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High Note 5 Teachers Book
High Note 5 Teachers Book
Teacher's Book
Teacher's Book 5
Angela Bandis
Angela Bandis
GSE:73-85 CEFR:B2+/C1
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Teacher's Book
5
Pearson Ignacio Palacios 32, Image Source/Stockbyte 78, Jacob Ammentorp Lund/
KAO TWO iStock/Getty Images Plus 64, janiecbros/iStock/Getty Images Plus 24, Jeff
KAO Park Junter/Photographer’s Choice RF 25, Jim Cumming/Moment 114, Jim
Hockham Way Dyson/Getty Images News 124, JodiJacobson/E+ 189, Joel Nito/AFP 128,
Harlow, Essex Jordan Siemens/Stone 187, Julia Garan/iStock/Getty Images Plus 102,
CM17 9SR kali9/E+ 66, KingMatz1980/iStock/Getty Images Plus 125, LeoPatrizi/E+
England 31, 82, Linas Toleikis/iStock/Getty Images Plus 34, Ludovic Marin/AFP 187,
and Associated Companies throughout the world Luis Alvarez/DigitalVision 144, LumiNola/E+ 151, Malcolm MacGregor/
Moment 84, Marccophoto/iStock/Getty Images Plus 54, martin-dm/
www.english.com/highnote E+ 64, Maskot 138, Matthew Sperzel/Getty Images Entertainment 94,
94, Miguel Navarrp/DigitalVision 102, monstArrr_/iStock/Getty Images
© Pearson Education Limited 2021 Plus 48, moodboard/Getty Images Plus 72, Nick Dolding/Stone 40,
nicolamargaret/E+ 189, NurPhoto 94, oversnap/iStock/Getty Images
All rights reserved. No part of this publication may be reproduced, Plus 155, Pawel Toczynski/The Image Bank 33, PeopleImages/E+ 4,
stored in a retrieval system, or transmitted in any form or by any means, Peopleimages/iStock/Getty Images Plus 55, Peter Dazeley/The Image
electronic, mechanical, photocopying, recording or otherwise without Bank 54, Photodisc 78, Photos.com/Getty Images Plus 110, Pierre-Yves
the prior written permission of the Publishers. Babelon/Moment 33, PIKSEL/iStock/Getty Images Plus 116, portishead1/
E+ 100, Ralph Gatti/AFP 97, ridvan_celik/iStock/Getty Images Plus 39,
First published in 2021 Rob Kroenert/Moment 10, Rob Lewine 8, Rushay Booysen/EyeEm
ISBN: 978-1-292-20989-0 78, SDI Productions/E+ 77, serengeti130/E+ 115, shironosov/iStock/
Set in Akko Pro Getty Images Plus 128, SolStock/E+ 138, stevendocwra/Moment 155,
Printed in Slovakia by Neografia supersizer/E+ 122, Tara Moore/Digital Vision 6, thodonal/iStock/Getty
Images Plus 8, Thomas Barwick/DigitalVision 78, 78, TommL/E+ 61,
Acknowledgements track5/E+ 4, urbazon/E+ 61, valentinrussanov 122, vicnt/iStock/Getty
The publishers would like to thank the following people for their Images Plus 56, Victor Boyko/Getty Images Entertainment 94, Victor
feedback and comments during the development of this course: VIRGILE/Gamma-Rapho 94, Viktoria Rodriguez/Moment 179, Wachara
Anna Bator, Ingrida Breidaka, Gordana Bujanic Tretinjak, Nida Burnekaite, Kireewong/EyeEm 68, Westend61 12, 34, 51, 78; ITN Productions
Anna Czernielewska, Justyna Deja, Izabela Gojny, Ewa Goldnik-Ciok, Education: 5, 35, 65, 95, 125, 162, 163, 164, 165, 166; Prudence
Daniela Ille, Anita Jokic, Zrinka Juric, Justyna Kostecka, Magdalena Loska, Staite: 48; Rose Dyson: Rose Dyson, Founder of Pura Cosmetics www.
Magdalena Marmucka, Anna Milewska, Olivera Milovanovic, Alexandra puracosmetics.co.uk, @puracosmetics. Photography by Picture Perfect
Novikova, Ivana Plockinic, Biljana Pršic, Merike Saar, Tomasz Siuta, Photography www.picture-perfect-photo.co.uk 140; Shutterstock:
Aleksandra Strahinic, Olga Strelchenko, Małgorzata Syc-Jedrychowska, 161, addkm 54, Anna Kutukova 70, ariadna de raadt 56, Arthimedes
Katarzyna Tobolska, Beata Towarnicka, Beata Trapnell, Anna Wisniewska 54, baranq 71, beats1 60, Christian Schwier 34, Columbia/Kobal 124,
Columbia/MGM/Scott Rudin Prod/Kobal 127, Ealing Studios/Kobal
Image Credit(s) 161, Evgeny Atamanenko 12, Feylite 41, HQuality 18, Jane Hobson 86,
The publisher would like to thank the following for their kind permission 86, 86, Jo Cournoyer/Paramount/MGMKobal 92, Konmac 189, Laurie
to reproduce their photographs: Sparham/Working Title/Kobal 113, Milan M 100, Moviestore 126,
Moviestore Collection 156, 159, Nigel Dennis/imageBROKER 53, Ollyy
Students’ Book pages 91, Paramount/Miramax/Kobal 158, peterschreiber.media 47, racorn
123RF.com: 5phonrf 62, Aleksandr Davydov 17, Aleksandr Khakimullin 78, Roger-Viollet 183, See-Saw Films/Universal/Kobal 127, Serhil Yurkiv
141, Anton Starikov 110, Antonio Diaz 143, arsty 154, Brian Jackson 46, 112, Startraks 77, Studio Ghibli/Kobal 101, Sunny studio 143, Svetlana
Cathy Yeulet 90, 111, dizanna 177, Dmytro 16, Elnur Amikishiyev 83, Lazarenka 124, tigristiara 132, Toa55 30, Tom Eversley 21, United Artists/
Evgenii Matrosov 87, Evgeniy Shkolenko 133, Evgeny Atamanenko 12, Kobal 156, Universal/Celandine/Monty Python/Kobal 156, WAYHOME
golubovy 78, handmadepictures 62, iofoto 121, Katarzyna Białasiewicz studio 107
81, kitipol pimseang 4, Lesia Sementsova 9, lightfieldstudios 62, Maksim
Kabakou 183, Maryia Kryvaltsevich 186, Mykola Kravchenko 78, nito500 Photocopiable Resources
8, Nuthawut Somsuk 182, Olena Kachmar 52, Olga Yastremska 62, racorn 123RF.com: liligraphie 306, Mariia Kvetsinskaia 293, Wang Aizhong 301;
146, ragsac 9, rawpixel 120, Richard Villalon 43, rostislavsedlacek 143, Getty Images: aaa 301, bergserg 310, Birdimages 301, FierceAbin 305,
Ruslan Sitarchuk 23, Scott Betts 22, Sergey Nivens 18, sjenner13 143, Hendri Venter 301, Peopleimages 315, 315, RDA/RETIRED 305, sharply_
stevanovicigor 78, theartofphoto 55, ufabizphoto 9, 123, Vitalij Sova done 284, Tanya Constantine 291; Shutterstock.com: Justin Lane/EPA-
85, Volodymyr Melnyk 150, Wannarat Jumnongtoy 110; Alamy Stock EFE 289, Mark Lennihan/AP 289, metamorworks 299
Photo: allesalltag 55, Arcaid Images 181, CHROMORANGE/Jeanette
Atherton 110, Erickson Stock 138, JG Photography 42, Peter Horree 52, Cover Image: Front: Getty Images: FatCamera
Simon Turner 185, Sylvie Jarrossay 187, Zone3 36; Bridgeman Images:
De Agostini Picture Library/M. Leigheb 100; Getty Images: 4FR/iStock/ Text Credit(s):
Getty Images Plus 84, © Hiya Images/Corbis 111, agsandrew/iStock/ Excerpt on page 113 from ABOUT A BOY by Nick Hornby, copyright ©
Getty Images Plus 129, Amer Ghazzal/Moment 11, Andersen Ross 1998 by Nick Hornby. Used by permission of Riverhead, an imprint of
Photography Inc/Digital Vision/Getty Images Plus 26, Andrew Peacock/ Penguin Publishing Group, a division of Penguin Random House LLC.
Stone 25, AndreyPopov/iStock/Getty Images Plus 84, Antanas Melaika/ All rights reserved; Excerpt on pages 68-69 from THE INNER GAME OF
EyeEm 18, Antonio Busiello/Moment 33, Archive Photos 110, Ariel STRESS: OUTSMART LIFE’S CHALLENGES AND FULFILL YOUR POTENTIAL by
Skelley/Digital Vision 73, Astrid Stawiarz/Getty Images Entertainment W. Timothy Gallwey, 2009 by W. Timothy Gallwey, Edward S. Hanzelik,
178, AzmanL/E+ 31, Bryn Lennon/Getty Images Sport 22, Buyenlarge/ M.D. and John Horton, M.D. Used by permission of Random House, an
Hulton Fine Art Collection 96, Cara Weil/EyeEm 18, Caroline Purser/The imprint and division of Penguin Random House LLC. All rights reserved;
Image Bank 38, clubfoto/iStock/Getty Images Plus 155, Colors Hunter Excerpt on page 21 from KING SOLOMON’S CARPET by Barbara Vine,
- Chasseur de Couleurs/Moment 100, cyano66/iStock/Getty Images copyright © 1992 by Barbara Vine. Used by permission of Crown Books,
Plus 137, DamienGeso/iStock/Getty Images Plus 102, Dan Istitene/ an imprint of Random House, a division of Penguin Random House LLC.
Getty Images Sport 22, David Paul Morris/Getty Images News 153, David All rights reserved.
Provoost/Moment 180, davidf/E+ 51, DEA/G.DAGLI ORTI/De Agostini
108, Digital Vision/Photodisc 151, dneelanjan/iStock/Getty Images Illustration Acknowledgements
Plus 154, domoyega/E+ 51, Donald Iain Smith 185, Dougal Waters/
DigitalVision 116, 186, Edward Berthelot/Getty Images Entertainment Students’ Book pages
94, Erika Goldring/Getty Images Entertainment 152, Fabrice Coffrini/ Stephen Collins (Central Illustration) p37, 67; Amber Day (illustrationX)
AFP 152, Fairfax Media 108, FatCamera/E+ 64, ferrantraite/E+ 18, p63; Adam Larkum (illustrationX) p7, 145; Mariajose Gajate Molina p99
filmstudio/E+ 123, Fine Art/Corbis Historical 96, 96, Frank Hoensch/
Getty Images Entertainment 124, Geography Photos/Universal Images Photocopiable Resources
Group 131, 131, georgeclerk/E+ 11, Gizelka/iStock/Getty Images Plus 69, Rupert Van Wyk p304
Granger Wootz 12, hadynyah/iStock/Getty Images Plus 11, Halfpoint/
iStock/Getty Images Plus 116, Heritage Images/Hulton Archive 184,
Hill Street Studios/DigitalVision 128, Historical/Corbis Historical 108,
Hugh Sitton/Stone 4, Hulton Archive 153, Ian Spanier/Image Source 57,
Pearson Ignacio Palacios 32, Image Source/Stockbyte 78, Jacob Ammentorp Lund/
KAO TWO iStock/Getty Images Plus 64, janiecbros/iStock/Getty Images Plus 24, Jeff
KAO Park Junter/Photographer’s Choice RF 25, Jim Cumming/Moment 114, Jim
Hockham Way Dyson/Getty Images News 124, JodiJacobson/E+ 189, Joel Nito/AFP 128,
Harlow, Essex Jordan Siemens/Stone 187, Julia Garan/iStock/Getty Images Plus 102,
CM17 9SR kali9/E+ 66, KingMatz1980/iStock/Getty Images Plus 125, LeoPatrizi/E+
England 31, 82, Linas Toleikis/iStock/Getty Images Plus 34, Ludovic Marin/AFP 187,
and Associated Companies throughout the world Luis Alvarez/DigitalVision 144, LumiNola/E+ 151, Malcolm MacGregor/
Moment 84, Marccophoto/iStock/Getty Images Plus 54, martin-dm/
www.english.com/highnote E+ 64, Maskot 138, Matthew Sperzel/Getty Images Entertainment 94,
94, Miguel Navarrp/DigitalVision 102, monstArrr_/iStock/Getty Images
© Pearson Education Limited 2021 Plus 48, moodboard/Getty Images Plus 72, Nick Dolding/Stone 40,
nicolamargaret/E+ 189, NurPhoto 94, oversnap/iStock/Getty Images
All rights reserved. No part of this publication may be reproduced, Plus 155, Pawel Toczynski/The Image Bank 33, PeopleImages/E+ 4,
stored in a retrieval system, or transmitted in any form or by any means, Peopleimages/iStock/Getty Images Plus 55, Peter Dazeley/The Image
electronic, mechanical, photocopying, recording or otherwise without Bank 54, Photodisc 78, Photos.com/Getty Images Plus 110, Pierre-Yves
the prior written permission of the Publishers. Babelon/Moment 33, PIKSEL/iStock/Getty Images Plus 116, portishead1/
E+ 100, Ralph Gatti/AFP 97, ridvan_celik/iStock/Getty Images Plus 39,
First published in 2021 Rob Kroenert/Moment 10, Rob Lewine 8, Rushay Booysen/EyeEm
ISBN: 978-1-292-20989-0 78, SDI Productions/E+ 77, serengeti130/E+ 115, shironosov/iStock/
Set in Akko Pro Getty Images Plus 128, SolStock/E+ 138, stevendocwra/Moment 155,
Printed in Slovakia by Neografia supersizer/E+ 122, Tara Moore/Digital Vision 6, thodonal/iStock/Getty
Images Plus 8, Thomas Barwick/DigitalVision 78, 78, TommL/E+ 61,
Acknowledgements track5/E+ 4, urbazon/E+ 61, valentinrussanov 122, vicnt/iStock/Getty
The publishers would like to thank the following people for their Images Plus 56, Victor Boyko/Getty Images Entertainment 94, Victor
feedback and comments during the development of this course: VIRGILE/Gamma-Rapho 94, Viktoria Rodriguez/Moment 179, Wachara
Anna Bator, Ingrida Breidaka, Gordana Bujanic Tretinjak, Nida Burnekaite, Kireewong/EyeEm 68, Westend61 12, 34, 51, 78; ITN Productions
Anna Czernielewska, Justyna Deja, Izabela Gojny, Ewa Goldnik-Ciok, Education: 5, 35, 65, 95, 125, 162, 163, 164, 165, 166; Prudence
Daniela Ille, Anita Jokic, Zrinka Juric, Justyna Kostecka, Magdalena Loska, Staite: 48; Rose Dyson: Rose Dyson, Founder of Pura Cosmetics www.
Magdalena Marmucka, Anna Milewska, Olivera Milovanovic, Alexandra puracosmetics.co.uk, @puracosmetics. Photography by Picture Perfect
Novikova, Ivana Plockinic, Biljana Pršic, Merike Saar, Tomasz Siuta, Photography www.picture-perfect-photo.co.uk 140; Shutterstock:
Aleksandra Strahinic, Olga Strelchenko, Małgorzata Syc-Jedrychowska, 161, addkm 54, Anna Kutukova 70, ariadna de raadt 56, Arthimedes
Katarzyna Tobolska, Beata Towarnicka, Beata Trapnell, Anna Wisniewska 54, baranq 71, beats1 60, Christian Schwier 34, Columbia/Kobal 124,
Columbia/MGM/Scott Rudin Prod/Kobal 127, Ealing Studios/Kobal
Image Credit(s) 161, Evgeny Atamanenko 12, Feylite 41, HQuality 18, Jane Hobson 86,
The publisher would like to thank the following for their kind permission 86, 86, Jo Cournoyer/Paramount/MGMKobal 92, Konmac 189, Laurie
to reproduce their photographs: Sparham/Working Title/Kobal 113, Milan M 100, Moviestore 126,
Moviestore Collection 156, 159, Nigel Dennis/imageBROKER 53, Ollyy
Students’ Book pages 91, Paramount/Miramax/Kobal 158, peterschreiber.media 47, racorn
123RF.com: 5phonrf 62, Aleksandr Davydov 17, Aleksandr Khakimullin 78, Roger-Viollet 183, See-Saw Films/Universal/Kobal 127, Serhil Yurkiv
141, Anton Starikov 110, Antonio Diaz 143, arsty 154, Brian Jackson 46, 112, Startraks 77, Studio Ghibli/Kobal 101, Sunny studio 143, Svetlana
Cathy Yeulet 90, 111, dizanna 177, Dmytro 16, Elnur Amikishiyev 83, Lazarenka 124, tigristiara 132, Toa55 30, Tom Eversley 21, United Artists/
Evgenii Matrosov 87, Evgeniy Shkolenko 133, Evgeny Atamanenko 12, Kobal 156, Universal/Celandine/Monty Python/Kobal 156, WAYHOME
golubovy 78, handmadepictures 62, iofoto 121, Katarzyna Białasiewicz studio 107
81, kitipol pimseang 4, Lesia Sementsova 9, lightfieldstudios 62, Maksim
Kabakou 183, Maryia Kryvaltsevich 186, Mykola Kravchenko 78, nito500 Photocopiable Resources
8, Nuthawut Somsuk 182, Olena Kachmar 52, Olga Yastremska 62, racorn 123RF.com: liligraphie 306, Mariia Kvetsinskaia 293, Wang Aizhong 301;
146, ragsac 9, rawpixel 120, Richard Villalon 43, rostislavsedlacek 143, Getty Images: aaa 301, bergserg 310, Birdimages 301, FierceAbin 305,
Ruslan Sitarchuk 23, Scott Betts 22, Sergey Nivens 18, sjenner13 143, Hendri Venter 301, Peopleimages 315, 315, RDA/RETIRED 305, sharply_
stevanovicigor 78, theartofphoto 55, ufabizphoto 9, 123, Vitalij Sova done 284, Tanya Constantine 291; Shutterstock.com: Justin Lane/EPA-
85, Volodymyr Melnyk 150, Wannarat Jumnongtoy 110; Alamy Stock EFE 289, Mark Lennihan/AP 289, metamorworks 299
Photo: allesalltag 55, Arcaid Images 181, CHROMORANGE/Jeanette
Atherton 110, Erickson Stock 138, JG Photography 42, Peter Horree 52, Cover Image: Front: Getty Images: FatCamera
Simon Turner 185, Sylvie Jarrossay 187, Zone3 36; Bridgeman Images:
De Agostini Picture Library/M. Leigheb 100; Getty Images: 4FR/iStock/ Text Credit(s):
Getty Images Plus 84, © Hiya Images/Corbis 111, agsandrew/iStock/ Excerpt on page 113 from ABOUT A BOY by Nick Hornby, copyright ©
Getty Images Plus 129, Amer Ghazzal/Moment 11, Andersen Ross 1998 by Nick Hornby. Used by permission of Riverhead, an imprint of
Photography Inc/Digital Vision/Getty Images Plus 26, Andrew Peacock/ Penguin Publishing Group, a division of Penguin Random House LLC.
