A global language Language Summary 1, Student's Book p127

Language ability @IfMIl The English verb system Cllllm?filn}

I neaO what Carl, Heidi and Maria say about speaking languages. fl a Match sentence beginnings 1-9 to
Fill in the gaps with the phrases in the boxes. endings a-i.
t ln the year 1000, English b
z The English language was
g A hundred years ago, many people
were

a Cambridge University Press has

5 By the 2'1st century, English had
6 lmmigration, new technologies, popular
culture and even war have

7 At present, over a billion people are

8 :..
tngllsn rs

**:
I However, more people speak
a now learning English worldwide.
b had approximately 40,000 words.
c all contributed to the growth of English.

d using French as an international

language.

e grown to over 500,000 words.

f been publishing English-language

teaching books since 1975.
Mandarin Chinese than any other
language.

h taken to North America by settlers in the

17th century.
pl Rewrite these sentences using the words/phrases in brackets. i used as a first language in at least 75
countries.
1 I don't know any Japanese. (word)

I can't speak a word of Jaqanese. b Match sentences 1-9 in 3a to these

verb forms.
2 I speak enough German for holidays. (get by)
Present Simple I
on holiday.
Present Continuous
3My sister can speak Chinese very well. (fluent)
Present Simple passive
My
Present Perfect Simple
+ I haven't spoken Portuguese for a long time. (bit rusty)
Present Perfect Continuous
My
Past Simple
5 I learned a few words of ltalian on holiday. (picked)
Past Continuous

Past Simple passive

6 I can speak both Turkish and Spanish perfectly. (bilingual)
Past Perfect Simple
t'm
p a Read the first part of arl article about 'Basic b Read the second part of the article below and
English' and choose the correct verb forms. ill in the gaps with the correct form of the verbs
in brackets.

The idea of inventing an international

language is not a new one. 0ver the past
l8oyears, tinguists @/
created over ten different languages that
zare based/be basedon German, Spanish,
English and even musical notes. One of
the most influentlal of these
3had been/was 'Basic English'.
By 1923, the First World War
awas/had been over for five years, but
The languager affracted (attract) the attention oI
educators all over the world, but its development
(interrupt) by the Second World War.
After the war, both the British prime minister and the
president of the United States 3 (look)
for ideas that might promote world peace. They both
(give) speeches that supported the
use of Basic English. ln the past 60 years, the language

Europe was sllll 5 recoveri ng/recovered (have) some success. ln some parts
from its effects. Charles Kay 0gden, a of East Asia, teachers 6. (still; use)
linguist and writer, was running several
0gden's word lists. However, in the main, the language
bookshops in Cambridge. HeEhad just written/iust written published a book
has disappeared.
which described how we use language. The success of his book
Now that we 7 (knowlthat there are
7
has inspired/inspfted 0gden t0 design a universal language - one that was
much simpler than English, but\doesn't/didntrequire native English many more non-native than native speakers of English, some
8 (recently; ask) whether we
speakers to study a different language. ln 1930, 0gden's book Basrb linguists
Engtish: A Gencral lntroduction with Rules and Grammarswas/were should revisit 0gden's ideas. There is even a version of the
published, e (writelin
Wikipedia website which
It is estimated that, on average, itl\takes/tookabout seven years t0 'Basic English' for non-native learners of the language.
ll
become fl uent in English. Ogden beli eved/was b et i evi ngthat'Basic
Google it now!
English' could be learned in seven weeks. Iherel?had been/were only 850
words, and the grammar was simplified with very few exceptlons t0
each rule.

Open learning
Education @E
I Comptete the crossword with words connected with education.
't money given by an organisation to pay for someone's studies (11)
2 a talk on an academic subject, especially at university (7)
3 a long piece of writing on a particular subject, especially one that is
done as part of a course at college or university (12)
4 money that students must pay to universities for their courses (4)
5 an agreement by which a student at a college or university borrows
money from a bank to pay for their education and then pays the money

6 a class, especially at university, with a few students (8)

7 an advanced degree, usually lasting for one year (7)
8 someone who is studying for their first degree at university (13)
9 a student who has already goi one degree and is studying at a
university for a more advanced qualification (12)
a senior person who teaches at a British university (9)
Auxiliaries in verb forms EIEEEilE !t neaO the second part of the
conversation. Fill in the gaps with the
Other uses of auxiliaries EsE!@
correct positive or negative auxiliaries.
Ql a Are sentences 1-B correct? Change the incorrect sentences. Use contractions ('ve, 's, etc.) if
,s
possible.
1 Everyone here are doing a Master's degree.
2 Did you went to the seminar yesterday?
e I do work very hard, but I still find the course difficult.
4 Some universities does give scholarships, but we don't.
s l'm the only person here who went to a state school, aren't l?
o lf were you, I don't eat in the college canteen.
I

z You like doing exams or prefer continuous assessment?

