'Ui

a. a_predi_~t_ion or warni'"!g for the future 'rhe neliv bus system will offer cheaper tran;port.
b. an event considered certalri - /rhe e"'.ent-~HI ta~e- place on-1_2th May._----:
c. a decision I offer made at the time of Speaking I'll cirisw€r ~he"·phone. .
d. opinion or speculation about the future after words such as: I think Sally \Nill win the comp~tition.
expect,· know, suppose, be sure, promise, think, believe,
probably, definitely ~.

!'l!!l'lli.!!iilfll '1:©!0ll"o'lffil!!l@l!il!il
a. ~n action tha_~ will be in progress at a certain time in the ·tutu re We'll be relaxing at the beach between 3.00 and 5.00 pm
b. an action tha~ has been pl_anned or pre-arrang_e~ _ I'll ~e_:_p.erfqr~in9: ~ith. the c~o'ir ~e~t (T)~~t~.·
c. what is expected to happen at the moment of speaking or She: will be giying_her speech any iTiinu.te now.
thereafter
"
-" d. a polite questio0 about somebody's plan; Will you be n,inning the marathon next we_ek?
li>e !!P®H"fifl w
a. a plan, intentio~ or decision about the future We're· going to arrange a school reunion.
b. a prediction based on present evidence Judgihg by the clouds. it's going to rain today.
11'\Wi"<!il!<fll IJ>l!i!>JIFIJ;~ ~l~Ji!"i!,!<

a. an activity that will be compl.eted by a certain time in the future . I'll have finished the book by tomorrow.
b. a period_ of tlm.e _t~at will be completed in the future Next month, Tom and I will have b€en friends fcir_20 years
c. what we expect to have happened already Sam wi'ii have finis~_ed his inte,rview by no"'.f.
i'l.IT!!llll!I!'! i"IJ;l1!"'1!i<!:'ll' <!:@lllll'!"'!O'llllJJ@IWii> ·t
~
)j
to emphasize how long an activity will have bee_n going on By the time we finish, we will haye-been working
a specific time in the future on this project for four months.

152 Gr,,mmar Au>P""<lln:!<

_J
 ------------~~~

,,•• '.'"·-, ____.,,_-•. ,c_-,~-·f·-- •"''''·"'""'·'"'·'~·-

l!!Xil"iill!O!liili!®il!ISJ M'll'llil i'l!IT!.111111< MUlilliOOJ(;

be to+ bare infinitive

a. forma! sch_edule, arrangement The group is to meet for lunch tom-arrow.
Ii b. future obligation Members are to pay their fees by Friday. (formal)
c. in headlines - future event possible (without be) Prince to marry in _June!
be about to+ bare infinitive_(= g~fn9 happen very soon) to The show is about to start.
be due to + bare infinitive_(= expected) The plane is due_ to land at 9 pm.
/Jeon the verge I point of+ noun I gerund (=likely to The footballe-r is ~nth~ verge of signing a new contract.
happen soon)
-~---"-'-""·''""-'•='"'";

NOTE
Some time expressions (temporals) and some conditionals are followed by the present tense although they have a future meaning.
(See Unit 6, page 160.) ·
Call me if you need me tomorrow. Take an umbrella in case it rains later. Let me know when Tom arrives.
'

UNIT 2: Past tenses; would fused to

PAST SIMPLE AND CONTINUOUS, PAST PERFECT SIMPLE AND CONTINUOUS, would I used to [PAGES 22-23]

il'A'5'll' !i!Mii>lb!O

a. actions or states (single or repealed) that finished in the past The director considered 1O actors before me.
b. narr~tiOn of sin9re p~st actio~s in th~ ord~r they .occurr~~ Th~\hi~f P·u~h-;c:J" m~, st~-,-~ mY bag and r~n aw·ay.
'
c. after expressions like it's (about I high) time and would rather It's high time they m~desom~ changes around here.

l
followed by a change in subject, the verb is in the past bul I'd rather you.didn't smoke here.
the meaning is present qr future
- d. -'..Nfth-be_ to Lvhen-de;ci'-ib:ng-something that- actually-happened,
1
Greg-started-!.n-amateur theatre.-Pu~_11vithin_-a year he
but that. w~s in the future at a particular point in the past . was .to ~ecoriie a famoUs_Ho!lywoo-d aCtor..
ll"ffi>.$0 tb<llli'~iflOOJl!!J(J)IJl:l;
I
a. an action in progress at a specific time in the past She was reading a ~,oak when he phoned.
(often interrupted I incomplete)
I b. an action or situation described as background to a .mo~e It was ra.in.ing heayily as We se~ 9ff on pur journ_ey.
important event
c. a temporary action in the past or an action that was changing From 2012-1015, I was stGdying at university.
or developing
.. d. criticism of a past habit (with always, forever, constantly, etc.) Wh~n she was yo'ung, Lucy was always arguing with
y .
people.
e. polite request pr suggestion We were_J,ondering if you coul_d,.h_elp us with ·our project.~
r_; f. ·pians that did not happ~n or expectations _that_ were not. fulfilled Sally Wa~ hoping .to-have-_an ·an~~er by now. - t
g. to describe past arrangements that may or may not have taken Andrew was meeting friends so he too~ the bus to town.
. place
i ll"ffil!ia ll"ll!lilili'Ol«:a !iiM!ll'll.11!

a. past action or situation completed before another action By the time the bank opened, a long line had already
or .time in the past fom~. · ·
b. to make the sequence of even,ts c_lear Af~er John had cut the vegetables, he made the soup.
c. with the first time I best I ever I never This was the first time he had travelled abroad.·
d. used after certain time words to emphasize that something We got off the bus only after the driver had parked.
was I was not completed
e. unfulfilled wi_shes I plans, often with: hope, plan, wish, expect, We'd hoped to win the game, but the other tea;,, played
Want,-think about,- mean-to----------- - very .well, so-we.lost.____ _
i>"':lOo ll"l!<illlli'l!i<cr Cr<llill'll'i!illl!IOl!il:§

a. continuing or repeated action or situation which The chef had been cooking for hours before the
c?ntinued up to a point in the past restaurant opened.
b. past action that was still relevant at a point in the past Vicky looked tired because she had been working since
or caused a visible result 7.00 am.

153
 TIME EXPfiESSIONS
• Past Simple: the d0y before, yesterday, last week I month, in 2010 I July, the other day, when, whenever. then, not until,
later. after I afterward~. b,efore I beforehan,d.• once
. ., Past Continuous: while, as,.citthe time
e. Past Perfect Simple: by the time, by, aft€r, . before, v\'.hen; as soon as, already, no sooner ... than, jLJst, for, since, till, -until

• Past Perfect Continuous: for, since, all night I week, Hqw long
NOTES
1. Remember that stative verbs are not normally used in the .continuous forrn: .
I didn't understand what Sara meant. (not I wasn't understanding. I<)
2. The phrase was thinking of refers to something currently being planned for the fyture, but which is not yet definite.
I w9s th_ir1king of taking ·a cooking co~rse.,
\f'°"""'''~="-'=~~.,-,x;,""~'""~.=--~r..,,;c-,-;co='7-==-"·"-"""'°"'""°~-;;==·==<""·==c<co:,o'"'-'°"~·r.,.-_,.,;,_..,.,=.~\=~=I--.O'"''"'~ "·''''"'='°'""~''"'~""'"''•''""''-~,,.,,,,~_.,.-,,,,;,·;-;=-'-='°"-c.">r..'-'''''-'-="''=·';12or.>.-;·:'"~"'~=7~'"'"""'~ :;-•·,.,--.,,""""'"'~-~'""'.::)

f1!1Seg§ ~ /. Mff@EIBB&
a. Used to and would refer to an action that happened regularly He used to I would paint at college.
in the paS:t, but no longer happens. We do not normally use I did~~t us·e to enjoy crosswords. (but I do now)
would in the negative or question form. (not: wouldn't enjoy I<)
Did Y?~ Use to r~de your bi.~e tO sch~cil? · .
b. Used to also refers to a past habit, state or situation (would 1 us·ed to-likE: c;hocolate, but now I prefer crisps.
cannot be used here). Did~u-~-·~ I
1
'""""''@
a. Would is used. to.express "future in the past" - a p~st action In 2005, I tra.velled to Italy, where I would spend th~ next.
that had not yet happened .atthe time of speaking. 1Oyears teaching English. . .
b. WOuld is used with /iOtto e·xd.ress refUs-~I i~'.fhe·Past. ,Although 1. asked politely, the doorman would not let me
ente~ the 9uilding before nine o'clock. "
''=-'"""""'"'''-"'=-"'="-=·'-~=-=.co==--"'--'-'•=.;-~=-"'="-"--"-·~~'-'-=-"'c"'-''"'-O-'"--'"'-''-"''-'~~'=-'----"'-'-"''·"='-"'<•-'-''=·

NOTE
Do not confuse used to·+ bare infinitive with:
O!I bi= used to+ gerund (be accusicimed to something) I am used to staying up late at night.
"' get used to+ gerund I noun phrase (become accuStomed to some·th/ng) Are you getting used to iiVing -in~· big city?

UNIT 3: Modals, Semi-modals, Modal Perfect IPAGEs 34-3sJ

M®l!!lffello$

Iican
~ a. a general ability-in the present or future Ann_ c.an read_ Fr~~_ch, but.she can't sp~aJ( it fluently.
~ b. an.. i~f~rmal r~quest, offer, Permission can l.b?rrow a :pen, .p1ease?
Ca_n l help you '1vith your sliitcase?
You can .~all_me wh~never you want.
c. to make statements or criticisms sound less definite He can be bad-tempered cit tit'nes. ~
ll
can't i
F an impossibility or something hard to believe Jill can't be at hOme now beci?use she works every day. ~ .
_, ~

couid ~
a. a general_ ability in the past My mother could sing well as a child.
b. a possibility She. hasn't called
. . back-
. . she could be busy.
c. ~ .P.<?_!i~_e request, askin~ permission_ Could you op~:n_.t,he door?
d. a suggestion I could ask Dan io get us tickets.
e. with~ ~~-mparative to express possibility YoU could b~· ~6r~ polit~ when you answer th~ phone.

154 • Gwari'"''" Appei"!diJ< I

Jlli
,........................ . .. ,,._._, ;·•-• -~"' ""·"''"=·~~""~·='-"'~""='·'"'"~-··-"'~·-~··-''~'''"'''"'-""·'··~' "'''·'·' .c·.c-·-' ·,c"'"'"""~"'"';.c;=-"'""·''""~'"''-'··'~' ,,,.,,,_._..~,"'-~~"°'"'""
I
couldn't
I'
a. a negative supposition or deduction
b. ~ith c~~~ara.tive adjectives or adverbs to express
1mpossib1hty and for emphasis
.
They couldn't still be playing. The game finished an hour ago.
.
"Is the hotel nice?""lt couldn't be better!" i
iC------------'----------------------------------ri
may I might [i
a. a future possibility The school may I might agree to .your idea_. j
b. a polite request I permission l\Jlay I have your attention, please? ~
May I go now? I
c. may is used to express formal wis~es and hopes May you be happy together! l
d. might and might have can be used to make a criticism You might tell I might have told me before taking my l
sweater. i
e. to make a suggestion or give polite advice All of the tables have been reserved, but you might try the ~
restau~ant down the street. __g
f. may I might as well (informal) when there is nothing . missed the bus
we·ve' . so we may I might as well walk . h6me. ~
bett_er to_do, or when comparing one unpleasant situation The weather in Spain is so cold that we may I might cis '!'Jell
to another be in the UK.
will j
~
a. future certainty _or a prediction I'm sure you'll find the boOk fasC:iniiting._ - iJ
b. willingness I a spontaneous decision Come on. I'll drive you to the station.

won't
a. an offer I invitation (formal) Won't you take a seat?
b. refusal I don't care vvhat you say. I won't do it_

would
a_ a polite request Would you turn down the volume, please?
~,_pa,;tna_5itpai actions :-V'Jhe_f! ~ p_~ay~~ bask~ball,_-1 -W?uld pra~ise_e~ery day.
c. past .form 'of wI11 She hoped he would write to he-r: '.
d. to stress that an action is tentative It's pc::issible Shelley would have· a map. "'
~

e. to express refusal in the past We asked him nicely, but ~e vvouldn't help us.
should I ought to
a. an obligation, recommendati~n o_r a9~ice Everyof!e should wear seat belts in the car.
b. probability or What we expect to h.appen. They sh~uld arrive Within the next hour. }j

c. a polite way of introducing a suggesti9n Should we vvait for everyone to arrive? ~;/
•;

d. when something is right, expected or to show strong He paid back the loan. I should think so too! \
agre.ement - ~

must
a. an obligation I recommendation You must drive rnore carefully:
b. an obligation imposed by the speaker rather than rules I must go, or I'll miss ·my train.
imposed by others
c. for positive logical assumptions/ deductions He must be delighted vvith his birth~ay present.

mustn't
prohibition You mustn't park in this street.
need I needn't
necessity or lack of necessity(== don't have to) You needn't work .!ate tomorro,N.

shall
a. a polite suggestion or offer of help (with I or.we) Shall I prepare .dinner ~onight?
b~ future (With-pfOflODnSJ br We aS-sUbject""' formal) -Shall we meet outside-the cinema on Saturday?
c. in rules, regulations and contracts The owner shall refund the deposit at the end of the
rental period.

155

:ilEMM1!11<1llll!l.iii;.b§
be able to
a. general ability(= can) Can be expressed in all tenses.
b. a specific past ability I managing to do something
despite difficulty
c. after modals such as may I might and would I
should and after verbs like want, hope or expect
have I has to
(external) obligation or necessity (can be expressed in all tenses)
..
Will you be able to go hiking on Saturday? ;
Despite missing the bus, I was abie tO get to work on time.
Sue might be able to suggest a good hotel.
Lucy h_opes to be able to visit us soon.
We have hand in our essays today.