Stone 25, AndreyPopov/iStock/Getty Images Plus 84, Antanas Melaika/ All rights reserved; Excerpt on pages 68-69 from THE INNER GAME OF
EyeEm 18, Antonio Busiello/Moment 33, Archive Photos 110, Ariel STRESS: OUTSMART LIFE’S CHALLENGES AND FULFILL YOUR POTENTIAL by
Skelley/Digital Vision 73, Astrid Stawiarz/Getty Images Entertainment W. Timothy Gallwey, 2009 by W. Timothy Gallwey, Edward S. Hanzelik,
178, AzmanL/E+ 31, Bryn Lennon/Getty Images Sport 22, Buyenlarge/ M.D. and John Horton, M.D. Used by permission of Random House, an
Hulton Fine Art Collection 96, Cara Weil/EyeEm 18, Caroline Purser/The imprint and division of Penguin Random House LLC. All rights reserved;
Image Bank 38, clubfoto/iStock/Getty Images Plus 155, Colors Hunter Excerpt on page 21 from KING SOLOMON’S CARPET by Barbara Vine,
- Chasseur de Couleurs/Moment 100, cyano66/iStock/Getty Images copyright © 1992 by Barbara Vine. Used by permission of Crown Books,
Plus 137, DamienGeso/iStock/Getty Images Plus 102, Dan Istitene/ an imprint of Random House, a division of Penguin Random House LLC.
Getty Images Sport 22, David Paul Morris/Getty Images News 153, David All rights reserved.
Provoost/Moment 180, davidf/E+ 51, DEA/G.DAGLI ORTI/De Agostini
108, Digital Vision/Photodisc 151, dneelanjan/iStock/Getty Images Illustration Acknowledgements
Plus 154, domoyega/E+ 51, Donald Iain Smith 185, Dougal Waters/
DigitalVision 116, 186, Edward Berthelot/Getty Images Entertainment Students’ Book pages
94, Erika Goldring/Getty Images Entertainment 152, Fabrice Coffrini/ Stephen Collins (Central Illustration) p37, 67; Amber Day (illustrationX)
AFP 152, Fairfax Media 108, FatCamera/E+ 64, ferrantraite/E+ 18, p63; Adam Larkum (illustrationX) p7, 145; Mariajose Gajate Molina p99
filmstudio/E+ 123, Fine Art/Corbis Historical 96, 96, Frank Hoensch/
Getty Images Entertainment 124, Geography Photos/Universal Images Photocopiable Resources
Group 131, 131, georgeclerk/E+ 11, Gizelka/iStock/Getty Images Plus 69, Rupert Van Wyk p304
Granger Wootz 12, hadynyah/iStock/Getty Images Plus 11, Halfpoint/
iStock/Getty Images Plus 116, Heritage Images/Hulton Archive 184,
Hill Street Studios/DigitalVision 128, Historical/Corbis Historical 108,
Hugh Sitton/Stone 4, Hulton Archive 153, Ian Spanier/Image Source 57,
CONTENTS
INTRODUCTION 4
What is High Note? 4
What is the High Note methodology? 4
Key concepts behind High Note 6
Course components 8
High Note unit walkthrough 10
High Note videos 16
Teaching pathways 17
How to teach for exams with High Note 18
How to flip the classroom with High Note 19
4 INTRODUCTION
INTENSITY INDEPENDENCE
High Note challenges students both at a cognitive and High Note reinforces students’ independence by making
linguistic level. them responsible for their own learning. In the context
The reading and listening texts push them to think critically of language learning, independent learners are those
and to raise their cultural and social awareness. who are able to recognise their learning needs, locate
relevant information about language and develop relevant
The intensive grammar syllabus and wide vocabulary
language skills on their own or with other learners. This
coverage encourage them to explore the language,
results in increased recognition of strengths, weaknesses
understand how it works and improve accuracy. The video
and progress, greater levels of confidence, more motivation,
material, audio recordings and numerous speaking activities,
better management of learning and improved performance.
(discussions, debates and role-plays), naturally foster fluency:
students become immersed in the language and learn to talk High Note supports independent learning in a variety of
at length in a variety of personalised and meaningful contexts. different sections and exercises in the book.
Clear learning goals and models for success
INTERACTION The goals at the beginning of each unit describe what
When students are involved in the course material, the the student will be able or better able to do at the end of
progress of their learning is quicker. In High Note, learners the lesson.
are encouraged to interact with the course and actively Skills strategies
participate in every stage of the learning process. Active Reading and Active Listening boxes contain concise
descriptions of the most important skills strategies, which
Grammar students can actively practise through a series of exercises
• Students analyse examples of language and arrive at the and use in the future.
grammar rules themselves; the guided inductive approach Exam strategies
helps them understand and remember the rules better.
Strategy boxes contain useful tips on how to deal with most
• Watch out! boxes draw students’ attention to areas of typical exam tasks.
special difficulty and help pre-empt common errors.
Active Writing boxes in the Workbook
Vocabulary These contain a series of scaffolded tasks designed to
• New lexis is presented and activated in most lessons, with develop the skills students need to write a given text type.
the main lexical set of the unit in a separate Vocabulary Project work
lesson. It is then recycled, consolidated and practised in The Life Skills projects help students develop creative and
the following lessons. collaboration skills and make decisions about the learning
• There are references to the language students have already process and how to complete the project.
come across in the course, which are called Think Back. This Resources for self-study
activates the knowledge students have already acquired.
Resources such as word lists with the Remember More section
• The Remember More section activates the words from the at the end of each unit, the Grammar Reference and Practice
word list through a series of exercises. Additionally, the section at the back of the Student’s Book, the Workbook,
Active Vocabulary boxes provide practical tips on how to Online Practice and extra digital activities reinforce active
activate the students’ memory when learning new words. consolidation of the material from the main units.
• Vocabulary Extension sections in the Workbook introduce Self-assessment sections in the Workbook
more words and phrases, focusing on such areas as phrasal
verbs, collocations and wordbuilding. These provide an opportunity for students to assess their
progress and reflect on their learning.
Skills strategies
• Active Reading and Active Listening boxes contain crucial
general reading and listening skills strategies, such
as predicting, understanding the main idea, finding
specific information, dealing with new words or making
inferences. These boxes also include critical thinking
skills like distinguishing facts from opinions, identifying
the author’s opinion or recognising bias. Students can
experience the strategy by completing exercises that
accompany it.
• Active Writing boxes in the Workbook highlight the crucial
stages in the process of writing a specific type of text.
Pronunciation
Active Pronunciation boxes in the Listening sections in the
Workbook help students perceive the interdependencies
between sounds and give tips on how to pronounce
particular sounds correctly.
INTRODUCTION 5
KEY CONCEPTS BEHIND HIGH NOTE
21ST-CENTURY EDUCATION Cultural awareness: Students have numerous opportunities
to discuss various culture-related issues (Reflect: Culture
In today’s world of an ever-increasing flow of information
exercises). Documentary Videos cover a range of cultural
and a rapidly changing workplace, an education based on
topics and Grammar Videos expose students to a wide variety
learning facts at a one-size-fits-all pace does not seem to
of native and foreign accents, which will develop their
work anymore. These days, learners can find answers to any
sensitivity to other cultures and their listening skills. At the
questions they might have in just a few seconds and can
back of the Student’s Book, students will also find Culture
teach themselves about any topic they are interested in.
Spot lessons, which provide a wider perspective of cultural
They do not need school to do what they can do themselves.
aspects linked to the unit topics and enable learners to
What they do need, however, is guidance in how to use
compare cultural aspects of the English-speaking world with
the available information in smart and efficient ways and
their own. The Literature Spot lessons, in turn, familiarise
the development of social and professional skills that
students with well-known literary works that have made an
are needed to succeed in the modern world. The aim of
impact on popular culture.
21st-century education is, therefore, to equip students with
those skills and help them grow in confidence to practise Critical thinking: Problem solving and reasoning skills
them both at and beyond school. are developed throughout the course, especially via the
reading and listening activities. Students are encouraged to
21st-century students differentiate facts from opinions, critically assess different
We believe that today’s students are sophisticated, viewpoints, look at problems from various perspectives,
intelligent and independent. They multitask very capably and assimilate new information and points of view, as well as
usually know a lot about other cultures. They are comfortable express and defend their own opinions.
with global and intercultural communication, and feel at Digital Literacy
ease with using different types of technology. They typically The content, as well as the means of delivery of High Note,
have a point of view and are not afraid of expressing are rooted in today’s digital environment and reflect the
themselves. They are also comfortable with change and way today’s teenagers already manage their lives: the
keen to keep their interests and abilities up to date. In terms topics cover up-to-date technology and media, the Life Skills
of their future career, they would like to find a job that projects encourage the use of digital tools, and the digital
reflects their interests and offers flexibility (e.g. living and components of the course increase students’ engagement
working anywhere in the world, choosing their own hours with the course material.
and office space, working with peers across the globe). All
Life and Career Skills
these characteristics and skills provide a unique opportunity
for teaching English. When students realise their needs and High Note offers a specially prepared Life Skills development
interests are met and feel inspired by the course, the learning programme which focuses on three key educational paths:
process can be quick and extremely rewarding. academic and career-related skills (e.g. giving successful
presentations, debating, using online resources for school
21st-century teachers projects, planning a future career), social skills (e.g. working
Modern teachers are forward-thinking leaders who are ready in a team, making the most of volunteering) and personal
to address their students’ needs. With such a widespread development skills (e.g. time management, building
access to information and resources of all kinds, it may often resilience). The programme is introduced through the
be the case that students will know more than teachers in Life Skills lessons at the end of every second unit. They offer
some areas. Most likely, they will also be a step ahead of engaging content and practise new competencies in an active,
teachers in using technology. This means that the teacher’s discussion-driven way. The Life Skills projects at the end of
role is likely to shift from an all-knowing expert to that of each Life Skills lesson involve research, collaboration, critical
a guide or a mentor who supports students in the learning thinking and creativity.
process, challenges them and motivates them.
THE COMMON EUROPEAN FRAMEWORK
21st-century skills and High Note
FOR LANGUAGES
High Note provides students not just with English language
skills, grammar and vocabulary, but also develops the key The Common European Framework of Reference for
skills needed in the global 21st-century community. Languages: learning, teaching, assessment (CEFR) is a
guideline published in 2001 by the Council of Europe which
Learning and Innovation Skills (the five Cs)
describes what language learners can do at different stages
Communication and collaboration: These skills are practised of their learning. In 2017, the CEFR Companion Volume with
throughout the entire course. The large number of New Descriptors was published, which complements the
discussions and role plays entail natural communication and original publication. The document enriches the existing
collaboration among students. Additionally, the Life Skills list of descriptors and gives a lot of focus to cross-linguistic
projects require students to decide on their roles in a team mediation and plurilingual/pluricultural competence.
and take responsibility for their work.
The term mediation is understood as mediating
Creativity: This skill is developed through a range of communication, a text and concepts. It combines reception,
thought-provoking questions students need to answer and production and interaction and is a common part of
a variety of authentic problems and tasks they need to solve, everyday language use. It makes communication possible
e.g. in the Life Skills projects. between people who, for whatever reason, are unable to
communicate successfully with each other: they may speak
different languages and require a translation, they may not
have the same subject knowledge information and need an
explanation or simplification, they may not be of the same
6 INTRODUCTION
opinion and need someone to identify common ground. Student’s Book
Mediation can also involve written texts – with the reader Every unit begins with a list of unit objectives to help
summarising, paraphrasing or interpreting the information students understand the learning goals. There is also a clear
for a different audience. can-do statement as the end line of each lesson so that
High Note contains numerous mediation activities. students and teachers know exactly what they are doing.
They include open reading and listening comprehension Students can tick the can-do box when they feel they have
tasks, transformation tasks, gapped summaries, rewriting achieved the lesson aim.
texts in a different register, picture description, speculating Every unit has a Revision section which includes exam
or drawing conclusions. There are also tasks which cater training. Its goal is to provide examples of and practice in
for mediating concepts and communication such as the specific tasks students are likely to face in test situations,
communicative pairwork or groupwork tasks, projects or focussing particularly on the relevant Cambridge English and
problem-solving activities. Pearson Test of English General exams.
INTRODUCTION 7
COURSE COMPONENTS 01
01 Identity
VOCABULARY Personality: (compound) adjectives, fixed expressions, idiomatic phrases,
GRAMMAR
LISTENING
verbs for thinking and understanding
Continuous and perfect tenses
Understanding the main points of complex talks
3 THINK BACK In pairs, decide which of the adjectives in
the box describe each speaker from Exercise 2 best.
Complete the table and explain your choices.
7
Read the article about identity on page 4. In pairs,
discuss the questions.
1 Why is it important to get to know yourself?
2 Which of the four elements of identity do you find
most important? Say why.
STUDENT’S BOOK
SPEAKING Keeping conversations going
passion – passionate
WRITING A blog post about the past
Compound adjectives (personality) Personality adjectives and values
B 8
4 1.2 Study Active Vocabulary. Then match the Use the adjectives from the box to form nouns
words from box A with the words from box B to make describing values. Put the qualities in order of
compound adjectives describing personality. Listen importance. Then compare your lists in small groups.
to the recording again and decide which of these Use a dictionary if necessary.
adjectives you would use to describe the speakers.
assertive discreet humble inclusive merciful
A absent forward high highly kind laid like sincere
narrow street strong thin tight
Fixed expressions
B back fisted hearted looking minded (x3)
skinned spirited strung willed wise 9 Match the highlighted expressions from the text with
the definitions.
• 5 Life Skills sections at the end of every second unit which teach competencies
There are many possible ways of forming compound 8 Choose.
How well do we know ourselves? Do we understand POSSESSIONS adjectives: 9 Consider something to be important.
What kind of car would we ideally plump for? for Maybe
what makes us tick?
tick Take a moment to stop and think • adjective + adjective, e.g. old-fashioned
about the things that define us.
we always buy the same type of phone? These sorts of
• adverb + adjective, e.g. hard-working, forward-looking
10 Look at the highlighted expressions again and
decisions can also say a lot about us.
us Or maybe we complete the questions with one word in each gap.
are not that into possessions themselves, but have a small • noun + adjective, e.g. lifelong, world-famous, streetwise
INTERESTS Then discuss them in pairs.
collection of items with real sentimental value. The things • adjective + noun, e.g. full-time, cutting-edge
Some people find it easy to follow their passion. They’ve 1 Given the choice between a day out walking in the
• Flexible order of lessons apart from the first spread (Vocabulary and Speaking)
already hanging out with like-minded people. If you haven’t part of the compound, but compounds formed by a noun ?
What values do we set great store by?
by Do we prize
found your tribe yet, be more open-minded – get out there, + gerund or past participle are usually stressed on the
spontaneity or stability? Are we rather laid-back or strong-
try some new things and meet some new people. first part of the compound.
11 SPEAKING Make some notes about yourself under the
willed? How crucial is commitment? How highly do we headings below. Then discuss them in pairs. Use the
rate tactfulness over frankness? When we know this, we When we know these things, it’s easier to be ourselves and vocabulary from the lesson.
can consider whether the choices we make are in line with to find careers and the tribe that we really click with.
with
these values. 5 SPEAKING Which of the adjectives from Exercises 3 • Interests • Values • Possessions • Tribe
and 4 would or wouldn’t you use to describe yourself?
DOCUMENTARY VIDEO
Explain why. What adjectives would other people use 1 WATCH AND REFLECT
to describe you? Think about your parents, siblings, Go to page 162.
1A VOCABULARY AND SPEAKING neighbours, friends or teachers. Watch the documentary
Global Citizen and do
the exercises.
1 SPEAKING Imagine you were in a radio programme 2 1.2 Listen to three people being asked to describe
about identities in which people were asked to themselves. What aspects of their identity does each
describe themselves. What would you say? person mention? Which aspects of identity are shown
• Clear lesson objectives (‘I can…’) based on the Global Scale of English (GSE)
in photos A–D?
covered in the units with examples Online Practice to cyfrowe wsparcie dla ucznia, które obejmuje:
dostęp do materiału audio i wideo do kursu,
• Use of English: more exam-orientated practice of the language Grammar Checkpoints, czyli dodatkowe interaktywne ćwiczenia utrwalające zagadnienia gramatyczne
z rozdziału,
Vocabulary Checkpoints, czyli powtórka słownictwa w wygodnej interaktywnej formie,
• 2 Culture Spots Unit Checkpoints, czyli zestawy interaktywnych zadań dających okazję do przećwiczenia zagadnień
gramatycznych, leksykalnych i komunikacyjnych przed sprawdzianem.
• 2 Literature Spots
• Watch and Reflect: worksheets for the Documentary Videos
• All audio and video resources Indywidualny kod dostępu do Pearson English Portal znajduje się w książce nauczyciela. Z oprogramowania
można korzystać online lub pobrać je na komputer i uruchamiać bez dostępu do Internetu.
Utwórz klasę w ramach Online Practice, podaj
uczniom jej numer ID i śledź ich postępy z pomocą
Z Online Practice zapewniasz im pakiet
dodatkowych interaktywnych ćwiczeń do
szczegółowego zestawienia Gradebook. samodzielnej powtórki, a Ty prowadzisz lekcje
tak, jak lubisz!
WORKBOOK
8 INTRODUCTION
What have I done?
RESOURCE 4 2A VOCABULARY AND SPEAKING
(Idioms related to movement, travel verbs)
It’s functional
RESOURCE 3 1D GRAMMAR
(ContinuousLook
andatperfect
the list of situations below. Which of these things have happened to you? Tick three.
tenses)
Nature or nurture?
RESOURCE 2
TEACHER’S BOOK
1C LISTENING AND VOCABULARY
(Audio script: extra activities)
life are also key. Another set of twins, Ann and Judy,
narrow minded forward looking
demonstrate this. Their mother was extremely poor
• 38 photocopiable resources
that matches
will almost certainly only ever use this aggression that situation.
