Nowadays

people know
the price of
everything
and the value
of nothing.

5
Look at the picture and discuss the questions.
1 How does the quote relate to the photo?
2 What things do you value most in your day?
3 What possessions do you value the most?
Why?

All or nothing
READING VOCABULARY USE OF ENGLISH WRITING
topic: future of advertising buying and selling open cloze topic: a charity event
skill: identifying expansion or separable and inseparable word formation skill: writing topic sentences
exemplification of points phrasal verbs task: report
task: gapped text nouns from phrasal verbs SPEAKING
topic: gender pay gap SWITCH ON
GRAMMAR LISTENING skill: speculating video: the scenic route
ways of talking about the future topic: business start-ups task: long turn project: trip around the world
verb phrases + prepositions skill: understanding points
of view
task: multiple matching 63

M05 Gold XP C1 95056.indd 63 09/11/2017 13:11

 5 All or nothing

A Advertisers will also know how much we like their ads

READING
Power up
1 Work in pairs and discuss the questions.
1 Do you find adverts persuasive? What has
an advert persuaded you to buy recently?
Why did it persuade you?
2 What’s a favourite advert of yours? Why?
because our pulses, via our smart watches, will tell them.
Every ad you see will be based on who you are. Screens and
posters will display different images based on the information
on your mobile – your purchase history, the brands you like
on social platforms, who your friends are, your gender and
your age. Already, seventy-five percent of consumers expect
and want retail experiences to be personalised, and over the
next ten years most marketing will become like the ‘Amazon
Recommends’ feature, only bigger!

Read on B Rarely has a single moment summed up so wonderfully the

2 Work in pairs. Imagine it’s the year 2030. How
has advertising changed?
3 Read the article. Ignore the gaps. Does it
mention your ideas from Ex 2?
extent to which technology can change lives for the better,
allowing us to interact in ways beyond any initial realms of
possibility. And it’s these almost unimaginable developments
in technology, according to futurists, that will play a major
part in persuading us what products to spend our money on.

4 Read the article again and choose from

the paragraphs (A–G) the one which fits each
gap (1–6). There is one extra paragraph which
you do not need to use.
exam tip: gapped text
The paragraph you are looking for may contain
an example of, or expand on, something
mentioned in the previous paragraph.
Read paragraph iii. Look at the highlighted
phrases. Read paragraphs A–G and choose the
one where these phrases are exemplified or
expanded on. Which phrases give links?
C As well as this, in 2025 you’ll be able to buy a robot friend
and even use a small chip to measure how many times a
day you blink, to assess your eye health and find the perfect
mascara. Driverless public transport will interact with us all
individually.
D In the sci-fi film Minority Report Tom Cruise walks past
a number of digital ads that address him by name as he
passes. Science fiction perhaps then, but as we have seen,
not so far away from the realities that we may be confronted
with relatively soon, albeit perhaps more subtle and
sophisticated. But who really knows?

5 Match the words and phrases in bold in the E That is where the imagination must take a leap because in
article with their meanings (1–8). reality, even the experts don’t know. A logical progression
1 significant 5 husbands/wives would be that people will be able to ‘step into’ brand
experiences and ads will be filmed with 360-degree cameras.
2 first 6 produced
In fact, there is actually a VR advert now that allows the
3 believing in, accepting 7 major part prospective customer to experience what a hiking boot feels
4 portraying emotion 8 likely to be/do like when walking.
something

Sum up F Other than the obvious novelty and excitement around these
ideal marketing tools, the latter is also quickly becoming the
6 Work in pairs. Take turns to summarise what only truly immersive experience to capture people on an
the article says about the following. emotional level. All exterior stimuli are blocked out and we
1 Stephen Hawking are cocooned in our own individually created world.
2 relevance to individuals
3 virtual reality G To put it briefly, over the next ten years, advertising will
move from communicating to predicting, and emoting,
Speak up based on human needs. According to a recent study by
neuroeconomist Paul Zak, three out of eight people now love
7 Work in pairs. Some people say that brands more than their spouses; thinking of brands releases
advertising is a ‘necessary evil’. What do you
more oxytocin in the brain – the same reaction generated
think they mean? Do you agree?
when being hugged.

64 The first TV commercial was in the USA, on 1 July 1941. It was ten seconds long and promoted a watch.

M05 Gold XP C1 95056.indd 64 09/11/2017 13:11

 The
of
advertising:
what will it look like in ten years’ time?
i
The award-winning film about Stephen Hawking The Theory of Everything
has plenty of touching scenes. From the initial diagnosis of Motor Neurone
Disease to the academic brilliance and final passionate exchanges, this is
a film that ticks every emotional box. But for me, the defining point of the
whole film was when the proud creator of Hawking’s world-famous voice
synthesiser turned it on and announced, ‘Welcome to the future.’

1
ii
The consumer is hard to impress and the next ten years of advertising will
be relying completely on them buying into the largely tech-driven, utopian
vision of making every single advertising message relevant to the receiver.
So how is this going to happen?

2
iii
How advertising makes us feel will become more important than how it
looks, and that means personalisation. By 2025 we’ll have developed the 6
technology to make the bulk of our interaction with products all about us.
One example is that customer service operatives will be holograms, based
vii
There is not, nor ever can there be, a fixed
on what each individual finds attractive or needs – imagine holograms in answer. Hawking described the future as
airports and train stations providing customer information. ‘indefinite, existing only as a spectrum of
possibilities’. Unexpected things will occur;
3 we don’t know the names of the next big
entrepreneurs, nor what the biggest platform
iv
The term we use to describe this method of reaching each individual is
will be in ten years. But whatever happens,
‘immersive creativity’ and the way into this is already well established
advertising in the future will be exciting, powerful
through advances in virtual reality (VR). VR is big business – it’s
and impossible to ignore.
estimated the VR market will soon be worth 5.2 billion dollars. The
experience is unparalleled, taking the user into another mind-blowing
world that feels real. But how will brands actually use it? Over to you! Comments, please.
4 RALPH Worrying stuff, but this is going to
v
This is just one technological step in the new emotional journey that happen, guys – whether we like it or not.
brands and consumers are about to embark upon. The most used word in JONBOY Great timing! I’m to see my course
social media last year was the heart emoticon, but in ten years’ time, most tutor later about a project I’m starting next
of our words will be emoticons and customers will give feedback in Snaps.
week on the very same topic. Useful stuff!
5
JENNIWREN 11 Just want to give a heads
vi
Wearable and connected devices will be providing the data to enable this up: brilliant VR exhibition starts on Saturday
targeting to become ever more detailed and clever. By the end of the ten at the Brack Centre. Some experts will be
years advertisers will have been mining our personal data for a long time. demonstrating how the latest stuff works.
We’ll enter a store to hear our own playlist playing and be immediately Can’t wait!
directed to clothes we’ve looked at in other stores.

65

M05 Gold XP C1 95056.indd 65 09/11/2017 13:11

 5 All or nothing

GRAMMAR 3 5.1 Watch or listen to two people answering these

1 Complete the example sentences in the grammar box with
the correct form of the verbs in brackets.
explore grammar p150
ways of talking about the future
A Over the next ten years advertising (move)
from communicating to predicting, and emoting.
B This (happen), guys – whether we like it
or not.
C There is a brilliant VR exhibition which starts on Saturday
at the Brack Centre.
D By 2025 we (develop) the technology to
make people genuinely happy.
E By the end of the ten years advertisers
(mine) our personal data for a long time.
F I’m to see my course tutor later about a project.
G Some experts (demonstrate) how the
latest stuff works.
future in the past
We use was/were going to, was/were (about) to and would to
express a future idea in the past.
I was going to throw out my old school books, but my mum
stopped me.
I knew I would never get the job.
I was about to text Megan when she called me.
2 Match the sentences in the grammar box (A–G) with the
descriptions (1–7).
1 something that is inevitable or unstoppable
2 something that will be completed before a certain time
limit
3 something that will have been in progress up to a time
limit
4 something that is considered or believed to be a future
fact
5 something that is arranged officially and formally
6 something that is organised or timetabled
7 an action in progress, repeated in the future, or part of the
anticipated programme
questions. Make notes about their answers.
1 What do you think will be your next big purchase? Why?
2 Which of the possessions that you have now do you think
you will still have in ten years’ time?
3 What will you have done with the rest of your possessions?
4 What will you have spent money on in five years’ time?
4 Work in pairs. Find all the examples of future forms in the
audioscript.
5 Complete the article with the correct future form of the
verbs in brackets. Do not use the future simple if another
form is possible.
Too much clutter? Try the 100-thing challenge
Dave Bruno set himself a challenge: to live for a period
of time with only 100 possessions. Could you do it?
One of our readers gives it a go.
As I 1 (move) into a shared flat next weekend –
I 2 (sleep) in this room for seventeen years by
then – the idea behind the challenge really hits home. There’s
no way all my stuff 3 (fit) into the bedroom
I’ve got, so I 4 (have to) get rid of a load. My
mum won’t stand for me leaving it here as she 5
(use) my old room for guests, so let’s see if I can cut it down
to 100 things! It 6 (be) hard, but all the soft
toys must go. And come next weekend the bags of concert
ticket stubs and programmes 7 (be) long gone.
I 8 (give) a lot of old books to charity and, really,
who needs twenty pairs of shoes? Just think that this time next
week I 9 (throw out) all the junk of my old life,
ready for the new one! Obviously, I can’t throw out my old
CDs or DVDs, but maybe as a group they just count as one?
And I’ve clearly got to keep the T-shirt with a wolf on – my best
friend gave me that. Mmm, maybe I 10 (just /
have) another look through the books …
Speak up
6 Work in pairs and discuss the questions.
1 Could you do the 100-thing challenge? What would
you keep?
2 Answer the questions in Ex 3 and compare answers.

66

M05 Gold XP C1 95056.indd 66 09/11/2017 13:11

 VOCABULARY 5 Rephrase the expressions in bold in your own words.
1 Advertisers know how to push all the right
buying and selling buttons.
2 It is easy to persuade people to part with their
1 Complete the sentences with the correct form of these verbs. money if you know their unique preferences.
Then make your own sentences with the verbs. Try to show the
3 I’m going away with the school in July, so until
differences in meaning.
then I’ll have to watch my money.
accumulate acquire collect consume hoard 6 Choose the correct words to complete the blog.
1 The museum has an old map dating back 700 years.
2 Households today far less fresh food than they did a Not just a problem for the oldies
few years ago.
We’ve all seen them: the programmes about people
3 I have a lot of rubbish over the years and I need to
who have 1possessed / accumulated way too much
have a good clear-out.
stuff and have 2cluttered / untidied up their space
4 Most children like to things like stamps or coins and with piles of old newspapers or clothes. And we all
swap them with friends.
think these guys are older, with a lifetime of stuff that
5 My grandfather used to lots of things, like old they have 3collected / hoarded away in case it’s ever
newspapers. He thought he might need them one day! needed. I’m living proof that that isn’t the case. I’m
2 5.2 Listen to two people answering a question about spending nineteen and my hoarding tendencies started back
habits. Do you know anyone who is like either of the people when I was about eleven. I know where it began:
described? with my dad losing his job, which meant moving to a
much smaller house and having to 4chuck / bin out
3 5.3 Work in pairs. Listen again and complete the collocations. huge amounts of things that had been part of my
Then talk to your partner about these things. life – stuff with 5monetary / sentimental value like
Tell your partner about: toys and presents. I was terrified of losing my stuff
1 someone you know who is a(n) touch. again and developed this 6undeniable / insatiable
2 someone you know who is prey for advertisers. desire to 7keep / collect things. I wasn’t 8giving /
splashing out loads of money on buying 9off / up the
3 something you’ve bought recently at a(n) price.
local clothes shops; I just couldn’t 10pass / miss up
4 a time you experienced a(n) sell. an opportunity to pocket free things and store them
5 a time when you had a(n) desire for something. away. I’ve since learnt that this can develop into a
6 something you own that has value. full-blown disorder. We hoarders give an abnormal
meaning to things which we simply can’t part
4 Complete the sentences with prepositions. Check your answers in 11
from / with. We believe they’re part of our identity
the audioscript.
and 12throwing / dumping things will mean we’ll be
1 Never pass an opportunity to get a good deal. losing a bit of ourselves. I was lucky and I got help,
2 No one can convince me to part my favourite but it could have gone so badly wrong.
trainers even though they’re falling apart!
3 My mum hangs tons of old recipes that there’s no
way she’s ever going to use.
4 All these souvenirs just clutter the room. Speak up
5 I’ll have to go chocolate this week as I’m on a diet.
7 Work in pairs. What would
someone learn about you by
explore language looking at the possessions
you have in your room?
separable and inseparable phrasal verbs
Remember and record which phrasal verbs are separable and which
are not.
he splashed a load of money out on …
my mum hangs tons of recipes onto
Also remember that we cannot separate phrasal verbs when the
object is a pronoun object.
He splashed it out on …

According to British research, the average ten-year-old owns 238 toys but only plays with twelve every day. 67

M05 Gold XP C1 95056.indd 67 09/11/2017 13:11

 5 All or nothing

LISTENING
Power up
1 Work in pairs. In which situations
would you use these different
buying methods?

auction bargain barter haggle trade

Listen up
2 5.4 You are going to hear five people talking
about a retail business they have started. Listen
and decide what product each speaker sells.