'0'''""'"' '""-""'''"' _____,,.,"-'"-""'"'-'"~·'"'""''"'"''"'•'"'

OOHl'!llll!IAI!. li>!!i&\lfl'lli<t'll' Jmodal + have + past participle)
must have
logical. assunlption I certainty abolit a past action There's no light on. They must have gone out.

can't have
when we are s_ure that something did not happen He can't have heard the bad news yet.
.. may I mightlrnuld have
1 uncert.3.infy about a possible past action (we· are guessing) ·Ann may have· meritiO-ned the meeting, but l'r:n n6t sure.

could have
a. when we had the ability to do something in the pasi but We could have gone to the cinema with some friends, but
didn't do it we decided to stay at home.
b. uncertainty or when we guess becfjuse we don't know It could have been Sara who called. I really don't know.
couldn't have ~
a. to exp.res~ :surprise or ·disbelief Torry ~ouldn't hav~ s.~61~~ th~ money!
b. with comparative adjectives. · Luc.Y couldn't have been happi_er with her r~sults ..
should have I ought to have
a. when expectations were not fulfilled A!ice should have cal le? by noW...
b. when sensible advice was not followed You should haye apologized to Thomas.
c. to express criticism or annoyance You oughtn:t to h.ave lost yoiJr temper.
would have
a. possible event which didn't actually happen A blood test would h~ve indicated an i~fection.
b. willingness to do something, but didn't I would have gone·tci the party, but I felt ill.

needn't bave
it wasn't necessary to do something (but it was done anyway) You needn't have left a tip - it's.included in the bill.
What beautiful flowers! You n.eedn't have brought a gift!
will have
an action that will be completed by point in the future By tomorrow, my teacher will have-given us our grades.
"-"'----··
NOTES
1. The past participle can be.omitted in spoken English where the meaning is clear.
"Did Greg paint this picture?" "I don't know- he might have."
What a lovely gift-you really shouldn't have!
2. We can also use modal I modal perfect+ be+ verb-ing to make a guess or draw a !oglcal corlcluSion about an activity in
progress at the present time or in the past
Tim could I might be waiting for us at the bus station. (ti's possible he's waiting for us now.)
Sally's exhausted. She must have been working late again. (She was probably working late.)

156 Grm1m1"' APl'"'"lil!

.~,' r
UNIT 4: Review of the Passive; The Causative [PAGES 46-471
PASSIVE ·.
· .·
. . ~-~=.·.·
.• > ...-.·. . .•. •. . ·~.--.
ACTIVE ·.. ..
·.·. . -.~c:O-.-~"~~=~.·· ·/-~~~--~~~~~-7rn~l

. ' ,--- -. . '· -. ' - - _,

.
'
. PASSIVE
-
-·
·
'.
· :!
~

~~ PRESENT SIMPLE .. ·;:·_T.~ey .gfp~.-.\IY_~e:a1}_n :'~~~ada,_: W~e~t, (s .9~?,"."'~ in S,a_nada. --

PRESENT CONTINUOUS -- Th~ii~l~i~p~jf;ri~~yt1r. • Myca;i~ being repair~d. . .. '

. ::~ES~~:~:FECT S~~~~.•ftl~l~lJ~d~~~~~ifJ~i~'.····-·· .~~:~:~le~:;~;;;df;~.d~:•··.. - ..

PAST CONTINUOUS . They w~re. replayin!'} the video. The video was being replayed.
PAST PERFECT SIMPLE .. - . vve'had~(;~p]et~d th~assignment Th~ as£ign;riert ha{b~~n c~-~plgt~ct
FUTURE SIMPLE - --- ·::- 1_~ff1 ;;~[ii.[il;£~5s~y:> - ' . ···' .. The \'ssa~ ~i~ ~~ ;~~ii~~~·s.;;sL;::
FUTURE PERFECT SIMPLE I will have submitted the.article. . The article will have been submitted_:. ..
--- ··::·•.c.··········"•·· -• . •.. . -- ' .. •. ·... •'· .• ·-· .• , •••..., .• _.•, .•."... -·

.~:::::L
-i

----~ ~:i~Yi~~~fJl!~~Rt:!::Y-
.
--'°"c:--::--_~.,,. .':·;·:---_,·;-~'----o·:-:·-'.-
•····-i ..
..T-: -:-;-.':"~-,-_., .. ": ·,·::·:--.-r----·:-··· -- -
~:~~~~f~!E::=tff;:~1qi'~!~n{Y I
-· --, ·· ~ · -:·-·c------ --- -.-··_ :·- ....- ... .": ..·"·,,- i''•7'_c:C·'.%:,._""' .. -
·-·;·--::;.-.~_\ -~

I
r
H MODAL PERFECT
GERUND ______
·You.should
i~~}~pe9pifihri~tf~~~trn~
have maqe a ~orripl•int ·
' .·...
A complaint should have been ma.ct.~. .
lhat~~beirig5c~~~t~dat\ ,::.~~;: ·.·..· .•
!
l
!t!Nf1NITIVE
PERFECT GERUND
. . .·· .·I.-.didn't
1.~. T. •.~ii;bcexpect
..t.r._· l·a~.".them
-.ha\(·'.-.n~.J?.)ci
to contact. .rn. e}~e·n··°'\ftls·..
me so soon. I didn't
1 re. me. m.be. r.·.h.. a.vmg·.·
expect con_t~ct~tj.
. .J. . o. . 1.d·!. .h.·~'?·soon.·
to bebee····.n ..·..··s . . · /.:.-.. .· ·'.
·.·.·.·.··.·.:'1.•.·.'.·."'.·•
.- l

t -PERFECT INFINITIVE

NOTES
· . · I a,,; pl;as,~ct the;l:ia~e iriclud~d Ip-., in .the
~n t~e ~~e se~~~L. <ff~~J~~~.;~~~-.- ·-- ,~~,,_-~---=~~;;e.,=-·~!~an_~!~:~~~- ~·~~-~~-==---=='=-~·-'·- ~r·:·;:::~L. -::: :~-]
I am p!e 0sedto have been in~!u~ec] in the il

1. Future Continuous, Future Perfect Continuous, Present Perfect Continuous and Past Perfect Continuous are not used in the
passive. For these tenses, \o\'."e use the active voice or find an alternative way of expressing the same meaning .
. 2. We add !JY.:':i'9.~nt:
e when it is important to-stress the agent

The play ~as written b}i Shakespe~re.

"' to introduce new informatio_n not previously mentioned in the sentence
We were contacted by the representative of an online store. ·
0 to refer to a method or course of action wrth by+ verb-ing
Our school can be improved by building an arts centre.
3. Passi_ves are sometimes followed by with:
0 when talking about materials or instruments
The injection is given with a fine needle.
"' after participles such as: packed, filled, crowded, crammed, covered, surrounded, decorated
The walls of the house were covered with Christmas decorations.
4. We generally omit' the agent when:
it is unknown, obvious or not important
My car has been stolen. (we don't say by somebody)
Paul was arrested. (obviously by the police)
She was advised to book her flights early.
0 it refers to people in general
Spanish is spoken widely in South America.
e we want to stress processes or events rather than who causes them

The test results are sent to your doctor's computer.

5_ When the active sentence has both a direct and indirect object, we usually begin the· passive sentence with the indirect object
(the person}.
We gave Ann a CCirTipU-ter-game. _.- -Ann-was-given· a computer game_ (less common: A-·computer game-was-given to Ann.)-
6. The particle that goes with phrasal verbs must be included in the passive form of these verbs.
She turned down the offer. --Jo The offer was turned down.
7. Some verbs (believe, consider, expect, know, say, think, suppose) are followed by the infinitive when used in the passive.
He is considered to be an outstanding musician.
The room was expected to be available today. (We can also say: The room was expected to have been available today)

157
, .
.
.

\~11'iliiifiJBlllT1tit11

'F<ll!E CAl!Jl5ATl'll'IE ffii.O\!ll)l ll<l!l<Ul.TE!lll li'l'.llF!MS

The causative is used when we employ someone or arrange for someone .else (an agent) to do something for us.
ff·~=-=-=---~-~===-o-,==-=-o==--=-.-·=·""==-=······~--=·=''"·=~•''"~-"'~'""-"""""'-'="'-:='===·=.L.'O>.-...c't>==°"~''='-""'==·~""'"""""'·'~~=•"'-'-~-·'-• ''·''"'"--'"""·"'="'•'=--==~

i Ti'IE ~l\ll!iA"fi;gj;i . j
I have/ get+ object+ past participle . . . l
~ when we employ I arrange for someone to do I ~Hl__ ha~e th_e 'parcel cte.liver~d tOmorrow. ~
~ something for us We are Jiaying renovations'done in _our offices. ~
!.
~--
I got mycomputer fixed. (more col/oquialj
I must get niy passport renewe_d.
I
have+ agent+ bare infinitive
when we mention the agent I person
get+ agent+ infinitive
'
.·

.
_: __

-i had:Qa_v~ deliver-the.parcel.

_l,got::6ave _~o·d-€iiv_er'the parcel.

..
:,,:_·.

-
' ,- :
) ' '.

..
1
when we persuade someone to_ do something for us
i have/ get+ object + verb-ing 'i
ij . . . . '
p a. when somebody causes somebody I something 1_~11 have_ y°:u d.riving a ca_r i_n no· time. (I will teach you to drive a car in ~
~ to do something a short time) ~
~
I b. when consequences are implied
_--~ .... ------- --·-----·· ... ".........-...--- _ . _. -~'· -~i.t~!~.!:]~~~1e_s~:5~~---l~~:~,~~~~. . ~~-~--us l!_~en_i~~ wit~_interes~.
· Once ~h.\' ~ppeared on a. reality sh.ow, she had people staring. at he.r
_____ ___ i!
j
I~ . c. when someone
._
won't allow an actiqn
"".'h~r.e~_er ~h_e ~-e~t._. .
I wci~'t__ h~_ve you !e_civing d_irty clothes on the floor!
_, . . . __ __ .
;.
~ have+ object+ past participle (have something I
* happen to you) I
~ sometimes used instead of the passive when referring Sbe ·ha·d_her te1e_Vision stolen la-st night (Her television· was stoien_)_ !
~ to an unpleasant or unexpected experience. Here the . - ,__ ·' · - I
~ subject did not cause the action. ·l

get+ object.+ past participle . .,, .· .. · .. · . . :: . .. . . . I

~

when the subject of the sentence does something She go,~ her_ sh\rt torn when_ she tned t<;> .climb the fenc~. (acci<jentaO ~
r; himself I herself accidentally or'intentionally ·--j'ifget-th-e-w1J~hi'ri9-d0rle-SOOri-.-(t'1iehtiOrliiiJ. . ·1
~===-==·'-=~c=='"·'""-'="--'--,,,,.,-,-~=~--'"-"7-====<>"~==~·- =·"'-"~~~_f~==.s,__-,,,~°'""=-~~-- ~-:,,,._,..;,='"'-"''-"'"-=="-'.;.,_,;'=""'-'-'="-'~'='"'""·='-''-"
NOTE
The word order must be preserved in order to give a causative meanin~. Compare:
! had someone clean the house. (causatiVe: someone cleaned the house)
I had cleaned the house. (active verb: I cleaned the house.)·

UNIT 5: Gerunds, Infinitives, Bare infinitives [PAGEs 58'59J

r~--~';·;;~;;~,=~"'----=-=="'"·==""''"""'°""--"'-""-"=~'=----·---r·-·=-=~;:::·~==--..,¥>==--=;z:~·=='-'"'=o=__.----=e-"'----~~'"''"~-""-=~-·--·-:-c==·=>c,o:=o=_l

:;

The gerund is used in the following cases:·

a. as a noun (as subj'ect or object of a verb) · Not h~ving a phone makes life difficult.
I ptit _ptf .makiii'~ a ?::=cision ?~out cql!ege.
b. after certain verbs and expressions lt's--_no ·use Waiting fof-'him to arrive.
I'm loOking forwa-rd to seeing my cousins .
c. after prepositions . I )hanked her for bringin~ me a ~ift.
d. after the verbs go and come _(usually recreational activities) Will J6hii come hiking with us?
~
e. sit I st~'!d I lie+ expressio~ of plate+ ve~~-;-~g i ;~tth~;~ V\lci~~erinQ V'fh~t I'd s"id to upset Ann. ~
l
f. with no to show prohibition (\lo smoking.··.. .. j
.·The~~·~- no.foo_ling aroUnd with him - _he's so serious! I
g. after a verb+ pronoun I possessive pronoun Ry~n app~~~_iates._me I lily teaching liim. maths. !
~

i"
(the possessive form is more formal)
The P.~~ect_ g_e~~~~ _i_s_al~_? p?ssible. I hop~ roddon'triind my having call.ed Sue.
I
I
i h. after a verb +noun I possessive pronoun i object~d t0 A~b~r I A~ber's joinl~g our s1udy group. i
I (the possessive
- form is more...form.al)
~