Past Perfect Make sure that you
Continuous do NOT
Future use that phrase in your description.
Perfect
to do well on the football field or in the boardroom. for continuous actions Continuous for
, it is an oversimplification to look to or situations which something continuing
tongue tied tight fisted either nature or nurture to explain our personality. happened before up to a certain point in
Realistically, it has to be seen as a complex mixture a specific time in the past the future
• Culture notes
Answer key Answer key
Student B’s adjectives: Student A’s adjectives:
PHOTOCOPIABLE © PEARSON EDUCATION LIMITED 2021 283
absent-minded highly-strung
streetwise Look at the expressions in bold high-spirited
in the extract. In pairs, discuss how you say them in your language.
forward-looking Then write example sentencesnarrow-minded
or mini-conversations with the expressions.
PRESENTATION TOOL
• Front-of-class teacher’s tool with fully interactive version of
Student’s Book and Workbook activities with integrated
audio and video
• Easy navigation via either book page or lesson flow
TEACHER’S RESOURCES
• Photocopiable resources
• Culture notes
• Ideas for debate lessons
• Student’s Book and Workbook answer keys
• Audio and video with scripts
• Word lists with audio recordings
• Assessment Package consisting of ready-made tests in versions A and B
• A series of video clips on how to use the course material
A series of booklets which provide additional, intensive practice and support for important
international exams. These books work alongside the Level 5 Students’ Book:
• Cambridge English Advanced (CAE)
• Pearson Test of English General Level 4 (C1).
The audio and answer keys are available in the Teacher’s Resources.
INTRODUCTION 9
HIGH NOTE UNIT WALKTHROUGH
Each Student’s Book unit is divided into six lessons (Lessons A–F). It always starts with Vocabulary and Speaking (Lesson A) and
ends with Writing (Lesson F). The order of the other lessons varies from unit to unit and is determined by the most natural and
harmonious flow of the presented topics. This helps make teaching and learning more flexible and varied.
VOCABULARY
Vocabulary is a vital element of each unit. It is integrated into all lessons and systematically developed.
• The first lesson (Lesson A) combines new vocabulary with speaking. This lesson is an introduction to the whole unit and focuses
on developing the unit topic vocabulary as well as building vocabulary through different skills, especially speaking.
• There is additional vocabulary input in the Reading, Listening, and some Speaking and Writing lessons.
• There are extra exercises activating the word lists and tips on how to best memorise new words.
1 03
03
Clear summary of unit content.
Hard sell Business-related vocabulary
3 Match the highlighted words and phrases from the
3 6 SPEAKING Discuss the questions about the three
businesses from the texts.
texts with definitions 1–12. 1 Which of these ventures do you think has the best
business concept? Say why.
VOCABULARY Business-related vocabulary, compound nouns, phrasal verbs, synonyms 1 Good value for money.
2 Which of the following factors do you think was most
(persuasion), economics-related vocabulary, synonyms (decision making) 2 Extremely cheap.
2
important in making these start-ups successful:
GRAMMAR The Passive 3 Specially made for a particular person. a good profit margin, having great word-of-mouth
4 The feature that makes a product different from and or having a truly original business concept? Say why.
1
LISTENING Inferring meaning, opinion and attitude
and activities.
9 Making a new product available to be sold. vocabulary from the previous exercises.
10 Extended or expanded on the work normally done.
11 The amount that something costs. Phrasal verbs
12 An idea for a business.
8 1.15 Replace the underlined parts of the sentences
Compound nouns with the correct forms of the phrasal verbs from the box.
Then listen again and check.
4 Read Active Vocabulary and find seven business-
break into build up knock sth off pass up set up
related compound nouns in the texts on page 34.
sign up spring up win over
3 Choco Shoe
4
ACTIVE VOCABULARY | Compound nouns 1 So, what gave you the idea to start the business?
2 I heard about goat rental companies starting to
2
about a business concept that effortlessly 3 It seemed like it might be a good market to get
One-of-a-kind Furniture combines both things? Master chocolatier
can be spelled
involved with.
4 company will come and look at Confident in his idea nevertheless, Craig With a price tag of £50 a pair, the shoes are not area, e.g. a café, hairdresser, shop or some kind of
your land, provide a quote and started promoting his ugly and weird exactly bargain basement,
basement but each pair service. Why are they successful? Discuss the questions.
B buy gimmick goods investment margin market
DOCUMENTARY VIDEO
recognise it and remember it. 2 WATCH AND REFLECT
3A VOCABULARY AND SPEAKING 7 I didn’t intend to purchase it – it was a/an .
Go to page 163.
some of the key lexical areas taught in unusual business ideas. What do business .
1 Why is there a need for this business? (if you think there is one)
you think each business is about?
2 Would you buy or use these goods or services? Say why.
□ I can use compound nouns and phrasal verbs to talk about business ideas.
the lesson, such as idioms, compound
34 35
learning skills.
effortlessly (adv) /ˈefətləsli/
b admiring d smart 2 Which two words have the sense of tempting me into getting it. staggering difference /ˌstæɡərɪŋ ˈdɪfərəns/
utterly (adv) /ˈʌtəli/ inbuilt (adj) /ˈɪnbɪlt/ transferable skills /trænsˌfɜːrəbəl ˈskɪlz/
2 How did Dave describe the salesperson’s techniques? someone to do something? electric fence /ɪˈlektrɪk ˌfens/
2 I had to entice / sway my daughter venture (n) /ˈventʃə/
sway (v) /sweɪ/
3 Which word has the sense of persuading people to inclined (to) (adj) /ɪnˈklaɪnd (tə)/ unconscious (adj) /ʌnˈkɒnʃəs/
a ingenious c effortless away from the playground. electric mower /ɪˈlektrɪk ˌməʊə/
sweet-talk (v) /ˈswiːt tɔːk/
choose between two things? weed (n) /wiːd/ ineffective tool /ˌɪnəˌfektɪv ˈtuːl/ versatile (adj) /ˈvɜːsətaɪl/
b ethical d devious 3 The new manager persuaded / eyesore (n) /ˈaɪsɔː/
4 Which word has the sense of persuading someone to urged me to take the job even win over (phr v) /ˌwɪn ˈəʊvə/
tempt (v) /tempt/
3 How did the interviewer feel about her brother when law of diminishing returns /ˌlɔː əv dɪˌmɪnɪʃɪŋ
do something violent or unpleasant? though I wasn’t entirely sure. fall head over heels in love /ˌfɔːl ˈhed ˌəʊvə ˈhiːlz
they were young? ɪn ˌlʌv/ word-of-mouth (n) /ˌwɜːd əv ˈmaʊθ/
the long and (the) short of it /ðə ˈlɒŋ ən (ðə) ˈʃɔːt rɪˈtɜːnz/ 3F WRITING AND VOCABULARY
5 Which word is more informal than the others? əv ɪt/
a bewildered c envious 5.18
6 Divide the words into three categories according to 3 Match the words in the box with fashionista (n) /ˌfæʃəˈniːstə/
long-term payoff /ˌlɒŋ ˌtɜːm ˈpeɪɒf/
b distant d loving their near synonyms below. trusting (adj) /ˈtrʌstɪŋ/ buy in bulk /ˌbaɪ ɪn ˈbʌlk/
their possible verb patterns. 3B LISTENING AND VOCABULARY negate (v) /nɪˈɡeɪt/
Decide which word in each pair is footwear (n) /ˈfʊtweə/
4 What is the interviewer’s reaction to learning about a someone to do something and 5.14 unsurprised (adj) /ˌʌnsəˈpraɪzd/ carry the products /ˌkæri ðə ˈprɒdʌkts/
notion (n) /ˈnəʊʃən/
the impact of leaving sweets with the bill? more formal. Then check with the fundraiser (n) /ˈfʌndˌreɪzə/
someone into doing something be taken aback (phr v) /bi ˌteɪkən əˈbæk/ unsuspecting (adj) /ˌʌnsəˈspektɪŋ/ convenience store (n) /kənˈviːniəns ˌstɔː/
a livid c taken aback word list. notwithstanding /ˌnɒtwɪθˈstændɪŋ/
b someone to do something goat rental company /ˌɡəʊt ˈrentl ˌkʌmpəni/ bewildered (adj) /bɪˈwɪldəd/ urge (v) /ɜːdʒ/ display wares /dɪˌspleɪ ˈweəz/
b unsurprised d entertained c someone into doing something damaging impartial pitfall objective (adj) /əbˈdʒektɪv/
impulse buy /ˈɪmpʌls ˌbaɪ/ clinical psychologist /ˌklɪnɪkəl saɪˈkɒlədʒɪst/
5 What does Dave imply about the interviewer when wary (adj) /ˈweəri/ (the) downside to doing sth /(ðə) ˈdaʊnsaɪd tə
5
tendency outweigh (v) /aʊtˈweɪ/
he says he didn’t buy a bright orange coat? 6 Complete the second sentence using the word in bold ivy (n) /ˈaɪvi/ coax (v) /kəʊks/ ˌduːɪŋ ˌsʌmθɪŋ/
so that it means the same as the first one. Then, in pairs, 1 trap overdo things /ˌəʊvəˈduː ˌθɪŋz/
a She made a mistake. knock sth off (phr v) /ˌnɒk ˌsʌmθɪŋ ˈɒf/ coerce (v) /kəʊˈɜːs/ 3C SPEAKING 5.15 economise (v) /ɪˈkɒnəmaɪz/
b She was a bit naive. discuss any difference in meaning. 2 detrimental at the end of the day /ət ði ˌend əv ðə ˈdeɪ/ overvalue (v) /ˌəʊvəˈvæljuː/
foodstuff (n) /ˈfuːdstʌf/
4
a better salary. ENTICE persist with sth (v) /pəˈsɪst wɪð ˌsʌmθɪŋ/
ACTIVE LISTENING | Inferring meaning, opinion VOCABULARY | Synonyms
lose your marbles /ˌluːz jə ˈmɑːblz/ credulous (adj) /ˈkredjələs/
credit note (n) /ˈkredɪt ˌnəʊt/ mooch around the shops /ˈmuːtʃ əˌraʊnd ðə
and attitude He . gift card /ˈɡɪft ˌkɑːd/ pitfall (n) /ˈpɪtfɔːl/ ˌʃɒps/
36 □ I can infer meaning, opinion and attitude from an interview and talk about persuasion. 44 45
WORKBOOK
• Vocabulary Extensions in Reading and Listening lessons introduce more words and phrases, focusing on such areas as
phrasal verbs, collocations and word building.
• There is also an extra Unit Vocabulary Practice section, which gathers the lexis from the entire unit.
10 INTRODUCTION
GRAMMAR
There is one two-page grammar lesson in each unit. It is naturally divided into two parts with two presentations of different
aspects of the same grammar area. The two parts are well-connected to ensure the lesson flow.
The new grammar is always presented in context and is introduced via reading or listening texts. Each grammar lesson ensures
practice of all language skills
1
Learning objectives 7B GRAMMAR 07
with an immediate 1 SPEAKING Look at the paintings, which are all by Prepositional relative phrases 7 SPEAKING Choose a famous painter. Use the fact sheet
4
A
the same artist. In pairs or small groups, discuss the on page 188 or do your own online research using the
4 Look at the examples of relative phrases (a–c). Then
opportunity for
questions. questions below. Then give a short presentation about
complete sentences 1–6 with the correct prepositions
1 When (roughly) do you think these paintings were the painter to your partner, using as many relative
and whom or which.
created? clauses as possible.
a Looking at these paintings, all of which are at night
self-assessment. 2 What can you guess about the life of the painter from
looking at the paintings? Are they male or female?
Which country do they come from?
or during a dark storm.
b A number of other leading artists, many of whom
1 When was he/she born?
2 Where was he/she born?
3 Why is he/she famous?
admired his work.
3 How does each of the paintings make you feel? 4 What is one of his/her most famous paintings?
c Rousseau could have decided to study art formally,
Say why. 5 What does the painting show?
in which case modern art as we know it might never
4 How would you title each of the paintings? Say why. have happened. 6 What else do we know about his/her life?
2 2 3.15 Listen to a podcast about the artist and works 1 Rousseau painted in his spare time until he was 49,
Van Gogh was a painter, who is probably most famous for
2 point he retired to paint full time. painting a series of pictures of sunflowers, one of which is
of art A–C, and compare with your ideas.
currently on display in the Van Gogh museum in Amsterdam.
Grammar presented
2 His first employer fired him, as a result
B Van Gogh, who was Dutch, was born in the small town of
Relative clauses he joined the army.
Zundert in 1853, but died in France, where he …
dialogues, etc.) or
3 The pronoun which in sentence a / sentence b could /
could not be omitted. (Explain why.)
a The painting reminds us of the stories from Arabian Nominal relative clauses
recorded conversations.
Nights, which had recently been translated into
several European languages.
5 Read Watch out! Then rewrite the underlined phrases
using whatever, whenever, whichever, wherever or
b The jungle setting is something which Rousseau whoever.
C painted again and again.
1 Anyone who painted that is a genius.
4 In extracts c and d, a full relative clause is replaced
by a present / past participle. 2 You can visit the gallery any time you like.
c ‘Tiger in a Tropical Storm’ was the first of many of 3 Anywhere I go, I always bring my drawing chalks
his paintings set in the jungle. with me.
3 4 No matter what I say, you’ll disagree. PABLO PICASSO, 1 born in Malaga in 1881,
d In ‘Carnival Evening’ a strange couple, dressed in was always likely to become a professional artist.
5 Sit in any chair you like.
they involve comparison ‘Le Douanier’. which one you choose.) respect and money. Picasso, however, had other ideas,
a fertile imagination and his own unique style. He began
6 The preposition of could also be placed at the
by painting solely in shades of blue. Then, in 1904, he moved
beginning of the relative clause. This would make Grammar Reference > page 173
of grammar forms the sentence more / less formal. to Paris, 6 point he began using more shades of
7
pink. The years 7 he predominantly used these
h The established art world, of which Rousseau 6 Complete the article about Picasso with the words and colours are known as his Blue and Rose Periods.
longed to become an accepted part, was unable phrases from the box.
completed in 1907,
levels. The Think Back is widely considered to be the first Cubist painting. Picasso
continued to develop new styles throughout his life. It is said
that 10 twentieth century artistic movement you
exercise aims to activate consider, Picasso created it, contributed to it or inspired it.
4
though nobody liked her bossy attitude. Past Perfect and modal verbs (see below for when we do you want me to do.
He congratulated me on passing the driving test. In relative clauses, we use the relative pronouns/adverbs Whatever you’re doing, stop it. = No matter what you’re
not do this).
Guided discovery Other verbs: apologise for, comment on, complain about, who(m), which, that, whose, where, why and when. doing, stop it.
• change pronouns as necessary:
confess to, insist on, object to, reflect on. ‘I’ve found you a dog.’ Defining relative clauses identify a person, thing, place, etc. Wherever, whoever, whenever and whichever function in
Other verbs with object: accuse sb of, blame sb for, He said/told me (that) he had found me a dog. They provide essential information without which the a similar way.
approach to grammar
compliment sb on, congratulate sb on, criticise sb for, • use say (that) or tell + object (that) to report statements: sentence would be meaningless or ambiguous. Commas are
Reduced relative clauses
thank sb for. He said he would come. never used.
Relative clauses are sometimes shortened. We can use a
Verbs with prepositions can also be followed by an object/ She told me she was home at that time. • When the relative clause defines the subject of the
participle instead of a relative pronoun and full verb, e.g.
enhances motivation. them when it is not important to mention who is being • use ask + object + (not) + infinitive to report requests: Nighthawks is a painting by Edward Hopper (which/that) won The Great British Bake Off this year? =
reported or for distancing the speaker from another opinion. He asked me to take the fish finger out of the soup. I love. Did you know that a man working at the supermarket has won
There are two basic structures. We use reporting verbs like, e.g. say, tell, ask, reply, answer, But we must not use the object pronoun even if we drop the The Great British Bake Off this year?
in the Grammar It was declared that the virus had caused a pandemic.
It is thought that endorphins are released during exercise.
day/week
yesterday/last week the day/week before
tonight/today/this evening that night/day/evening
• We use who/whom (NOT that) for people; who for subjects
and who/whom for objects. Whom sounds rather formal.
Edward Hopper, who was an American painter, lived and
My brothers invited to the wedding came a bit too late.
Anyone who enters the headquarters without permission will
be severely punished. =
the book. feel, find, hope, intend, know, learn, mention, plan, propose,
recommend, report, reveal, rumour, say, see, show, suggest,
suspect, suppose, think, understand
Modal verbs
can/may could/might
Nighthawks, which was painted by Edward Hopper,
is a very famous painting.
• We use which (NOT that or what) to give extra information
Please book all the seats available.
Useful phrases
must must or had to We use quantifiers such as none, some, half
half,, many, most, both,
subject + passive form of reporting verb + to infinitive about a complete clause.
Other modal verbs (could, would, should, might) do not Hopper inspired many artists, which is really good news. all + of + whom/which in relative clauses.
This position is believed to be effective in stimulating the brain.
change: The potato has many uses, none of which involve hats.
Nature sounds are supposed to help you sleep better. Prepositional relative clauses
‘You should pack your things. We must go to Hong Kong Ninety people have died, half of whom were killed by
Knitting and yoga have been shown to be therapeutic. tomorrow.’ Prepositions can come either before the relative pronoun
5
or at the end of the relative clause. mosquitoes.
In ancient Greece saffron was believed to be an effective He said I should pack my things because we had to go to Hong
remedy for anxiety. Kong the following day. • It is less formal, and so more common in spoken English, Other useful relative phrases are:
section at the back of it was reported we use a perfect infinitive (to have + Past
Participle).
speech when:
• we use a Present Simple/Present Perfect reporting verb:
He says/has said he’ll be back next week.
That’s the painter (who/that) I told you about.
I wasn’t sure if this was the painting (which/that) you were
thinking of.
8E Articles
explanations, can be
To emphasise that a situation/trend is/was continuing at the • the reporter believes that the fact/opinion is still true: drop the relative pronoun. or it doesn’t matter which one. This is because:
time it was reported we can use the continuous form of the Dad said that secrets always come out in the end. The painter to whom you are referring was Mark Rothko. • it is one of many of the same class, e.g. a computer,
infinitive (to be + -ing). • With a long relative clause, it is common to put the an orange
used for remediation or More and more young people are thought to be skipping preposition before the relative pronoun because it makes • we mention a person or thing for the first time: I’ve read
breakfast. (an ongoing trend) the clause easier to understand. a really good book.