3 Read the two tasks. Identify the key words in the

lists (A–H). Then think of different ways these
words can be expressed.

Task 1 Task 2
Choose from the list (A–H) the reason each speaker Choose from the list (A–H) how each speaker feels about
gives for setting up their business. their future business.
A a recommendation by a friend A reassured that big companies want to partner with them
B the financial security B optimistic about expansion into different products
C the rise in popularity of a certain product C inspired by the opportunity to be more international
D the cheap set-up costs D encouraged that they can run an ethical business
E the international opportunities E hopeful that they can make a difference
F the best way to use a talent F excited by the chance to develop a new type of business
G to fund a lifestyle G surprised that the company will be able to grow so quickly
H a commitment to help others H convinced that they will do better than their competitors
Speaker 1 1 Speaker 4 4 Speaker 1 6 Speaker 4 9
Speaker 2 2 Speaker 5 5 Speaker 2 7 Speaker 5 10
Speaker 3 3 Speaker 3 8

4 5.5 Listen again and complete the tasks.

Speak up
exam tip: multiple matching 6 Work in pairs and discuss the questions.
1 Which speaker do you think had the most
Make sure you listen for all the options in every extract. When
interesting way of selling? Why?
you listen for the first time, pencil in all the possible answers,
then confirm your answers when you listen for the second time. 2 Do you think haul videos are showing off or
genuinely interesting?

5 Match the expressions (1–6) with their meanings (A–F).

1 eat up something (e.g. resources) A be beating one’s competitors
2 be ahead of the game B sell something you have bought for a profit
3 be hot property C understand and be able to do something
4 get the hang of something D be the object of a reaction, often negative
5 flip something E be something very valuable and marketable
6 come in for F use something and not replace it

68 Did you know more people watch haul videos than the most popular music videos?

M05 Gold XP C1 95056.indd 68 09/11/2017 13:12

 USE OF ENGLISH 1
1 Work in pairs. What strategies can you think of to
remember fixed phrases? Which do you use?
2 Read the language box and underline the verb
phrases with prepositions.
explore language p150
verb phrases + prepositions
A A fixed phrase is often a verb + a noun/an
adjective + a preposition that go together.
You need to play a part in the campaign.
B The phrases can only be expanded before the
noun, usually with an adjective or determiner.
You need to play a bigger part in the campaign.
You need to play your part in the campaign.
C The noun in the phrases can sometimes be
substituted, as long as the noun has the same
meaning.
You need to play a bigger role in the campaign.
3 Complete the sentences with the correct preposition.
1 We will need to examine the evidence
shoplifting.
2 She has a strong relationship
customers.
3 It’s important to identify the causes
any poor sales results.
4 The company based their theory
very unreliable data.
5 I can provide the information
not-for-profit organisation.
6 They are investigating attitudes
recycling of used goods.
4 Complete the questions with the correct form of
these verbs. Then ask and answer them.
create have impose make take
1 Do you think younger people
aptitude for creative tasks?
2 Should you always a comment on
a sales site you use?
3 Is it worth a chance on
crowd-funding new businesses?
4 Will online marketing more
opportunities for individuals to sell things?
5 Do you think we need to a limit on
the number of haul videos?
The Cuddle Café, a pop-up in London, allows customers to pay for tea and cake with hugs.
M05 Gold XP C1 95056.indd 69
5 Look at the picture of a pop-up shop. What do you think a pop-up
shop is?
6 Read the article about a pop-up shop. How successful have the Bray
sisters been?
OUR POP-UP SUCCESS
Pop-up stores are everywhere at the moment and 0 they offer
budding entrepreneurs a great opportunity 1  publicise
their brand for a few weeks during the year. These stores allow
people who ordinarily sell goods online to gain 2 to
customers in the street.
Twin sisters Tanya and Linda Bray 3 currently finding
pop-up stores to be a great solution to marketing their fashion
and accessories label. The twenty-five-year-olds normally sell
through their website but they use pop-up stores 4
her
so often and, when they do, have succeeded in making money
5
them. Their first one brought in around £2,000 in
the first month, which was surprising as they 6 only
just launched the brand and were relatively unknown. Apart from
the money, the sisters said they also enjoy the feedback they get
from speaking face-to-face with their customers, which has had
our
7
positive influence on their product design. By next
month they 8 have established their brand to the
extent that they may be able to open a permanent shop.
exam tip: open cloze
Try to identify if a gap is part of a fixed phrase. Look at the language
around the gap.
Read the sentences. Which gap needs you to focus on the word
an before and which one on the words after?
1 They offer an opportunity win more customers.
2 It was his opportunity and his last.
7 Read the article again and complete the gaps with one word only.
Speak up
8 Work in groups and discuss the questions.
1 If you had a shop, what would you like to sell? Why?
2 Why do you think we like products that are less ‘available’?
69
09/11/2017 13:12
 5 All or nothing

USE OF ENGLISH 2 5 Read the blog. 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.
1 Do children in your country get regular pocket money?
How much do they get? Is this a good idea?
POCKET MONEY EQUALITY
2 5.6 Listen to two people talking about pocket money. There are a fair number of 0 drawbacks DRAW
What points do they make? Do you agree with them? to being a girl. The workplace is still a
man’s world and there have been very
3 Read the language box. Find examples of A–D in the
audioscript. few 1 in women’s rights. That BREAK
glass ceiling still exists. It doesn’t make
us 2 ; it just means that we AMBITION
explore language need to work that much harder to get
where we should be. But that’s not the
nouns from phrasal verbs point of this blog – it’s understood. My
A When forming nouns from phrasal verbs, we can put the concern today is related to how early
preposition before or after the verb.
this 3  actually starts and you EQUAL
downpour breakdown might be surprised to know that it’s at a(n)
B The noun may have a similar meaning to the phrasal verb. 4
young age – when we get EXTREME
A lot of people turned out for the rally in the park. pocket money from our parents!
There was a great turnout for the rally in the park.
According to a recent survey, boys receive
C The noun may have a different meaning to the phrasal
verb. thirteen percent more pocket money than
girls. I find that 5 ! It sets the GRACE
Look out for James in the school play. He’s in the
second act. bar from the outset and continues into the
The weather outlook for the weekend is pretty bleak. working life. So, just why do parents favour
D Nouns may be single words (e.g. outbreak) or hyphenated their male 6 ? Could it be that SPRING
(e.g. write-up). Check in a dictionary. boys’ toys are pricier or that boys bargain
harder? Whatever, there should definitely
be a(n) 7 in the pocket money HAUL
4 Read the email extracts. Complete the nouns with these system from now. There needs to be a(n)
prepositions. 8
from all the girls out there: CRY

back down out (x4) over (x2) up (x2)

‘Equality in pocket money!’

A The outcome of the financial meeting yesterday was

unexpected. The company has experienced several
1
set s in the last financial year and
2
turn  was far less than anticipated.
A contributory factor was the initial 3 lay
for opening the two new branches. If there is no
improvement in the situation, a 4buy
or 5take  will be likely and we should
all be prepared for this.

B This is just to give you a quick 6 date

on what’s happening at work. The rumour is that exam tip: word formation
there have been some dodgy dealings at the top Remember to reread the text when you’ve finished, to check
and there’s been a 7cover- . They’re whether the words you have formed make sense in context.
planning to have a crack
8
on overtime
and there’s going to be an 9 cry, I’m
convinced. The 10fall  from all this will Speak up
be people having to look for a second job. 6 Work in pairs. Do you think the things children spend their
pocket money on has changed a lot since you were a child?
How?

70

M05 Gold XP C1 95056.indd 70 09/11/2017 13:12

 SPEAKING
Power up
1 Look at the picture. Do you think the
man earns more, less or the same as
a woman doing the same job? Why?
exam tip: long turn p162
In the long turn, you will need to use your imagination to
speculate about the situation or the people in the pictures.
Remember that the questions asked by the examiner are
also printed on your sheet; so use them to remind yourself
about what you need to speculate about.

2 Read the extract from an article and 6 Work in pairs. Student A, complete the exam task in
check your answer to Ex 1. Do you Ex 3 on this page. Compare a different combination of
agree with the ideas in the article? pictures from the recording. Student B, turn to page 172
Why/Why not? and complete the task.

OK, time out on all those ‘women

don’t earn enough’ moans. Check
this out: guys who model get up to
seventy-five percent less than the
girls! Can you believe it? Reasons
given include the excuse that women
spend more on fashion and beauty
products than men but that’s changed
big time over the last five years. So,
why are they still paid less? Time male
models stood up for themselves
and refused to work until
they get pay parity.
Speaking extra
7 Work in pairs and discuss the questions.
1 Do you think people should always earn the same money
for doing the same job? Why/Why not?
2 Should employers be forced to make public the amount
they pay their staff ? Why/Why not?
3 Some people say that women lose out on promotion
because of family responsibilities. Is this a valid reason, in
your opinion?
4 More and more men are staying at home to bring up
children while their wives work. Is this a good thing?
Why/Why not?

3 5.7 Look at the pictures (A–C) and listen

to a student talking about them. Which two A B
questions is she answering?

4 5.8 Listen to the teacher and check your

answers to Ex 3.

5 5.9 Listen to the student again and

complete the phrases she uses to speculate.
1 I be wrong but …
2 I’m that …
3 As as I can gather, …
4 It could have something to
do with …
5 I think I’m in that.
6 … have nearly always been male,
I  say. C

useful language: speculating

It’s highly likely that …
In all probability, …
There’s no way she could …
It’s a pure guess on my part, but …
There’s a faint chance that …
There’s a (strong) possibility that …
The likelihood of … is pretty low.
It’s a foregone conclusion that …

71

M05 Gold XP C1 95056.indd 71 09/11/2017 13:12

 5 All or nothing

WRITING Report on the school fair

Power up This report gives information about the charity fair which
1 Work in pairs and discuss the questions. was recently held at our school. The report outlines what
1 Why might people want feedback after an event they took place at the fair and comments on its success as well as
have organised? giving recommendations for any similar events in the future.
2 What kind of information would it be most helpful to
report on and why?
The fair
• numbers of attendees The one-day fair was set up in order to raise money for a
• amount of money taken children’s charity which the school supports. There were
• quality of what was offered
twenty stands selling a range of products. Some of these
were homemade, such as the cakes and biscuits and the
• layout or design of the event
handmade jewellery, made by the students. In addition,
• who helped
many of the stalls sold second-hand goods. Over 250 people
• things that went wrong
attended the fair and most of the goods were sold by the end
• things that could be changed for any future event
of the day.
• how much attendees enjoyed the event or activity
3 What sorts of things can go wrong with an event? Results
The fair was very successful, raising over £2,500 for the
Plan on charity. Many of the people attending commented on
how well organised it was and most said they had bought
2 Look at the picture and read the writing task. What do something. The homemade products were the most
you have to write about? Who will read your report?
successful and many of these had sold out by lunchtime
on the day. The charity was grateful for the support and
Your school recently held a fair where students sold
products and services to raise money for charity.
promised to spend the money on toys and books for the
Write a report for the organising committee describing children it helps.
the fair, explaining how successful it was and what you Recommendations
would recommend for next time.
Due to its success, it would definitely be sensible to run this
fair again, but there are a couple of improvements that
3 Work in pairs. Read the report opposite and discuss could be made. We should start organising the fair earlier
the questions.
so that students have time to produce more of the popular
1 Is a report formal? Why? handmade goods. In this way we may make even more money.
2 Why does the report use headings? We could also offer more refreshments, to encourage people
3 Which of these language features might you typically to stay longer and buy more.
need in a report?
• explaining • complaining
• describing • thanking
• persuading • recommending
• suggesting
4 Do you need to give your
own opinion? If so, in
which part?