~
;
.. . "

i. to emphasize that one action happened before another

(with gerund I perfect gerund there is little difference in
I enjoyed me~tih·Q~ ~l(ITiy new cl~ssmat!?.S before school started.
I enjoyed having met all my new classma1es before school
I~
"
meaning) started.
f:;,~"-"~-=~'~'"""--~,o.=..·-''''~·'"'~"-=--''-"'-"-'-"'~~~-"--"'='-'-"'"·';, '''"-~o=-=-='"""'-'"''"°''''--=-'--"-'='~"===-='=·=e;,,,--'-'c"'='-''="'~~'""'-=""-· '·-"'-'''""""-'= .- -~'''-''-"'-'·"·-~''--'"-""- , ..•,,c-'-"''·"•'-"--"'-c",'
~
158 . Grammar Appendix
 i
r---><o,~---~--'---~----"'
lll!i!i'Uil!IB'l"IVl!i!i
,
--~------_, __ , ------,~-----~----~---~~---~-----"=--~---------------~~~~~~---~~----~~-~~"~-~-~
I
-- - ACTIVE PASSIVE i
simple infinitive. to do to be done ~
present continuous infinitive to be doing - i
perfect infinitive to have done to have been done ~
perfect continuous infinitive to have been doing - j
~skfor ynY']:~ J
The infinitive is used in the following cases:
I' a_ as the subject of a sentence T? a rai;" Qo"".r?uld b1' _, c- _.-_- ___ ••
b. after It+ be+ adjective I noun !~-~?.~.1~,_be ~-"-~~~~l-~.~T_i~_t~.-~:-~<:>. ~-~-~_f9r _a_ r~-~-s:~.-~8~",.:-1
. --_ - - , . -. ..-· ''; _ ·-.·- >>.-. ·. -.. ·.· .:-----_. ,. ::.-
·.... ; - ----~
c. after certain verbs, phrasal verbs and expressions She grevV :up to b_e·a ta=lerted_inu~_ic;:iaq: · ___ - · -~
It is up t·o y~~ .to-·qe·cide ~hi(h ~ciiiege you .Pref~r. ---
,_ :, ---:-···,_- '.-··_: .. :. -_ --- -"' ' ', .: - -, .: -'--"--.,,':·-,··:'""":-_:':---.--:.----" ':·_·f:
I
d. after verb+ object Sh~adviie~ !:":.<not) t? postpone the.f!'~e_\iD~: .•..., ..... J
e. after certain adjectives describing character, feelings. attitudes 'I'm delighted to meet yciu_
- .
· '! I
and senses
f_ after ·certain nouns He has_ the·aqili~Y.-~~ spea!< five _T?~.~!~~'__la~~tYa.9eS_:
I
g_ with certain structures:
I .-
I!
.too + adverb I adjective-+· infinitive_ He's. too )i9urig-to-drive a· cci[
so + adverb I a~jedive + as + infinitive Would you b~- so _Id rid as-to post -lhis iette;?-! i
.;]
adjective I adverb+ enough+ infinitive He_spoke clea_rly_eno"ugh.to be_~_e-~rd.
enoligh + noun· + infinitiv_e She has enough nioriey to ren:t an ap.;Jrtmelit. · ~;
. ~­
h. after be fori11structions. plans _ _ _ __ _ __ ___ Eve-rYci-i}e-,_.is.to ~tay ir:i the1r-_sea·ts:. _ - - .- .- ·__ , ft
-" ------'' ------ "-'-• ~ ·---- ·-:-"-:-.>·---; -.,._-.-'.,;_, -_--:- . _,,, ·.--[ '-~ - -'·-J
, i. in a phrase that begins a sentence (to be hone5t, to tell the truth) To tell thetruth,ldon'tfeel.likeg?ing o~t · E
'I - - - - - --
! j_ after verbs Such as: ask, decide, _discover, find out know, see,
- - ----
I did~'t kn~w what to thl~k ,;;i;~;;- ~h~ l~ft. --~
show, think, understand,. want to know+ question word - '·:.-·':' - - - :: _. ._,----------- ·-r:
!'wanted to know.Where.to·m·eet. - ____. ~
-.-'-·'-- _ .o_;: --'-'-'- ---~ -r -C~··-· '....-~.- - -~

-!<- -after-sa;.ef:~ir"!g, a~Ything, -nothing, etc. _l:le_haS ·i)Qth fr1_g _j:(j_c~Q_rl_!ifti~i~ _t9 Ur. dfst~~iq~~ 0 ~: ·ti: __ ~
_
I. aft~r -~~W_!~:~-~?~ a_-.~~~-p~i_si~~- or. dis~-PP?~nting__ r~~ult . ·:~~~-~p_hci·~-~-~-~~:~:ril_~~~-diY:~~~~~~!E(~~~?j~~::0~.t1';-~J1i~-.~p:---- .: :- _-:-: ;: .~
~ m. to express purpose(= in Order to) We met to dis..-::u_ss_ o·ur adverti~iri_g ~·amp;;i_ign:.' _.-~
~ • - ' - -- -- - ' -._ ,·,· .,·- -_·_-:-- ------'.·'_.-·>~"---'---;--.-_-;:·_-:·-·---'""--'-~-:c·:-.-'--·:·_'""_"oo----- -•-.-·,,~
~ n. the perfect infinrtive can have the same meaning as a perfect or _He _ is_so happy t_o h_~ve_ wo_n_the· Rrize_:in th_e l_ace. pf -_.-:_,,· _. ~
i! past tense - such stiff competition. (He is happyth9t he won the piize.J1
fo,,-c.- ~.;,7c.-oc1."''"~"'""'~'°''"""'°''"'--·••·oc0-oc-=.-••.--,~"7'"--'"=-.o,,=--c;'-"'·-'··-· ,.-,.___,, ~= ~o--.-. -_,,-,-,7•=•""· _-,,;c·oc.="'W'-- ··o-'°'"·"""-:._7=-;-~'-,-,-,,,-.=""'~"'"~'°'";.,_,,_,,,;;.c>'.~'-''°"'';.._,;,~.,,_,____;,~.,~,o;=~~~~.:,.;,,,-~~s.o\i

NOTE
Some verbs (e.g. begin, Jove, hate, start, continue) can be followed. by a gerund or infinitive without a change in meaning.
We ha~~ beguii planning I to plan the wedding.
·cci;;;~;;;~.;;~-;~;~;;;;;;;;;;;~,;:~;;;~~-;~~;;~:;;,;!;~c"~~~~•~~~-'~"~"~'~~"~"~~~~-~~00='~~··1

remember+ infinitive(= intention; remember to perform a _ She alvyays reme'mb~rs to clOse _her_ car do_or. ..: ~
duty, task or responsibility; remember is the earlier action) fil
. - --- •ti
remember+ _!!erund (remember a past action) She remembers meeting Andrew. .H
forget+ infinitive (forget to fulfil a duty or responsibility) She forgot to Jo~k her car door. ~

forget+ g.erund (forget an earlier action - usually a negative She wiH never forget meeting Andrew. !
-~
or question)
regret+ infinitive (announce bad news)
regret + g_erund (feel sorrow about the past)
I regret to tell you we canncit offer you a jOb.
I_ ~-~gret telli~Q. him abou_~__the ai:cide~t.
iI
stop + infinitive (finish One action in order to do another) Sally st~ppe?·~o drink some _coffee. n
stop +gerund (stop a habit/ an activity)
try+ infinitive (make an effort to do something_ difficult)
Arin st6pped _dr_i_:ikin~ coffee last year.
I ·must trY to work tnore quickly. !
i
try+ gerund (experiment With new or different approach) I...tri€d
'.
using salt to"'. remove,. the
·--"" . -
stain on my shirt. ~
g
mean + infinitive (intend) · I didn't mean to upset Jess!Ca.
- ___ ,_ - - - - --, -- - -- - - - -- " -
i ~

mean + gerund (involves or will result in) StUdying i_n_ Canada means p~yinQ a lotto get a deQi-ee.- - ----~
' Jill_ ~eeds- to leave for the ai~port Soo_n. - . - - ~
need+ infinitive (it is necessary)
need+ gerur\d (passive, meaning it needs to be done)
go on + infinitive {change to another action)
The sofa needs cleaning.
He explai~ed the assign~-erit and went on to ans~er q~~~t-ion~-~
I
go on + gerund (continue) He went on writing after the bell rang. ~
...,.,..... --~"-'"'-'""' '-"'"-=-"'-""'"'"'~O"'--"o"~=c-=o.-.,_,,<=.coct.==---=~--"=o""-""""-"=="•__,.,,_,,,~oo·,--;,.;,====>.~-=---..-.=<:

159
 ~·,~~Jl•lt~i!ifli~~i~S~:

f"'~~~~~,-~-~~-~~•o~··~~• ~~-~---·•·••--~~-~ .. ----=·----.-•-~••o~ » ·••~-~··- ~-~~~-~--~,..-~.,

~ Infinitive or gerund with a change in meaning (continued) ~

~ allow, advise, permit recommend+ infinitive+ object Kyle allowed me to borrow hrs car ~
l allow; advise, permit, recommend+ gerurid (wh_en there's no Kyle. i-ec?mmend_ed buying a second-hancf car. ~
i object) · · .·. ··. ·
!h-~-==--~·""""--'==-==""'=-"==-=="'=~="'"'·''=-~~"""""-~;-=="~=-0.==~r.=."'''"~''•-;=.,=------·---•""'""-==~="-'"·'"=.=1=-<r->-·-==-'-""-===~·1,,;,,"-,,,..-=,.,'°"''~~=-"'-'-~'·"'"~
· . l

l!ilMf!: I ll'l!IU6 Blllll'imfl!"ii'IW: /et help, make, (/are, would rather, had better, would sooner
.
~·-=-·-~-·~··--===--=•c=-'"-"'==='-'-~"""='·=>"-""''-'"'-'-~=·=.=o=-->.c .,._»"'-~';=<'~~"":~-"'.""""'''~==;<~""f-~"'~:"·"'.-=~'-""-'-,""="'"'""-"""'>'"'~"'''''<"'.j!

~ Jet+ pronoun I noun +bare infinitive I let the s~~-dents fi_nish the proJecf ~tho me. i
I
. '

help :;;;;.~noull..:ii~r~ifiii1 infinitive (sam~ ;;;;,~~i~g) . ·Will you help mefompletethise~e[~;;~/ • ·····.. · .· .·. ·I
l .... __ . __ · __ Willy~l)help_m~tocompletethisexercise_? ,_ · ij
ij make+ pronoun/ nOU~ :;.-b·af~ i~finiti~~ (~forced) ~na_-~e ~s_ dean up .6-ur ~lassroOm.
Our t_7acher -.. ~.
~ ~~~~- + pro~°--~n J_n~u~ + i.O.~i-~!!~~e {pas_~_iV.~) '«~,-W..~.~;~-:-~~-~~;_!~---~~.~-~-n -~I? 8~{ cl~~~rooITJ. iji
i dare+ bare i_nfini~iv~ '.a.warning) Don't you dare take my phone ~gain! !
~. dare+ bare /f_ull 1nfrn1t1ve 1 do_n_ '~ dar~ ask/.to _a_sk her _aQa1n_. _- _ .... _ ~
ij had better ,-;;,.,-;;,LJtd rather I Would sooner+ bare infinitive -l~d s~o~~r s_ta)/ho~e than_ 9~ _:out _to. th_e: ~in_e~~- -~
~ had be~er_l':"_ou/d rather I would sooner+ continuous I l'd ~a~h~r _be traveHing_th_~~ _S.i~i~g_.i.~_sc,_~~el·, .... :·_-:.:~-·~- -.-_': ··, -~
~ perfect mfm1t1ve !
y~u·d better not be talki~gw~en ~rS'."ith walks in.:··
~ We went tO P~~iS last s~nlmer a}t.~ou9h 1'd sOorl~r hav~
-~
l=~---~-· =--===-=>--=-.,.~=--=·~·-'"-=-'""-~-="""' -=-=~-~-==~,,-,~~·-' go~:.,to!~~.:;~·~~="~~·-···-··-· '-~~~(~;--~-~-~~---,~~-~~~"''~~~~ffi=,, ....,-.'.~-~
Wll:ill!i!i @IF ll"i!:il<t!OIP"ii'i@!lil I _!il!!!l!l!i@ilW Vl<illlil!i see, notice, watch, look at, observe, hear, listen to, feel, smell
~.,-·.-- · - -· "'~"'-"'""---:~~··"n=r-~o~-·=~---="'_ _ ~=~""''"-="==="---·---~=-n ·--·- .""'."'~°"'"'"+'"""=="~"'':'"~-"':~C:-·:--~-=·'~·="':"'.""'~"'"'-~"''"''')=r.