He was rumoured to be living in London. (a continuing I read a story in which a sailor survived in a whale’s stomach.
The definite article – the
scenario.
agree, assume, believe, calculate, claim, declare, demonstrate, noun/pronoun. • was mentioned before: I’ve read a really good book.
discover, estimate, expect, feel, find, intend, know, plan, report, I like what you do. NOT I like the things what you do./I like The book is about …
reveal, rumour, say, see, show, suppose, think, understand that what you do.
do • is unique: The Earth revolves around the sun.
172 173
6
Watch out! boxes draw
students’ attention to 7
areas of special difficulty Variety of exercises provide
and help pre-empt meaningful practice of new
common errors. structures in relevant contexts.
INTRODUCTION 11
READING 2B READING AND VOCABULARY 02
1 SPEAKING In pairs, make a list of the drawbacks of
using public transport during rush hour. Compare your2 5 Read the extract again. Match sentences A–G with gaps
1–7 in the text.
OMON’S
1 When I set out, the sky was full of clouds, but they’d
D Some held their chins high, stretching necks, their
KING SOL
cleared by the time I reached the bus stop.
expressions agonised, like martyrs in paintings.
2 What I hate about flying is all the waiting about.
contain a range of exercises that It really drives me up the wall. E The back of a head pushed one aside and pressed so
BY BARBARA VINE
close into her face that hair came into her mouth,
3 I recently read some stories about travel insurance
CARPET
she could smell the less than clean hair and see the
claims. The one that made me laugh was about
beads of dandruff.
5
of planes had been grounded due to the storm.
progress.
1
with no thought for the person being pushed. The doors ground to a close. 1 The train was glazed over, blinded to deny contact.
• indefinite pronouns, e.g. something, anything,
everything, no one going eastwards, bound for a place called Hainault And then, as the doors groaned shut and the train
7
Active Reading boxes cover
Look at the highlighted words and decide what 10 she had never heard of.
• relative pronouns: who, whom, which, that, whose their literal meaning is. Then discuss their figurative 45 moved, the fidgeting, the adjusting of positions, the
• demonstratives: this/that, these/those, such, etc. meaning in phrases 1–8. Why do you think the writer She made the transfer to the right platform. Entering shifting of hands, ceased and all became still. Everyone
has used the words in these phrases? Find a few more the train was not so bad as entering the eastbound froze into stillness like people playing the statues game
4
on and on, more and more of Cthem, a marching army. She wondered why the doors were not opening. Outside
4
2
Look at underlined words/phrases A–H in the text.
In pairs, decide what type of reference words they are,
9 REFLECT | Society In pairs, discuss how important you A shoving, crushing, battering ram of men and women. the windows all was darkness and she understood that
think it is for people to have experiences that are She could not see if the platform emptied because she they had stopped in a tunnel. 7 She would
Main comprehension
if they refer back or forward and what they actually
outside their comfort zone. Think about: could not see the platform. 4 She could 65 have liked to ask, speak into the face of the man whose
refer to. 30
• visiting the non-tourist area of a town or city, see it still, made an ineffectual grab at it, seized breath, rich with garlic, fanned hotly into her nostrils.
• sampling food never before tasted, only a girl’s skirt instead and, relinquishing it with Her throat had dried. She had no voice.
exercises in the format of • switching off phones while travelling. a gasp, saw its wearer’s face loom close to Dhers,
as distressed as her own must be.
exam-specific tasks. 20 □ I can understand reference devices and talk about public transport. 21
3 4
Vocabulary-from-the-text Reflect exercises develop critical thinking, asking students to think more deeply
activities encourage students about various social, cultural and value-related issues and consider various
to notice and absorb new viewpoints. They can be found in different lessons within a unit.
words and phrases.
5
All reading texts are recorded so that students can listen to them in their own time
to focus on pronunciation.
WORKBOOK
New reading texts recycle the grammar and vocabulary covered in the Student’s Book and provide more skills practice.
The Listening lessons offer varied text types and tasks, and numerous
What other ideas (if any) did the speaker talk about?
1
It is important to recognise that ...
… is also key. / Without doubt, … / The fact is …
2
parents before them. In other words, that our genes
predispose us to act a certain way.
1
destiny disposition hereditary imply moulded 3 Research shows that being likely to suffer from
nurture offspring oversimplification proponents is a trait we probably inherit from our parents.
trait vulnerability 4 Separated shortly after birth, the Jim twins didn’t
meet again until they were .
3
1 Character or personality. 5 The speaker thinks someone could infer from the Jim
2 Influenced or changed. twins story that their had the strongest
4
9
10
no longer true.
What will happen in the future.
4
Making something so easy to understand that it is 7 SPEAKING In pairs or small groups, discuss the questions.
1 Why is it an oversimplification to say that your
WORKBOOK
the speaker will make. Use the new vocabulary from
engineering. What is your opinion on this?
Exercise 2.
□ I can understand the main points of a talk about genes and personality. 7
• New listening texts recycle the grammar and vocabulary covered in the
Student’s Book and provide more skills practice.
• Active Pronunciation boxes help students see superintendencies between
sounds and give tips on how to pronounce particular sounds correctly.
12 INTRODUCTION
SPEAKING The Great Barrier Reef
02
The Speaking lessons prepare students for everyday
1
interactions such as participating in conversations, being
polite, giving instructions, expressing and challenging
opinions. The dialogues present the functional language
in a real-life context and make it both meaningful
and memorable. Antarctica
3 1.12 Study the Speaking box. Then listen again and
complete the phrases.
speaking English.
A canal trip? No 5 (about it)! Definitely!
It’s pretty clear cut to me that …
On balance, I’d say …
No two ways about it, my choice would be …
I’m split between the … and …
2E SPEAKING I’m in two 6
each.
here. There are pros and cons for
last chance tourism – a growing trend where people 2 4 In pairs, discuss the pros and cons of the following
topics, using the phrases from the Speaking box.
are travelling to visit places or see aspects of cultures
that are in danger of getting wiped out because of 1 Tourists going on last chance holidays.
climate change (among other factors) 2 Holidaying in your own country instead of visiting
other countries.
1 Which places in the world do you think are last chance 3 Holidaying in a large group or a small one.
destinations?
2 Do you think there are other reasons why the places
5 Work in pairs. Choose a quotation to use in a talk about
the benefits of travelling. Prepare a short presentation.
in the photos are endangered?
3 Are there any such destinations in your country? Do not follow where the path may lead.
Go instead where there is no path
2 1.12 Listen to some students discussing where
and leave a trail. Ralph Waldo Emerson
to choose for a group outing to celebrate the end of
school. Then answer the questions.
1 Where do they decide to go and why? The world is a book and those who do not
2 Which suggestion would you go for? Say why. travel read only one page. St Augustine
WRITING
The Writing lessons are carefully staged: they begin with an engaging input text relevant to students’ lives,
which is followed up by a series of preparation exercises that lead to students completing the final writing task.
1 02
Engaging and relevant model text. 2F WRITING AND VOCABULARY | A letter of complaint
1 SPEAKING In pairs, discuss what might go wrong on an 7 Complete the collocations with the words from the box.
A Hi Jon, organised holiday. Use a collocations dictionary if necessary.
What a nightmare journey! As you know, we were getting a coach to the airport – save on some money – and it didn’t get off 2 In pairs, discuss what differences in language there flawed inaccurate mistaken obvious opposed
to a great start! Coach was half an hour late picking us up. Rain was forecast – and guess what – while we were waiting, down might be between the types of texts below. Use the overrated preferable unjustified
it came! In buckets! The next thing that went wrong was on the coach itself. You know how cold it was on Thursday? Well, ideas in the box.
1 blindingly
2
the heating on the coach stopped working after ten minutes. How we didn’t all catch our death of cold sitting there in our wet
contractions choice of vocabulary organisation 2 fundamentally /
clothes was a miracle! Then to top it all there was engine trouble and the coach stopped on the motorway! We had to wait punctuation use of idioms and phrasal verbs 3 gravely /
1 B Dear Sir,
I am writing to complain about a journey my friends and I recently made on one of your coaches. Although your company had
3 Read the emails on page 26 and check your ideas from
Exercise 2.
8 Complete the comments with the collocations from
Exercise 7.
1 You are if you think we are going to let
been recommended to us as reliable and offering good value for money, the service definitely did not meet our expectations. 4 Find formal equivalents for the following phrases in
the matter rest.
We had booked the coach to arrive at 8.15 which would have enabled us to arrive at the airport in good time for our flight to email B.
2 Your information regarding the cost of local transport
Italy. We were disappointed when the coach failed to arrive on time. In fact, it was in excess of thirty minutes late. The driver 1 It didn’t arrive on time. was .
3 admitted to having first gone to a completely different pick-up point. 2 More than thirty minutes late … 3 The hotel recommended by you was
3 The next thing that went wrong was … in the reviews you have on your website.
their writing skills. I would like to express in the strongest terms, how deeply disappointed we were with your company’s service. Not only was
it clear that the coach had not been properly serviced, but also that sufficient care had not been taken over administrative
5 Study the Writing box and add an example for each
point from email B. 3 9 Read an advert for a trip organised by a ferry company
with notes made about the experience. In pairs, discuss
matters, such as ensuring the driver had the correct address. While we were extremely fortunate in that we reached the airport
just in time to catch our flight, we believe we should receive monetary compensation for the inconvenience we suffered and 2 WRITING | A letter of complaint how you would plan your letter of complaint.
• Use initial comment adverbs: realistically, ultimately. • both crossings delayed with NO explanation
or apology
Ultimately, the fault lies with the supplier.
5 • room – v. noisy, dirty; no wi-fi
• free hotel bus – every three hours!
• excursion – no translator; four hours and
6 Complete the adverb-adjective collocations from email B nowhere to have refreshments
with the correct words.
• got ill after eating meal on return crossing
1 deeply
• request refund
2 drastically
3 completely
10 WRITING TASK Use your notes from Exercise 9 to write
your letter of complaint.
26 27
WORKBOOK
The Active Writing section guides students through all the stages of the process of writing a specific type of text.
INTRODUCTION 13
02 Revision
REVISION
VOCABULARY AND GRAMMAR LISTENING
4
4 9
1
Rewrite the sentences using the phrases in the box. The photos show different ways of travelling. Take it in
turns to compare the pictures. In pairs, ask and answer
1 Complete the sentences with the correct form of the At no time In no way Little did he know No sooner 7 1.13 You are going to hear three short conversations.
the questions below.
words in brackets. Only when Under no circumstances For questions 1–6, choose the answer A, B or C which
1 The punctuality of the train service has been going fits best according to what you hear.
(hill) since the beginning of this year. 1 I wouldn’t lie to you whatever the situation.
1 You hear a couple talking about their son.
2 The increase in airline taxes is (just) and 2 I didn’t change platforms until I saw the sign.
should definitely not be implemented. 3 We had just set off for York when the car broke down. 1 The couple have different opinions about the
3 Sometimes it’s nearly impossible to understand the 4 I have never had a problem with my passport. A speed of cars at that time of day.
Unit revisions reinforce skills and (body) platform announcer’s words when
you’re waiting for a train.
4 We had to (come) a lot of hurdles when
5
6
He had no idea that the plane was already boarding.
The cyclist was definitely not to blame for the accident.
B their son’s cycling skills.
C the poor air quality on the cycle paths.
practise the language covered setting up our travel website, but now it’s doing well. 5 Rewrite the sentences in two ways starting with the 2 When talking about dangers to cyclists, the man
words given. and woman disagree about
5 In my opinion, the new car model is (rate)
because it isn’t as reliable as the previous one. 1 I just can’t understand the cost of space research. A the seriousness of the problem.
grammar with a focus on the Use Excellent trip apart from the fact that the museum was 4 I was astonished by the complete lack of by now.
1
crammed / overcome with tourists and we all had to communication from the airline. B won’t cause any problems to their possessions.
2
hobble / shuffle round following this guide who was What . / It . C will save time for travellers in the future.
3
really different. There was none of the usual 6stumbling /
fidgeting when the lights went down and the first effect
STRATEGY | Multiple choice
Read the whole text first, and then focus on the sentence 3 You overhear a man and a woman talking about
– of a huge robot 7lurching / steering from side to side
with the gap. Sometimes your instinct will give you the a future holiday plan.
across the stage – made everyone gasp! You must try to
get to see it. So, how was your weekend? answer. If not, choose the option that fits the best. 5 From what the woman says about flygskam (flight
6
B although popular in theory, the idea hasn’t led to
any significant changes in behaviour yet.
3 Complete the sentences with the correct form of the
reviewing the key language whose drivers were 1 by car crashes they'd why might they have chosen this form of transport?
1 I don’t mind paying a lot for a holiday, but I hate being A reducing the time spent travelling.
seen. People have been sending in clips of incidents 2 Which of these forms of transport can be more stressful?
for a ride by unscrupulous agents. B preparing food for the journey.
from those driving at break- 2 speeds to Student B
2 If you’re choosing a holiday insurer, I would C reducing the stress of the journey.
5
believe that the 4
in police budgets over recent
3 When they opened the doors of the concert hall, encouraged to use more frequently and which less?
the crowd forward and they nearly
years have meant that traffic control is becoming more SPEAKING Say why.
and more 5
. This overload of digital images –
2 How could each travelling experience be improved
knocked over the door attendants. more than 10,000 last year – is having a negative effect, 8 In pairs, take it in turns to ask and answer the questions.
for those using it?
4 My mother always has to the driver’s seat and the 6 is that many police hours are spent
6
Student A
after my dad’s been driving the car. watching footage of minor incidents.
5 There was a group of football fans travelling on the train
1 Do you enjoy living in your town? Say why. WRITING
and they certainly their mark; there were 1 a wobbled b lurched c staggered d surged 2 Do you ever use English outside the classroom? Say why.
sandwich wrappers and drinks cans all over the floor! 3 Which famous person do you most admire? 10 You travel regularly to school by train and have
2 a back b head c limb d neck a monthly pass. Recently, there have been a lot of
2
6 When Tara took me round the racing track, I refused to 3 a shooting b flying c jumping d bragging Student B cancellations and delays to the services, and the trains
my hold of the grab handle – she was 4 a setbacks b cutbacks c outcries d outlays 1 Would you like to live in another part of your country? that do run are always very crowded. Write a letter
30 31
• The Use of English section Carefully developed 2 1 Choose the correct words a–d to complete the text.
A time
at the back of the Student’s speaking activities help SURPRISING HEATING SYSTEM
Many people experience the intense heat on
to travel
students review and practise underground trains crammed with commuters, Rarely 1 a concept
speaking skills.
one – as well as the much-
buildings above ground, which is 2 preferable
6 world, this use of air from the old City Road underground
tunnels of north- and southbound trains has been seen
fighting enemies and righting
wrongs, 3 his first
3
emissions and the 5 for more such schemes there was a slight break in the nineties). Not 4
across London is good. What is more, the fans can be does he visit alien planets, but he also meets famous
4
2 Complete the second sentence using the word in bold
so that it means the same as the first one. Use not more
4
Exam-style listening tasks
than six words including the word in bold. Complete each gap using the words in brackets so
that the sentence is logical and grammatically correct.
1 I thought you might like to come to Scotland with me?
Change the form of the words given or add other words
WONDERING
if necessary. Use up to six words including the words
other units) help students It our details, not the tour operator.
3 I didn’t understand the plot of the film until I’d read
the review. AFTER
2 The flight is only forty-five minutes so (we / land / by)
5.30 at the latest.
3 The (tour guide / previously / work)
listening/reading skills.
5 (I / see / the holiday representative)
Richard Branson a lot of changes in at 2.30, so I should have a better idea of what’s going
the travel industry. on then.
5 Avoid the more popular tourist areas in the city and 6 This time next week, (I / have / lunch)
you’ll have a great time. CLEAR with my French friends on their balcony in the sunshine.
You’ll have a great time the more
popular tourist areas in the city.
178
WORKBOOK
• The Self-assessment page
provides an opportunity
for students to assess their
progress and reflect on their
learning.
• The Self-check page lets
students verify how much they
have learnt with regard to the
unit objectives.
14 INTRODUCTION
LIFE SKILLS How to develop leadership skills 09–10
ADDITIONAL LESSONS
LIFE SKILLS How to be a good team member 07–08
05–06
attributes calling envision failures shy step
The Life Skills lessons at the end of every second 1 Work in pairs. Do you have a growth mindset?
Read the statements and decide if you agree (A)
or disagree (D).
1 □ You can learn new things, but you can’t really
6 Work in pairs. Study the Life Skills box and discuss
which of these strategies Emily used and how. to be
yourself in that role,
give it a go – you may surprise yourself. Learn about
LIFE SKILLS | How to develop a growth mindset
unit teach practical skills that are indispensable to LIFE SKILLS How to think critically about food choices 03–04
Study the Life Skills box and match tips 1–6 with texts
A–B in Exercise 4. Some tips match
peopleboth
Understand that the brain isn’t fixed. You can always overtexts. Which
and why people listen to them.
1
Be realistic about time and effort. who is a good leader and make some notes on what
01–02
Learning does take
Engaging content and an integrated skills 2 Read the blog post about Amy’s trip to the country
in the photos and answer the questions.
Remember
struggled, but ultimately that good
succeeded. teamwork
Make notes is about the success
under the headings below. Then, in pairs, discuss your
Prepare a short presentation about a well-known leader.
2
5 1.14 Complete the advice in the Life Skills box with
Discuss together how you could overcome the challenges
2
1–3 words in each gap. Then listen again and check.
DREAMS? 1
box? How could you work (even) better together going
2 Make a list of possible options, and consider the pros
and cons and of each.
3
Old colonial towns, and the modern skyscrapers of Wow. What a landscape! We visited Moon Valley and How did you make thatbiscuits,
cereals, decision?confectionery, ready meals. Carry out
Santiago. Where am I talking about? Chile of course! Mars Valley, and it really did feel as if we were on another
3
an investigation into your chosen food (at home and
I was going with my new best friend, Daisy. We hadn’t planet. But it wasn’t long before another problem reared
7 Do the task below.
known each other that long, but we’d really hit it off right its head. I had noticed that Daisy kept taking photos of 93
from the start. I’m quite reserved, whereas she is a real live the local people. Some of them did look pretty incredible, LIFE SKILLS | Project
nutritional information. Which ones are healthier or less
and creativity.