72

M05 Gold XP C1 95056.indd 72 09/11/2017 13:12

 exam tip: report p168
Use headings to make your report easy to read.
1 Match the headings in the report in Ex 3 with words
in the writing task in Ex 2. What is the relationship
between the headings and the task?
2 Think about the balance of information you are giving. Is
the amount of text after each heading roughly the same
or different? Why?
4 Work in pairs. Read the first sentence under ‘The fair’ in the
report in Ex 3. Answer the questions.
1 What is the purpose of this topic sentence?
2 Does the sentence include detail or a general point?
3 What kind of information comes after this sentence?
5 Identify the topic sentences in the other sections of the
report in Ex 3.
6 Which of these is a topic sentence?
1 The fair was a great success and there were several reasons
for this.
2 I think, of the people who attended, only a small
percentage will return next year.
3 One student sold ten-minute sessions of football coaching.
7 Write a topic sentence for this paragraph.
The most successful stalls were those selling food
and also those where the students were offering to do
something for someone, like clean their car. The less
successful ones were craft stands where people were
selling items that they had made, like jewellery.
8 What other words can you use to replace the highlighted
words in these phrases?
1 This report outlines … 4 We should consider …
2 The results show that … 5 It would be a good idea
3 In this way we can … to …
6 In conclusion, …
useful language:
making recommendations
It would be best (+ to-infinitive)
You should (+ bare infinitive)
It may be a good idea (+ to-infinitive)
You might need (+ to-infinitive)
You could try/think about (+ -ing form)
I would suggest (+ that clause)
M05 Gold XP C1 95056.indd 73
Write on
9 Work in pairs. Read the writing task and decide what
details you need to write about.
Your school recently held a quiz night in order to raise
money for a school trip.
Write a report for the organising committee describing
the event, explaining how successful it was and what you
would recommend for next time.
10 Follow these steps to plan your report.
1 Think about the objectives of the event.
2 Make notes on the information you need (e.g. people
attending, how entertaining it was, profit).
3 Decide what went well and what might need
improving. What suggestions do you have?
4 Work out which headings you need (a maximum of
four). Think about the focus of each section.
5 Work in pairs and check your ideas.
11 Write your report in 220–260 words. Remember to
use formal language.
Improve it
12 Read your report and make notes on these assessment
points.
Communicative achievement
• Did you use formal language? Underline any examples.
Content
• Did you cover all the points in the task fully?
• Did you give clear reasons for your recommendations?
Language
• Did you use formal language?
Organisation
• Did you organise your information and use headings?
13 Work in pairs. Read your partner’s report and discuss
which of the things in Ex 12 you each did better and
why. What can you learn from each other?
73
09/11/2017 13:12

SWITCH ON
The scenic route
1 Work in groups and discuss the questions.
1 What is more valuable to you, time or money?
2 What sort of trade-offs would you be prepared to make?
2 Watch the clip. Jordon was going to take the train home.
Why did he change his mind?
3 Watch again. Work in pairs and answer the questions.
1 List the stages in Jordon’s journey home via Berlin. How many
were there in total?
2 Did Jordon pay the money to offset his carbon footprint?
How do you know?
4 Discuss in pairs. Report your answers to the class.
1 Jordon may be able to save money, but the time he spends on doing
so simply isn’t worth it.
2 Jordon’s story will inspire other people to save money.
Project
5 Work in groups of three to plan three different journeys to one
destination.
1 Brainstorm where it is you want to go. It can be anywhere on Earth.
2 Agree on a specific meeting point at your destination, because
you’re each going to travel there in different ways.
3 Pick a different main mode of transport for each person.
4 Research and create a real timetable and annotated map for each
person, which should include:
• Prices of every journey (and total).
• Timing and durations of every journey (and total).
• Any linking moments (do you have to take a bus to the airport,
do you have to wait for a train?).
5 Compare the three routes and choose the one you would like to
take as a group and present it to the class, explaining why you opted
for this route above the others.
74
M05 Gold XP C1 95056.indd 74
INDEPENDENT
LEARNING
Listening and speaking
1 Work in groups. What do you think the
connection is between listening and
speaking? Is this important? Why?
2 Think about the listening skills you have
practised in this unit and answer the questions.
1 Were they global or specific skills? Why do
you think both are important?
2 When you listen, which skills do you feel
more confident in: listening for global
meaning or listening for detail?
3 How do you think you can improve the
skill you are less confident in? Think of two
ways. Then work in small groups and share
your ideas.
3 Look at the speaking skills you have practised
so far. How confident are you that you can
use these skills? Number the skills 1–4 (1 = the
skill you feel most confident in; 4 = the skill
you need to improve most).
collaborating in discussion
making comparisons
justifying choices/decisions
speculating
4 Work in pairs and discuss the questions.
1 How can you get feedback on your speaking?
2 What do you think are some ways you can
improve your pronunciation?
3 Can any of the exam tips you have seen
help you?
4 What do you want to focus on next time you
practise speaking? Is there a specific skill you
want to practise?
5 How can you practise more? What kind of
things can you listen to in order to hear
different skills being used? Write down
two things you will do to improve your
speaking skills.
1
2
09/11/2017 13:12
 UNIT CHECK
Wordlist
Owning Nouns from phrasal verbs Other words and phrases generate (v)
accumulate (v) breakthrough a faint chance (that) (phr) get the hang of (idiom)
acquire (v) buyout ahead of the game (idiom) give a heads up (idiom)
collect (v) cover up aptitude (for) (n) glass ceiling (n)
consume (v) crackdown bring in (phr v) hot property (phr)
hoard (v) cutbacks budding (adj) immersive (adj)
Buying and selling downturn bulk (n) initial (adj)
a soft touch (phr) drawback buy into (phr v) living proof (n)
clutter up (phr v) fallout check sth out (phr v) mind-blowing (adj)
easy prey (for) (phr) feedback chuck out (phr v) mine (v)
go without (phr v) hold up cocooned (adj) pocket (v)
hang onto (phr v) intake come in for (phr v) pulse (n)
hard sell (phr) offspring defining (adj) set the bar (phr)
insatiable desire (for) (phr) outcome diagnosis (n) spouse (n)
knock-down price (phr) outlay dodgy (adj) stumble (n, v)
part with our money (phr) outset dole out (phr v) the rumour’s going round that
setback downward spiral (phr) (idiom)
pass up an opportunity (phr)
takeover eat up (phr v) the time is ripe (idiom)
push the right buttons (phr)
turnover embark upon (phr v) tick a box (phr)
sentimental value (phr)
upbringing emote (v) unparalleled (adj)
spare cash (phr)
workout flip (v) utopian (adj)
splash out (on) (phr v)
watch your money (phr) flooded (with) (adj)
full-blown (adj)

Practice
1 Choose five nouns formed from phrasal verbs from
the wordlist and write five gap-fill sentences. Then
work in pairs and complete each other’s sentences.

2 Work in pairs. Find the following in the wordlist.

Then test your partner: give them a definition or
part of the item. Your partner has to say the item.
1 four adjective + noun collocations
2 four idioms
3 four phrasal verbs

3 Work in pairs. Find five words in the wordlist

which have the same form for both noun and verb.
Student A, write example sentences for the verbs.
Student B, do the same for nouns. Copy each other’s
sentences to keep as a record.

75

M05 Gold XP C1 95056.indd 75 09/11/2017 13:12

 UNIT CHECK
Review
1 5.10 Listen to two friends discussing adverts on phones 4 Complete the sentences with fixed phrases formed from
and answer the questions. the words in the table. Use one word from each column
1 What is the boy’s prediction about the situation with for each phrase. You may need to use some words more
phone ads? than once.

2 How do we know the girl is irritated with the ad Verb Noun Preposition
companies?
identify a part for
3 What does the boy predict about sales?
demonstrate more opportunities towards
4 What does the girl predict about how her time will
be used? play an aptitude in
5 What is the girl’s plan for managing ads? provide the information
6 What effect does the boy say the girl’s plan will have? investigate attitudes
create the reasons
2 Choose the correct words to complete the sentences.
1 I think as entrepreneurs they will get / get the prize 1 He tried to the
because the judges will expect / are expecting to reward slowdown in customers.
innovation above everything else. 2 They want to the
2 My parents are helping / will be helping us at the charity management of the company.
event once we’ve opened up / we’re going to open up. 3 We need to ethical
They’re going to / ’re to organise the refreshment stand. businesses and see if they are more popular.
3 I think more entrepreneurs will use / will have used 4 I think you need to
pop-ups by the end of the decade and we will expect / will the customers as soon as you can.
be expecting to see new products every week on our streets. 5 In our business project they
4 Once I’ve sold / I sell this batch of second-hand goods, innovation.
I go / I’ll go online and try to buy more to upsell. 6 We school-leavers
5 David is being / going to be angry that we’ve sold so few entering the business world.
things. He’ll be / have been working for over three months
on his new site. 5 Read the blog and complete the gaps with one word only.
6 When will the ad be / is the ad ready? I’ll have to / I’m
having to get it up on the site before the weekend. Sales assistants:
3 Complete the conversations with the correct future form of
the verbs in brackets.
what we really think
1 A: The products we ordered haven’t arrived! You think we 0 are just there to serve you, and
B:
OK, so what (we / do)? we are. But in this blog I’m 1
to tell you what
2 A: My train might be delayed on Saturday. effect you have 2 us. We want to help you,
B:
I don’t mind. I (wait) for you in the but sometimes you don’t behave very well 3
car park. understand our role. For instance, we don’t like it when
3 A: We haven’t got the ad ready yet. you come into the shop five minutes before when we are
B:
Don’t worry. I ( just / do) it. 4
to close. It shows a complete disregard for
I  (start) now. us. Another thing is we can’t change the prices no matter
4 A: Are the adverts going on the web this month? how much you ask. The prices are fixed by the store,
B:
No, but they (be) before the end of 5
us. And please understand we cannot
the year. always 6  you a refund. Just because you
5 A: Have you spoken to the charity we are helping yet? want one does not mean you are entitled to one. Also, we
B:
No, but I (do) by the end of the day. do not know every single item in the store by heart. We
6 A: She’s very good at her job, isn’t she? 7
try to help you, but don’t blame us if we
B: Yes. In fact, she (take up) a role as don’t know everything. What you can do is ask for our
manager in the next month. assistance rather than rummaging through everything and
making a mess. What we 8 asking is please
be considerate of us when you come shopping.

76

M05 Gold XP C1 95056.indd 76 09/11/2017 13:12

''
6 lmage and reality

READING 4 According to the writer, Strasberg confronted an apparent

difficulty relating to how
A his interpretation of method acting differed from
Power up Stanislavski's.
e
O Work in pairs and discuss the questions. actors could replace their own emotions with a
character's.
What is the last film you really enjoyed watching' Why e to focus on reasons for a character's actions.
was it enjoyable? Think about: acting, special effects, the
D actors could avoid getting completely lost in a role.
storyline and music.
5 According to the writer, the 'film's splintered shooting style'
2 Which actor do you most admire'
in line 56 can affect
3 Read this quote. What do you think it means?
A the development of the storyline.
Do you agree'
e
"
1,1- the audiences' understanding of plot and characters.
The best actors are the least recognisable. e the way method acting is used.
D the shooting schedule of the film.
Read on 6 The concluding paragraph shows us that the writer

fJ Do you know what method acting is? Read the article to A admires the method acting techniques actors like Jared
Leto use.
check your answer.
e agrees with Spencer Tracy's comments in the
introduction.
exam tip: multiple choice e is concerned about the authenticity of future
Don't panic if there are unfamiliar words or phrases. You may: performances.
not need to understand the exact meaning to answer a D believes actors should not talk about their acting
question. methods.
be able to work out the meaning from the context.
be able to work out the meaning from the part of speech
D Complete the sentences with the words and phrases in bold
in the article,
or the root.
This article explains very --······-·..··-..·-····· the reasons for the
find it is similar to a word in your language. politician's actions.
In the final paragraph of the article, look at the words 2 We need _............... -.......... results before we can go any
surrounding the phrase 'while playing the cerebral-palsy­ further with the project.
stricken artist Christy Brown·. What do you thinlc stricken
3 Both authors were -···--·"····--·--· ·of the French
means? What helps you understand the meaning?
philosopher Sartre.