~ Sensory verbs can be followed by 3n object+ ger~nd I bare. infinitive: , , -:. -_-._ .. ,_-·:=··_-~·::·-·<.·-:.-. ·:_·. ____ ·-·. , ,:···_ ,- · ~
Ii
< __· ... _: __:_ •

l verb+ noun I ~ronoun + gerur]d (to describe actions that are. in progr~ss l salll'. Tyl~ w°clking in the pa;k. (while he was
! orincomplete) . . • 'f""l~tn<J) /, . :, • ' - .. .:.· . _
~ verb+ not.in I pronoun+ bare infinitive (to describe single actions Or 1'sqw JuSiiii Pl~y:footbq.11 on ~atutday: ., _,~ .
.l a~~~~ t~: a~~-~~~~~}~,--- ~~~-<O~ ===-~""~=~~~~-- :_ <=,~;~.,~~-=~- -_; ;--~.00:-~~=:·~ ~"-C~,:~:~·:;::~~::~-:~~.~~:::::~:; :~~:.::::~r2_:~~~~::::-=:::J ·~·

UNIT 6: Temporals, Conditionals, wish I if only [PAGES 70-111

r"=·==""=---="'"'"-.z=---:=·~:o=----=~~,-=:-.o~~'= - - . =~-=~~·· =" ---=--,~=====-.=-""':'"""".";'"""'"""".";:;=---...=.--c-<c"='~'T'-"'-_-=:-."""".'-""'7"'--'"7-'==-""'~"--_'=~

ij "ll'l<illlll"@M.05 .. .· . . ·.. ' . . !1

,. . ,- - _' - •'' - .. -_ : - .iJ
\j Time.expression+ Present Simple+ future fi>s_ ~o~n-_~s w~ fini~~_.Cieaning_-._ w_e .will_~o _out. ~
~ Clauses that begin with certain time expressions and carry a future They Will play.outsideuntil it_ gets dark: - j
fl ·meanin9 use similar structures to the first conditional.. - - · - - · - ~
j when, until, ti1/, as soon I long as, the moment (that), after, b,efore, _:.
ti once, by the time · l
~ ;g11:ffii~
~
l:l!iilili:llTi@U!lllOI. (true in the present)
. ' ' . -_. -·.' , '
.
,- --
.
. .-- :· -. -
. I
-~
~ if+ present tense I modal + Present Simple I modal1 · lf I read in the cc;ir,_ rny head hur_ts.
c

~~ facts, truths, habitual results in the present !{e ca ii irriP.ro:ve hi~ pia.Yin9 if he pr~ctises rn_ore. ·.
' - ' ' '' ' - .. ,_ ' -- - - .. -_
,
-
~
'i
~ - If she can help he-r friends, she always does. . ,~h
,l\.=,,~·ti·:"=·o===------=--~'''-"-"'=;:;-..t-~--=-=---=-"o"""",,.. ..•""'="=<°-°"'=---"'-='-'-'--"- - - '•--=•'"-:-.<C--~~.=C""="='="""'"=- ·~-~ .. ~•=-,-~-~,,,_,;,,;,~==-~--:=;,1"'-==-"-""ed

160 : G,rnmmar Appernc:ilix

 ·--------- --- -- ~" -~~-~-~- ' _,,~~~~~~~~

I
·.·. ··················"'··· ......................... ~00•?1

ll'Blill!i'li' <l:llllo;!l!HT!@illffell.. (possible in the present I future)

if+ Present Simple + future If she masters the language, she'll be more confident i
a real situ3tion with possible outcomes in present and future Paul won't arrive on time if he doesn't. take an earlier I
if+ Present Simple + modal
train.
If I go now, I can meet Sue before the show. I!
ability, possibility, advice (depending.on the meaning of the modal)
if+ present teiise + imperative I future-form
emphasizing different things depending on_ choice _of ~nse
If you need to prin.I.the fil.e, just ~lick. on pri.nt.. .(tnstrucJfu~)
If you have finished reading thebook, please return it
!i~

(emphasizing completion) ~
If you're working late tonight, will you still be eating with i
us? (checking intentidns I plans) · .. · . I
If you are looking for the library, you'll find it dovJn the j
corridor. (talking about now) ·
~
1"lt'i:@lil!lllll '61!llllillll!Ti@lil!lffe\L (unlikely I improbable in the !
present or future) !
If+ Past Simple I Continuous+ would I could I might If I had his number, I'd phone to him. !
a. hypotheticil, unreal situation; be often takes the form were If I were going to Ireland, I'd start my trip in Dublin: ~
for all persons_ (Was is more informal.) _ ,' _ , ~
b. h~p~s/re~~~ts If Peter lived nearer, he could visit us mor~ oft~n. ~
c. advice If I were You, I would apologize to Sam. J!
ff t i.:v~re to+ bare infinitive+ wo~/d I could I mi9ht Ifs~~ were to ask you, would you help her? ij
emphasizing that the situation is unlikely (formal English) or to (= if she asked you) ~
make a suggestion _sound less direct [i
It+ Past Simple+. Past Simple If Henry got nervous, he always started to tap his feet i
a true or habitual action in the past '· ~
"F!Ml~!J!.l!ID -'b@~fm0ii"9@~& (impos_si_~l~j__ ~
.. -· .. . " - .
If+ Past Perfect Simple I COntinuous + would have (
. - '
--- ~ -
could have I might have ·li
a. an unfulfilled condiuon in the past If I hadn't been waiting for that train, I'd never have j
met James. {but I was waiting there and I did --meet him) ~
• '- - ·- . - .:.-·. - - •. ,_ ·- - : . • -H

b. satisfaction I regret over a past action If .we. hadn't seen that

.
film already,
-
we might
. .
have gone a . I
with you. ~

If+ modal perfect+ modal perfect If you could have stayed another week, we could have !"
~
1
a hypothetical situation in t!o-ie past done some sightSeelng. (but you couldn t stay)
1
~axi;;w <C®il!ll!liiYl<llli~ffelib$ I
If+ past form (2nd conditional)+ would have (3rd condrtional) If I were taller, the coach would have chosen me for the iI'
hypothetical present with a hypothetical past result basketball team. ~
If+ P~st Perfect (3rd conditional) +would I could I might If the ambulance hadn't arrived so quickly, Paul Wouldn't j
(2nd conditional) be alive now. · ~
'-'-"'="~"'·C'' '°"'°'=" "'=·e<='<==~=-·,-~--;-~: ~--.c=-o '""-"''·""-~' ··v:-"-"'~=·-~'-"-" -·~=--="':-"'"='"'~'-"'F-"==-""-<·="-"';=i!

!il!l~[tll!,;8@i1!1

lnversiOns can make the conditional more formal or more Should you hear anything, will you call me? (1st conditional)
emphatic by omitting if and using an inversion of the were you to get a deqree, you would-improve your job prdspectS.-\
subject and auxiliary verbs should were or had. (2nd conditional)
Had you practised more, you would have won that competition.
(3rd ··· •
~,·~- - -~~---, ·o;,o-.-,,,-.'-'"'-' --,,,-,. '='·--="'"''''"·7U;..:C~"---"'""-'·==-'·,-,,,.,-~.·•O<"·'"">""'-"''''"= .o·~=-'-''T'--O:'"'z.o=.,,-;,- '·""""'"'

161
I '·
..'¥~'.;,
~~

NOTES
1. Style and register
0 When the if clause precedes the main clause, it is followed by a comma. When_ the main Clause begins the _sentence; a
comma is not required.
If we leave early, you will get to London in the afternoon.
You"ll get to London in the afternoon if you leave early.
0 Unless _can often replace if ... not. Unless is follpwed by a positive verb.
You'll be too late unless you register for the course today. (=if you don't register)
They wouldn't come unless you invited them persO_nally.
0 If ... then is sometimes used to suggest that one -~ction is dependent on another.
1

If she can't get here, then we'll have to visit her.

• If+ will I won't is used in polite I formal requests and refers to willingness or refusal.
If you will follow me, please, I'll take you to your new office.
If you w_on't be quiet, I'll have to ask you to leave.
0 If+ would is 1;ven more formal.
If you would like to take a seat, I'll be back in a moment.
If+ adjective soriletimes replaces if+ subject +be in the first conditional.
If possible, return the book by the end of the week. (=/fit is possible, .. :)
If in doubt (= if you are in doubt} is used in farina! language..and written instructions. ·
If in doubt, contact the police.
• Should can be used with I and we instead of would in the second conditional (formal}.
If I stopped playing the piano, I should regret it very much.
If so I If not are shortened _forms of conditional clauses and refer to previous statements.
Are you going to town? If so, I'll give you a lift: (=If you are going) If not, I'll phone you tomorrow.
0
If+ any I anYtfling I ever, etc .i:S used in questions or neQa~ive sentences and expresses doubt about the truth of sa·mething.
There's little chance, if any, that I'll pass this test.(= If there is anych~nce at all.,: whkh I doubt.)
• Happen/ should happen to showschance I possibility.
If you happen to see Jill, give her my best wishes.
"' Were hot for and had not been for a.re used to show that one action depends on another.
lf it were not for you, he wouldn't have.his diploma.
If it hadn't been for Peter. the deal would not have gone through. __
«> But for+ noun I pronoun is. a shorter way of saying were it not for I had it not beeµ for (formal}..

But for Peter, the deal would not have gone through.
1ll as if I as though +past 'tense+ subject+ ver~ We use a past tense with present meaning to compare or when something
appears to be the case. but is not
'
John behaves as though he owned the place. (but he doesn't)
Whe_n I went ziplinif-ig, l felt as if I were flying_.
When the 10-hoar flight finally ended, she felt as though she had run a marathon.
2. Conditional sentences without if
Suppose/ Supposing (that) means What if ... and: is followed by a quesi:ion in the main clause.
Suppose she doesn't get the job, what will she do? (What if she doesn't get the job, ...)
Supposing he invited you out, what would you do?
Supposing that they had heard the news, would they have phoned you?
~ Otherwise means if not and comes instead of a conditional clause.
We really must start painting. Otherwise, we'll never ~inish. (=If we don't start painting)
• As long as I so Jong as I on condition (that) I prpviding (that) I provided (that) express an idea of strong limitation ..
You can borrow my bicycle as Jong as you return it by tonight:
She agreed to advise us on condition that we didn't take advantage of her.
In case refers to conditions that may or may not happen. The in case clause can give the reason for the main ~lause or it
can refer to things we· do in order to be ready for a future situation_ ·
We took a spray in case there ~ere lots of insects.
Take a coat in case it gets cold.
a In case of+ noun is more formal and is often used in instructions. It means if there is.

In case of fire, use the stairs, not the lift.

162 .. Gramm;u Appern<lix
 ·=~,-~~==~,,=="=""--=•==~=,,,;_,.,,.==-'-~===""~==~==.=o=~='O"-""'"""=·-~="'=""'=,.=.c.•===:"~=:o-==-"'==«'"'"°==""""'"~"=="--=--=i-,

I ~"°' / ug,,,.,u!fPast Simple

. . . . .
. I wish I hv~d 1_n ~ q1g
. . : .· . . . . ·• -·-.•~
I
I wish /lfonly + (Past Continuous
.. dissatisfaction I regret aboutthe prese~t. including longings, · I wish rr{y sist~r \11/~r~ her~ n~w.
hopes and dreams.(Were is often used tor all subjects.)
. · :... •· . i ,
lfOnly we were goingonsafarito0. (=I Wi5h vV;. 111ery !join,ef:J.
<!1Y· ""· : .··, ·
>• .. •
·

\i
1
lfonly I were better atscienc~ subjects.(= I VVish'i Wi!;etie~) .1
I' wish I If only+ Past Perfect I Modal Perfect
regret about the past that cannot be changed
· 1\11/ishlhadbriughtthatc~;.·······-········-············
I wish
······~···-·······-········· I
you couicJfiave )Natched me dance. rYqu mJidn'.~ .·.· . ti

wish I lfonly + would

_It° On·!~ _l~d,-t~~~~-a~-f_f~iri':'i~sie~;~f
I wish Ann wmJld ~ome. soon,.
..._.· . °bf' d~i~i-ng_·. ·.• < ,< .j
I
~- ~:rfii:~t:~~~P!es~ntorad~sir<>!or_chiJn!le. .... _ · Zur~il~0~~~::~J~~~if1dei • •• <c• I
! present /future ability or possibility If ~nly I could travel abroad this summer. ·. '!
!
i" same 21··
We use could instead of would when both subjects are the .
. '
l>=-c=__,----=.,=..,,_,,=~~-==· - .==---=~,,,,=~==~·~=---=====-~=---=o.=,---==== -~-~--,.-.-=:--=.-.,..1'...-.-.&:=..'"' ""=-"'-"====---==-=-~-- --

Unit 7: Relativedauses, Reduced clauses, Participle claosesfP:AtE"saz.s31

Relative clauses are used to identify n~uns (people I th,ings) or to add more information about them. Relative clauses allow us
to combine separ~te items of information into One seritence_ There a~e two· main types of relative claus~~: __
0 Defining clauses identify the noun cind cannot be removed from a sentence without making the meaning unclear.
There is the person who(m) /that you met at the interview.
Non-defining cla_uses give more info'rmation about a previously defined noun and can be removed from a sentence Without
changing or cbnfuSing the meaning. These clauses are .more common in written English. They are separated from the rest of the
sentence by c6rrimas. .
Mr Heller, whp(m)
. you .m~t at the interview,
'
is going to be yo_ur supervisor.
--------,-- --- -

,f=;;~nW"r;;;~;=--=~~ ;:~:--:---a~:;·~~~~~~~~~~~~~~:-'._.~:'.~:~~~~:::~:~:_:0~~~0~~~~-~~~:1 .
i who I whom (for people) She is the student who got 100% in her exam. (subjeaof relativi?..dail'ie) I
That is the ,a~didate whom I interviewed, (objf'd of relati~da.;,~) . . .
- .:·' -- . ,_, ''' . ;- -. '_- '· ---:---- -~
I
The..a,_~_t_hor _i_s_ J_qh~ Lee, \N.~o. ~ornes:._fr~~ ~?~g_Kon.g. --. ·:.": ._.:--: . _, _ - .--· .. J
which (for things) M~ny ~f th~ ro~ds which le~d to ihe city ha~e b~e;; ;;;,pro~ed. .·.·-··· •.. · . ··· 1
Yesterday's phys-ics exam, whith many students f.3iied, was very difficul"t ' . .
!
_I

that (for people and things - in defining ··she ;;;he .st~cl~ht that got 166% in hHe~m.· ....•..
~ clauses only)
li N
" whose (to Show possession) The !a'dy \111116~~ bag ,;.,;;~ \t~i~~ has [)i.6~~d the oolice. . . I
~. _ T~~:-~C~~~:~Y;~P~_ f~_nded_ ,_~y-~ete·r_ L~n_e,_ :W~_o:s~. ~_Oh .\s -~. "".'~1.1.~~rl_Ovyn Pian.ist .J~
1 whe~ (tor time) I re;;,~,;;b~r (th~ day) when yo~walk~d into ;;,)' clamoom. · · l
~
(-
where (for place) IS :ttli.5 t~e _qffice ~here· you one~· w6rked?
._ _.·_- ··. ' " ' ' - -. : " -- : ' - -- •
I!!
~ The Greek .Islands, where m·any tourists spend th!?ir summers,.. are lciyely. ¥
~ ----_-----·--=-·--: .. ·.-,-•-.. --............ .. ......_--- .. ·-· . -- :,_-_-- ,--- ·. .- -n
~ why (to show reason) I dori't underslend (the reason) why laura didn't join US. . . .
~~-"'-·•==''""'"''-~:,,...,o,="o'7T-",>.'>.•~-,.,,,..,,,--"--TC"-"---""~'"'"'~ '"•'="·=-=o---0---=>oc.-o-=='="-="'",--------=-=---~="oL=r=ee=."<;O'"'-""="'.,""--''''""""''"':-'"''"'=-,=-:-"''"--~~~,,-po,-••',~'',".·"-~-'.'"'>=·~-''""''==•-""'o"''""'"'"''""~"'·"'--""-"-' "'"''I
!
NOTES
1. When ·the relative pronoun is· the object of the verb in a defining relative clause, it can be omitted.
This is the brochure (which) I received from the college.
Is Julie the friend (that) you mentioned?
2. That and who. cannot be used after a preposition. We use which and whom instead. Whom is considered very tOrmal.
The house that he lives in is quite o!d. The woman who you spoke to is the school principal.
The ho_wse io __which he lives is qui!e_old. Jhe_ w_oma_n_jQJNbPm_y_pu spoke !s _tbe _schQ9l_prio~ip.:il,
3. What cannot be used as a relative pronoun after a noun or pronoun. What can replace a noun.
;< We haven't received the letter what you sent. .I' We haven't got what you ordered. (what; the thing[s] that)
-./ We haven't received the letter that ybu sent.