She wanted to go skiing in the Valle Nevado. The problem is a really beautiful old city just north of Santiago, on the Your equipment is extremely heavy. Should you use
was, not only had I never been skiing, but that it was also Pacific coast. It’s gorgeous, but there’s also quite a lot of porters who suffer appalling working conditions to
likely to completely blow my budget. When I explained this poverty. To my surprise, Daisy announced that she had carry your luggage?
to her, she sulked. I wasn’t sure what to do. I couldn’t really booked us onto a ‘slums tour’, visiting the poorest parts 1 In pairs, look at the photos and discuss the questions. • Using the tips in the Life Skills box, analyse the dilemma
afford the trip, but, then again, I didn’t want to fall out with of the city to take photos. I was outraged, but she just and come to a conclusion.
1 Which country do you think all the photos were taken in?
her, especially so early on in our holiday. So, we went. couldn’t grasp why I found it problematic. • Join up with a pair who chose a different dilemma
2 Does it look like somewhere you would like to go?
Daisy loved it and being the social butterfly she is, she After this, the trip went from bad to worse. By the end, Say why. and explain the decision-making process you went
soon made a whole load of new friends. Being in the I couldn’t wait to get home. Needless to say, we haven’t 3 Who would you like to go with? What makes a good
through, as well as what you finally decided.
mountains was great, but I can’t say that I really clicked seen much of each other since we returned. travelling companion?
32 33
CULTURE SPOT 1 The British and the seaside The comedienne manages to be funny while keeping
for young
comedians who want to go professional.
of laughter by the end.
1
Stereotypical British characteristics, such as a dislike of Listen to an extract from a radio phone-in
showing extreme emotions and hatred of arrogance, give programme about laugh-out-loud moments. Match
an insight into other aspects of their humour. For example,
the Seaside
‘I’ve had some success,’ also reflecting
the traditional British embarrassment with success. is different from the one the presenter is thinking of.
1
and this resulted in the rapid growth and The heyday of the seaside resorts in Pleasure piers is typical of the work of a particular actor.
Today, I’m sharing some really The first ones were built in the 1 century.
interesting information about
popularity of the resort and its nickname
of ‘London by the sea’.
the UK came in the late 1940s, in the 2 You are going to read a blog about the development The purpose was to transfer Complete the expressions
people from the 2 from the recording with the
50 Mocking
post-war years. themselves,
More peopleothers, could and their social systems of British seaside resorts. Think of information it might
the traditional British seaside This king’s legacy was the construction to the shore.
100 afford
The to travel
Brits alsogreater
enjoy distances
mocking their to own social ineptitude and include. Read the blog and check your ideas.
holiday. Everyone I know has of the Brighton Pavilion, an innovative The longest is Southend-On-Sea at 3 km.
stay in the resorts of their choice. Mr Bean bring chuckle lighten mood put there
deeply embedded memories about
5
going to the seaside as a child,
and elegant building, incorporating
both architectural and interior
By now, many . Many seaside
British traditions
sitcomswere make fun of those pretentious 3 Read the blog and decide if statements 1–6 are true (T) The oldest is at Ryde on the Isle of Wight, over
4
years old.
well-established,
social climbersand whothese aspire annual
to higher status. There’s nothing or false (F), or if the information is not given (NG). With all this terrible weather, we just need
□
building sandcastles with buckets 55 decorative features from all round breaks werelike
the Brits themore
time for than thetaking
traditionally
the pompous and privileged 1 a bit. Let’s watch some comedy!
and spades under (as we probably the world. The seaside became The first UK seaside town to become a resort was
straitlaced Britsor to two.
let their
Thishair downinand
2
mistakenly recall) cloudless skies.
105 down a peg is clear the use of satire, where Weymouth. Deckchairs going out this evening,
□
a playground for the rich, the artistic exhibit another sidetotomocktheir the
character!
I’d never really thought about it humour is used rich and famous, with politicians Invented in 5 by John Moore.
10 and the frivolous! The seaside brought the opportunity 2 Recently, members of the royal family have
as a very British tradition before, First used by passengers on the
I’m decks of 6 a laugh-out-loud
not usually . sort of person, I tend
preferred east coast seaside destinations.
□
to indulge in food, enjoy the sunshine,
Holidays for all Traditional colour of beach deckchairs was 7
3
125 The British love affair with the seaside
into resorts started in 1789 when King industry blossomed with buildings for and it may go some way towards explaining the difficulty 6 Got in a bad condition.
came to a sudden end in the late sentences.
George III was advised to spend time accommodation and attractions. People other nationalities might have in understanding just what 7 Relax and enjoy. Which aspect of British humour would cause people
twentieth century when cheap flights 1 Since the decline of end-of-pier entertainments,
close to the sea for his health. enjoyed walking along promenades or ISN’T funny to a Brit! The brilliant Richard Ayoade
councils have gone on / from your
tocountry the most problems? Say why.
30 made it more affordable to visit other
) uses nearly every aspect of 8 Good for you.
2
beneficial for your health and the king started with theatres, dance halls and meant that a family could buy flights and
took his royal family to Weymouth, amusements. And of course, holiday of British comedy, are also great examples. And, of course, handed out / down through generations.
accommodation abroad for the same
35 a seaside town on the south coast. makers loved swimming. At that time, price as a week at the British seaside, 6
? Take heart. 4.23 Listen to a podcast about the British seaside 3 Way before / back in the 1960s, seafronts saw clashes
4
extremely fashionable for those in high them and then swam, protected from 140 reasons or through choice, is growing GLOSSARY seafront that often sell candyfloss.
society and resorts sprang up all round
3
the view of the people on the beach! again. Many British seaside resorts are frivolous – behaving in a silly way rather than doing
the coast. George IV, his son, was also Eventually, by the end of the 1800s, 7 Back in / at the day, swimmers wore knitted swimsuits.
reinventing themselves and attracting serious or sensible things
advised to take the sea air for medical
45
reasons. He favoured Brighton as it was
there were more than 100 big seaside
resorts along the British coastline.
large numbers of foreign tourists, heyday – the time when something was most popular, 9 REFLECT | Culture What aspects of your country’s
95 hoping to sample some aspects of the successful, or powerful national identity or culture are reflected in the things
closer to the capital than Weymouth, 145 British seaside culture too. people do on holiday?
154 155
4
New, culturally relevant vocabulary is introduced.
LITERATURE SPOT 2 The Picture of Dorian Gray
He winced,, and taking up from the table an oval glass
framed in ivory cupids, one of Lord Henry’s many
presents to him, glanced hurriedly into its polished
depths. No line like that warped his red lips. What did
45 it mean?
1 Read the Fact Box about Oscar Wilde, a famous writer. 6 In small groups, discuss the questions. He rubbed his eyes, and came close to the picture, and
Have you read any of his works or seen any of his plays? examined it again. There were no signs of any change
1 What evidence is there in the text that Dorian’s nature when he looked into the actual painting, and yet there
may be changing?
2 4.26 Listen to two students talking about
2 The author uses personification (attributing human
was no doubt that the whole expression had altered.
The Picture of Dorian Gray by Wilde, and answer the 50 It was not a mere fancy of his own. The thing was
qualities to something which is not human) in his
descriptions. What effect does this have in the following He threw himself into a chair, and began to think.
LITERATURE SPOT 1
Suddenly there flashed across his mind what he had
Mrs Dalloway Hallward’s studio, the day the picture
LITERATURE SPOTS
‘(The light) swept the fantastic shadows into dusty had been finished. Yes, he remembered it perfectly.
a mad wish that he himself might
remain young, and the portrait grow old; that his own
Lucy reported how Missbeauty might
Elizabeth be untarnished,
looked quite lovely;and the face on the
1 In pairs, discuss the questions. 8 In small groups, discuss the questions. In pairs, discuss the questions. 45 she couldn’t take her eyes off her; in her pink dress, his sins;
1 Have you read any novels by twentieth century British 1 How does the writer convey a sense
Can you of excitement
understand Dorian’s ‘mad wish’ (line 56)? wearing the necklace Mr that the painted
Dalloway imageher.
had given might be seared with the lines
writers? and hurry in the first paragraph? Jenny must remember of thesuffering andElizabeth’s
dog, Miss thought, and he might keep all the
2 Mrs Dalloway is one of the best-known novels by 2 What effect does the writer’s use of the verbs in bold fox-terrier, which, sincedelicate bloom
it bit, had and
to be loveliness
shut up andof his then just conscious
Virginia Woolf, but she is also the author of To the create? might, Elizabeth thought,boyhood. Surely his wish
want something. had must
Jenny not been fulfilled? Such
Do you think people are too concerned about beauty
1
55 phantoms it. Suddenly
Virginia Woolf’s books? so that Mrs Parkinson (hiredthat for tiny
parties) would
3 4.25 Listen again and answer the questions.
10 REFLECT | Culture In pairs, discuss the questions. Virginia Woolf leave the hall door ajar,The
andpicture
the hall
scarlet
would
had
speck that makes men mad.
be full of It was folly to think so.
not changed.
Mrs Dalloway
1 Why does the lecturer think some people may have gentlemen waiting (they stood waiting, sleeking down
1 What does this extract tell us about society in London Yet it was watching him, with its beautiful marred
the wrong opinion about Virginia Woolf’s novels? their hair) while the ladies took their cloaks off in the
caused a scandal when it face and its cruel smile. Its bright hair gleamed in the
popular culture.
at the time Virginia Woolf was writing? 60 room along the passage; where Mrs Barnet helped
2 In what ways did Woolf and Joyce’s novels differ from appeared in 1890.whoOscar Wilde identified himself early sunlight. Its blue eyes met his own. A sense of
2 Do you know any other famous writers used/use them, old Ellen Barnet, who had been with the family
novels by previous writers? Basil Hallward is himself, but for the painted image
a similar writing style to Woolf? for forty years, and came every summer to help the
3 What is interesting about the timescale of Mrs Dalloway? what I think I am; Lord Henry what the world thinks me; of himself, came over him. It had altered already, and
ladies, and remembered mothers when they were girls,
4 What is unusual about the style in which Mrs Dalloway 11 WRITING TASK Imagine you Dorian
werewhat I would
a guest (orlike
onetoofbethe
– in other ages, and though very unassuming did shake hands; said
into grey.
is written? staff) at Mrs Dalloway’s party. Write ’Thisaisletter
one oftothe reasons why the novel has
a friend 65 ‘milady’ very respectfully, yet had a humorous way with
Lucy came running full tilt downstairs, having just For every sin that he committed, a stain would fleck
the following day to tellinspired
him/hersoabout
manythe dramatisations.
party. One of the most her, looking at the young ladies, and ever so tactfully
4 In pairs, think again about the recording in Exercise 3 well-respected film versions was made in 1945, in nipped into the drawing-room to smooth a cover, and wreck its fairness. But he would not sin.
helping Lady Lovejoy, who had some trouble with her
4
black and white, and the most recent was in 2009 to straighten a chair, to pause a moment and feel changed or unchanged, would be to him
and read the Fact box about Virginia Woolf. Why do you dress. And they could not help feeling, Lady Lovejoy
1
starring Ben Barnes and Colin Firth. The novel has whoever came in must think how clean, how bright,
think she was considered one of the most influential and Miss Alice, that some little privilege in the matter
how beautifully cared for, when they saw the beautiful
writers of the twentieth century? FROM PAGE TO LIFE also been adapted for stage and television.
A film version of a 1976 theatrical production
5
silver, the brass fire-irons, the new chair-covers, 70 of brush and comb wasHe got up them
awarded
right years,
from the chair, and drew a large screen
for having
in frontmilady.’
of the portrait, shuddering as he glanced
known Mrs Barnet – ‘thirty Young ladies
5 Mrs Dalloway, written instarring
1925, was madeGielgud
into a very and the curtains of yellow chintz: she appraised each;
3
5 What is Lady Lovejoy’s opinion of Mr Wilkins? interpretation of the original and pudding basins which, however hard they washed
up in the kitchen, seemed to be all on top of her, He had an admirable manner, as he bent and
Mrs Dalloway and in 2001
straightened himself, and announced with perfect
7 Replace the underlined parts of the sentences with is preparing for a party. – a very stupid thing to do, especially one that is 20 on the kitchen table, on chairs, while the fire blared and
85 impartiality ‘Lady and Miss Lovejoy … Sir John and
the correct forms of the highlighted words from the Laura, played by Meryl Streep, roared, the electric lights glared, and still supper had to
be laid. All she felt was, one Prime Minister more or less Lady Needham … Miss Weld … Mr Walsh.’ His manner
extract. is a 1951 housewife who– a thin shiny material, such as gold or something
2
The third character is Virginia the ladies were going up, one by one, Mrs Dalloway
with everyone’s efforts. 90 blundered into the business of children.
Woolf herself, played by walking last and almost always sending back some
2 It isn’t dangerous if beef is a little pink
pink, but other – a large piece of heavy cloth on which coloured message to the kitchen, ‘My love to Mrs Walker,’ that
Nicole Kidman, who won
meats must be cooked thoroughly. threads are woven to produce a picture, pattern, etc.
FACT BOX Virginia Woolf
2
scullery – a room next to the kitchen in a large house, 40 themselves when the ladies had gone. The tokay, said started the Hogarth Press which published the work
8 Competition judges need to show that they do not where cleaning jobs were done in past times Lucy running in. Mr Dalloway had sent for the tokay of some important writers. Virginia wrote seven major
favour anyone,
anyone otherwise they won’t be invited to from the Emperor’s cellars, the Imperial Tokay. novels, of which Mrs Dalloway and To the Lighthouse are
judge again. probably the most well-known.
158 159
INTRODUCTION 15
HIGH NOTE VIDEOS
DOCUMENTARY VIDEOS
16 INTRODUCTION
TEACHING PATHWAYS
There are many different ways to teach English, which are influenced by such factors as a teacher’s specific teaching context,
a preferred teaching style, the number of students in class, their level and background. For this reason, High Note was designed
to be easily customised for each unique teaching situation. It was also created to make it easy and rewarding to integrate digital
tools in one’s teaching in a gradual, step-by-step way.
This diagram describes how High Note was prepared to be used and how all the components fit together to enable students to
achieve the stated learning objectives most efficiently.
INPUT
IN CLASS
SB
REMEDIATION /
FURTHER PRACTICE PRODUCTION /
ONLINE PERSONALISATION
HOMEWORK SB WB IN CLASS
PRACTICE ONLINE EXTRA DIGITAL
SB WB
TEACHER’S EXTRA DIGITAL PRACTICE ACTIVITIES
RESOURCES ACTIVITIES
REVIEW
IN CLASS ONLINE EXTRA DIGITAL
SB WB
PRACTICE ACTIVITIES
This diagram shows the estimated numbers of hours needed to cover specific sections of the Student’s Book. Depending on one’s
teaching situation, these numbers may vary.
INTRODUCTION 17
HOW TO TEACH FOR EXAMS WITH HIGH NOTE
High Note is a general English course that is beneficial for RESOURCES FOR SELF-STUDY
both exam and non-exam students. It provides a number of
There are numerous resources which provide opportunities
resources that help develop the technical skills students need
for self-study, give supplementary information and further
to deal with exam tasks, while also improving and extending
practice. These can be used in class or at home. They include:
their general language skills.
• a Word List at the end of each unit in the Student’s Book
Exam training is woven seamlessly into the flow of a lesson.
Each unit includes types of exam tasks that are typical of most • a Use of English section at the back of the Student’s Book
school-leaving and international exams such as multiple • a Grammar Reference and Practice section at the back of the
choice, matching or gap fill and which test crucial subskills Student’s Book
such as finding specific information or identifying facts • audio scripts for the listening tasks
from opinions. Students are exposed to realistic tasks with
a focus on the target language of the unit. Over the course • the Workbook/Online Practice
of the book, students build their exam strategies and their • extra digital activities
confidence through step-by-step activities and task-based
exam tips. EXAM PRACTICE BOOKS
High Note comes with a series of booklets which provide
DEVELOPMENT OF LANGUAGE additional practice and support for Pearson Test of English
Exam tasks require students to demonstrate a range of General exams and Cambridge English exams. The books
language at the appropriate level. The grammar and have been matched to the specific levels of the course.
vocabulary sections in High Note develop this range in topic- Please see page 9 for more details.
related units, which makes it easy for students to apply them
to exam tasks and to the real world.
EXAM CORRELATION
The table below shows the correlation between the
SKILLS STRATEGIES language level of each part of the High Note series and
High Note carefully develops students’ general reading and international exam requirements.
listening strategies which students can use both in exams
and in real life. The Active Reading and Active Listening boxes GSE CEFR EXAMS
contain concise descriptions of such crucial sub-skills as
understanding the main idea, finding specific information, Pearson Test of
differentiating fact from opinion, understanding the author’s English Level 1,
attitude, understanding links in a text, and summarising. The High Note 1 30–40 A2/A2+ Cambridge Key (KET)
descriptions are then followed by a series of practice exercises and Preliminary
which help students apply and internalise a given strategy. (PET)
Pearson Test of
GRADED EXAM TASKS English Level 1
High Note 2 37–52 A2+/B1
Exam tasks are introduced to students early in the course, & 2, Cambridge
but in a graded way. This may mean that a task has fewer Preliminary (PET)
questions or a simpler text or that it tests a more limited
range of language. This helps them understand the exam Pearson Test of
task and therefore learn to deal with it more effectively. English Level 2
B1+/
High Note 3 50–62 & 3, Cambridge
B2
Preliminary (PET)
EXAM STRATEGIES and First (FCE)
There are exam strategies in every Revision section. They focus
Pearson Test of
on those aspects of a given exam task that will help students B2/
High Note 4 61–75 English Level 3 & 4,
deal with it effectively. The tips help students understand B2+
Cambridge First (FCE)
exactly what is being tested, what to look out for and develop
a bank of appropriate exam techniques that they can refer to. Pearson Test of
As they work through the Student’s Book and become familiar English Level 4,
with the tips, the exam tasks become easier. High Note 5 73–85 B2+/C1
Cambridge Advanced
(CAE)
WRITING TASKS
To help students identify good practice in writing tasks, It is worth noting that a careful development of language in
lessons in the Student’s Book provide model texts. There High Note, its systematic development of skills strategies, and
are also tasks that encourage students to analyse the model a wide variety of exam tasks covered in the course may prove
texts, which gives them greater understanding of how to beneficial also for those students who intend to take other
complete the tasks themselves. There is a task at the end international exams than those described above, e.g. TOEFL,
of each Writing section which mirrors the model so that IELTS or International GCSE.
students can practise writing an answer themselves. In the
Workbook, there is an Active Writing section which guides
students through all the stages of the process of writing
a specific type of text.