D [l Read the article again. For questions 1-6, choose the

4 Look at the bigger picture and it puts everything into

answer (A, B, e or D) which you think fits best according to
the text.
What does 'it' refer to in line 7'
A learning lines
e getting into character
C interacting with the audience
D dealing with problems on stage or set
2 What point does the writer make about Leto's pranks'
A He wanted to impress the cast and crew.
Sumup
E Read the article again and summarise the points
B He wanted to live up to a previous actor's standards.
e He wanted to act like his character offthe set.
D He wanted to encourage other actors to develop their
characters.
5 l'm sorry, but doing the paperwork is· ·······-·- - ·- ····--·· of
· -
the job.
6 1 would love a ........................ car that uses both petrol and
electricity but they are really pricey.
7 The reviews .....-... ...... -.......... the money spent on special
effects but for me, it was the acting that stood out.
8 My dad is great at .............·---·- "•·· wonderful meals from
just a couple of basic ingredients1
made in each
.
paragraph in no more than two sentences How would you
answer someone who asked you: 'What's the article about?·

Speak up
3 In the third paragraph, the writer mentions sorne recent

m
films to
A show the difficulty directors face in pleasing the public. Work in groups. Read the statement and think of
e illustrate the change of audience interest from arguments for and against it. Discuss your ideas.
performance to preparation.
Watching a film in a cinema is a much better
e express admiration for the sacrifices actors have made.
experience than watching a play in a theatre.
D explain the actors' need to talk about their techniques.
78
 GRAMMAR FILE
GRAMMAR FILE UNIT 1
REFERENCE
review of past tenses
past simple
We use the past simple:
• to talk about a completed action (or series of completed
actions) or period in the past.
After breakfast I picked up my bag, ran down the street and
just caught the 8.15 bus.
I read my book for ten minutes and then answered some emails.
• to be less direct, more polite and tentative.
Did you want to go out for a coffee later?
I thought we might grab a sandwich after the film.
past continuous
We use the past continuous:
• to focus on an activity in progress in the past.
I missed your call last night. I was watching a film from 6.00
to 8.00.
While I was watching the film, Danny made some popcorn.
• with always or forever, to emphasise a repeated activity that
was also irritating.
He was always moaning about the service at the IT store.
• to be more polite and tentative.
I was thinking we might go round to see Diane this evening.
I was hoping you could give me a hand with this assignment.
I was wondering if you could give me a lift to the town centre.
past perfect simple
We use the past perfect simple to talk about an action that
happened before a stated or implied time in the past.
Tom called me because he’d noticed I hadn’t been at college.
After we’d had a walk in the park, we did some shopping in town.
Note: When narrating a story in the past, we do not usually
continue for a long period in the past perfect. This moves into the
past simple as the action or narration develops, even if the story
described is before a point in the past.
past perfect continuous
We use the past perfect continuous to focus on the duration of
an action before a stated or implied time in the past.
The bus was late and we’d been waiting for at least an hour by
the time it arrived.
It was only when Tom mentioned the name of the band that I
realised we’d been talking at cross purposes!
Jake had a headache because he’d been struggling with some
tricky maths equations all afternoon.
142
used to and would
• We use used to to talk about past habits and states that have
now changed.
I used to take the bus to secondary school, but now I take the
train to college.
That block of expensive flats used to be an old factory.
• We use would to talk about past habits (not states), often when
the time frame has been given.
I would spend every summer with my gran. (NOT She would
live in the countryside.)
• Sometimes would suggests an element of nostalgia.
In my early teens I usually spent a week every summer with my
French friend. On Sundays we’d go to the local market and try
to find antiques.
• Sometimes it doesn’t.
When my best friend was young, she would have to spend
every Saturday morning cleaning her room and doing other
housework that she hated.
participle adjectives and
dependent prepositions
We use participle adjectives and dependent prepositions to express
a feeling or attitude in response to an action or event.
Participles usually end in -ed and can give additional information
introduced through a prepositional phrase.
They were interested in the way he had constructed the video.
Participle adjectives are usually paired with specific prepositions
(e.g. accomplished at, dedicated to). Some can take more than
one preposition (e.g. alarmed at/by, annoyed about/with) but this
can sometimes change the meaning.
I was annoyed about the meeting being cancelled. (an event)
I was annoyed with their attitude. (a person or behaviour)
They can be followed by:
• a noun phrase.
The actors were pleased with the audience’s response.
• an -ing clause.
My brothers were entertained by watching the match.
• a wh- clause.
My parents were impressed with how talented the students
were.
Participle adjectives with dependent prepositions can be joined by
and into coordinating expressions. When prepositions are the same
we can omit the first one.
I was fascinated (by) and delighted by her sketches.
When the prepositions are different, both must be used.
We were addicted to and worried about the new Snapchat
feature.
© Pearson Education Limited 2018
 2ND EDITION C1

PRACTICE 4 There weren’t any sandwiches left when Brad arrived at

the party.
GONE
1 Choose the correct verb forms to complete the sentences.
All time Brad arrived
1 How long did you spend / were you spending writing this at the party.
essay?
5 The complexity of the topic meant spending two hours on
2 When I last saw Harry, he did / was doing his homework the essay.
in the library, but I’m not sure where he went / had gone
after that. ME

3 I would never enjoy / never used to enjoy historical fiction, The essay because of
but I love it now and get through a book a week. the complexity of the topic.

4 Jade’s little sister was filthy when I went round because 6 The scientists did lengthy tests and then discussed the
she’d played / been playing in the muddy garden all next steps in the process.
morning and wasn’t washing / hadn’t washed her hands. DONE
5 Did you reply / Had you replied to all those emails you The scientists discussed the next steps in the process
got / used to get last night? lengthy tests.
6 I caught up / was catching up with Amanda at the party
4 Write sentences from the prompts. Use participle
on Saturday. We didn’t see / hadn’t seen each other since adjectives and prepositions. Omit the preposition where it
leaving college six months ago. is not necessary.
2 Complete the sentences with the correct past form of the 0 I am / excite / concern / his plans
verbs in brackets. I am excited and concerned about his plans.
1 When I first (meet) Suzy, I 1 I was / worry / annoy / the phone call
(work) as a shop assistant in the summer before college. 2 we were / interest / amuse / the video she posted
2 Yesterday a woman (come up) to me to say 3 my sister was / interest / please / her new phone
hello, but I (never / see) her before in my life.
4 my classmate was / devote / connect / all his followers
3 My mum (call) me down for dinner and I
(realise) that I (stare) at a 5 my parents were / horrify / shock / my friend’s Facebook
blank screen for half an hour! I (completely / post
run out) of ideas for the essay. 6 the audience was / amaze / engage / the brilliant movie
4 (you / want) to decide about the dates for they saw
our holiday now or shall we talk about it later?
5 Read the blog and complete the gaps with one word only.
5 Katy (wonder) if you could go round this
evening to fix her laptop.
I1 walking through Boston during a
6 (you / think) of auditioning for the school
downpour, 2 suddenly, I saw a poem appear
play this year? If so, we could go together.
on the sidewalk! I was fascinated 3 the
3 Complete the second sentence so that it has a similar poem and interested 4 finding out how it had
meaning to the first sentence, using the word given. Do not 5
created. Apparently, it is an art installation
change the word given. Use between three and six words. entitled Raining Poetry. They are created using stencils
1 As a result of watching the start of the new TV series, Tim and a water-repellent spray; the poems are invisible during
was late for judo club. dry, sunny weather, but appear like magic once raindrops
BEEN start falling from the sky! Scattered throughout the city,
Tim was late for judo club because the poems were selected based 6 their
start of the new TV relationship to Boston, as well as the general themes of
series. water and rain. The poems can be fixed to the sidewalk in
2 Could you possibly give me a hand with moving the a matter of minutes and should wear away in six to eight
furniture round in my room? weeks. I was astonished 7 how such a simple
WAS idea 8 managed to engage everyone. So if
I me a hand with you’re out and about the next time it rains, keep an eye to
moving the furniture round in my room. the ground – you might just spot a poem glistening under
3 In the past my dad drank far less coffee than he does now. the raindrops!
TO
My dad much coffee
as he does now.

© Pearson Education Limited 2018 143

GRAMMAR FILE UNIT 2
REFERENCE
verb patterns: -ing forms and
infinitives
verb patterns
There are several types of verb patterns. This is where the form of
the second verb in a sentence depends on the first verb:
• verb + -ing form
Please avoid mentioning anything too controversial.
• verb + preposition + -ing form
He ended up winning all his races in spite of feeling ill.
• verb + object + infinitive
The supervisor made us rewrite all our weekly reports.
• verb (+ object) + to-infinitive
I voted to keep the uniform at our school.
Some verbs can be followed by both the to-infinitive and the -ing
form. With verbs such as begin, start, continue, prefer, hate, love
and intend, there is little or no difference in meaning.
However, some verbs change their meaning.
I regret not continuing to learn German when I was at school.
(I didn’t continue and now I regret it.)
I regret to tell you that you have not passed your driving test.
(You haven’t passed and I am sorry about that – formal.)
We want/need to reorganise the classroom. (That is our
desire/plan.)
The classroom wants/needs reorganising. (The classroom needs
to be reorganised.)
I like to check with the doctor if I have a heavy cold that
continues for ages. (I think it’s a good idea.)
I like watching TV documentaries about animals. (I enjoy it.)
The lecturer went on to talk about her experiences in Africa.
(She talked about one thing and then moved on to another topic.)
The lecturer went on talking about Africa for half an hour.
(She continued talking about Africa for half an hour.)
-ing form
As well as after some verbs, we also use the -ing form:
• after prepositions.
I can’t believe he left without saying goodbye.
• after phrases.
My sister can’t stand being in the house on her own at night.
• as a subject.
Understanding English grammar is certainly not easy.
to -infinitive
As well as after some verbs, we also use the to-infinitive:
• after nouns.
The boss took the difficult decision to lay off ten workers.
• with only, to show a result.
We arrived early, only to find that the train had been delayed.
144
2ND EDITION C1
determiners, pronouns and
quantifiers
determiners and pronouns
We use determiners before nouns to indicate which thing we are
referring to or to talk about quantities or amounts:
• with a countable or uncountable noun: some, any, (not)
enough, half (of), all (of), a lot/lots of, more, most, no, plenty
of, none, other.
• with a countable noun: a few (= some), few (= almost no),
(not) many, one (of), both (of), each (of), every, either (of),
neither (of), several, another.
• with an uncountable noun: a little (= at least some),
little (= almost none), more, much, less, the whole.
Many words which are determiners can also be used as pronouns,
to replace nouns.
Doing some work is better than doing no work. (determiner)
Doing some work is better than doing none. (pronoun)
Every, no and other cannot be used as pronouns. We use each,
none and others instead.
There are six classes with twelve students each.
Sometimes more than one determiner can be used before a noun.
every few/four days many more/other opportunities
We use either and neither to talk about two things. We use each
to talk about two or more things. We only use every to talk about
more than two. All four determiners are followed by a singular verb.
Either of us can drive. Neither of us is old enough to drive.
Each of my parents has a car. Every car we had was old.
We use both to talk about two people/things together and to
emphasise that each is included. Both of us missed the bus.
A: Have you got our tickets? B: No, I left both at school.
We use all to refer to the whole of an amount or thing. We don’t
usually use all as a pronoun on its own. I haven’t seen him all day.
We can use all and both after a noun or pronoun and after an
auxiliary or modal.
My brothers both study medicine. We have both read that book.
We use (the) whole to refer to all of something, often instead of
all of. We use none to mean ‘not any amount of something’ or ‘not
one of a group of people or things’.
We spent the whole day looking for his phone.
quantifiers
We can use quantifiers as determiners or pronouns, depending on
their function.
A lot of people enjoy watching football. (determiner – expresses
quantity)
A: Would you like some sugar in your coffee? B: Yes, but only a
little, please. (pronoun – replaces the noun)
We usually need to put of after much, many, both, all, each, none,
few/a few, little/a little when they are followed by a pronoun, a
determiner or a possessive form.
Much of his talent comes from his mother.
© Pearson Education Limited 2018
 2ND EDITION C1

PRACTICE 2 If you take supplements, you might get some more energy.
TRY
1 Choose the correct verb forms to complete the sentences. Why don’t you some
more energy?
1 Advertisements often tempt us to spend / spending more
money than we can afford. 3 ‘Mark, don’t let your biology results discourage you,’ the
teacher said.
2 My brother is forever putting off to do / doing his
homework until the very last minute. HIMSELF

3 We aim to arrive / arriving before it gets dark tomorrow. The teacher told Mark
by his biology results.
4 Our teacher often tends to give / giving us an essay to do
over the weekend. 4 It looks like the storm has moved north.

5 Wake me up at 7.30, please – I can’t risk to be / being late. APPEARS

6 The runner just failed to realise / realising his ambition of The storm north.
breaking the 200-metre record. 5 I wish I’d booked the tickets as soon as they went on sale.
NOT
2 Complete the pairs of sentences with the correct form of
the verbs in brackets. I as soon as they went
on sale.
1 A I tried (not / laugh) at my dad’s English
6 First Marcus denied the charge and then he gave a clearly
pronunciation, but I couldn’t stop myself!
false alibi.
B Try (restart) the computer and that may
WENT
fix it.
After denying the charge, Marcus
2 A Does organising the party mean (buy) all
a clearly false alibi.
the food?
B Did you mean (send) that email to her? 5 Choose the correct words to complete the sentences.
3 A This assignment wants (check) for spelling. 1 We got to the end of the journey with few problems /
B What do you want (check) before disaster and had a lovely meal together.
submitting the assignment? 2 There is a lot of unemployed / unemployment in my town,
4 A I regret (say) that your application has so many people leave for the city.
been unsuccessful. 3 Both of the help / proposals went down well.
B I regret (tell) you what happened – you’ll 4 Every once in a time / while, a new pop star emerges from
never let me forget now. social media.
5 We had a little finance / cash left at the end of term, so we
3 Complete the sentences with the correct form of these verbs.
donated it to charity.
disappear feel look manage sleep (x2) tempt travel 6 Read the article and complete the gaps with one word only.
1 I can’t forget humiliated when Gary made
me small in front of my new colleagues. S O C I A L M E D I A A DV E R T I S I N G
2 Mark seems ! Any idea where he’s gone?
Advertising agencies have had 0 to do a
3 Good revision is all about your time efficiently. 360-degree turnaround in the last 1 years on
4 This magazine article warns us not by the how they think about their business. Today, 2
lure of crisps and chocolate between meals. new generation of consumers gets their information
5 We’re told that for too long can be as bad as 3
adverts on social media. Having a system
not enough as both make us feel tired. where adverts can be precisely targeted to your needs
6 We had to delay our plans to Iceland. sounds like 4 dream come true for most
companies. And where previously they had to spend a fortune
4 Complete the second sentence so that it has a similar
meaning to the first sentence, using the word given. Do not on TV ads, contemporary ads cost very 5 . This
change the word given. Use between three and six words. also meant companies were able to change their ads much
1 When I’d finished the four exercises, I discovered another
6
frequently. But things may be changing now
two on the other side of the page! as the one problem with ads on social media is that people
ONLY easily ignore 7 , so the challenge of the future
is how to get noticed. People can actually be turned off a
I finished the four exercises
another two on the other side of the page! company if they get too 8 ads through on their
phones so it may be the future is about quality not quantity.