163
 .\~f~~1§!l~ii~4i~~~~~it~~l~0X{~~~fil

l
r'"'""C~"~'~'~~~"~~~rn•·~~~~·~~~.,,~~~~~~ ~~~~~~

WlElol'O"lFIW '1:!Ul.llll$1l!5
Which earl refer to the whole main clalise and often'
.
.
""~' 0

They overcharged us for our meal, which annoyed me.

~ ,,m ,

,
~ , ' """""~

'. I ~
expresses attitude. <\-·:;':':. -:··;'.>";:-:·>- , .:·;-;,'.·~---:·
nourl +of which'/ that ... OfiS.Used instead of whose I tried an Indian dish the name of Whldi/wliose riainel~v{
to shoW-possession when referring to things forgotten . . .. .. . .... .· . ' '. '}.§
I tri~d an Indian di;h that l'v.e Jcirgot[eri \hfefl~ri)~,o(i )>'
R preposition I general noun+ which is-used to make a _I ~m· g9ih9 to-the· u·~:.fqr_t_~ree{_fi!:~r~·_ps:_:-_'d:p:r_l[i9;!:v~h.i~\l_:tV:fiE(f.H_:~.~~-

.( reference more specific and repeat the meaning of what sta~_ing wit~ fa:mny. ::-.::· '_:_·:·.·- .- .,:_ . -:- ;~ - _ ·:.,::·>\/;:.:,:;(''.;-/ ,~-f';- ;_;.~-: Z:_·_,',~::~'-\rS:i~(::'.:;:::\\"_;;
! came before Pick me up at 6 o'clock, by IAfhich tini~ l'iJ ~ay~ finished i~i!,i:bipg .
! of which, of whom, of whose can be used with · Jwenty peopli(wrned.up ~tth~ p~fiY,~HclJ~~<lri\Y/Wi~f[i~r~j'. •
~ expressions of quantity and sup~rlatives in non-defining F_if-t~e-n_ ~u_del-i~' ~ite~d~d. h-l_e:fi~~~~i_d:'~-~~~S~~~tii~Y?.«D#~~-~Pf:;;:'.<~.:_.,'~·
L~~us'."'.--~~~ __ ,... ---~----,..___-,_~!j.hciri) was~ 1o.. · -~ : L•j} . :-·~·i:c£Jt£;;;;' ;,;;.
NOTES
1. Other preppsitions I nouns to make a reference mOre specifi< include: despite _which at which point in which case, 1

in which everit etc.

2. Other expressions of quantity used with relative pronouns in non---defining clauses.include: a//, any, each, both either, 1
. fe~
half, many, much neithet; none, one, several, some, the first I second/ last, the oldest, a number, t~e majo_ritz ~tc.
1

r;;;;M~IEi~~T~;~c-~~$ ~~~---·:·•. -.. • . . ~-.·. ·. . >···Tj\~~.t~.;.-0Ii~f',.£~~i;~~'..6!'i:'.&J,f~;~

! We can omit who, which or that and the This room isthe only one (th~t is) ~vailablefo~ the.~~~tirig\'' ·.. ,. / ;"}} l
---,.· . ,_,..:- ·< ,., ... , :_.,_·_,_.-,_: .,-.,_.·:,1 .... ,

I~;:~~!~he
~ verb be from a relative dause. :/,,~

',,,3-•;,; . ~j.•;_'~E,,(;iA;[;i,'_i;i:: ;{
1

relative pronoun and the verb ·. . • •.. ·.•.··.·.·.· . . ,· . ·.· ... ·, .. ·. •

' a . a present participle ·Athletes (wh9 ~re) tnlining fonhe 01Yff1Pics f9ll91/V ~ slfl<;t fiigh'~~~fgyoi~t
' b. a past participle The stud.ents were 1nterv1~wed by~~ tect~rers c~h~ ~e~~)'~ii.'~t~Y~a bYth'.,_e

.~·x·: ·
01

hi~ f·.or· ·i·;~ .~. ~~.-d., a~.:.-

1

I
~ c with
an adjective
availableis and
also possible
possible, especially . . ·r··;···Un.n:any
produced w.ell-k~ovvn
1.v.er.i1.ty, (··w.· ..."·.. is)·f·~lrt~ors
amo. ..u '. ~nd ppets
..h."·.g·..h·.· . . d.µ.
. '.c·.·a···.t.·1on··;·l··.st
'. ;-;, c ... :.... .., •..
..a.·;·.d·. s.-.• -·.·h.
·. ... .'....-.._. . ·.'.•.···.•.·1!
•
L.~..---~~-~~---~~-~~,,,,;---~ --,"---"°-~l"f"J3!_w}!J_'.i.~r::;'f'.':~2f~~(th<1t.aJer~v:•ii~9!~TI';Ji0F7707"T.s]

@'lrl-illlll'i i"Ni!li'icl:Ili"~ll! cl:i!-Allll!lll!!l

Participle clauses, like relative clauses, can give extra information or describe the time, cause or result condition of the information
in 'the main clause.
,~~~,~~~-~""""---~--.-~~-~. --cc~-~~-~c:-c"-:-""·- . ·~"""-~·/ .••..• •. ,.... ............ ...... •. .... ... . ...... _I
~ time .
Ap:proachi_ng the city- centre, vye-.irfi_rile~i_atE'._ly" sk1vy~d_ d~~~-: f~ :~-:~~-::afj:ii~/*i1:;,;·~-); ::?_· :r:;_:':_:'.)·~/, ____ : -'::~~;·-:p.:--- f-:::·:
Openi.ng.the letter,~he foynd a.c~equefor,€1,890, C=o.tt'hrn~?e op~nJ11q;io&~iJrG!tf :J;;~
H~'Jing corrected her, essay, sh~ hand<;d it}ri; (p~rk._.ctp~(tidpk_. ,-Aftef shf fii!ifr;or(erto/f ,C)i
1 ; ••' .: !
. ,_: .. ; •.. ;•1 •.~
reason Disappointed by the film; I left early (~ As/f!;,taus~ J""'5 cf(5.,ppbinted... )' ; '.< · ,<, •:
Not being qualified, she i; unlikely to be hired . (~ BeG\~;eshe is h~tqtialmeq . '.:j c .
·:. - ', .·· . - - -. -·. :.'" - .-·_--·.".-_·.· _ _-'--·~-::--·": :·_,_--__ ·_.-.-.,_;- _-·--~:-- -->
Having been asj(ed t.o .help,
•
I offered- niy"'ailvice>
.. • - "-
(perfect passive
"-':· ·- ·,,·- .. - _,,-,_..
'participle Co AS I 8eciu5eihiid b.(,eri'askOd ....)
:-,- , , •·• -, ... ·.-.- :- __,;,.--.,.": _,--·..;.-- •• ·- ,: :....:.. --:_;;-,:,_.o:, ., _,

result Bus drivers·went on strike,_ 1e_aVin9 p_eop1~ with·OUt'a·c1ecl~a·te-tr~ilspcirt_)-(~J1o--.~:'f&ijfcl/i~·',d_fiVf/if-/jo/'({jj'~Q·::

~ strike, inanypeople vvere/efL . ). .· ..•... ; ... ·... ·.· .. ·. ·•. •··. < ; • ;/ • • : l
L.~o",~~~~- -· ~(~~=2 sl~;;;"Y-;t~e~t ':'i'.! not__:J~~u_t:,~ '!it is_c::ok~'slowly ::d~ ;: "''---~ . · '"~ --'~ ,:~ '~ ~ 2,~ __J
NOTES
1. The -ing participle has an active meaning and does not only refer to the present. The .tense of a p~rticiple clause is usually
obvious from the verb in the main dauSe.
Assuming you like hip-hop, I suggest yoU go to the cOncert. (=I assume)
The fans surrounded the stage, taking pictures with their phones.(= they were taking pictures)_
2. The past participle has a passive meaniilg and does n9t only refer to_the past.
Ignored. by her friends, she went home alone . (=because she had been ignored)
Properly maintained, this washihg machine should _last 10 years. (if it is properly maintained).
3_ The perfect participle is used to emphastze that one thing happened before another.
Having graduated university, he app!ied for jobs. (after he had graduated)

164 · Grammoir Appe!'ft<lil!

 -''--'--•-""~-•W' ,,~,~~L-S.'~"'"' :O~:-,~-··'"

4. _A participle belongs to the subject of the main cl_ause. -

Not want.ing to offend Jack, Nicole accepted his invi~~tion -./ (Nico/e.df~n#t'wafltt:o .Ott_enfi}a_~~ not-vice versa.)
Waiting for a taxi, a brick fell on her head. /C (implies the brick is waiting fora· rioitsense) • taxi=
5. Whoever I whatever I whichever I whenever I wherever/ however. Gin mean any pe!Son l anything /anytime --- that or it
doesn't matter I who I what I which · · ·
There's food on the table; take whatever you want (anything you want)· ·
1,
Whatever we suggest, Sally always disagrees_ (tt doesn't matter what).

Unit 8: Reported speech; Comparison; Adjectives and Adver8s [PAGEs 94-9i1

When we report what someone has said, and if the reporting verb is in thepa$t, we move tlle~~rQ of the sen.teqce bad< one tense.
The chart below reviews these tense changes from di red to reported speetll. < ·: '·. > <; · ;:··. · - ·•1 . .• / · · 1 ·. '

1·::;:T;;:::;~;~~~~,~·~~=~,~~~·~~=~~'"=-~=-~""'"-i:= ~~~~-;,~~f;··r:::-~:~::7·0:lrc~=~~-~-J
I'

~ "I ride my bicycle to school," he said.

1
;:~H~}i.~rd':.(!B:~tJ_~~,'~O·~ei'-hr.~. ~i:cyd_e--to:S·Ch6P1i.:-~:-\ :. _~

!~ :;:;:i;,f~;~~~~~6;1~~:. - :·:· · -· .. .
~ PRESENTPERFECTSIMPLE
~. ,·I~~~~~~fi~1~~~~tja~~{g,la~·~.;i;.....
·---). P~S!P,~~FffT~IM:rL~ :: .. · ...... ·.. ·
·• I
i
1--~~:~~.;~~~:~~~~t~~~~~ity"' . ·· -- .... ~ ·~~~;~~;~~t~i~mi;#19j:i.Vi~i'.i~_.-·._>·., 1.
!I She said, 'I ha\len't been training with that team " Sh~ said (tr~t) ~he !1;idn'tb~~~tr~m1p9: ~1t~ !hat tealll-
i-~~~ ~M~~;; ·-··-· ·-···· .•. .. .·- -- ~~frsi~~~(}; :--· ,; :· ·;,• .. -·- I1
l She said, "I finished my painting." She,said (thal)shfflad.finisheCiherpaii\ting. ~ .. j
H
-:.-~.<T.·--.
I'n ·. r.M:J1 ,-;;. ',:;-.'~.;-:.;-.
CONnfr..iuov,;;- '
. :.·.-...-·.. -.·-.--- :-."- --- . ... ... _,..~ . -~D.·•·. ;-r::<ST",..::.ONTil'-!UQUS
.. ;;.-.• ·--.·.-.:.·.·.·.:r· .~.1.~.:'.·i._:.~'. ·.:~. ·:_c\~.-.·.":. .('..·.:. .•.'.'.'.· i..<·e·:·;'·.·;· · .~'.-.;.-·.
,·: .-:,,. -,' °CG"}--,':'.;.•c·-:'.o-'c•-.:·'~;,·_,,, : .. : _.,, ,:: ·: i--:··~'_.
: ·,· .·.i-·.·'.·:·:~.·~-.•.•,,.·••..·..:•.:· ·.;C.·.',.·.'·- .·.·.·'·:.<.~:.!:~-,---.--<.
.~:.•.·.~.;.i•_+1.?:.:-11--.·.·.'·-·::------
: :i·, ·_,•:''";":' ;\ ·._..,:__,-:·>'"-~·."'):.~.'~~-c,· :;:'- -- , ',,- · -~o.
0
' ' •
_. -,..-. :.'·~ ....- --
·. . <"·-"._,:'-~I.':
~ He said, "We were hoping to sta)ilonger." :'·Htsk1B'(tr-iatft6;.'y'n~ci ef~enfib·p(hg'!cYsia)!'lcihger: ·• 1"

r:~:~:~~~wHlc:::~t~:rese~a~ion ";~ -.... ~ ~~j~~J~~~~:~i1q1~1;~~~~r'ff$~~~~@~i - -.-!