18 INTRODUCTION
HOW TO FLIP THE CLASSROOM WITH HIGH NOTE
The flipped classroom is an approach where classroom VOCABULARY: WORD LISTS AND
instruction is given to students at home via a video, tasks
are usually given for homework and then completed in THE REMEMBER MORE SECTION
class with the teacher’s support. Teachers who flip their The teacher can also start a unit by checking students’
classrooms believe that the approach allows students to knowledge of the unit vocabulary with the aim of identifying
become more independent in their learning: rather than the areas which need more focus and maximising student’s
receive information in the classroom, they take more control exposure to the new words. For this purpose, he or she can
and ensure they learn outside the classroom. In class, ask students to analyse the word lists at the end of each unit
students have time to ask the teacher questions if they still and complete the exercises in the corresponding Remember
do not understand and choose when they need support. More section.
This autonomy can motivate students and may result in
a higher level of engagement. What is more, they gain more WORKBOOK SUPPORT
practice time and receive more feedback from the teacher
on performance. The Workbook contains exercises on the grammar points
taught in each unit. These can be used as homework prior to
In English language learning, flipping the classroom means
the Grammar lesson to check what students already know.
students listen to or read information about language at
With students at this level, the grammar is unlikely to be
home before a lesson, leaving more time for practice of
completely new to them and so a test-teach-test approach
that language in the classroom. Alternatively, it could be
can be used. Alternatively, the Workbook exercises can be
information about an exam technique or how to write
completed in class to provide as much practice as possible
a specific type of text. Students can tackle the same tasks or
while the teacher is available to offer support and clarify any
collaborate in groups on different tasks to ensure they work
confusing aspects of the language.
at a level suitable for them.
In the lesson, the teacher begins by checking students’
understanding of the material that was set as homework ONLINE PRACTICE
(video, reading, listening or a grammar explanation), then Similarly to the paper Workbook, some of the exercises
gives several practice tasks to complete. Finally, at the end can be completed online prior to the lesson to maximise
of the lesson, students reflect on what they have learnt learning. This is particularly beneficial as the interactive
to help them identify progress and areas where they still Workbook exercises have an instant feedback functionality,
need to improve. This reflection allows students to gain which enables students to quickly check their answers.
a greater understanding of their strengths and weaknesses,
and encourages them to set achievable learning goals for EXTRA DIGITAL ACTIVITIES
future lessons.
The extra digital activities contain Grammar and Vocabulary
High Note provides the following resources that will help flip
Checkpoints as well as Reading, Listening and Use of English
the classroom:
banks of texts and exercises which help students prepare
for class tests, check their progress and exam readiness.
VIDEO A teacher may choose to ask students to complete them
The teacher can ask students to watch any of the video clips before the class.
at home. This allows the teacher to check understanding
before the lesson and adjust their lesson plan if students
have found the language particularly easy or difficult.
INTRODUCTION 19
CONTENTS
UNIT VOCABULARY SPEAKING
01 Identity pp4–5 Personality adjectives and fixed expressions p6 Paraphrasing what you hear
Active Vocabulary: Compound adjectives (checking understanding, summarising)
p6 Personality: idiomatic phrases; p10 Verbs for thinking and understanding An interview with a careers advisor
about psychometric tests
p162 Global Citizen Documentary Video
pp14–15 Word List
02 On the move pp18–19 Verbs of movement, idioms related to movement, travel verbs p25 Considering and comparing
Active Vocabulary: Idioms; p20 Vocabulary related to public transport alternatives
p24 Phrasal nouns; p27 Adverb-adjective collocations A discussion about last chance tourism
pp28–29 Word List
03 Hard sell pp34–35 Business-related vocabulary, compound nouns, phrasal verbs p37 Successful negotiations in daily life
Active Vocabulary: Compound nouns; p36 Opinion and attitude adjectives,
synonyms for persuade; p38 Vocabulary related to behavioural economics
p43 Vocabulary related to shopping
p163 Put Yourself in My Shoes! Documentary Video
pp44–45 Word List
04 Tastes pp48–49 Adjectives related to food, partitives; Active Vocabulary: Partitives p54 Proposing solutions, giving
p50 Verbs related to senses of taste and smell; p55 Vocabulary related to table reasons and justifications
manners; p57 Vocabulary for restaurant review (nominalisations, synonyms, A discussion about problems related
words and phrases of comparison and contrast and phrases of recommendation) to food and their potential solutions
pp58–59 Word List
05 Do your best pp64–65 Idioms related to studying, collocations with attempt and effort, verbs + p71 Buying time in interview situations
dependent prepositions; Active Vocabulary: Verbs + dependent prepositions Pronunciation: Fall-rise intonation
p68 Vocabulary related to sporting success and motivation
p70 Prepositional phrases related to discipline and motivation
p164 Programming Bootcamp Documentary Video
pp74–75 Word List
06 Feels good pp78–79 Body language, body-related collocations and idioms p85 Evaluating ideas
Active Vocabulary: Collocations; p80 Vocabulary related to emotions A street survey about stress-busting
p84 Vocabulary related to sounds and ASMR; adverb + verb collocations activities
p87 Compound adjectives Pronunciation: Falling intonation when
having reservations about something
pp88–89 Word List
LIFE SKILLS How to develop a growth mindset pp92–93
07 The creative pp94–95 Vague language, fashion-related adjectives, idioms and phrases p101 Describing a film
urge Active Vocabulary: Vague language A radio podcast with a film review
p98 The most loved and most hated words in the English language, animal idioms
p100 Adjectives to describe art; p101 Film genres
p165 The Second Life of Second-hand Clothes Documentary Video
pp104–105 Word List
08 Follow the pp108–109 Vocabulary related to permission, prohibition, protest and influence, p111 Hyperbole and understatement
crowd? phrasal verbs with come, hold, set, take; Active Vocabulary: Key words in phrasal verbs A conversation about the dress code
p110 Adjective-noun collocations related to looks at school
p112 Vocabulary related to lifestyles; p116 Vocabulary related to values
pp118–119 Word List
LIFE SKILLS How to be a good team member pp122–123
09 Unbelievable pp124–125 Expressions and adjectives related to illusion, surprise and incredulity p128 Making speculations about the
Active Vocabulary: Word families past, present and future
p129 Adjective-noun collocations related to sleep and dreams A conversation about aphantasia and
p130 Vocabulary related to commenting and unexplained events; collocations hyperphantasia
with raise
p166 That’s Magic! Documentary Video
pp134–135 Word List
10 Up the ladder pp138–139 Work-life balance collocations and idioms; Active Vocabulary: Register p145 Toning language down
p142 Collocations and prepositional phrases related to career dreams and Expressing opinions about people
ambitions; p144 Qualities of a leader; idioms related to working life and work
p145 Personality adjectives, idioms related to communication
pp148–149 Word List
LIFE SKILLS How to develop leadership skills pp152–153
pp154–157 Culture Spot pp158–161 Literature Spot pp162–166 Watch and Reflect (Documentary Video worksheets)
20
LISTENING GRAMMAR READING WRITING REVISION
p7 A talk about genes and personality pp8–9 Continuous pp10–11 Does language change pp12–13 A blog post pp16–17
Active Listening: Understanding the and perfect tenses how you see the world? Revision 01
main points of complex talks
Use of English > p177
Pronunciation: Syllables with the main
stress
p24 Conversations about space tourism pp22–23 Inversion, pp20–21 An extract from King pp26–27 A letter of pp30–31
cleft sentences and Solomon’s Carpet by Barbara Vine complaint Revision 02
fronting Active Reading: Understanding
reference devices Use of English > p178
Literal versus figurative
meaning of words
p36 A discussion about psychological pp40–41 The Passive pp38–39 How to Apply pp42–43 pp46–47
techniques for persuading people Pronunciation: Weak Behavioural Economics to Your A for-and-against Revision 03
Active Listening: Inferring meaning, pronunciation Daily Life essay
opinion and attitude Active Writing: Use of English > p179
(contracted forms,
verb to be in the Paraphrasing
Passive)
p55 A vlog about table manners pp52–53 Advanced pp50–51 What Tickles Your Taste pp56–57 A restaurant pp60–61
conditional structures; Buds review Revision 04
inversion in Active Reading: Identifying
conditional forms paraphrases Use of English > p180
p70 A radio phone-in on how to pp66–67 Modal and pp68–69 Our Two Selves – an pp72–73 An essay pp76–77
motivate yourself related verbs extract from The Inner Game of Revision 05
Active Listening: Recognising word Pronunciation: Word Stress: Outsmart Life’s Challenges
clusters in fast speech stress in sentences and Fulfil Your Potential by Use of English > p181
Pronunciation: Word clusters in fast with modal verbs Timothy Gallwey
speech
p84 A radio interview about ASMR and pp82–83 Reporting pp80–81 Put On a Brave Face or pp86–87 An article pp90–91
the importance of sounds in our lives verbs and verb … Should We? Revision 06
patterns Active Reading: Understanding
purpose and function Use of English > p182
p100 Conversations about works of art pp96–97 Relative pp98–99 Pretty Words, a poem pp102–103 A letter pp106–107
clauses; prepositional by Elinor Morton Wylie to the editor Revision 07
relative phrases Active Reading: Understanding Active Writing:
metaphors Hedging
Use of English > p183
p110 A radio programme about beauty pp114–115 Articles pp112–113 An extract from pp116–117 pp120–121
standards About a Boy by Nick Hornby An opinion essay Revision 08
What’s Wrong With Being a Active Writing: Using
Loner? formal register in Use of English > p184
essays
p129 A radio programme about dreams pp126–127 Uses of pp130–131 The Mystery of pp132–133 pp136–137
Distinguishing between facts and will, will versus would Rendlesham Forest A proposal Revision 09
opinions Pronunciation: Word
stress to express a fact Use of English > p185
or irritation
p144 A radio interview with a manager pp140–141 Gerunds pp142–143 Dreams Shape Your pp146–147 A report pp150–151
talking about her job and infinitives Future Revision 10
Use of English > p186
pp167–175 Grammar Reference p176 Irregular Verbs pp177–186 Use of English pp187–189 Communication
21
01 Identity
VOCABULARY Personality: compound adjectives, fixed expressions, idiomatic phrases, verbs
GRAMMAR
LISTENING
SPEAKING
WRITING
for thinking and understanding
Continuous and perfect tenses
Understanding the main points of complex talks
Keeping conversations going
A blog post about the past
C D
O N T?
A
22
01
3 THINK BACK In pairs, decide which of the adjectives in 6 Read the article about identity on page 4. In pairs, Exercise 3
the box describe each speaker from Exercise 2 best. discuss the questions. Suggested answers
Complete the table and explain your choices. 1 Why is it important to get to know yourself? Carrie: self-aware, dedicated,
passionate, underconfident
capable compassionate conceited dedicated 2 Which of the four elements of identity do you find Sarah: capable, compassionate,
defensive passionate resilient self-aware self-centred most important? Say why. dedicated, tough, resilient,
self-obsessed tough trustworthy underconfident trustworthy
Personality adjectives and values James: conceited, dedicated,
passionate, self-obsessed,
Carrie Sarah James 7 Find five nouns in the text that describe different self-centred
values and form adjectives from them. Which of these
values are important to you? Say why. Exercise 4
Compound adjectives (personality) passion – passionate absent-minded
forward-looking
4 1.2 Study Active Vocabulary. Then match the 8 Use the adjectives from the box to form nouns high-spirited
highly-strung
words from box A with the words from box B to make describing values. Put the qualities in order of
kind-hearted
compound adjectives describing personality. Listen importance. Then compare your lists in small groups. laid-back
to the recording again and decide which of these Use a dictionary if necessary. like-minded
adjectives you would use to describe the speakers. narrow-minded
assertive discreet humble inclusive merciful streetwise
A absent forward high highly kind laid like sincere strong-willed
narrow street strong thin tight thin-skinned
assertiveness, discretion, humility, inclusiveness/inclusivity, mercy, sincerity tight-fisted
Fixed expressions Carrie: high-spirited
B back fisted hearted looking minded (x3) Sarah: kind hearted, streetwise
skinned spirited strung willed wise 9 Match the highlighted expressions from the text with James: narrow-minded
the definitions.
1 Have a feeling of excitement and energy.
ACTIVE VOCABULARY | Compound adjectives Exercise 6
2 Not be very keen on something. 1 Knowing yourself makes it
A compound adjective is made up of more than one 3 Match with. easier to get the life you want.
word, but describes a single idea. They often use
4 Something which makes us behave in a certain way.
a hyphen when they come before a noun, e.g. She’s
a world-famous singer. When they go after a noun, 5 Hit it off with someone. Exercise 7
6 Reveal our traits. spontaneity – spontaneous,
the hyphen is generally dropped, e.g. The singer is world stability – stable, commitment –
famous. 7 Be crazy about something. committed, tactfulness – tactful,
There are many possible ways of forming compound 8 Choose. frankness – frank
adjectives: 9 Consider something to be important.
• adjective + adjective, e.g. red-hot Exercise 9
• adverb + adjective, e.g. hard-working, forward-looking
10 Look at the highlighted expressions again and 1 get a kick out of
complete the questions with one word in each gap. 2 be not that into
• noun + adjective, e.g. lifelong, world-famous, streetwise Then discuss them in pairs. 3 be in line with
• adjective + noun, e.g. full-time, cutting-edge 4 what makes us tick
1 Given the choice between a day out walking in the
• adjective + gerund, e.g. good-looking 5 click with
hills and a day in bed, which would you plump for? 6 say a lot about us
• adverb + past participle, e.g. highly-strung Say why. 7 be nuts about
• noun + gerund, e.g. eye-catching 2 Do you agree that your clothes can say a lot 8 plump for
• noun + past participle, e.g. tongue-tied about you? 9 set great store by
• prefix + adjective, e.g. underconfident, overcooked 3 What cartoon characters were you nuts about
as a kid?
Most compound adjectives are stressed on the second
part of the compound, but compounds formed by a noun 4 What is the best way to find out what makes someone
+ gerund or past participle are usually stressed on the tick ?
first part of the compound.
11 SPEAKING Make some notes about yourself under the
headings below. Then discuss them in pairs. Use the
vocabulary from the lesson.
5 SPEAKING Which of the adjectives from Exercises 3
and 4 would or wouldn’t you use to describe yourself? • Interests • Values • Possessions • Tribe
Explain why. What adjectives would other people use
DOCUMENTARY VIDEO
to describe you? Think about your parents, siblings, 1 WATCH AND REFLECT
neighbours, friends or teachers. Go to page 162.
Watch the documentary
Global Citizen and do
the exercises.
23
Are you a real live wire or a bit of a wet blanket?
1 If you go to a party, how do you make 3 If the party you’re at is dull, what do you do?
an entrance? a I’m a mover and shaker – I try to inject some life into
a I’m the one playing the trumpet as the party!
I walk in. b Leave the party as soon as I can and find something
b I quickly look round the room and go better to do.
and join someone I know. c Have a bite to eat and talk to my friends – I’m
c I don’t go to parties. a smart cookie so I won’t miss such an opportunity.
2 If you turn up at a fancy dress party 4 There is a dance competition at the party you’re at.
and discover you’re the only one in Do you take part in it?
costume, what do you do? a I’m going to win! I’m a go-getter – I’ll dance till I drop!
a Try to see the funny side. b Nobody knows my dancing moves – I’m a dark horse of
b Enjoy being the centre of attention. the dance floor. I want to surprise everybody and win
c Fancy dress parties should be banned! the competition.
c I’m a bit thin-skinned and not competitive at
all so I’ll pass this time.
5 □
personality.
F Rose thinks the interviewer should change the job
5 A □ People who find exams anxiety-provoking may do
badly in psychometric tests.
6 □
he’s doing at the moment.
T The interviewer agrees with Rose’s assessment of
6 □F A candidate for a job is unlikely to tell you about
a weakness themselves.
his personality.
8 In pairs, follow the instructions.
5 How did the interviewer show that he is interested in
• Student A, use the information in Exercise 7 in favour of
and listening to the speaker?
psychometric testing to explain why it is a good idea.
• Student B, listen and use the phrases from the
Speaking box to check understanding.
• Change roles. Student B, explain why psychometric
testing is not a good idea, and Student A, check
understanding.
□ I can understand the main points of a talk about genes and personality. 7
ongoing situation before a specific but then I realised if I told everyone I was running
time in the past 4 SPEAKING What do you think is the best piece of advice 5k for charity, I’d have to keep it up.
12 Future Perfect Simple – action that Jack gives Cerys? Say why. Do you have any
we expect to be completed by other advice for developing good habits or breaking Jack Next time I see you, 12you will have completely
a point in the future
unwanted ones? changed your eating habits!
a I ate.
alarm is to scan a QR code I keep in the Exercise 8
b I was eating continuously or very often. bathroom. Next week I 4 on time every day
□
4 a I’ve come up with a great idea. for a month! My teachers can’t believe it. Such a good
1 had been getting/was getting
□
2 had gone off
b I had a great idea. idea – I’m a smart cookie, that’s for sure! 3 am finding
a I have a great idea now. 4 will have been
5 was spending
b I came up with a great idea at some point in the 6 had checked
past. 7 was thinking of
5 □
b I’m playing a lot of football.
check reduce spend think of 8 have reduced
□
a I play a lot of football.
9 have been doing
10 will have been taking/
a This is something I always do. I5 way too much time on will have taken
b This is something I’ve been doing recently social media. One day I realised that 11 am feeling
or temporarily. I6 my account more than fifty
times that day! I 7 deleting
7 Complete the sentences with the correct continuous my account altogether, but that seemed
or perfect forms of the verbs in bold. Use a different a bit extreme, so I decided that I would
form in each sentence. always log out of the app. Just having to
RUN fill in the password every time makes it enough of
a pain that I can’t be bothered to keep logging in and
1 Recently, I five kilometres every day.
I8 the number of times I check it to maybe
2 When I finish the marathon, I once or twice a day.
an incredible forty-two kilometres.
3 I for the bus when I tripped over my
shoelace and fell flat on my face. do feel take
4 When I started training for the marathon,
I (never) for more than a few minutes.