© Pearson Education Limited 2018 145

GRAMMAR FILE UNIT 3
REFERENCE
comparative structures
adjectives
• one-syllable adjectives, two-syllable adjectives ending in -y:
+ -er/-est
cooler – the coolest fiercer – the fiercest icier – the iciest
• two-syllable adjectives ending in -ful or -less: + more/the most
more harmful – the most harmful
• three-or more syllable adjectives: + more/the most
more colourful – the most colourful
We use less/the least with adjectives with any number of syllables.
less fierce, the least harmful
less reasonable – the least reasonable
Some two-syllable adjectives use more/the most.
more selfish – the most selfish more likely – the most likely
Two-syllable adjectives that are made from past participles also
take more/the most.
more tired – the most tired more boring – the most boring
Irregular adjectives: good – better – the best, bad – worse – the
worst, far – further – the furthest, little – less – the least, much/
many – more – the most
adverbs
Adverbs ending in -ly usually form comparatives and superlatives
with more/the most or less/the least.
more loudly – the most loudly more carefully – the most
carefully less frequently – the least frequently
Adverbs with the same form as the adjective take -er/-est.
run faster/the fastest work harder/the hardest
Irregular adverbs: well – better – the best, badly – worse – the
worst
uses
We use comparatives to compare two elements.
There aren’t as many people here today as there were yesterday.
We can intensify adjectives and adverbs using words such as
slightly, a bit, by far, much, easily, considerably, nowhere near
and way more.
He’s easily the most intelligent student I’ve ever taught.
We can use comparatives to show two things changing or
developing together.
The more frequently you practise, the more proficient you’ll
become.
We use comparative (not superlative) adjectives when there are
only two elements in a group.
He’s by far the more talented of the two brothers.
We can repeat a comparative for emphasis.
People are finding that they have less and less time at home
these days.
There are fewer and fewer courses at university today teaching
music and arts.
146
2ND EDITION C1
like and as
like
We use like (= similar to) to compare two nouns.
Sometimes he behaves like a child.
as
We use as to talk about a job, role or function.
She trained as a teacher but now she writes books.
We sometimes use the sofa as a bed when people come to stay.
We use as if and as though to make comparisons.
Tony looked as if/as though he’d been awake all night.
Notes:
• We usually use past or perfect tenses after as if/as though.
Pamela dresses as if/as though she were a millionaire, which
she isn’t.
• Sometimes we replace as if/as though with like in more
informal language.
You look like you’ve had a nasty shock.
• We can use as instead of because.
As it was going to be a long journey, we took plenty of snacks
to eat on the way.
• We use as in certain phrases:
As you know/As we agreed, we’re setting off early tomorrow.
My advice is the same as Karen’s – go to the doctor.
Charities such as Crisis look after the homeless.
I see this as a chance to earn some good money before uni.
causative verbs
We use have/get something done:
• to explain the fact that something was or will be done by
a third person. Sometimes this is something we arrange
(e.g. having my hair cut) and sometimes it is out of our
control (e.g. having my wallet stolen).
• when we don’t necessarily know who or what caused
the action, or when the person doing the action is not
important.They had the car fixed.
In general, get is more informal than have.
I’m having my room redecorated. I’m getting my room
redecorated.
We use:
• let/make + person/thing + infinitive.
I don’t let my daughter go out during the week.
• have + person + infinitive.
I had him apologise for his behaviour.
• have + thing + past participle.
I’m going to have my bedroom painted this weekend.
• get + person + to-infinitive.
I got my brother to write my essay for me!
Other verbs with the same structures are: allow, enable, help,
keep sb from, hold, force, require.
© Pearson Education Limited 2018
 2ND EDITION C1

PRACTICE 4 From his appearance, you’d think Jason was an artist, but
he isn’t.
LIKE
1 Complete the sentences with the correct form of the words
in brackets. Jason , but he isn’t.

1 This is easily (coherent) argument you’ve 5 My dad’s training was to be a chemist, but he changed
made. career recently.

2 Of the two companies, Jasper and Co. is by far AS

(reliable). My dad , but he
3 I was (dismayed) by his reaction than changed career recently.
anything else. 6 I told you last week that I’ve got a job interview this
4 Ben is not (courageous) of dogs – he’ll run at afternoon and will have to leave early.
the sight of a cat! KNOW
5 Josh is nowhere near (fast) a runner as I’ve got a job interview this afternoon,
David is. , and will have to leave early.
6 This assignment was written much (careful)
5 Complete the sentences with the correct form of the verbs
than usual. Please check the next one in brackets.
(thorough).
0 I got my hand caught in the door and had
2 Rewrite the sentences using the words in brackets. to have it checked at the hospital. (get, catch, have)
1 If you swim far out, the water gets colder. (the) 1 She should him not to tell
2 I’m getting increasingly worried about Janine. (more) anyone, but she didn’t. (make, promise)

3 This article isn’t as relevant as the first. (of) 2 If your tooth still hurts, I would a dentist
at it soon. (get, look)
4 There won’t be as much competition for the position as
there was last year. (will) 3 You shouldn’t him your work.
(let, copy)
5 I’ve never run more than twenty-five kilometres. (distance)
4 His help me a good job.
3 Choose the correct words to complete the sentences. (enable, get)
1 I’m exactly like / as you in that I plan things in advance. 5 The rules us all the members
about changes. (require, consult)
2 We worked like / as a team on the new project.
6 your brother me about
3 Like / As we decided at the meeting, I shall look into
playing in the team. (have, contact)
costings for the event.
7 The professor’s support us
4 You need to act like / as a grown-up and accept
confident about the exam. (help, feel)
responsibility for what you’ve done.
5 I’m not sure he meant it, but I took his words like / as a 6 Complete the gaps with one word only.
compliment.

4 Complete the second sentence so that it has a similar

meaning to the first sentence, using the word given. Do not
Multi-talented youth
change the word given. Use between three and six words. It is amazing that the current culture is so full 0 of
1 They had warned of heavy rain, so we set off early.
young people who are so talented in so 1 different
ways. It seems that, generally, previous generations took great
AS
pride 2 specialising in a single skill and it looks as
We set off early been if we 3 really limiting ourselves in the past. Now
a weather warning of heavy rain.
it is quite common to find young people who can sing, dance
2 I definitely didn’t intend my comment to Jake to be a and act, who can paint and play music or who write poetry while
criticism. studying medicine. They do everything for themselves rather
TOOK than 4 it done by others. This includes making
Jake , which I endless short movies, which can showcase 5
definitely hadn’t intended. talents! Articles which state that young people today multi-task
3 I think Sara hates her job from the way she speaks about it. to the detriment of their studies are misinformed. It is precisely
IF this multi-tasking which appears 6 give them the
Sara speaks about her job open mind, curiosity and confidence to be able to absorb and
it. replicate a vast range of skills. And 7 they become
better at this, they will not only expand the variety of their skills
but also become much 8 proficient at them.

© Pearson Education Limited 2018 147

GRAMMAR FILE UNIT 4
REFERENCE
present tenses
present simple
We use the present simple:
• for regular, habitual actions and facts.
He usually starts the day with a brisk jog.
• to refer to written or spoken attitude or purpose.
The author supports the social enterprise.
• for dramatic effect when describing sequences of events.
She tears the paper off the present and grins widely.
• in commentaries and headlines.
The forward picks up the ball and runs with it past Jones.
• to describe two trends together or the natural order of events.
As we get older, our ability to learn new languages declines.
• for scheduled future events.
The gig starts at 8.30.
• with stative verbs such as think, believe, mean, know
and prefer.
Thomas considers himself an expert on the subject.
present continuous
We use the present continuous:
• for an action in progress now or an action that is developing.
The climate is definitely changing.
• for an action that is in progress, not necessarily at this moment.
They’re talking about extending the port.
• for a temporary action.
I’m working at the supermarket for a few weeks.
• with always, for a habit that is irritating or viewed negatively.
He’s always leaving his phone somewhere!
• to illustrate a trend or regular routine.
They’re not wearing the clothes to make a statement.
• colloquially, with a stative verb. I’m guessing she’s left by now.
• for a future arrangement. We’re meeting Brad at 6.15.
present perfect simple
We use the present perfect simple:
• for actions completed at an unspecified past time.
I’ve been to New York three or four times.
• for an action related to the present.
I’ve washed the car. It looks great.
• for a time period that is still continuing.
Jacky hasn’t spoken to me this morning.
• for something that started in the past and is still continuing.
We’ve lived in the same house for fifteen years.
• with adverbs such as just, yet, already, ever, never, since and for.
We’ve just been given our next assignment.
148
2ND EDITION C1
present perfect continuous
We use the present perfect continuous to focus on a continuing
activity from a point in the past until the present or recent past:
• that is still continuing.
You’ve been staring at that computer screen for hours.
• that has recently finished or has been repeated.
He’s shattered because he’s been driving all day.
substitution and omission
substitution
Nouns: We can use:
• one/ones after adjectives, but not for uncountable nouns.
I’d like a small sandwich and she'd like a bigger one.
• demonstrative pronouns without one/ones.
Which colour do you like – this or that?
We can replace a noun with a quantifier or determiner (e.g. some,
all, each, none, either).
All the students took part in the trek but only some completed it.
Verbs: We can use:
• a form of do to avoid repeating a present or past simple verb.
They work in the same place as my mother does.
• do to avoid repeating the main verb in coordinate clauses and
comparisons.
Cats don’t need as much looking-after as dogs do.
• so/neither + auxiliary verb + subject with coordinate clauses,
where the action is the same in both.
My classmate finished her project on time and so did I.
• do so, do it or do that to replace a verb phrase which
describes a single specific action.
I got there but just as I did so/it/that, the lecture finished.
• verbs like expect, think, believe and imagine with so, to avoid
repeating the preceding information.
A: Is he bringing his new girlfriend tonight? B: I expect so.
We can substitute if clauses with if so or if not.
We’ll see if she’s in when we call. If not, we’ll catch her tomorrow.
omission
Nouns
We can omit nouns or pronouns in the second of two coordinate
clauses. I arrived late and ran straight to the lecture.
We do not omit pronouns in subordinate clauses.
I visited my sister because I wanted to meet her friends.
Verbs
When two clauses use the same verb, we can omit the verb.
Newspapers are preferred by the older generation and social
media by younger people.
We can omit an infinitive phrase if the meaning is clear and after
verbs followed by to-infinitive.
Although we wanted to go to the match, we didn’t in the end.
We can omit to after want and would like in if or wh- clauses.
Pick up the laptop whenever you want [to].
© Pearson Education Limited 2018
PRACTICE 3 Complete the second sentence so that it has a similar
meaning to the first sentence, using the word given. Do not
change the word given. Use between three and six words.
1 Choose the correct verb forms to complete the sentences.
1 I started my poetry book collection when I was given a
1 I’ve thought / been thinking about how to redecorate my book of poems for my tenth birthday.
room and I’d really like your input.
COLLECTING
2 He always asks / is always asking my opinion and then
I I was ten years old.
never listens / is never listening to what I say.
2 He has the annoying habit of never closing the front door.
3 He always asks / is always asking my opinion and I
respect / am respecting him for that. IS
4 I consider / I’m considering my options and I haven’t He open.
ruled / been ruling anything out yet. 3 What I mean is, it’s very important to get good
5 I consider / I’m considering you one of my very best friends. qualifications.
6 Things have changed / been changing quite a lot round TALKING
here since you’ve been away. You’ll be surprised. I getting good
qualifications.
2 Complete the conversations with the correct present forms 4 Since last weekend I haven’t been eating so many cakes
of the verbs in brackets.
and biscuits.
Conversation 1 CUT
A: So what happened last night? I 1 (hear) you I a lot of cakes and
had a disturbance! biscuits recently.
B: I was half asleep – it must have been about 1.30 and then, 5 Sorry I'm late but I needed to deal with a backlog of emails.
suddenly, the front door 2 (bang) open and
CHECKING
it’s Dom – home after Ginny’s party. He 3
(not even try) to be quiet – he 4 (fall) over Sorry I'm late but a
the rubbish bin in the kitchen and then 5 backlog of emails.
(knock) a glass off the worktop. By now the whole house is 6 The last time Grant was at school was on Monday.
awake. We’re all downstairs, thinking it’s a burglar. There’s TO
rubbish and shards of glass all over the kitchen floor, dad
Grant last Monday.
6
(shout), mum, worried, in her dressing
gown. Dom 7 (ground) for a fortnight! 4 Read the article and complete the gaps with one word only.
A: No wonder he 8 (look) fed up all morning.
Conversation 2
A: What 1 (you / do) out here? Why aren’t you
HITTING THE BIG TIME
A
in the lecture hall?
n actor’s life 0 can be hard. It
B: I’m late because there 2 (be) an accident in
the town centre.
1
just one audition after another,
and you have to grow a thick skin 2 deal
A: Don’t rush. The lecture 3 (delay). It
4
(not start) until 10.45 now. with all the rejection. For Kelly Dawson, however,
things 3 gone a little differently. She was
B: That’s a pain. They 5 (always / delay) the
Monday morning lectures. I 6 (arrange) signed to an agency just before her seventh birthday
to meet my course tutor at 11.30, to talk about the and two weeks 4 beat hundreds of other
assignment I 7 (have) problems with at the young actors, to land the lead role in a major show.
moment. I guess that will have to be postponed now. She is the voice of Harry the Horse, the horse who
A: Ah, here 8 (come) Mr Timms. Let’s go in. enjoys dressing up and jumping over hedges and walls.
Conversation 3 Kelly has now voiced Harry the Horse 5
eight years. The show, while simple in its format of
A: Oh, you’ve got the DVD of The Snow Leopard. I
1
(see) that film so many times I
five-minute episodes, 6 taken the world by
2
(lose) count! storm and is now shown in 180 territories and broadcast
B: Me too. My favourite scene is where the young girl
in forty different languages. Not bad for a first role.
3
(sit) on the park bench in the sunshine with
7
there any clues that this one audition
snow all round and her brother, who she 4 would lead to a starring role in a global franchise?
(not see) for fifteen years, 5 (come up) to her. Kelly has said she does 8 understand it
So moving! herself. ‘I just auditioned and they said my voice was
A: And as they 6 (talk), they gradually good because it’s quite low – like a horse!’
7
(realise) they 8 (live) one road
down from each other nearly all the time!