~ She said, "I will be marking tests." She said (tha\) sn€.Would b~ fnarkingle\ts. ':: l

l~~t~;~:,~;;;.m~;.~-~ ,~~~?:~,~)~i~~i'~'
I "When shall we leave?" he asked (asking for information) . Heaskedwhenthe{\/Vould Jeav~ . . )• ' . •1
I
1·~·"vV_h~t~h~lj1 sayf ;h~asked (requ5t f~rad_vice) -. She ask~cJ ~fi~f~~~ 'shq~l!ljiiY :o'J::•:, : . ·., ·•· . ·'•·.-· J
~ "I .can_ pl~y_ t~e__ Q~itar, "_ Sue added. (referring to the present) --S_LJe ;:;iclge·p :th.3t ~_he'-'.·cQ,uld .Pl~fY .tht:!;-_g_~ftar:_;<:-··_ ,_ _ ---::=·::: · · '_ ·~
' ................. ··--·- .-. ..... - ... . -·->·--·- , ... --.•·- ······-- ...... ··-····. ... '
_
~ :;w~. c~r:i--~~~-:-':'l~t-~ f:i_~f'.d~ -'.-o~i_e_~-~- :: .t~-~-~aid. (~':tecr{'!9. to the .f'!i:'-!'eJ- -;_~-~ ~-.3J,8=-~-?:,t¥,-~~g_r~-;~,~:--?_?J_::,_·~-~~.~.~t. ~J~P:}[i_;~~"s~iha~ _n:!~ht: i
[ 7
]i _~-~~-~-~~~~-~ t ~~!-~~-..--~~~~~:. (~~!~~~'~f}__!~. '!1~ p~~f!~Q
You needn t study tomorrow," she told us. (refernng to
.H_e_s~_i:~_-1_ -~~~-1-~:,'-~./ ~~,~.?- ~:~~-:~e-~_d t-~J'-'.d·1.o~·-~ ti_a_~;_:~~ _wait. · ;1
~_he~sa_1_d.we ~oulc.Jn.~t _h_ave to study Jh.e ·n_ext day. j
ij . _the future) . . .:.. .. . '\::-;-..':/..: · . _. -
~ ~'Th;y;,.;ay com;,;, sh~ said. (possibility) ...• sn~s.a19foe\<nijghfc6rnf _. / /•
~ "Y~~ ~-~Y b~-r~a0-ihe -~~r,-" ..~~ ~aid.~_(p~r"!i55ionJ ·.__ ~~:-~~id_.! f6:~1_d(-:~\l_9/1f _,P~-rr§~::th~ :~at.,:~;;~~;::,::· -
r~You ,;,ust st~dy h~nJer7' the te~~h;r s~id (n~~e~ity I obligation) -· ih~i;a2h~r said I myst/had to study harder
ij- ,,-y~u· ~~-~-t~-this-~~;--~~~Puter," she said. (strol-ig - - sh_e·:.s_~rd~{rffli~t (Sh2itl.,f~-:~ry}n.a{~e-~.,·tB~P~~r.
t . ~";'~';'t:;~%~;~-e~rly
s-- -······ .
ihirtie;:·sh~ ;~id (deduction I conclusion) -
. .
'i{T!Af{(~j he Mu~tbJi~~ise~fl)'llljrtr;;
. . ..-.······ -·.-·- - ···.····-···
I
.
~
li IMPERATIVE --+ . INFINITIVE l
~
,,
"Sign the docufnent," the lawyer _told me. ';'-Thk,·-1~·0Ye~-tOl_d ·me_'·~(>·Sign
_;, -.'
t0e:.c(OC~_~n~.-
---'-<:.: .-., -_ - -.. ,_ --_-.. -' '
-=-- - "_ - .. ' .. ·.-·· ' . -. - '
I.
~

i __·:~~~:~-~~~eJ~~~e_ !~.b_l~~~:".!~~-~09_~-~~structed me. _ 1~-~-?~;1?r_i_O~.~~~-~-~·~,_.[T}~,;~~~;.~g'1<3~~}~~.~~--!~~t~~~ . -----_ i

ri Yes I No Questions (auxiliary+ subject+ verb) -----+ · )f (W~~rQ~r-,+~~-~bj~ft t ,ye~b,:_(~9rd_~~~~-of a stat~ment! l
, . -_-, ,_ ......-.. . , -:_.,_,.,-, --; ......... ,- _,-.. :- . . : ---._-.. -., '...... · _., .... - . - a
~; "Do you need the report today?" the secretary asked me. Th_e. _ se~.r::t_a,_~~-"~~-!<~?, ·~-e i.~ ~~ n~_d~e·d~._thf _~~~~~;that d.ay._ , i
Wh-. Questions (wh- word +auxiliary+ subject+ verb) ~ wh~ wor'~-+ _s_~~~~ct_t,_·ver~ (wom,.or.d'rf.D_fa statement) ~
"Why are you leaving?" Brian asked his friend. Br_i.an aske_d .hi~_fri~~tJ Why h,e wa.s 1e'a~irJ9-" ,_' _.
- ---~-c-·oc,•. ,;_. _-,,- ~-'"·""'=>·'-'c":'°''"''·~io;-·-°',.,'-.-,:,; .-:o-o-~,,,-~ ""°"-''' ''•·"'""''''.-""·""""""·°''-'""'"""'~~ ·'="'··~"'·~---~'"~-'"--
j
165
 NOTES _ _ __ _ __
1. In report':d speech, we dOn't have to make tense changes when we -repoit factS. Qeneral truths or things which are still true.
He said that the weather is I was colder now She said she has I had a new laptop.
2_ There is no tense change when:
0 the reporting ·verb is in the present or future tense
He says he hates fish.
• the tense cannot move one step back into the past (Past Perfect, third conditional, had better. used to, etc)_
"I had already spoken to Ryan:· he said. -'-> He said (that) he had already spoken to Ryan.
3. The modals might should, ought to, could and would do not change_
"Could I borrow your notes?" she asked. -'-' She asked if she could borrow my notes.
4. In reported speech, we make changes with the following:
"' demo,nstrative adjectives: this---). thµt these.......,, those
. .., adverbs of-place: h~re-+ there
o time expressions: today---> that day now-> then . yesterday---> the day before

!lll!:i"@!lli!'!!ll<G '1.iiii!llllll:lii
With certain verbs, we can report the exact words that were said or we can report the general meaning of the sentence.
When we report general meaning, we use spe-eific Verbs that carry a similar meaning to the action /function in the sentence.
"You really should see a doctor'" she said. (giving advice) -'-> She told me I should see a doctor. (exact words) I
- ' She advised me to see a_doctor. .(general meaning)
-- '
":•;•C<0''''~'·""'''""-''"'-~~cc__ c:_-_.,~"~'~"'°''''"""""'"''.''.'''''-O,•c'°''"''-';'"~··=~·O.•'>O>:<~~"";'."'~'.'=';i~~~°' -:_- :·:~~=o..7~~'.""""'~"°~-C!'"''''"'''.'''0'''.;'0·'~'~~-~""':"':~==·~"""'-:""'-"""=< "'@ 00

! FORM _ ·_ 011!.~qsrEECI:!· -----·-. ·_--_ _·._ ·_ .

-~-:.::.:~:-'.::._:_:·_~):_·:_·'.':·:~.-.:''' ·.···.: -.- . .-- --_--_ - _,
I R~PORTEDS~~~~fr
J ·-_·:-: _ - .·--_:.;-'.- ·_::.:.:,,._':_!.:::_:,·:;.:<·' ._--_-,_--·--~:-~
. -< '' ' , ; -~
!
1!
i verb+ infinitive (agree, decide, _ "S~ll lf?edthe ,d,og?" tie asked ____ ---
'
J- ~-~·otf~r~qj~ f~~? the dog _ - l
demand, offer; prefer, promise, · <'._l_~:iU_d_~firii_t_elx_cc/nt~_Ct yo~_/' s_h,e-~aid-'l. ~~-e-~r~_i_~~-q-~ci:-cO~ta_ct,m~-- · . ~
~ propose, refuse, etc.) ., "1,~P-r{·.1·:1_n_t~rf~r~: ·in -~-~-r-_nfe, ' ._he sa.ici.' -) .;f1~_-re1~~-~4. j9_ t~:t.~·iiere in her.life_. ·I
i1 verb+ that+ c~ause (agree.
comp/am, exp/am, suggest etc)
-• "'<'oua1~Y:s/or!l~~ tcicau: ..
"fo;u,Hav~ t? ~ilt healthier f9od,"
sh~said J- sse.~?in~l."i":~W•J1 ~1vvays ~or;~t ~~ ca11. j
__ -I tJ~ .~xpl~IQ?~ t.~~t I h~d t~ ,eat ~ealjh1er I
~ he said '.: --- .-: · ·1 : -• food ,_,_ · 0
~

! verb+ o?j~ct +infinitive (b~ ~ri~O,~~.h:i~ rn~';s~e cr,1ed/- J.·s~Jli~9~~ii·~~1Q'R~JjJ'~;r ··.::· - -···· J
' ,.,-

--
':ta~~t~~vite, plead with, rem1nc!, ·~~-li~K:.~~)~7.fH:e,-'; . he. s~i_.~<·· .l·: H~..i-~~~~~~~~·:!t~,:~~ ~.lk_.k!C? n:the. file,
1
-~
' ) "Plea.se sit :down,'-' she sa1d. ! ·S.he 1_nv1~ed_ rTI~ to Sit do>Mn: -: ~
,, -~ ,_, ,, _:. -.,- _ , . _:;. '· . : :
,;·oan·t-lenrl. ~e-r"mon~y." -h!2 said.
.... _. · _ -. ..-- _
r· .f:~_e warned ni.~-n~t to"!end_her' riion"ey.
I . .._ __~ -'.; ".', ,'..; -: · - .... ·." <".-..._._ ' .. , . - -·- : - 0 ;-- ' : • • • • •• • _. _ ~
~.

verb+ gerund (accuse at admit, .-'-'_'(~~ .:~ei_ete~ t?~-~r?:~g_·fi_le:·;;·. h·~::s~ld·.· I_ .· ~-~.'.~cc4~.e~-;~:~·::?f_de1.~t.i~-~f t~_e wrOng.file. ~
~ advise against, apologize for; ' "let·s ~neet_t-~(5_:~¥e~in'g, '_' _ h_e sa_i_d_. _. .:-: ,. ·:.l ·:·~-~_.~ll_g·g~:~t?~~~.~~t.iri.9''1h:at _e~enlri_~: ~
Ii ~amefo~rnngratulate (~Jeane) on, "1 _cjidn't los~-the rep6rt!" she_,aid, _ - ,She pepi'e"dkising thereport ._-;_•---·---.- I
.
11· -

i,,'".·~~!:,!~~!"""~~~. ,~!:~~,~i. t~'":: ~~·=00·.,,=,,,::;.;==L~~~;;·;;,:;~.L~=~~~~i,~-~:~~~~.:;~~~~,;;,,_~:.~;~t~:.:=--·._:,:'.:ib~~~;~,,,=~j_~,r".J

il\lilli,l!liCT~!liS Blli!iilt9 Bll!lllmlliillliS: <!"..©il!llli>A!RliS\l!l;;JJ
'

I
l/~'~0·"1'''""'-~~"'"''"-""";,-_,_,,,E<-"-""~"·~;.,..,,,_,~.=·<'~•"'-""·"'·'<'",;"'r.O~C""~'"'""'--""~""".-'''"''";'i"~":"'-- ;""""·C'C:"';'1"~~:"""•"'-"'-""••<··:'("'-<"""'="-'C"'°"~=~·>;;'.~•;""m:"'!~"'o'""~~~~~---,_~"-"'~"''.•"""<="'""~""."':"":"'"'"=\j

ADlEfflVES
, one syllable (fat)
' f9~1'f.FlfT'"E
fatter than
- -- •.•_ r .sllr~~l!\TIY:E ([Jl!J'e th.an two things)
I-, the fatt_e~ ·
I
'
~ two sYllables Oucky)
adjectives ending in· -er, -y, or -ly
luckier:tha~ the luckiest -
- - --
I
I
ci~~J-rer th~n the deV-erest I<
~
morethan two syllables (ln1Eresting) more·/ les~;i'riterest.fng.than ! th_~· ~:O~t ii east inter!=?ting ~
e adjectives ending in' -fut more ca:r~f0t than·> 1- t·h~ ,·ht6st\~a·f~tu1 I
j
O::©llr~li"©Wi']!ll A!ll~l!lt:'Tl'lflEO!i

long-lasting, good-looking, highly pric~d

_. _ _
J~ng...f,fa'.;)ing, bette;·looking
__ 1· -- --

--_ \he lo~g~sf-iastmg, the b~st-lool<ing

. - -
I
. n
~
ft--- .
rnqr"~1!1ighly
- . -. ",.<·-----_
pr!ced -
..... -· "'
[· t_he .most_highlV_priced
- _·.
I
,
~
~~"~~-,,,~
~w~~~l;>;I~ ,
- .. ,;-::-
_ -_ --- :-~: , . ._ ..
I . ~
,. - - -.- _ - - - - I
- -- ---- ------ -- - . !
i onesyllable(hard) - h~rdert~an, __ _____ • - ··1 )li;h~~d~st _ ···-._-.. , _ I
\ twoormoresyllables(successful/y) more_~uccessfullyth_a~ _- ___ themo~succes:tully. · __ ~
"'·~"·"'="'=~~>'2;"'-'"'·"'''·°'~~~""-7~'''-'-"<'-=,·-=.-,,e.""'''"'=e.-=·.-""'-""'C.::;O•"·;','A'"°"'="="7==-""""-'~=~'"-""0'-"·==.o-c~="°'~-=·=="'~~=~'°'~~-~--=~•==---==-==-""'""--=°'"=°"""'"'===.il

166 G!·a"mma• AiPiP""rdioll

 ·,,,_c__:_""'--'-"-'-~-
...._____-". ____ _'.