READ I used to be a bit of a couch potato, but
5 I’m a real bookworm. So far this month my parents bought me a fitness tracker
I six books. for my birthday and I started walking
6 I had a bad dream last night, probably because 10,000 steps a day.
I a scary book before I went to sleep. I9 it every day now since
I got the tracker. It’s been so many
7 Don’t message me this evening. I days now that I don’t ever want to miss
my book and I don’t like being interrupted. a day, so that keeps me really motivated. Next week,
8 I’ve got a headache. Maybe it’s because I 10 10,000 steps a day for a total of six
I without wearing my glasses. months! I 11 so much healthier.
LIVE
9 While I here, I want to make the most
of the weather and go for a walk every day. 9 SPEAKING Read the questions and make a few notes.
10 By the time you come and visit, I here Then, in pairs, answer the questions and give each
for six months. other some useful advice.
11 I in several different countries. 1 Think about a habit you have that you would like to
12 I didn’t eat very healthily when I change or a new habit you’d like to develop.
in New York – too much fast food. What impact has this habit (or not having this habit)
had on your life up to now? Give specific examples.
2 What can you do to help yourself give up this habit
or start the new habit? How will things be different
in six months’ time?
27
1E READING AND VOCABULARY
Exercise 6 1 SPEAKING Look at the photos and discuss the questions.
1 perceive, recognise 1 What adjectives would you use to describe the bridge
2 conceive of/perceive in picture A?
3 assume A
4 deduce/conclude
2 How many birds are there in picture B? How do you
5 conclude/deduce know?
6 comprehend/grasp 3 How would you describe the position of the woman
7 grasp/comprehend in picture C?
8 consider/reflect
4 How would you describe the snow in picture D?
10 □ I can identify specific details in a text and use verbs connected with understanding.
REFERENCES • After Exercise 7, put students in small FURTHER PRACTICE
groups and ask them to compare their
CULTURE NOTES page 208 native language with English. They Workbook pages 10–11/Online Practice
EXTRA ACTIVITIES IN CLASS should consider similarities as well as NEXT CLASS
differences. Give them a few minutes
• As an extension to Exercise 4, ask to discuss in their groups, then open up Ask students to think about smells or
students to tell the class about the the discussion to the class. songs that bring back memories for them,
unusual language they researched at which they are happy to share with their
home. Encourage discussion about why classmates. Ask them to make notes for
languages can develop differently. the next lesson.
28
U A G E C H A N G E 01
D O E S L A N G H E WO R L D ?
H O W Y O U S E E T C
B
1.7
29
I recently had a big clear-out of my bedroom and, appearance came as a shock. I’ve never forgotten
tucked behind the wardrobe, I found my old teddy how upset I was to see him looking so different!
bear, George. Seeing him again brought all the George was not meant to have two eyes! He looked
memories flooding back. all wrong! I started crying and screaming (I was very
I had had George from when I was very little and, young, remember). My mother was really worried.
for as long as I could remember, he had only had She didn’t have a clue what was wrong with me.
one eye. It wasn’t important to me, I loved him no Eventually, I made her understand and she had no
matter how shabby and old he was. George was my choice but to cut off one of the buttons so that,
constant companion and we did everything together. once again, he was my familiar one-eyed bear.
One day, I discovered that George had lost his one I don’t know how I failed to realise he had gone
remaining eye. I took him to my mother and, much to missing down the back of the wardrobe, but I’ve
my delight, she promised that she could give him his already decided he’ll be coming with me to university,
sight back. where I can keep an eye on him. I may not want to
play with him anymore, but looking at him still evokes
The next day she presented George to me. She had
so many precious memories.
decided she might as well sew on two new buttons,
rather than just one. I clearly recall how much his new
12
EXTRA ACTIVITIES IN CLASS • After Exercise 5, ask students to choose • After Exercise 8, put students in
four of the expressions from the task pairs and ask them to write down
• Lead in to Exercise 1 by referring and use them in their own sentences. as many words and phrases as they
students to the notes they made at They can then swap with a partner can think of connected to memory
home and asking them to tell the class and check that they have used the and remembering. Set a time limit of
about smells and/or songs that bring expressions correctly. If there is time, 2–3 minutes. Pairs then read out their
back memories for them. If there is invite different students to share some words/phrases and the class keeps
time, you could get them to discuss in of their sentences with the class. a tally. At the end, the pair with the
pairs or small groups first. most items wins.
30
1F WRITING AND VOCABULARY | A blog post about the past 01
1 SPEAKING In pairs, discuss what your warmest 5 Complete the sentences with one word in each gap. Exercise 2
childhood memories are. What did you learn about Then check your answers in the blog post. Suggested answers
your partner? 1 I loved him no matter how shabby and old 1 because it had a big emotional
he was. impact
2 Read a blog post about a childhood memory and
2 I took him to my mother and, much to my delight,
2 They are going to university,
discuss the questions. so probably about eighteen,
she promised that she could give him his sight back. well-educated, still living with
1 Why do you think the writer remembers this moment 3 She had decided she might as well sew on two their parents at the moment. They
in particular? new buttons. may be quite sensitive because of
2 What do you think this story tells you about the writer? the way they reacted, and perhaps
4 I clearly recall how much his new appearance a little sentimental. They aren’t
What could you say about their background, age, came as a shock. worried about what people at
personality, values, etc.? university might think if they bring
5 She didn’t have a clue what was wrong with me.
the bear.
3 Put the paragraphs of the blog post in the correct 6 She had no choice but to cut off one of the
order. buttons.
□
A 3 Describe the main events of the memory. 7 I don’t know how I failed to realise he had gone
□
B 5 Explain why the memory is still significant for you. missing.
□
C 2 Give the background to the memory (how old you 8 He'll be coming with me to university, where I can
keep an eye on him.
were, where it took place, etc.)
□
D 1 Introduce the memory by explaining why you are
talking about it. WATCH OUT!
□
E 4 Relate the past events to the present day.
These kinds of expressions tend to be very ‘fixed’, so it is
4 Study the Writing box and tick the phrases used in the important to use exactly the right words in the right order,
blog post. e.g. be on tip of the tongue be on the tip of my tongue.
WRITING | A blog post about the past 6 Complete the second sentence using the word in bold
so that it means the same as the first one.
Introduction
1 I didn’t realise what a bad idea it was. FAILED
Blog posts are often quite personal, so you might begin
by explaining to your audience why you are telling them I failed to realise what. a bad idea it was
about this memory: 2 I took him with me everywhere I went. MATTER
□✓ … brought all the memories flooding back. No matter where I went,. I took him with me
□✓ I clearly recall … 3 I had to wait for him. CHOICE
□ I was reminded of … I had no choice but to wait.for him
□ One of my fondest childhood memories is … 4 I was delighted when he agreed to come to the party.
□✓ … evokes so many precious memories. TO
Much to my delight, he agreed . to come to the party
Style
5 I have no reason not to work today. MIGHT
Use time linkers to show when things happened:
□✓ one day
I might as well work today
.
□ at that time
6 I was really shocked by what you said. CAME
□ during these years
What you said came as a shock to me .
□ by the time 7 I had no idea what was happening. CLUE
□ as a child / when I was a child I had no / didn’t have a. clue what was happening
□ for the time being 8 I had to watch my little brother carefully. EYE
□✓ for as long as I could remember I had to keep my/an eye on my . little brother
□ on rare occasions
7 Choose one of your childhood memories that you are
Conclusion happy to write about. Read the questions and make
Explain why the memory was significant: notes.
□ … had a profound influence on … 1 How old were you? What was the occasion?
□ This experience convinced me that … 2 What happened exactly?
□✓ I’ve never forgotten … 3 What emotions do you associate with this memory?
4 Why is the memory significant to you?
5 What does the memory say about you, e.g. your
background, personality, values or life experiences?
FURTHER PRACTICE
Workbook page 12/Online Practice
NEXT CLASS
Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 14–15.
31
Word List
REMEMBER MORE 1A VOCABULARY AND SPEAKING plump for (v) /ˈplʌmp fə/
5.1 rate (v) /reɪt/
1 Complete the questions with absent-minded (adj) /ˌæbsəntˈmaɪndɪd/
prepositions. Then check with resilient (adj) /rɪˈzɪliənt/
the word list. Answer the absorbed by sth /əbˈzɔːbd baɪ ˌsʌmθɪŋ/
say a lot about sb /ˌseɪ ə ˈlɒt əˌbaʊt ˌsʌmbɒdi/
questions with your partner. assertive (adj) /əˈsɜːtɪv/
self-aware (adj) /ˌself əˈweə/
1 What are you nuts about ? assertiveness (n) /əˈsɜːtɪvnəs/
self-centred (adj) /ˌself ˈsentəd/
2 Are your choices in line with
be in line with sth /bi ɪn ˈlaɪn wɪð ˌsʌmθɪŋ/
what your parents want? self-obsessed (adj) /ˌself əbˈsest/
3 Are there any people that you be into sth (phr v) /bi ˈɪntə ˌsʌmθɪŋ/
set great store by sth /ˌset ˌɡreɪt ˈstɔː baɪ ˌsʌmθɪŋ/
don’t click with ? Say who. be nuts about sth /bi ˈnʌts ˌəbaʊt ˌsʌmθɪŋ/
sincere (adj) /sɪnˈsɪə/
4 What do you set great by nature /baɪˈ neɪtʃə/
store by ? sincerity (n) /sɪnˈserəti/
capable (adj) /ˈkeɪpəbəl/
spontaneity (n) /ˌspɒntəˈneɪəti/
2 Complete the compound click with sb /ˈklɪk wɪð ˌsʌmbɒdi/
adjectives. Then check with spontaneous (adj) /spɒnˈteɪniəs/
the word list. Write your own come across as /ˌkʌm əˈkrɒs əz/
stability (n) /stəˈbɪləti/
example sentences using the commitment (n) /kəˈmɪtmənt/
words. stable (adj) /ˈsteɪbəl/
committed (adj) /kəˈmɪtəd/
1 self- centred , - aware , - obsessed streetwise (adj) /ˈstriːtwaɪz/
2 absent -, narrow -, like compassionate (adj) /kəmˈpæʃənət/
strong-willed (adj) /ˌstrɒŋ ˈwɪld/
-minded conceited (adj) /kənˈsiːtɪd/
tactful (adj) /ˈtæktfəl/
3 Complete the sentences with the cutting-edge (adj) /ˌkʌtɪŋˈedʒ/
tactfulness (n) /ˈtæktfəlnəs/
correct adjectives formed from dedicated (adj) /ˈdedɪkeɪtɪd/
thin-skinned (adj) /ˌθɪn ˈskɪnd/
the words in bold. Then check
defensive (adj) /dɪˈfensɪv/
with the word list. tight-fisted (adj) /ˌtaɪt ˈfɪstɪd/
1 Don’t be afraid to tell your boss discreet (adj) /dɪˈskriːt/
tongue-tied (adj) /ˈtʌŋ taɪd/
what you think – try to be a bit discretion (n) /dɪˈskreʃən/
tough (adj) /tʌf/
more assertive (ASSERTION).
eye-catching (adj) /ˈaɪ ˌkætʃɪŋ/
2 Our courses are inclusive tribe (n) /traɪb/
(INCLUSIVITY) – anyone can join. forward-looking (adj) /ˌfɔːwəd ˈlʊkɪŋ/
trustworthy (adj) /ˈtrʌstˌwɜːði/
3 Jemma is a very discreet frank (adj) /fræŋk/
underconfident (adj) /ˌʌndəˈkɒnfɪdənt/
(DISCRETION) hairdresser. frankness (n) /ˈfræŋknəs/
She never tells anyone what what makes us tick /ˌwɒt ˌmeɪks əs ˈtɪk/
her celebrity clients tell her. get a kick out of sth /ɡet ə ˈkɪk aʊt əv ˌsʌmθɪŋ/
4 Cal is a sincere (SINCERITY) heritage (n) /ˈherətɪdʒ/ 1B SPEAKING AND VOCABULARY
employee, he’s very honest 5.2
highly strung (adj) /ˌhaɪli ˈstrʌŋ/
and says what he thinks. administer a test /ədˌmɪnɪstər ə ˈtest/
high-spirited (adj) /ˌhaɪ ˈspɪrɪtɪd/
4 Read Active Vocabulary. Then anxiety-provoking /æŋˈzaɪəti prəˌvəʊkɪŋ/
humble (adj) /ˈhʌmbəl/
complete the table with some of assessment (n) /əˈsesmənt/
the vocabulary from this unit. humility (n) /hjuːˈmɪləti/
career path /kəˈrɪə ˌpɑːθ/
Key word Information Memory clue inclusive (adj) /ɪnˈkluːsɪv/
centre of attention /ˈsentər əv əˌtenʃən/
(K) (I) (M) inclusiveness (n) /ɪnˈkluːsɪvnəs/
cold fish (n) /ˌkəʊld ˈfɪʃ/
absent- forgetful I forget inclusivity (n) /ˌɪnkluːˈsɪvəti/
minded everything – comprehensive (adj) /ˌkɒmprɪˈhensɪv/
I'm absent- kind-hearted (adj) /ˌkaɪnd ˈhɑːtɪd/
minded. dark horse (n) /ˌdɑːk ˈhɔːs/
laid-back (adj) /ˌleɪd ˈbæk/
essentially (adv) /ɪˈsenʃəli/
lifelong (adj) /ˈlaɪflɒŋ/
ACTIVE have a bite to eat /ˌhəv ə ˈbaɪt tə ˌiːt/
VOCABULARY | KIM strategy like-minded (adj) /ˌlaɪk ˈmaɪndɪd/
go-getter (n) /ˌɡəʊ ˈɡetə/
memorabilia (n) /ˌmemərəˈbɪliə/
The KIM strategy is a visual way hand down (phr v) /ˌhænd ˈdaʊn/
of recording and remembering merciful (adj) /ˈmɜːsɪfəl/
vocabulary. In a table similar to if I’m hearing you correctly /ɪf aɪm ˌhɪərɪŋ jə
mercy (n) /ˈmɜːsi/ kəˈrektli/
the one above, write the key word
(K), the information about the narrow-minded (adj) /ˌnærəʊ ˈmaɪndɪd/ I'll pass /aɪl ˈpɑːs/
word (I), usually a definition, over-the-top (adj) /ˌəʊvə ðə ˈtɒp/ in a nutshell /ɪn ə ˈnʌt-ʃel/
a synonym or a translation,
and a memory clue (M) – this overcooked (adj) /ˌəʊvəˈkʊkt/ in other words /ɪn ˈʌðə wɜːdz/
could be a drawing or an example paramedic (n) /ˌpærəˈmedɪk/ inject (v) /ɪnˈdʒekt/
sentence.
passionate about sth (adj) /ˈpæʃənət əˌbaʊt let me get this straight /ˌlet mi ɡet ðɪs ˈstreɪt/
ˌsʌmθɪŋ/
14
EXTRA ACTIVITIES IN CLASS understanding as they can remember they could supply the first letter of each
from Lesson 1E. In pairs, they then gapped word. Then, in pairs, they swap
• Individually, students think of one or compare their items and check with sentences, complete them and check
two sentences to describe a compound the word list. Who has the most their answers with their partner.
adjective from the word list for Lesson correct items? • Students play Taboo. Put them in pairs
1A. They then say their sentence to a
• Individually, students write gap-fill and ask them to choose 8–10 words
partner, who has to guess the adjective.