© Pearson Education Limited 2018 149

GRAMMAR FILE UNIT 5
REFERENCE
ways of talking about the future
future simple
We use the future simple for:
• predictions and beliefs (often following I think, I know, I’m
sure, etc.).
Pam and Mike won’t arrive before 8.30 – they never do.
I’m positive you’ll get through the exams easily.
• facts.
Most stores will be closed over the holiday period.
• decisions made when speaking.
Don’t worry, I’ll ask my dad to pick us up after the film.
• an assumption about the present.
He’ll be home right now, sitting in front of the TV with a bag
of crisps!
future continuous
We use the future continuous for:
• an activity that will be in progress at or around a point of time
in the future.
Come round this evening. I’ll be doing my homework, but you
can help me!
This time next month we’ll be working on a completely new
project.
• an activity that is part of a normal or organised sequence of
events.
I’ll be seeing Tom sometime tomorrow, so I’ll tell him to
phone you.
future perfect simple and continuous
We use the future perfect simple for:
• an assumption about the present:
The conference will have finished by now.
• an activity that will be completed before a point in the future.
The storm will have passed by this time tomorrow.
We use the future perfect continuous for an activity that will have
been in progress up to a certain point in the future.
We need to hurry. Charlie will have been waiting for ages by the
time we get there.
going to
We use going to for:
• actions that are inevitable or unstoppable.
It’s going to get dark soon. She’s going to faint.
• intentions or plans made before the time of speaking.
They’re going to make everyone pay more tax.
I’m not going to invite Harry because he doesn’t get on well
with Jenny.
150
2ND EDITION C1
present tenses
We use the present simple for timetabled, organised events.
The exam starts at 9.30.
We use the present continuous for arrangements.
They’re putting the plan to the shareholders at tomorrow’s
meeting.
We use be to for official plans or obligation.
No one is to touch the light switch until it’s been checked.
We use present tenses (including the present perfect) after time
clauses (e.g. clauses with when, before, as soon as, once, after).
When/As soon as they give us the right information, I’ll
complete the forms.
After/Once we’ve spoken to the teacher, we’ll be able to make a
start on the research.
We use an infinitive after be due to, be about to, be bound to, be
expected to and be hoped to.
He’s due to arrive at 6.30. We’re about to break for lunch.
They’re bound to be late.
The government is expected to make an announcement soon.
He’s hoped to make a full recovery.
verb phrases + prepositions
A fixed phrase is often a verb + a noun/an adjective + a preposition
that go together.
We want to impose a ban on people copying our products.
We can only expand the phrases before the noun. We typically use
an adjective or a determiner before the noun.
You need to consider the long-term consequences of your
actions.
He addressed most of his comments to Paula, who seemed to
agree with him.
We can sometimes substitute the noun in the phrases as long as
the meaning does not change.
We wanted to explain his effect on employee morale.
Many nouns are followed by the same prepositions as their
adjective or verb.
We get complaints about our prices. People complain about our
prices.
The book had an influence on his thinking. The book was
influential on his thinking.
Note: There is no rule to explain which prepositions go with
which verbs or nouns. It is important to learn and record these as
complete phrases.
© Pearson Education Limited 2018
 2ND EDITION C1

PRACTICE 3 Consultation with local people over the next few months
is part of the process of the council’s plans for the
redevelopment.
1 Choose the correct verb forms to complete the sentences. BE
1 In 100 years’ time sea levels will rise / have risen The council about the
dramatically and we’re all living / we’ll all be living in redevelopment plans over the next few months.
houses on stilts.
4 Without boosting the river defences, there is no doubt
2 What time does the exam finish / is the exam finished? I’ll that it will flood again.
try / have tried to catch Jenna when she comes out.
BOUND
3 I think the president will win / wins another term in
office because people will want / are wanting to see him The river they boost
carry through some of the policies he’s promised during the defences.
this term. 5 They’re holding the French oral exams in Room 7 from
4 Jack and Gary are / will be waiting for us at the Arrivals 10.00.
gate when we’ll land / we land. They are going to / to give TO
us a lift home. The French oral exams
5 When I’m finishing / I’ve finished doing these last in Room 7 from 10.00.
exercises, I shut / I’ll shut down the computer and relax for 6 When you land, please call me so that I know all is well.
a while. ONCE
6 Sue is being / going to be shattered when she gets here. Please call me let me
She’ll travel / have been travelling for ten hours non-stop. know that all is well.
2 Complete the blog with the correct form of these verbs. 4 Read the article and complete the gaps with one word only.
Sometimes more than one answer is possible.

apply be (x2) get (x2) have head meet say start (x2) try

I just can’t believe that this time next week we

LEGO DESIGN
When thirteen-year-old Shubham Banerjee
1
all goodbye to each 0
from Santa Clara, California, discovered
other. We 2 our last lesson together
and we 3 ready for the big final
the high price 1 Braille printers, he was
party! It 4 at 7.00 and I don’t think determined to find 2 cheaper alternative
I5 home much before midnight. for the visually impaired. And he did, out of an unlikely
Of course, I 6 to stay in touch with medium: LEGO. He had read that most Braille printers
everyone and I’m sure a lot of us 7 up cost 3 than $2,000 and was determined to
from time to time but some people 8 reduce that price. Using a LEGO MINDSTORMS EV3
bound to lose touch. We 9 off in set and parts from a local hardware store, Banerjee built
different directions – some, like me, 10 his first prototype of a Braille printer, with a retail cost
college in September, others, like my friend Val, of about $350. The product, which 4 the
11
for jobs. It’s a bit odd not knowing capacity to make computing more affordable for millions
quite where we 12 in six months.
of visually impaired people, also caught the attention of
companies that wanted to invest 5 his idea.
3 Complete the second sentence so that it has a similar Now a new company has formed and they 6
meaning to the first sentence, using the word given. Do not expecting to launch the new printer for commercial sale
change the word given. Use between three and six words. later this year. It also means that Banerjee has gained a
1 At this time of day there won’t be a table available for a reputation as an innovator, which means his investors
long time, I’m afraid. hope he 7 be able to come up with many
GOING more ideas. Meanwhile, he’s 8 to be working
I’m afraid it wait for a on his next project as soon as school ends.
table at this time of day.
2 The company’s plans are to open four new stores in this
area by next September.
OPENED
By next September
four new stores in this area.

© Pearson Education Limited 2018 151

GRAMMAR FILE UNIT 6 2ND EDITION C1

REFERENCE alternative forms

We can use the following alternative conditional structures:

conditionals • should instead of if with the first conditional (should + subject

+ infinitive + future simple). We use this structure in more
formal situations, to be more polite.
basic conditional forms Should you require further assistance, the receptionist will be
Zero conditional available to help.
We use the zero conditional (if + present tense + present tense) • if + subject + were to + infinitive with the second conditional
for general truths or consequences. (if + were to + infinitive + would + infinitive) in less likely
If you get headaches while working on the computer, it’s situations.
because you’re straining your eyes. If I were to increase my offer, would it be accepted?
First conditional When using this form, we can also use inversion, for more
We use the first conditional (if + present tense + future form formality.
or might/could, etc.) for the consequence of a possible future Were I to increase my offer, would it be accepted?
action/situation. We can also use words/phrases like unless, in
• inversion with the third conditional (question form of past
case and provided that instead of if.
perfect + would have + past participle) in more formal and less
If elephant hunting continues, the animals will become extinct. likely situations.
I’ve brought my homework with me in case we have some time Had we asked, they would have agreed to our request.
to study.
The new road will be built soon unless the local residents
protest against it.
linking expressions
Second conditional Introducing Example
We use the second conditional (if + past simple + a condition if, even so, as long as
would/could/might + infinitive) for hypothetical actions/
an addition as well as, what is more
situations in the present.
If I didn’t drink a strong coffee at breakfast, I wouldn’t be able a purpose in order to, so as not to
to function in the morning. an example for instance, namely, that is
Third conditional a cause because of, due to, owing to
We use the third conditional (if + past perfect + would have + a consequence therefore, as a result
past participle) for hypothetical actions/situations in the past.
a limitation in reality, even though
If the band had included our town on their tour, we would
definitely have gone to see them. a reformulation of in other words
what was said
mixed conditionals a contrast in contrast, whereas, whilst, on the other
We use mixed conditionals: hand, otherwise, nonetheless
• to speculate about the possible result in the present of a a constant truth no matter when/why/where/how
hypothetical action/situation in the past (if + past perfect +
would + infinitive). Linking phrases can be followed by:
If I’d taken that temporary job in the summer, I would have a • a clause.
lot more money now. We can make the video if we have enough money.
If the train hadn’t been delayed, we’d be there now. We collected data in order to prove our point.
• to speculate about the past result of a hypothetical action/ I’m not helping you. In other words, do it yourself.
situation in the present (if + past + would have + past • a noun (including an -ing form used as subject).
participle).
He can win the competition as well as helping the weaker
If Jane and Mark were fitter, they’d have done the marathon players.
with me.
Owing to this delay, we cannot deliver on time.
If the website were more interesting, it would have had a lot
• a clause or a noun.
more hits by now.
We had several great meals. For instance, the Italian
• to speculate about the future result of a hypothetical action/
restaurant was very good.
situation in the past (if + past perfect + would + infinitive).
We can also use back-referencing to connect ideas:
If Ben hadn’t hurt his ankle, he’d come skiing with us.
I didn’t understand him. What he meant was that the project
If my dad’s car hadn’t broken down, he’d be giving us a lift to
could not be saved.
the concert tonight.
He and I did not agree. Where we differed was in our
approaches.

152 © Pearson Education Limited 2018

 2ND EDITION C1

PRACTICE 5 I didn’t watch the show last night because I’m not a fan of
reality TV.
HAVE
1 Complete the sentences with the correct form of the verbs
in brackets. If I were a fan of reality TV,
last night.
1 If Ben (continue) to skip school, he
(be) suspended. 6 What would happen if the whole class failed the exam?