-:·.,; '•-

u~~~«;~~~ ffe1~~~~~~? '--~!ID~~~-~ - -

~.,,_~~~- ~"""'"'' -=~==~~- .=- -=""--~---' '""""""""-"==--=-""=~=»,='1:=~,....--,,.-.-~-==~-=:--"oO~,.,,..,,~"'~

i · COMPARATNE _ [ SUP_ERLATNE (more th.an _two thi~g~) 1·

i good/well better ! best _ '_ -'--- ~
; bad I badly worse l w?rst _ . .. . .. __ .. _

I:~rr,. . >~;;::;:·-·:.~i'.-~--~
many/much more
little less . ... ·
far farther I further . · I farthest/ furthest _ .. >. : : :: .• -~::i
old . ...... 01derle1cter · .. ! 01ci~~T~1if~51/·• tir'"• ?·
c=·coc"'-"'""'"""""-'-"<>co~."'="-''""·'"°'"'"''~"""-'...:--.c-o-,o·,-,,,,,,..,,"i"""---=-"-"=f.""'"'~''~'~'··''"'="'='~'==1'=~'"-"=-"'""·'b'"'-.;.,<=..~·,;,""'·"'~=.;._;=,;;,,,,.~~,~~=~~~·;~
NOTES
1. 0 Farther I faithest and further. (furthest_ are used as adjectives and adverbs for distance.
I! The village is the fa,rthest point onthe m_ilp- _I can't go any further.
0 Further is used wi:th abstract nouns such. as_:}n,~rµctfpn, de/a~ discussion. enquiry, suggestion.
Furth_er ~iscUs.sion ot"th~ camPai~n would b~-.P?tntle_ss.
2. 0 Comparatives can be niodified with words like: much, far, a lot any, no, rather, a little, a bit even, etc.
far more serious any bigger even bett~( much less effectively
0 In addition to sUperlatives, most i:S also used tO- mean- extremely in polite. more tormananguage.--
He's been most Considerate.
3. 0 We use the<f. comparative. the+ ·o;>fnparative to show a change in one thing causes a change in -ihe other.
The _more
.- _.-_·
int~-~esting;he bo·o·k~ ih~ qLiicker I-finish r~adi~g
--:_ .. .-_::.,:.,_.---' ...-,,_,,_,: -.\: ...'.·.-· -.- ....
__ .
it.
We use comparative_+ il;IJ.d + <;omparative to show g~dual change.
Apartm:en_17 .are__gett_in_g_ fl)O.~e:. and mor_e ~_)(P~l'"!~Jve:
4. 0 Superlatives can b~ modified- With words- .like~ ' --
m~ch,_
- ..
by far, quite, almost, easily, among.
by far th_~;.n:!Q?t.i_r:it~r.e.s1ing
- . ,, . -
almost the smallest
.. ·.-" ·-- _--. ....
.··-e~sily
.
the" most experienced among the least
5~ 0 --wnen ·we :Use superiative-a-djecti_yes, -me
is someii1.nes-replaced-by er po5555fve:-- -
This is his'best pqintiri_g_. _.. _ -. ____ _.
0 Superlative adjediv~ may be qualified by numb~rs. •
I ca'.l't bear be·ing ?econd best. It's the third largest country i_n Europe.
The + su_pf:!rlati_ve + o.f is u~~d iTI--formal l~n~uage. _
The mos~ p~p~lar_ of his short stories have_ been published in a new _volume·.

&!$ """ 21$

as.+ adjective/ adyerb/ ~djeqive phrase+ as is used to .john plays the violin:~~--w~J·r -~~ ·5·~·e.
show how things are equal or al1110S( equal . ·
not as + adjective I adverb + as to ·show a negative Ellie is not as talented as her sister at dan-cirlg.
comparison This scooter is :not neariy'-~s g~od as th~ ~ther one.
She didn~t work as qufck!Y as sh~ sh6Uld h~_Ve.
Comparative forms using as ... as can be.modified with In the end, the trip- cost twice aS much as We _had expected.
just every bit, nearly, almost. half, twice, three tiines, etc He's every bit as at~l~tic as his sister.
not so much ... as J'm not so much annoyed as embarrasse9. (rm more
embarra5sed than annoyed.) ·
not half I quite I nearly I anything like I nothing like + I'm not half as talented as you are.
as + adjective + as He's noth!ng like as bright as h!s sister._
negative ve~b +..half 1_q~~ ~ -~ ~·adv~rb-+ ~~ . You don't look qui-Ce as tir_e9 as you did !ast week.
neQative verb+ a1!Y1!!_1:~g like~- as+ advert,+ as I didn't doanything like as well as I hadhoped.
like+ noun I verb phrase She's a vegetarian like her parents.
(as+) adjective +.a_s.io compare something I someone to __ _)"our explar_iation i~ -~s_ cJ~iiL~_s_m_IJ_9.
something else (similes)

167

L
as::· .---- :~~wta•&Y:ifif~

CQDAB!..E AiliD Ull!GlllADAB!..E ADJl!iCllVES

Adjectives can be categorized as g1<1dable or ungradable aa:ording to their meaning. Most adjectives are gradable (boring, cold,·
difficult interestirig, successful. etc..) which means their me?11ing can b~ made weaker or stronger wrth adverbs such as:
very fairly a little l<!ther a bit extremely highly
The·weather has been extremely cold. They're predicting rain-that's a bit unusual for this time of year.
Ungradable adjectives describe extreme or absolute qualities (e.g. convinced. dead, enormous, free, freezing, impossible, priceless,
tiny, vast). These adjectives can only be modified with words that suggest extremes.
absolutely completely totally utterly
Veiy._often the adverbs combine with specific adjectives to form strong collocations (e.g. perfectly aware, absolutely necessary,
deeply concerned, highly unlikely, etc.) ·
It is highly unlikely that she will accept the job. ram perfectly aware of how you teeL

Unit 9: Inversions; Cleft sentences; The Subjunctive [PAGES 106-1071

We sometimes use inversion (using the- word order for a que5tion-- auxiliary verb + subject) for emphasis or to link new information
with the previous information. Inversions are often used in formal or written English; they are less common in conversati.on.
,...,_~~~~~~- -- - -===-""--"'----=-co=='°.J.o=•=~"-'-'=C:::

We use inversion after the following words when they appear

at the beginning of a senteilce or a subordinate clause.·
l
,:;;;,1;;,;eldom, harclty(~;.;;:j, ~~;;,;;,;;~ve;befb~;,-iitti;;- s-;:ipqrh~~ye I·s~;,h L9'cy so excited. ~

~c:rcely -~~l:it!f~dj~~{~~o_V,,!h"!we had called the police u

_ _ ... ...... __ ... ------·--
nowhere, at no time~ (in) no way, not once unde,T no 1 . Llncier n? concliti?ri shou.ld you drive \hat car. I
circumstanc~ o_n no acco~nt under no condition
~·-~-W~¥ -~.ryi i,s_ftt_~_n_g tlext_ ~q· h_inil (infdhh~o . ___-_· _ l
. nb{b;,ly.,.,a;~iJ.~:___ _ ........... _ . __ ~ ·_ .... ~=N2L~~i~~~~~·~":~~(l)~t)_hi;~~kin~ i~ex~ellen!~_s welL I
no sooner ... than <:We use this when one event quickly ',:_._ ~?~ _ S?9ne-r h,a9_ _VJe :Qpened_ th_~ ~q9r t_h_a_n :"!e,-_realizeCl ·Fi
follows another, Otten with Past Perfect.) ',- Scim~one ~ad been ifi oUr.-house. · · - ~
·---·-· ------ ... _..___,......-·------···-------:_ _______ ...... -.. -..... ___________ :.;,_-··;::-:-:-.".c;:-·--;c:.__,.;_._._,:,. .' __ :-_.~ . . . ''.-. ·- -· ----. . ·- - - - ~
hardly/ scarcely I barely ... when
·------·-·-_---------·--- ------------·-------- -·--~ ..------··----.. ------·---"'
-):l~n:lly had we
--:--~_ '·. -__., ··-·.·+-'-·-_.. ~
begun the,fest when the electridty failed.
-_ - .-_ -- ' ,- - - '. --·-~" . . ,:,-_··: ' ':-""":C:''~~-~---~·7~- ' ·- .-
I
·.. t-1()~ ~ntii wespiJkedid lfind ()Ut(hat we Were; related • . .• I I!

II". ;;,;itha~ii;~;;;,~
not until, '!nly by I after /then I when I if ..
~?!!.---~-~-.r:r!~~~~~~~~~"-!. ~-~~~~-~~~-~~ ~-~~~s-~-- __ --· ... _____ --~:-~§_6.iYT~-~~~-~Jh~1b.-. ~~~-h~t:~7P!~-~~~@.~~~i~_-_f_f2?_9!~-~-~~er.·--~--~--~l -
Note: In these~ the inversion is in the main clause,. , :·i __ , ::,::<- ~
were ii.~d~nd mod~l;,;;;;,/d;in
conditional.~ntences where the word ff is omitted
-- --- -- Sh?iild you
vV~re. i·in·Y,our pCisn;ion,:1,p .apoldgize. -(2iJd,~Ondition~JJ
h~~;~~Ything/p~one
me (lstconditionaV I
~
·:· . ·.' - - - _- - ·· .. ·- - '' ..: - - - : ._ -- - :' - '
' ' _: - ' _' , ' ' ' ~
·-l:fad yo·u vyritle!l, h·e,might hal.'.e respon~ed. (3rd coh_ditional)___ _g
·-·-·---·------·--:----------...----,.----- - --· ----·----- ·-·-·--- .;.;--·-;;--c:"-:\"",-'--:-·,-_:-:-_--' -----:--· -:··\·---.-·--'·_-' . _--:· · ·:':'···.-.4.:;·:·.··''"" -
--·---------·---~--------·- •_-. :'·.-··,;...... ---·-- --:-:c.-,~ -~

so I neither I nor (to show agreement) -· _ .-.-Carq_I_ ~~-n 1,1se th_iSC()mpu!er prog_ram and_~o ca:n Ken. ~
i iane cJidn;t call nie/neither I nor did Debbie. .
•._ ~---·----;-.'.~~~ --- ., ,•,•, -~
I
as (== the, Same j5 true for)
- .. --------------j- ------~---~--·---·- -~" -------------------'---------- ---------'
:·vv_~ a!;~y~-,~-~e:0:~_ Sch?ol .~eetings, ~s_-d_1:f~?~!..~f oUr friends.
· ~:i
adverb pf place (here, there, opposite, etc) I ~-~re cO~ks· thete~ChE;-r:' . ~
adverb of time (first, then, finally) + be I verb of
movement (.Stand_, sit come_. etc)
.-)_h~n~ you, SL.isan. t.J.ext is the news. :i
' . We-\/'{at~hed the· a.CfobatS_ Then came the clowns. ~
-= -~ ,--- == -· -===---------=----=---=----{l

CLEl!'T SEil!TIENCIES
When we want to emphasize something, we change the word order and use cleft sentences_ Cleft sentences have two parts;
each pa_r:t includes a verb_
-~~~~~~ -.. ·-· ··'~c~···~~~~~-.~---"=~~~~~···•··~·dj

Cleft sentences can begin with It. It Was Sandy yvho inv_ited Ryan_: (not someone else) ~
It + be + emphasized word I phrase + who I that I which I It Was·_R;ari th-~t Sari_~y ii:tvite_d. (n~t s0meo~~ eJseJ !
when/where :· !i vii~S-Juh~ when ·1 ·1ett fOr p~·riS . .~
, ._ ,it:'W~S--"i~-Pads'~h~:~e I m~tThomas. ~~-
------·-·----- .. -----~---------·------ .. ----------'-~_ i.:_; -:'--;-_-c~c-·'-:-;~--::_-~'.··;::'e;" . , , _, _ _ _- .-. __ · .. M
Cleft sentences can begin with What. (what= the thing that) ' .. Whi:i.t:th_i,s cour~17 dOes is (to) irripro\:'e you,r _re~ding spee,d. _:
· · __ ,, _____ ,, __ ,._, __ ._,,,.... ,_ ·· · .. ··-· ··- ""·--- ------·-·-·------ ··--..-···· --·-- .. ----·---·---------.. ·------------- --·--·'"""·':·r-...--:-'.'-·---'-"'.' ,,..... ,.-... _.•·-··; ,. -:-:·--. ·-:· - -------- -~ -:· o·o--·.:··-·-·· - .. , .. ___ ,_,.,. -- - --- - - -- ··· -
· M~
What clause+ be · Wnat you needed was a good holiday. · i
_Wh~_t. f~·pres~~~ _lls: nl_os1:_ V\la.s ~~-r :~bili1Y _t_o wOrk i~ a:-l~~in. I
i
Cleft sentences can also begin with al/ or the last I only:· - .Alfi i'.lii'.l.,;;~~ as.k fo; h~r.ph~~~ nu;,;b~r. .. . ..
. .........
!
:>,-;T?·.e:!~l~t_ th_i~g 1·want to-ao iS to Upset Pam. · -> · i
:;-_rhe only thing I did was ask fdr her Phone numbe.r.
"'"""'"=-~"'"-'----~==='<="·==-"""-=-'-~"'===="""--==.."=="'"-'--======---"'==<::t...-o=="'-~-"'-==-""-'"""~"'·='"'~=1-.-.-="'"-.-·"'""'"°'='•"-'-""""'-"''-""'":.=-= . ,,..
. I
168 • Grammar Appendii<
I 'f1111!.i Sl!Jll!l~!lilHC'flW
lhe sUbJ.Uoctiye ~efers to the use of the bare infinitive in that dauses after certain verbs, adjectives arid nouns to express obligation,
impOrtance Or intention. The subjunctive verb has no singular or plural and no past,- pr'esent or future form.
!:[---- == =-"--"=-""-· _,,,.,.. ~~~~~~~~""P'!