g ['ve be invited to apply for a PhD, but the fees are too high.
b Match the correct and corrected sentences in 2a to replies a-h.
PHIL Sorry, where were we? Yes, Professor
4 Don't you? e _ They are, aren't they?
a
Shavick. He's a bit strange, I isn'f he?
b _Well,l'm not. f _ Are you?
I2----interviewed by him, so
c _ I don't enjoy either! s _Sodol. we hadn't met before.
d Wouldn't you? WhY not? h No, I didn't. sene Neither 3-'-- I when I
- --
p started here. And I must admit - he
neaO the conversation and choose the correct auxiliary verb.
2*.-- apPear rather unusual
Sara, 7 isn't it?
'We
PHIL Hi. Jt's met last week, we?
il' when you first meet him.
SARA Yes, we 3-. You're Phil.
PHIL Unusual? If I met him in the street,
PHIL.Wellremembered!Youa--warnmewhenwemetthat 5
I probably run away
you often forget names.
5-- screaming. All that hair! He's been
SARA I5-- , unfortunately. But making I
spending far too much time *itf, Ut
a special effort this week. Anyway, how'"-_- it going?
computer. He should get out more often,
PHILoK.Is-alreadyhadatutorialwithmyPhDtutor. - he?
5ARA e_ you?'$[ho,s that?
SARA Vell, perhaps.
PHIL His name's Professor Shavick. Everyone else was very impressed by
10- 11- PHIL Anyway.l7-think I even
him, but I . I expect you know him.
asked you what you're doing your'PhD in.
SARA I t2-, actually. You see, I'm... 8*--
SARA Well, I not doing a
PHIL Oh, sorry, hold on - that's my phone ringing ...
PhD actually. l, er, teach here.
l ais isn't
@'haven't c doesn't PHIL You don't,9 - you?
2 a didn't b c aren't SARA Er ...yes. Computer science,
3 adid b do c have as a matter of fact. Sorry, I
4 a have odo cdid 10- going to say something
5a'm b do c have
6a'm b 've c 'll earlier, but...
Tahas b does c is PHIL How embarrassing. So, Professor
8 ado b'd c've Shavick is a colleague of yours?
eaDid b Have c Haven't SARA Erm ... well, I suppose he's my boss
10 a wasn't a didn't c haven't tt -
really. But worry - [
11 a 'm not b don't c do 1z--_.-=-tell him anything! And
'12 a am b have c do not all tutors are like him, I promise!

Reading
I neaO the article quickly and
choose the best definition of
'lateral thinking'.
'Lateral thinking' is ...
a a new way of thinking about
old problems.
b a fun way of solving puzzles.
c an alternative way of thinking
about problems.
Verb patterns (1)
]EE@S
p nead the article again. Fill in
the gaps with the correct form
of the verbs in brackets.
p neaO the article again. Which
paragraph or paragraphs in the
article:
1 encourage you not to give
up thinking about the
Puzzle? B ,
2 tells you what you- need to do
if you want to use lateral
thinking0
s explains why some people are
better at lateral thinking?
+ gives an example of solving a
problem by lateral
.thinking?
presents a lateralthinking
problem for the r'bader to
solve?
explains the way we
traditionally deal with
problems?
tells you where you can find the
solution to the puzzle?
- vourself 7---*
Getting results
-a
$r
0 -i"-"
CI ..r
ileaehing
i'.!rr a I a
Acting on an anonymous phone call,
the police rdid a house to arrest a
suspected murderer. They don't
know what he looks like but they
know his name is John. Inside the
house, they ffnd a srrrgeon, a lorry
driver, a mecha,rric and a fireman, all
planng cards, Without hesitation or
Now think about the fireman puzzle
again. Have you got the solution yet?
asking any questions, they arrest
8- (read)
the fireman. IIow do they knorr the No? Well, keep
flreman is the murderer? then think again.
The answer to the puzzle is printed at Edward de Bono once asked some
e..-
the bottom of the page. But if you don't children (suggest) ways
know it, try 1 not to look (not look) of estimating the height of a tall
yet! Read this article and then force building. Some suggestions were asking
yourself 2- (think) a little the architect and also dropping a stone
harder. from the top, and measpring the time
taken to fall. But one boy refused
ln the 1960s, Edward de Bono, a
Maltese doctor and writer, invented the
10-.-''-- (take) the question
seriously. "Put the building on its
phrase 'lateral thinking'. He believes that
side and measure it," he said. The
we understand the world by building up
class laughed. Edward de Bono then
patterns based on experience. These
managed
oatterns teach us 3
(demonstrate) that this was actually a
(recognise) familiar problems and
situations and allow us a
very sensible idea: You can measure the
building, de Bono pointed out, in a
1, (make) simple decisions quickly.
photograph. And if you put something
However, de Bono argues these
patterns can also stop us from seeing
else in the photograph - that you know
the height of - you can easily calculate
the solution to a problem.
f. the height of the building.
Edward de Bono thinks that for every
11o ln fact, children are often good at
, oroblem. vou need s G
t' lateral thinking. With less life
.. (check) your assumptions. What did
experience, they bring fewer
i yo, assume when you read the puzzle
assumptions to a problem, and so look
above? To think laterally means you
6 for different solutions. So, if you can't
must avoid (make)
answer the murderer puzzle yet, try
assumptions about a problem and make
asking a young person the same
(think) 'outside
problem. You might 12
-- . -- .. -
the box'.
(be) surprised at how simple they find it!