2 My computer (not crash) last night if I TO

(not download) that attachment with the What would happen if
virus. the exam?
3 In my opinion, it (be) a good idea if students
4 Choose the correct words to complete the sentences.
(be) consulted about new school rules.
1 He always finds time to help no matter / nevertheless how
4 If I (read) as many English books as you do,
busy he is.
my vocabulary (increase) very quickly.
2 We increased the prices. In contrast / As a result, our sales
5 We (miss) the train unless Dave
have fallen.
(arrive) in the next five minutes.
3 The arts students have very few lectures. In contrast /
2 Write mixed conditional sentences about the situations. Even though, the science students have many.
Start with if. 4 My parents like to holiday in the city whereas / when my
1 I wasn’t taught English at primary school. I’m not fluent grandparents prefer the beach.
now. 5 It would be nice to go to the Bahamas but no matter /
2 Harry went to university for five years. He’s earning a lot of in reality, I don’t think we’ll have the money.
money now.
5 Read the article and complete the gaps with one word only.
3 I lost my phone yesterday. I’m going shopping for another
one tomorrow.
4 Marie doesn’t enjoy romantic films. She didn’t go to see
About Time with Ronnie last night.
Escaping the Titanic
5 My cousin didn’t learn to swim when he was younger. Now
he has a terrible fear of water.
6 I have a meeting in London early this morning. I didn’t stay
W hen the Titanic sank, the men 0 were
supposed to let women and children escape
first. Bravely, 1,352 men went down with the
at my friend’s house last night.
ship, to help keep their wives and children alive.
3 Complete the second sentence so that it has a similar 1
crewman H.G. Lowe realised that
meaning to the first sentence, using the word given. Do not
lifeboats still had space, he stayed on the ship to
change the word given. Use between three and six words.
save as many people as he could. At 2
1 Sometimes I think people aren’t very happy because they
expect too much in life. point, he saw a particularly muscular-looking woman
IF wearing a skirt and shawl. She rushed over and
Sometimes I think people jumped into the boat as quickly as she 3 .
not expect so much Lowe looked under the shawl and realised that it was
in life. a man in a dress. That man was Daniel Buckley. In his
2 If any of your group had an accident while on holiday, the version of the story, he insisted that he wasn’t wearing
insurance company would pay for treatment.
a skirt 4 he didn’t deny that he had a
TO
shawl on his head. This is just one of many stories
If any of your group
while on holiday, the insurance company would pay for
that emerged 5 the sinking happened.
treatment. Several men, recognising that if they 6
3 The government reneged on their promises and as a result, to survive they needed to trick their way onto a boat,
they’re having problems. cheated to get on a lifeboat. 7 was very
HAD much frowned upon and, like today, 8

The government they anyone was seen to profit from the disaster, they
not reneged on their promises. became pariahs in society.
4 I’ll be at home with my phone in case you need to call me.
SHOULD
I’ll be at home with my phone
call me.

© Pearson Education Limited 2018 153

GRAMMAR FILE UNIT 7 2ND EDITION C1

REFERENCE reported speech

past modals
We use past modals for:
1 possibility:
• to say that it is possible that something happened before
this moment.
He could/might/may have gone round to Sue’s. He was
talking about seeing her today.
You may (well) have noticed that my brother’s bought a
new car.
• to talk about a (missed) opportunity.
We could have taken an earlier flight. We were at the
airport three hours early!
2 certainty:
• to say that it is likely or that we are certain that something
has/hasn’t already happened.
Jack must have received my card. I sent it a week ago.
3 unfulfilled obligation, regret or criticism:
• to say that something required or desired didn’t happen.
You should have told me about Tim and you splitting up.
• based on experience.
I ought to have known that he’d forget our arrangement.
He’s got a terrible memory.
• to show annoyance.
She could/might have replied to my email!
4 predictions:
• based on known information.
The plane should have landed by now because it was only
a two-hour flight.
5 reduced conditionals:
• to speculate or give an opinion without giving the full
conditional form.
You would have had a great time at the gig. (if you’d gone)
need
We can use need to as a main verb in the past to say that it
was/wasn’t necessary to do something.
I needed to get some help with my research, so I asked Sally.
We use needn’t have + past participle to say that something was
done unnecessarily.
I needn’t have hurried to finish my assignment because the
teacher is away for four days.
dare
We can use dare to mean ‘have the courage’:
• in the past, as a main verb.
I never dared to go into the study without permission.
• in the negative, as a modal.
I dared not go any further in the car. The road was too icy.
verb tenses in reporting
We usually change the tense of the original verb so that it moves
further back in the past. We also change time expressions and
pronouns as necessary.
‘We spoke to him yesterday,’ they said. → They said that they
had spoken to him the day before.
We do not change the tense if the situation we are reporting still
exists and if the reporting verb is in the present tense.
‘She’s working in Paris.’ → He says she’s working in Paris.
modal verbs in reporting
We usually change modal verbs in reported speech.
will → would can → could may → might
needn’t → didn’t have to must → had to
Modal verbs are often reported using other verbs (e.g. must,
should, ought to → advised, urged; let’s → suggested).
‘You should ask for help.’ → He advised me to ask for help.
reporting verbs
Reporting verbs can be followed by:
• a that clause. He told us that he was going to be late.
• a to- infinitive.
They decided to plan the presentation at the weekend.
• a preposition + -ing.
She insisted on going out to dinner with him.
• a preposition + a noun phrase.
They hoped for better weather.
Reporting verbs often express the reporter’s interpretation or
point of view.
He alleged he was innocent. (The reporter didn’t believe him.)
They claimed they did not remember. (I do not believe them.)
reported questions
We report questions using:
• if or whether. They wanted to know if/whether we were
going to help them.
• wh- question words. They asked what our intention was.
• for. They asked (us) for our opinion.
Note: We invert the subject with wh- questions.
‘Who is she?’ → I asked who she was.
main clauses connected with and/but
If two main clauses are connected with and or but, we need to
put that after the conjunction:
‘I’ll come, but I’ll be late.’ → He said that he would come but
that he would be late.
If the subject is left out in the second clause, then we do not
use that:
‘I used to be a software designer and worked for myself.’
→ He said he used to be/had been a software designer and
had worked for himself.

154 © Pearson Education Limited 2018

 2ND EDITION C1

PRACTICE 6 It was pointless asking Harry to do the shopping because

he got nothing I wanted.
AS
1 Choose the most appropriate sentence to follow, A or B.
I the shopping myself
1 I shouldn’t have been in so much of a rush. because Harry got nothing I wanted.
A I forgot some really important things.
B I managed to finish on time.
4 Report each sentence in two different ways using these
reporting verbs. In both sentences, use the same reporting
2 Mum had to go to the superstore. verb and begin with the word in brackets.
A She needed to stock up on food.
B She needn’t have stocked up on food. agree confess deny hope insist promise
3 Dan must have been quiet when he came home.
0 ‘I haven’t done my homework.’ (she)
A I woke up at 2.30.
She confessed that she hadn’t done her homework..
B I didn’t wake up at all.
She confessed to not having done her homework..
4 Mark would have enjoyed the party.
1 ‘I’ll definitely help you.’ (he)
A He can tell you all about it.
2 ‘Yes, I’ll come with you on Friday.’ (she)
B It’s a pity he didn’t go.
3 ‘You must attend the meeting.’ (he)
2 Complete the sentences with the correct form of a modal 4 ‘I hope I can get time off.’ (he)
and the verbs in brackets. 5 ‘No, I didn’t tell him!’ (she)
1 I (buy) the more
expensive phone, but I decided I preferred this one. 5 Report the sentences using these reporting verbs. Begin
with the words in brackets. One item needs two verbs.
2 You (realise) it, but
our deadline is 4.00 this afternoon!
apologise ask complain mention promise reply
3 I (donate) more
money to the charity, but I didn’t have much cash on me.
1 ‘I’ll see you next week.’ (they)
4 Terry (follow) the
2 ‘I hurt my knee playing football.’ (he)
satnav because he went the wrong way for 15km!
3 ‘I’m sorry I won’t be able to help this week.’ (he)
3 Complete the second sentence so that it has a similar 4 ‘Do you know what we need to do?’ ‘No, not yet.’ (he/I)
meaning to the first sentence, using the word given. Do not
5 ‘We may go to see our grandparents this weekend.’ (they)
change the word given. Use between three and six words.
1 It was a bad decision on the government’s part not to hold 6 Read the article and complete the gaps with one word only.
a general election last year.
HELD Music to change the world
The government
last year. I recently interviewed the folk singer Mike Dawn
0
about his protest songs and the impact his
2 Jenny said she had a tennis match at 6.00 and it was 6.15
when you tried to phone her. music 1
had on young people in recent
BEEN years. He explained to 2 that he wrote,
as he says, from his heart about things which really
Jenny when you tried
to phone her. bothered him. But he had never intended that the songs
3 Sara’s dad was possibly going to give her a lift to the station.
3
reach out to others in the way they have.
HAVE He admitted that if people found them moving and
helpful 4 expressing their own feelings, then
Sara to the station by
her dad. that is what any artist would want, 5 he
4 Nothing was decided at the meeting, so it was completely had not set himself up as a protester. ‘I should have
unnecessary.
6
a simple classical musician’, he said,
HAD but he started to write songs and they were inevitably
We because nothing about his feelings and reactions to events that he felt
was decided. affected his life. He acknowledges that he’s pleased
5 Jim is lucky that Ben’s football tackle didn’t break his leg.
7
the success of his songs but he is still a
HAVE reluctant voice for a generation. Now 8 he
Jim by Ben’s football wants to do is to mentor younger artists.
tackle.

© Pearson Education Limited 2018 155

GRAMMAR FILE UNIT 8
REFERENCE
the passive
We form the passive using the appropriate tense of the verb be +
the past participle of the main verb.
The parliamentary debate is being televised right now. (present
continuous)
Elderly people are regularly scammed by fraudsters on the
phone. (present simple)
The company’s main office has been broken into twice in the last
three years. (present perfect simple)
Ahead of the storm, everyone was advised to stay indoors and
away from the windows. (past simple)
The main course was being served when there was a power
cut and the whole restaurant was plunged into darkness. (past
continuous)
We’d been offered alternative accommodation but turned it
down. (past perfect)
The incident will be investigated by security experts. (future
simple)
The matter of appropriate dress is to be discussed at next
week’s meeting. (to- infinitive)
The matter must be dealt with quickly. (modal verb)
Note: In theory, present/past/future/future perfect continuous
passives can be formed, but are very rarely used. We prefer to use
the simple form instead.
We use the passive:
1 to focus on what happens to the subject of an action when the
agent (the subject of an active verb) is:
• unknown. The original manuscripts have been lost.
• unimportant. The event was staged in the park.
• assumed/common knowledge. He was fined for speeding
on the motorway. I was first taught English at the age of
five.
2 with a complex agent.
I was contacted by a person with a strong northern accent.
I’m being helped by the clarity of the online reports.
3 with an agent, when it is needed to complete the information.
The college rules were developed by the first head teacher.
4 with it, to front a sentence with reporting/thinking verbs
when:
• we want to be tentative and avoid stating something as
a fact.
It is thought that the two companies are negotiating for
a takeover.
It has been alleged that a senior officer leaked the
information to the press.
• we want to avoid giving more specific information about
the agent, for example naming who made a certain decision.
It is felt that your work is below standard and you would
benefit from further training.
It was decided that a pay rise will be put on hold for
another year.
156
2ND EDITION C1
We can use an alternative impersonal passive structure:
The companies are thought to be in takeover negotiations.
The companies are thought to have entered takeover
negotiations.
being concise (modified and
compound nouns)
A modified noun is a noun which has, e.g. an article, pronoun,
participle or adjective before it to specify or give the quality of the
noun (e.g. a growing problem).
A compound noun is a noun which has stabilised into a fixed
form. Sometimes it becomes one word (e.g. tooth + paste →
toothpaste).
We use modified and compound nouns to be more concise,
especially in academic, scientific or formal English.
We modify nouns to express our ideas more concisely.
The problem is not just that the amount of food that people
are eating is increasing but also that it is being cooked in a way
that is harmful. → The problem is not just the increased amount
of food people are eating, but the harmful way in which it is
cooked.
Sometimes these are so common that they become compound
nouns:
• with adjectives. a fussy eater a sweet tooth
• with -ed participles. processed food a balanced diet
• with -ing participles. an exhausting task a growing problem
• with another noun. home cooking faculty office
We also use modified nouns:
• to change the emphasis of a sentence.
Her diet was very balanced, which made her fit. (The fact she
has a diet is the emphasis.)
Her balanced diet made her fit. (Her type of diet is the
emphasis.)
• to refer back to information already mentioned.
He ate special foods to make him cleverer. These smart foods
didn’t seem to work!
• to make sentences more impersonal.
We have changed the times when the canteen is open. → The
canteen opening times have been changed.
When we use a compound adjective before a noun, we usually use
a hyphen.
home-cooked food long-term relationship five-year-old boy
We don’t use a hyphen with -ly adverbs.
slowly cooked food
Sometimes we have a choice about using a hyphen, but it is
essential where the sentence might cause confusion.
We’ve got a very sweet toothed baby. (We don’t know if the
baby is sweet or his taste. We don’t know if the sentence is
identifying that the baby has teeth as opposed to no teeth.)
We’ve got a very sweet-toothed baby. (The hyphen creates a
single meaning for sweet-toothed, so we now know the baby likes
sweet things to eat.)
© Pearson Education Limited 2018
 2ND EDITION C1