~ "ml!.i Slllll!IJMll!cr!W
;· after certain verbs (e.g. advise, ask, dema~-i--fnsist, order, --· . -·r·h~---~~,~-~-ge_~· ~=-~M~~-~~-:~-h,~t;_F~.-~:e~P.~~~~n~,_~:\~b,~-~eetin_g·. -.
.i propose, recommend, request, require, suggest) \Ive req~eit thatp~r~hts m~t park tiere.JIJ~J ••
I,~-- · -··- · ··--·-·-''- -·-··-·- ---- ·• -- •·•·•·· · ·· • ·-·---·-···"-"" ·· ""--·----·----·--• .. -. ··-----
The dqctor adJises ih~t the patient be
-_-- --- .. ,7-·-:·;, -·:c -~'.'···. ---·_-'_:=~ -•7,'·•:"-;'.--
r~iea{Jd, @5si!le)
:·--,,~·•-f:C .-:·:·•'/·"··:.:';~C·.·-';-·•~---C ~ 0 •··:·'-,'.-.'c~•-,•-~.·"--"·i"·'~'--'H--·---

R after certain adjectives (e.g. advisable, anxious,. certain,. It_ is.Vita! ~hats.~~_.get .ade~uate_ rest; . , . _ ·. ·. . ,
j desirable, eager, essential, imperative, important, necessary, . !t is, imp~r,.tiy;.tJia'. the drugs. bead.mi~ist~red .at~eg~I~\ ,,
i! preferable, vifab intervals. (pass•ye) •·. •. . •·· , > • •. • · .· < >i / • •·· 1
I a.fter. certain nouns (e.g. idea, order, proposal, . Th~ pr61'6sai w~s that the schriri1 be r~lri~~i~ci.7,ia:.JiikT .·· ..
! recommendation, request, suggestion)
?=-- ·--.,==
,
- -"----~··-~""'"~=,=--===~ - ·---6·-·-==6..~-.=~~-"''--'~~.;,.:;~·.:::;{,;,.=- .. ·-~---"-""'.;.._,---"'"_;,,.~-~ ,,,.,........,_ -=
.
NOTE
we· can also use should + bare infinitive to form the subjunctive.
The m.anager demands.that we should be present at the meeting.

Unit 10: Prepositions; Quantifiers !PAGES 11s-1191

The following table shows which quantifiers are typically used with Which kinds of nouns.

~~~;i;~-1;~;-;;~~~ble n~~-;-~=;.;;.·~~~-;;le ~~~~- ~=untable noun~~·==·~·~ ·;;-;~ntable-·and ~r I

~
f.1 each,.. eilery,: anothe1; either,
; neither, the whole, the entire
many,. few I a few, both,.
several, most, enough, more,
I ~uch,. little I a little,. a bit of,
a great deal of, plenty of, too
uncountable nouns
some, any, no,
of, most, half
a lot of, lots I
~
•
I a couple of. plenty of, all, much / /itrle, a quantity of,
~ -eacli of..--either-of. neither o~ more el'Jough none a lot ot _ _ ___ f
!'="-· ---= I I
1 1 1

1 none of, the majority of lots of

--- - -·~--·.- -· ·z=-~===-....,...~~-"--==-=~~====--

NOTES
1. each I eveiy= two or more, every= three or more. Each can be only used when there arejust two things. If there are more
··than two. there is no difference in meaning between each and eveJY. Each. rTiay suggest thiit the Speaker i5 thinking of people as
individuals, whereas evety·suggests all things I people_ The phrase each and every emphasizes every single one.
The coach spoke to each I every player.
2. Little I few have a negative conn_otation.
We have little chance of arriving before seven o'clock. (probably not much)
Few students came to the school reu_nion. (a disappointing number)
3. A little I a few have a positive connotation.
Let's have a bite to eat. We have a little time to spare. (enough for a quick bite)
When we asked our neighbours for help, a few people offered. (quite a good number)
The expression quite a few means a large number.
4. Using of the makes the meaning specific, not general.
Most students would .like longer school holidays. (in general)
Most of the students would like longer school holidays. (refers to a spedfic group of students, obvious in context)
5. Some Can be used in p~itive statements, in questions when a positive answer is expected or in offers-/ reqUests.
I've got some free time this week.
Isn't there some way we can convince her to come?
Some can also be used for emphasis.
Wow! That's some restaurant!
Some 300 guests came to the wedding.
6. Quantifiers can be used as the subject of a clause, sometimes in place of a noun where the meaning is clear in context
Little is known about the artist's childhood.
7. __ (:hoice of qucintifier often depends on the level of formality. Few/ little I no are generally fonnal in use.
Not.many I (not) much I (not) a lot/ lots are more informal.
Few neighbours are aware of the proposed alterations to the building. (formaO
Not many neighbours know about the projmsed alterations to the building. (rnformal)

169

:::
 ,~.l,1il~1i'1~~~~

-r==~====-:-==-~=~""':'~~=="'"'"'~-~~,.,_..,,.,,,.,.,=~,,~,""·""'="~~;>;c'"''·'"'""-·'='-'··"-""'-=L"'-"•---'=:·c>.~;,...:""==,,,,=-=""'-"'"'''"""'<"'""-';'-'''"'"''''·"·'''"'":'

J l!llEi!>IEOlililil!iil!'i' l!>!iilEli>l!ll§l'i'l@Hl!S; li>~illlA!iilES WITH l>!iilEi!>@!li"l!'l@llil!> . . . l

~
i
1
There·are many verbs, nouns and_ adjectives which_ are followed by specific or "dependent" prepositjons.
These prepositions should be learnt with the words and phrases they form part of.
.

i The course is aimed at neW i-r:nmlgrants.

I What motivated her was a great passion for art.
~ -contrary to popular belief, successful people are not all rich.
~ Please· try to arrive on time. t
~~~===-~-==-<==="""'--"==='~"'''-""===~:e:==-=--=--<-='r.""'""'"""'•""""''"''-'=""'·";.="""'/.._""'"·'"""-'"'-""-=~''''--'""·~-'· '"'"""-"'"'";.=,-c-0<-'=,'~J;
NOTE
Be careful not to use a preposition with a verb that does not require one· (discuss, enter, mar1y, Jack, resemble, approach. etc.)
~e lacks yr{the skills required.}( The trai~ is now-approachingyflondon. JC

170 ~rammar Appendix

~·
 ~·:·:~.-::~~lj~il{t~W#A-•1~~l4~~

PERSPECTIVES
on PROFICIENCY . .·.
by Shannon Call~han and'[revpr William~ ..

Burlington Books
P. 0. Box 54411
3721 Limassol
CyPrns .;_-: ._' - -' . ~'· - '
Burlington Books-is an imprint Qf tbC _B~;ti.tigtq-Q ,qtollp ,_
Acknowledgements
B.arlington Books would like to·th_iu,k ~:fQlJ()_~$-~P~f. f~I': ~~ p~cipii#~'i:t_i~ the. research that went into ~ d.evelopment of this course:
Alexopoulou IOanna (J\l~opoqlou F!Ji~_i¥ .i·aD~~g~_S~~i99l~)._ Anibatii.l\ikat~ni (yafop~uioq Foreign Language _SchOOl), Argyropoulou Efi (reach Mc
Foreign Language School), B.ourbou-~ Matj~_~aiii-.IDe~.-¥~--~_"'1;el~tioS_ 1'.aJ~v~des (faiaVerides F~igri Laiiguage Schools), Bo:Za Fotini (Boza Fore
Language School), Christodoulou Errimaiiouei;ia (CbriSiodOJJlQU Fore:ign L,anguage School), Connaughton KatberJn {Connaughton Foreign Language
SchOol), Dedousi Eleni (EngHsh Woi"~d English µm_gua~ s.tjio61), J!conOmouAilna (EkpedeftiriaArsakeio Thessaloniki), Fr0nimaki Maria {Fronimaki
Foreign Language Schqol), G~ (J~rgi~ ({J~_ f P~i~ ~-~-ag~ S~oo.Is),_ GialJeli ¥aria (GiaUeli Foreign Language School), Kinnick Lance (Kinnick
Foreign Language School), KOumat~u-~- El~~~lvi (fyfs'?s_:J;<Oreigll 1fct~~ Sc,:hQol), K1;mt1as Kons_tantin~s (Koutlas--Safi F()reign Language ScboCJ
K.r~a Vivi (Krana Foreign Lan~11i~ s~ii~~l).. Man~·~~z,ap J~k#~ E~~~~ Ago ii)~ Momtsiou Mat!,~_(Synchroito Foreign Language
Schools), Nikolopoulou Eieni ~ikP~ofOiiIC?U Fof#~'.~ige_ ~C~,oql).-90iouTI.is :Evaitge~os (OuzO'unis Foreign Laftguage SchooJS), Panagiotou-Papael
Ino (Papaeliou F_oreign, LaD81Jage S~hqqI.8); ·'aP?dQg~:(}i;-~_pQµlo~_ pa,V)~s (p_apadogeorgopoul.os Foreign l--anguage Scht?_Ol), Pappa Ioanna & Papageorgiou
_Panagiotis (Skorda Foteign ~~ag~-~i1:tpP!):--J>~~~:r~W:P1;1: J<;:a~riµ~ -(Ekpe~ Geitpna), fissimissi ·Maioul_a {Pissimissi Foreign Language
School), Pow~r Susan:-Eliza~e.th (Ppw~r_forei~--~~D~~--Sf,~9c>_Q,:J,le~C!-:K<!;ltsa~C!~ (European Sch~ol_Foi,;eign,J.~guage School)., Solomon Solon
(Ekpedeftiria Morai~), Sotirppou}os -~_sto_s. (~~t_ii()P'?u.Jo.~.for~igq _µn~age _Sc~Q()l), _Stamatopouloµ Artemis (Scholes Xenopquloµ), Tsaparas Petros
(Glossiko Stavrodroiru Foreigll Lirl~g~ ScbQol);-rsefilie]idl M~itrila, (fs'eggel~di Foreign µµJguage School), Tsiapera Olga (Tsiapera Foreign Langna11
Sctiool), Tsiga :pan_agj~ta (Tslga 1;:>J¥mi~,-~-T,~g~·~~~~~-i,:?0~1';igll. L,ailgimge $_c110ol); Voll$ ChfySa (Vourda--So~a.Foreign Language School), Xifaras
Michalis (Xifaras M; & SIA O.E. Foieign·taJigri~ge.~SchOQJ_s);:_2_3~6¢o~_Panagiotis ·(Zacharjou Foreign Language-School). ·

The publisher. gratefuliy .=~knowl~:dges:~e_f~J~(jW~ng:f~fp·g~,~~io~ ~~s~ Cqp~ght

_to material:
Concept of_.~·9rk: _G~rar4 Wb}i~-'/ ~q~-S~~~: ::P+.
24; ~~t-fi.0111 C:hofolat tty Joanµe Harris. Published by Doubleday._ Reprinted by pennissi(]
.
of The Rand9m.~Hou_S~ (}n)Up_ Limiied:_-p.ag~s: .9o~_f- ~ :·::.~.: ~ -~; . -.. : :_ .- .: .:.. . :--- - ___. ·
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page 102_ (wHh trainer~ i W}l0JeS).;_J;J~r Street ~~aJ]!r-lAJ~Y. S_~ck ~hoto_: p:lge 41_ (Sherl_ock Holmes); B'akounine I Shutterstock.com: page 141;
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Cnejevici I Shuttei"stoc;k_.c:OIU: page._98 (libfWY);. ~ _(_.SJi~rstock'.CQm:· page 85 (Guggen.lieim Museum); Jeff Kinsey I Shuttersiock.com:
page 84; n1ary416 _/ Shutter~iock.c;om:·page 77 CV:~i):iPat);_i-J:itch 9~nn: /.Shlrtterstockcom::page 17 (Neymar); Movies~ore' I Rex I Shutterstock:
pages 50 (Dlverg~mt), 9~ _(c.Qocol.at);,:Nataliyi:Hci{"! I Sh~ttf'.i:Ji~\::~.m_:_ J>age ~21 {auto plant); PeCold /.Shutterstock.com: page 77 (Madonria);
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pages 32 (MycoSkie), 34 (GiSele); siaiisto~k_i Sh(i_~riio~~;~:.:p~~~'85.(Ac_fop9lis Museum); The Advertising Archives I Aiii,my: page-17 (two women);
Tomasz :Bidenriann I SJ,urierstock.com: page .29. (Amilesiy ln~i;nati~nal);. ·Vladimir Wrangel I Shutterstock,com: page 77 (Nefertiti); ©Warner Bros. /
collrtesy Evei-ett Collection: pages 42-43 (Game of Sbiido"'s). All othei iriside images and the cover image: Shutterstock, Inc.
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ISBN 978-9963-273·47-8
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