PRACTICE 4 Complete the sentences with compound nouns. Use one

word/phrase from each box for each sentence and add
hyphens where necessary.
1 Complete the sentences with the correct passive form of
the verbs in brackets. air conditioned hard hitting long standing mass produced
1 Large numbers of dolphins (sight) in recent old fashioned one sided self made so called
weeks off the north Cornwall coast.
2 All flights will continue (delay) today.
account agreement approach expert furniture man
3 The flood defences (breach) last night. offices report
4 Several suspects (currently / question) in
connection with the riots last weekend. 1 The consultant gave us a very on the
5 The side effects of the new drugs situation, so we know we need to make changes.
(shouldn’t / underestimate) by those prescribing. 2 Apparently, the company only makes , so it's
not very original.
2 Rewrite the sentences in the passive. Include the agent only 3 I much prefer to work in a natural environment rather
where necessary.
than , which I find rather stuffy.
1 The receptionist asked us to complete a questionnaire 4 He is recognised as a(n) on the matter, but
following our medical check-up. he doesn’t seem to be.
2 Years of eating food with low nutritional value greatly 5 I think the current management have a very
increases the risk of illness. to how they want to produce things.
3 Our teacher taught us how to identify and use a range of 6 My dad and I have a(n) to go fishing every
phrasal verbs in class today. winter just by ourselves.
4 The judge is sentencing the armed robbers later today and 7 The police said the man gave a rather of
the cameramen will televise the ruling. what happened, so they need other witnesses.
3 Complete the second sentence so that it has a similar 8 I admire my uncle because he’s a real who’s
meaning to the first sentence, using the word given. Do not done everything for himself.
change the word given. Use between three and six words.
5 Read the article and complete the gaps with one word only.
1 People say that Ada Lovelace developed the first computer
programme in the nineteenth century.
TO Why are memes so popular?
Ada Lovelace the first
Sometimes it feels like 0 the world has been
computer programme in the nineteenth century.
taken 1 by memes – the humorous
2 The news alerted me to possible train delays before I set off.
images, videos and pieces of text that are copied
BEEN
and passed around by internet 2 .
Before to possible Memes started as social or cultural ideas that
train delays by the news.
spread within and between communities, but they
3 I’m sure someone threw out those old books years ago. 3
very quickly become captioned
MUST photos, often summing up a very sophisticated
Those old books years idea, frequently political. Certainly, they are a
ago. very good way of bursting the pompous bubble
4 If students arrive late, teachers won’t allow them into class. of celebrity 4 that they so effectively
BE ridicule human behaviour. It could be that they
Students not arriving on have increased in popularity because it seems
into class. everyone now has a very short 5
5 The local surgery is reported to have bought scanners to span and memes are simple, clean and make us
help doctors in their diagnoses. laugh. They also make us feel part of an ‘in’ group,
THAT 6
is very important. This gives us a
It bought by the local shared or common view of world 7 and
surgery to help doctors in their diagnoses. can make us feel close to people who are often
6 It’s important that the directors consider the potential very distant from us geographically. Some people
impact of this information. have suggested that memes behave 8
SHOULD viruses or infections as they spread round a
The potential impact of community, but with a dose of humour.
ignored by the directors.

© Pearson Education Limited 2018 157

GRAMMAR FILE UNIT 9
REFERENCE
emphatic structures
cleft sentences
it clefts (it + be + phrase + defining relative clause)
We use it clefts when we want to change the normal sentence
structure in order to emphasise or focus on certain information.
It was Nigel Harwood who sang the opening song at the award
ceremony.
It was at the award ceremony that Nigel Harwood sang the
opening song.
It was the opening song that Nigel Harwood sang at the award
ceremony.
The important information is directly after it + be. It can:
• emphasise the subject of the defining relative clause.
It was Mark who phoned the council last Saturday.
• emphasise the object of the defining clause.
It was the council who Mark phoned last Saturday.
• emphasise the whole phrase.
It was last Saturday that Mark phoned the council.
Note: When the subject of the defining clause is plural, we still
use it + be in the singular.
It was his parents who were applauding the loudest.
wh- clefts
We use wh- clefts to emphasise new or interesting information
which usually follows the wh- clause.
What fascinates me is the way the director creates such clever
effects.
We use:
• what (as subject) + verb + be + emphasised word/phrase.
What is interesting is how the writer integrates several
storylines.
• what + clause + be + emphasised word/phrase.
What he’s aiming to do is (to) get more qualifications before
applying for jobs.
Note: We can also use phrases such as the reason why, the place
where, the person who.
The place where we first met is just round that corner.
emphatic auxiliaries
We use do/does/did in positive present and past simple
structures, when we want to emphasise an action in the present
simple or past simple.
We do get some strange looks when we travel in Ben’s bright
orange car!
We did have a good time when we went to Greece, didn’t we?
Note: to emphasise actions or events using different verb forms,
we stress the auxiliary.
I am trying! I have checked the words in the dictionary. I shall be
at the concert.
158
2ND EDITION C1
inversion after adverbs/adverbial phrases with
a negative meaning
We use inversion after adverbs or adverbial phrases to focus on
and give emphasis to what we’re saying (adverb/adverbial phrase
+ modal auxiliary + subject):
No sooner had we got on the motorway than we broke down.
Never before had we seen such a beautiful sunset.
Little did I know what would be waiting for me when I got
home.
Not until we’d finished the meal did he tell us the news.
In no way would I expect you to delay things just for me.
Only when I'd read the book did I understand the dedication.
Scarcely/Hardly/Barely had I opened the door when my brother
shouted for me to help with the cleaning.
Note: Using negative adverbs and phrases to front an inverted
sentence is more often used in formal or written English. This is
especially true of sentences using inversion after so and such.
So steep was the cliff that he struggled to climb it.
Such hardship did they suffer that few reached the age of thirty.
academic and formal language
complex sentence structures
We use more complex sentence structures:
• by connecting information into one sentence.
I worked on the problem in the early stages. This meant I had
better insights into how to resolve the problem. → Working
on the problem in the early stages allowed me to have better
insights into how we could resolve it.
• with a shortened relative clause.
The team, who were satisfied with their results, practised less.
→ The team, satisfied with their results, practised less.
• with emphatic structures such as it or inverted clauses.
What worried me was that the results were not replicable.
• with a very long object.
He invited all the students who had attended his lectures to
a party.
• with a participle clause or a clause inside a clause.
Having no way to get home, he finally rang his father.
objective language
We use objective language such as the passive.
The company had lower profits in 2014.
→ Company profits were down in 2014.
concise expressions
We use concise expressions such as noun phrases.
company profits (the profits of the company)
foregone conclusion (a conclusion which is foregone)
formal or topic-specific vocabulary
made everyone interested → captured everyone’s attention
important point → key factor looked at → examined
© Pearson Education Limited 2018

PRACTICE
1 Rewrite the sentences. Start with it and focus on the
information in bold.
1 A The Labour government changed the law on fox
hunting in 2004.
B The Labour government changed the law on fox
hunting in 2004.
C The Labour government changed the law on fox
hunting in 2004.
2 A My sister made the chocolate cakes for Joanne’s party.
B My sister made the chocolate cakes for Joanne’s party.
C My sister made the chocolate cakes for Joanne’s party.
2 Add emphasis to these sentences by adding do, does or did.
1 It helps if I get a good night’s sleep before an exam.
2 The members had a long discussion at the meeting.
3 Danny goes on about the year he spent in the USA a lot.
4 I wasn’t sure before but we have a lesson on Friday.
5 Pat gave me his email address but I’ve lost it, I’m afraid.
3 Rewrite the sentences starting with the words/phrases in
brackets.
1 I wanted to point out that there won’t be much parking
space available directly outside our house. (what)
2 I’m not going to be able to meet that deadline. (no way)
3 I’m phoning to ask you the best route to the hotel and
confirm the time of the dinner. (the reason why)
4 I had just read the email when David called me to discuss
the problem. (no sooner)
5 I haven’t ever given James the impression that I was
looking for a change of job. (at no time)
4 Complete the second sentence so that it has a similar
meaning to the first sentence, using the word given. Do not
change the word given. Use between three and six words.
1 Our neighbour told us that the house opposite is being
sold.
WHO
It that the house
opposite is being sold.
2 The accident happened just behind that statue.
WHERE
The just behind that
statue.
3 Ask Mr Reeves because he’s responsible for those queries.
YOU
It because he’s
responsible for those queries.
4 Nobody knows where the thieves hid the money.
IS
Where unknown.
© Pearson Education Limited 2018
2ND EDITION C1
5 You need to be a member to use the club facilities.
IF
Only you use the club
facilities.
6 Many people are irritated by the requirement to wear a suit
every day to work.
IS
What to wear a suit
every day to work.
5 Join each pair of sentences using complex sentence
structures.
0 The ability to become skilled at computer coding is
becoming more important. As a result, it is now being
taught in every school.
The increasing importance of being skilled at computer
coding means that it is now being taught in every school.
1 In some parts of the world, quite dangerous animals are
left free to roam. They can cause problems for villages they
try to enter.
2 If you want to earn more money, my manager taught
me that this is possible. This is by becoming skilled at
something others cannot do.
3 We hadn’t heard from him for over six months. This
worried us.
4 The local music event is a tradition which was once free for
locals. Therefore, it is now offering free drinks.
6 Read the article and complete the gaps with one word only.
A NEW WORLD?
Universities worldwide are changing the way
they 0   do    business. We live in a world where
1
before have so many students studied
in countries outside their own. It is 2
category of students that all universities are
seeking to attract. As a result, most universities,
3
they are based, are now having to
offer a significant number of courses in English in
order to attract students 4 the numbers
they need. At the same time, the travelling students
are learning multiple languages and many speak at
5
three – their mother tongue, English
and the language of the country in which they are
studying. It is only 6 this next generation
of employees has made an impact in the workplace
that we will see 7 the new skills learnt
from their alternative studying experiences make a
difference both to the way we work and to the way
we communicate at work. 8 travelled
and lived in other cultures, will this group bring new
energies and innovations to our working lives?
159
 EXTEND VOCABULARY

Unit 1 run rings around

Unit 5 Unit 8
running battle
Memory Nouns from phrasal verbs Adjective–noun
take sb down a peg
can’t get something out of break-in collocations
walk off in a huff
your head breakout a far-reaching change
fair game
have a vague recollection of build-up a high-performing employee
-ing give the game away
downfall a little-known fact
have a vivid/vague memory of a whoel new ball game
dropout a serious loss
have an ear-worm stay ahead of the game
fallout a well-trained firefighter 
in memory of all fun and games
leftovers an hour and a half’s journey
keep souvenirs of Unit 3 lie-in busy social life
perform a feat of memory mix-up football practice
Collocations with do/make
refresh someone’s memory onlooker the best-kept secret
do a double take
Adjectives + prepositions do a Kenny (the name of the output updated software
adept at person exemplified) run-through Sports and games idioms
approached about do justice to turnout across the board
committed to do time be on a par with
coordinated with do your own thing Unit 6 be on the ball
distressed by make a mockery of be on the cards that
Honesty and dishonesty
invested in make amends be out for the count
bend the truth
kept from make an exception for chip in
catch someone out in a lie
known for make conversation/small-talk get a head start
do something under false
overwhelmed by make the best of pretences have something up someone’s
refrained from make time for sleeve
fair and square
remembered for hit a snag
give sb the benefit of
restricted to Unit 4 the doubt take a rain check
unavailable for lie through your teeth
upset with
Clothes idioms
a bit cloak and dagger put your cards on the table Unit 9
a hand-me-down see through someone Collocations and
Unit 2 bore the pants off sb stretch the truth expressions
tell a barefaced lie follow
Argument (a place is) bursting at the
seams tell a pack of lies follow in sb’s footsteps
a poor excuse
do sth at the drop of a hat tell someone a home truth follow sb’s lead
a weak/strong argument
do sth like it’s going out of follow suit
argue black is white
argue until you’re blue in fashion Unit 7 follow through
the face dressed to kill follow up (on sth)
Communication adjectives
bury the hatchet get hot under the collar join
analytical
call sb’s bluff off the cuff join forces with
approachable/unapproachable
at loggerheads put yourself in sb’s shoes join the club
authoritative
at odds roll up your sleeves joined-up thinking
concise
pick a fight scare the pants off sb lead
convoluted
play devil’s advocate lead sb astray
curt
lead sb on
eloquent
lead the field
long-winded
lead the way
rambling
short and sweet
to the point
verbose
wordy

160 © Pearson Education Limited 2018