sentences with words or phrases from from the word list they would like to
• Individually, students write down as the word list. To make the exercise easier, remember and write each word on
many of the verbs for thinking and
32
01
live wire (n) /ˌlaɪv ˈwaɪə/ vulnerability (n) /ˌvʌlnərəˈbɪləti/ shortcomings (n) /ˈʃɔːtˌkʌmɪŋz/
make an entrance /ˌmeɪk ən ˈentrəns/ warrior gene /ˈwɒriə ˌdʒiːn/ subtle distinction /ˌsʌtl dɪˈstɪŋkʃən/
mover and shaker (n) /ˈmuːvər ənd ˌʃeɪkə/ willingness (n) /ˈwɪlɪŋnəs/ take on a new identity /ˌteɪk ˈɒn ə ˌnju:
aɪˈdentəti/
overnight (adv) /ˌəʊvəˈnaɪt/
1D GRAMMAR 5.4 the theory goes that /ðə ˈθɪəri ˌɡəʊz ðət/
pathway (n) /ˈpɑːθweɪ/
bookworm (n) /ˈbʊkwɜːm/ there is plenty of evidence that /ðeəz ˈplenti əv
psychometric test /ˌsaɪkəʊˈmetrɪk test/
can’t be bothered (to do sth) /ˌkɑːnt bi ˈbɒðəd ˌevɪdəns ðət/
(right) up your street /(ˌraɪt) ˌʌp jə ˈstriːt/ (tə duː ˌsʌmθɪŋ)/
simply put /ˌsɪmpli ˈpʊt/ develop a habit /dɪˌveləp ə ˈhæbɪt/ 1F WRITING AND VOCABULARY
smart alec (n) /ˌsmɑːt ˈælək/
5.6
fall flat on your face /ˌfɔːl ˈflæt ɒn jə ˌfeɪs/
be on the tip of your tongue /ˌbi ɒn ðə ˈtɪp əv
smart cookie (n) /ˌsmɑːt ˈkʊki/ get out of breath /ˌɡet aʊt əv ˈbreθ/ jə ˌtʌŋ/
soft touch (n) /ˌsɒft ˈtʌtʃ/ keep quiet about sth /ˌkiːp ˈkwaɪət əˌbaʊt bring back memories /ˌbrɪŋ ˌbæk ˈmeməriz/
so you’re saying (that) /ˌsəʊ jə ˈseɪ-ɪŋ (ˌðæt)/ ˌsʌmθɪŋ/
clear-out (n) /ˈklɪəraʊt/
so, what it boils down to is that /ˌsəʊ wɒt ɪt make the most of sth /ˌmeɪk ðə ˈməʊst əv
ˌsʌmθɪŋ/ come as a shock /ˌkʌm əz ə ˈʃɒk/
bɔɪlz ˈdaʊn tə s ˌðæt/
running kit /ˈrʌnɪŋ kɪt/ constant companion /ˌkɒnstənt kəmˈpænjən/
super-driven /ˈsuːpə ˌdrɪvən/
spot (n) /spɒt/ don’t have a clue /ˌdəʊnt həv ə ˈkluː/
to put it another way /tə ˌpʊt ɪt əˈnʌðə weɪ/
trip over sth (v) /ˈtrɪp ˌəʊvə ˌsʌmθɪŋ/ evoke precious memories /ɪˌvəʊk ˌpreʃəs
wet blanket (n) /ˌwet ˈblæŋkɪt/ ˈmeməriz/
behaviourist (n) /bɪˈheɪvjərɪst/ anglicisation (n) /ˌæŋɡlɪsaɪˈzeɪʃən/ fondest childhood memories /ˌfɒndɪst
assume (v) /əˈsjuːm/ ˌtʃaɪldhʊd ˈmeməriz/
boardroom (n) /ˈbɔːdruːm/
categorise sth (v) /ˈkætəɡəraɪz ˌsʌmθɪŋ/ go missing /ˌɡəʊ ˈmɪsɪŋ/
caregiver (n) /ˈkeəˌɡɪvə/
clime (n) /klaɪm/ have no choice but to /həv ˌnəʊ ˈtʃɔɪs bət tə/
carpentry (n) /ˈkɑːpəntri/
cognition (n) /kɒɡˈnɪʃən/ hold many memories /ˈhəʊld ˌmeni ˌmeməriz/
destiny (n) /ˈdestəni/
cognitive scientist /ˌkɒɡnətɪv ˈsaɪəntɪst/ keep an eye on sb/sth /ˌkiːp ən ˈaɪ ɒn ˌsʌmbɒdi/
disposition (n) /ˌdɪspəˈzɪʃən/ ˌsʌmθɪŋ/
genetic engineering (n) /dʒəˌnetɪk ˌendʒəˈnɪərɪŋ/ comprehend (v) /ˌkɒmprɪˈhend/
might as well /ˈmaɪt əz ˌwel/
hand sth down (phr v) /ˌhænd ˌsʌmθɪŋ ˈdaʊn/ conceive of sth (v) /kənˈsiːv əv ˌsʌmθɪŋ/
much to my delight /ˌmʌtʃ tə maɪ dɪˈlaɪt/
hereditary (adj) /həˈredətəri/ conclude (v) /kənˈkluːd/
no matter /nəʊ ˈmætə/
imply (v) /ɪmˈplaɪ/ conclusively (adv) /kənˈkluːsɪvli/
profound influence on /prəˌfaʊnd ˈɪnfluəns ɒn/
inherit (sth) from sb /ɪnˈherət (ˌsʌmθɪŋ) frəm consider (v) /kənˈsɪdə/
shabby (adj) /ˈʃæbi/
ˌsʌmbɒdi/ contemplate (v) /ˈkɒntəmpleɪt/
tuck sth behind sth /ˈtʌk ˌsʌmθɪŋ bɪˌhaɪnd
mechanical drawing /mɪˌkænɪkəl ˈdrɔːɪŋ/ deduce (v) /dɪˈdjuːs/ ˌsʌmθɪŋ/
moulded (adj) /ˈməʊldɪd/ frustratingly (adv) /frʌsˈtreɪtɪŋli/
nurture (n) /ˈnɜːtʃə/ gather (v) /ˈɡæðə/
obedience (n) /əˈbiːdiəns/ grammatical feature /ɡrəˌmætɪkəl ˈfiːtʃə/
offspring (n) /ˈɒfˌsprɪŋ/ grasp (v) /ɡrɑːsp/
oversimplification (n) /ˌəʊvəsɪmplɪfɪˈkeɪʃən/ imply (v) /ɪmˈplaɪ/
owe a great deal to sth /ˌəʊ ə ˌɡreɪt ˈdiːl tə linguistic relativity /lɪŋˌɡwɪstɪk ˌreləˈtɪvəti/
ˌsʌmθɪŋ/
mould (v) /məʊld/
predispose (v) /ˌpriːdɪsˈpəʊz/
of vital importance /əv ˌvaɪtl ɪmˈpɔːtəns/
proponent (n) /prəˈpəʊnənt/
outline sth (v) /ˈaʊtlaɪn ˌsʌmθɪŋ/
ring a bell /ˌrɪŋ ə ˈbel/
perceive (v) /pəˈsiːv/
salivate (v) /ˈsæləveɪt/
perception (n) /pəˈsepʃən/
solely (adv) /ˈsəʊl-li/
quantify (v) /ˈkwɒntɪfaɪ/
trait (n) /treɪt/
recognise (v) /ˈrekəɡnaɪz/
unsurprisingly (adv) /ˌʌnsəˈpraɪzɪŋli/
reflect (v) /rɪˈflekt/
upbringing (n) /ˈʌpˌbrɪŋɪŋ/
research into sth /rɪˈsɜːtʃ ˌɪntə ˌsʌmθɪŋ/
15
a separate piece of paper. On the same of the word on the card without using FURTHER PRACTICE
piece of paper, they should write three the ‘taboo’ words. If their partner
more words which should not be used guesses the word, they win a point. Workbook page 13/Online Practice
when giving a definition of that word. If not, or if the student giving the NEXT CLASS
Join pairs together into groups of four definition uses one of the taboo words,
and get them to put their cards in two the card is ‘burnt’ and no points are Ask students to revise Unit 1.
piles face down on the desk. They take scored. The pair with the most points
it in turns to pick one card from the at the end are the winners.
other pair’s pile and give a definition
33
01 Revision
VOCABULARY AND GRAMMAR 4 Choose the correct words to complete the sentences.
Exercise 5 1 Choose the correct words to complete the sentences. 1 It had rained / had been raining for a while by the time
we left the theatre.
1 have you been doing 1 He’s very conceited / humble / tough and brags about
2 was planning how good he is at everything all the time. 2 I’ve had / been having this habit of counting my steps
3 ’ve been watching ever since I started primary school.
4 ’ve found
2 Are you deciding / implying / conceiving that people are
more influenced by their upbringing than their genes? 3 We’ll have looked / be looking at the past and present
5 ’d never realised
tenses over the next few lessons.
6 ’ve been meaning 3 The writer of the article is a mover / proponent /
7 ’m finding go-getter of the theory that early childhood habits last 4 I’ve dreamt / been dreaming about our old town
8 are you getting on
a lifetime. several times recently.
9 ’ll be spending 5 By the time this train gets in, they’ll have waited / have
10 ’ll have been researching 4 There is very little discretion / humility / spontaneity
in my cousin’s life as he always plans everything been waiting for us for over an hour.
down to the last detail.
Exercise 6 5 Complete the conversation with the continuous, perfect
5 I simply can’t conclude / assume / comprehend why or perfect continuous form of the verbs in brackets.
1 (over)simplification
2 disposition two sisters with the same parents have such different
personalities. A Hi. I haven’t heard from you for a while, what
3 compassionate
4 discretion
1
(you / do) with yourself?
6 I suppose our boss is very forward -seeing / -looking /
5 vulnerability -minded and always thinks about the long-term future B Good to see you! Sorry, I 2 (plan) to call you
6 stability
of the business, rather than what’s just round the corner. last night, but never got round to it.
7 dedicated I3 (watch) a highly interesting TV series on
8 commitment
2 Find one mistake in every sentence and correct it. and off for a while now – it’s about researching your
ancestry. So, I decided to have a go and I 4
1 She thinks she’s a real clever alec, but she actually got
(find) several really useful websites. I 5
the answer wrong. smart
(never / realise) before that it could be so fascinating.
2 The story is about the life of an old man who was so
A Yeah – I 6 (mean) to catch that series too.
close-fisted that he refused to give any of his family
I7 (find) college work a bit heavy at the
birthday cards. tight
moment. How 8 (you / get on) with the
3 In my opinion, Katy is a black horse and I’m sure she research?
knows much more about the situation than she’s
B I know what you mean about the assignments!
letting on. dark
I’ve missed a couple, so no doubt I 9 (spend)
4 You must not be thin-minded when entering into next week catching up! But, by the end of the month,
discussions on this topic as our own views are not I 10 (research) my family history for a good
always that well-informed. narrow three weeks, so I should have some results!
5 The new teacher is a real bright wire and lessons are
certainly more interesting these days! live USE OF ENGLISH
6 Don’t be so negative, you’re such a damp blanket!
I’m sure we’ll have a great time. wet 6 Complete the text with the correct form of the words
in capitals.
3 Complete the words in the sentences.
1 I would just love to be a s o c i a l butterfly, STRATEGY | Word formation
but unfortunately, I’m way too shy.
2 Many parents encourage their o f f s p r i n g Read the text through first to have an idea of the general
to be streetwise in order to be really successful in life. meaning before you focus on the individual gaps. You may
need to make more than one change to the base word.
3 His particular sense of humour is a personality
t r a i t shared by his whole family.
4 The nature versus n u r t u r e debate is one
that will continue to engage people for a very long ARE YOU THE RIGHT PERSON?
time. We are looking for volunteers to staff our hostels and
5 His extreme physical flexibility is help street sleepers during the winter months. It would
h e r e d i t a r y : both his father and be a(n) 1 (SIMPLIFY)
SIMPLIFY)) to say that the ideal
SIMPLIFY
grandfather were very flexible too. volunteer is kind-hearted and of a friendly 2
(DISPOSE). Our people need to be able to deal with
6 My uncle has always been a s o f t touch and was
many issues so we would hope to attract people who
forever giving me and my brother money when
are 3 (COMPASSION) but also tactful and able
we were young.
to use their 4 (DISCREET).
DISCREET).
DISCREET ). The 5
((VULNERABLE
VULNERABLE) of homeless people cannot be
overstated as they have little 6 (STABLE)
in their lives. Our volunteers need to be 7
(DEDICATE) individuals with a high sense of 8
(COMMIT),
COMMIT),
COMMIT ), so please apply if you are willing to devote
significant amounts of your time.
16
34
READING
7 Read five texts about the significance
of first impressions. For questions 1–10,
choose from the texts A–E. Each text
may be chosen more than once.
First
Impressions
A First impressions are important in our personal and Unfortunately, we are at the mercy of what nature has
professional lives, which is why we need to be aware of the given us. Our appearance may be perceived as positive in
signals we are sending out and, if necessary, change them. some situations, but not in others. A good example can be
Most people understand that a smile and eye contact are an attractive baby face on a police officer which may lead
generally perceived positively so they make use of these to a perception of weakness and fallibility and, if we remind
strategically. On the other hand, they may be completely another person of someone disagreeable in some way,
oblivious to the fact that their crossed arms can make them this association will be hard to shake off whatever we do.
look closed or even hostile. Occasionally, even the most We just have to make the most of what we have got and
amiable person can have something on their mind which can hope that this will be enough.
affect how they feel. Rather than letting this show, they can E Some experts claim that there are two main aspects
use a technique such as thinking of something amusing that to first impressions: trustworthiness and competence.
will put a smile on their face as they enter the room to meet It may be assumed that the importance of each depends
and greet the people there. on the situation, for example, trustworthiness in personal
B So, you’ve conquered your nerves and turned up at the relationships and competence in more professional
party. You stride into the room, smile at everyone and greet situations. However, research indicates that competence
them with a firm handshake. But what now? After all, first always takes second place to trustworthiness. This isn’t as
impressions are not just about physical appearance. We also remarkable as it may at first appear. After all, without trust,
make judgements about people when we start to talk to how can we be sure that the air of competence we notice is
them. Introverted people seem to be at a disadvantage, but genuine? Conflicting clues to our true feelings or personality
all is not lost. There are tried and tested topics, such as the can make us difficult to trust. As a result, a seemingly warm
weather, for example, or you can use visual or oral clues to smile can be more off-putting than inviting if our tone of
stimulate the conversation: an interesting accent – ‘Where voice doesn't go hand in hand with it.
are you from?’ A band T-shirt – ‘Oh are you a fan?’
If you are lucky, the person you ask will be a chatty Which person makes the following statements?
extrovert happy to be in the company of someone who
doesn’t interrupt their well-practised anecdotes.
□
1 B You can overcome a personality trait to improve
the impression you make.
C Whenever the topic of first impressions is raised, 2 □
C A negative first impression can lead to an
job interviews are sure to be mentioned. Many of them unfavourable outcome.
start off with a few introductory questions aimed at 3 □
A There are ways to overcome temporary mood swings.
settling the interviewee’s nerves, as if this was a friendly 4 □
E There is a simple reason for a rather surprising finding.
encounter rather than a serious assessment of suitability. 5 □
B It’s important to keep your ears and eyes open for
In an interesting study, objective outsiders were split into small talk openers.
two groups to watch a video of the interview. One group 6 □
D Certain aspects of first impressions are beyond our
watched the entire thing, the other missed out the initial, control.
7 □
informal chat. The first group’s judgement of the candidate’s
A We may come across more negatively than we realise.
8 □
performance was, to a large extent, dependent on the
D Not everything about how people perceive us
impression they made at the start. So, it turns out that
depends on us.
9 □ A positive expression may not always create
a talented candidate may be rejected for a position simply
E
because they find social chit-chat difficult.
a favourable first impression.
D To a certain extent, we can influence the impressions 10 □ A first impression can have an important effect on
C
we make on other people, for example by controlling our an overall impression.
facial expression and not frowning or looking bored.
17
35
02 On the move
VOCABULARY Verbs of movement, travel and transport, idioms related to movement,
GRAMMAR
READING
SPEAKING
WRITING
collocations, intensifying adverb + adjective
Inversion, fronting, cleft sentences
Using referencing, appreciating distinctions of style
Comparing options, expressing preferences and choices
A letter of complaint
A B
C D E
Exercise 3
1 S1: D, S2: E, S3: C
2 S1: two exceptional-looking
people: the rhino man, the
golden man
S2: a pair of women’s shoes in
decent condition, on the floor in
a totally empty carriage
S3: a mass of brightly-coloured
balloons in midair, fastened to
a bike, on a bridge 2A VOCABULARY AND SPEAKING
3 S1 likes to watch people when
travelling.
S2 avoids rush hour – runs up to
last train carriage.
1 SPEAKING In pairs, discuss how you spend your time on 3 1.8 Listen to three people talking about unusual
a journey. How often do you read, take photos, stare out things they have seen on journeys and answer the
S3 checks out car/motorbike
makes on long car journeys. of the window, watch other people or chat with them? questions.
4 S1: fancy dress parties / rhino 1 Which photo is each speaker talking about?
man = campaign supporter / 2 Work in pairs. Look at photos A–E of unusual things
2 What did each speaker see that was unusual?
gold man = human statue seen on a journey. Describe what you see and try to
S2: sore feet / new pair of shoes explain the situations. What difficulties might the 3 What does each speaker say about their own
S3: The woman had just got people in the photos have had using the forms of behaviour when travelling?
married.
transport? Say why. 4 How do the speakers explain the events?
18
REFERENCES destination, when and how they sets of idioms and then ask them to
travelled, and what happened to make cover their set, but not their partner’s.
AUDIO SCRIPT page 218 the experience memorable. In turns, they read out an idiom from
EXTRA ACTIVITIES IN CLASS • After Exercise 9, put students in pairs their partner’s set, and their partner
and allocate the idioms from Exercise 7 must give an example sentence using
• After Exercise 1, in the same or new to one student, and the idioms from the idiom. To turn this into a game,
pairs, students tell a partner about Exercise 9 to the other student. students win one point for each
a memorable travel experience they Give them a few minutes to revise their correctly used idiom, and the student
have had. They should mention the with the most points at the end wins.
36
02
Verbs of movement ACTIVE VOCABULARY | Idioms Exercise 5
4 Match the verbs from the recording with the type of Idioms have a figurative meaning and we shouldn’t take 1 staggering
movement they describe. Use a dictionary if necessary. 2 surged
them literally, e.g. I’m completely at sea with the new
3 shuffling
computer system means I’m totally confused or not sure 4 lurched
hobble lurch shuffle stagger stride stumble what to do with it. 5 stumbled, was hobbling/hobbled
surge wobble 6 strode
• Idioms are used mainly in informal or colloquial
7 surged, wobbled
Which verbs describe moving language.
1 quickly? lurch / stride / surge • It is important not to change any word in an idiom
2 slowly? hobble / shuffle / wobble or the meaning is lost.
3 unsteadily? lurch / stagger / stumble / wobble • It is better not to overuse idioms, as this can sound
unnatural.
4 without lifting your feet off the ground? shuffle
5 with difficulty? lurch / hobble / shuffle /
stagger / stumble / wobble 8 In pairs, think of a situation when you could use
each of the idioms from Exercise 7. Write down the
5 Complete the sentences with the correct forms of the sentences and share with the class.
verbs from Exercise 4.
When the café opened, it sold amazing food at really low
1 Look at that guy along the platform, prices, but since the new owners took over, it’s been going
carrying an enormous suitcase. He can hardly walk downhill rapidly.
in a straight line.
2 It felt quite scary when crowds of passengers on the Travel verbs
ferry suddenly to the back of the ship.
3 I put my sister’s shoes on by mistake and found myself 9 Study Watch out! and give both a literal and figurative
around in sandals two sizes too big! meaning of the verbs in the box. Then complete the
4 I across to the other side of the car when sentences with the correct forms of these verbs. Use
the tube hurtled round a bend at top speed. a dictionary if necessary.
5 I getting off my motorbike and hurt my backpedal drive fly jump park sail stagger
ankle so I around for days. stumble
6 Dan was so angry that he quickly over to
the ticket collector and demanded his money back. 1 Ella sailed through her interview to become
7 Peter up the hill on his bike on a good day, a tour guide.
but on the bad days. 2 My cousin drives himself too hard in his work as
a holiday rep and he’ll be ill if he’s not careful.
Idioms related to movement 3 I was so stressed while reading the speech that
I stumbled over some of the words.
6 Look at the highlighted idiom from the recording.
4 We were staggered by the amount of homework
What do you think it means? Choose a or b. Do you
the teacher gave us to do over the weekend.
know any other idioms related to travel or movement?
5 I was late this morning and I flew down the
‘Or maybe the rhino man could have been part of a save road to catch the bus with a few seconds to spare.
the rhinos campaign or something. I suppose – whatever
6 No one can agree about whether or not to install
floats your boat, huh?’
speed bumps so let’s just park that idea for now.
a People can do whatever they like. 7 He was in such a hurry that he jumped the lights
b Some people are very strange. and nearly had a crash.
7 Study Active Vocabulary. Then complete the sentences 8 The teacher was about to tell us off for leaving our
with the words from the box. bicycles outside the front door when he realised the
head teacher was with us. He backpedalled very quickly!
boat downhill force plain ride steer wall
1 There are new roadworks in the town centre, and it is WATCH OUT!
driving motorists up the wall . So you’d better
Some verbs, apart from having a literal meaning, also
steer clear of the main junction for at least a week.
have a figurative one. For example, the literal meaning
2 He encountered some obstacles while training to of to fly is to move in the air, and its figurative meaning is
become a pilot. It wasn’t all plain sailing. to move quickly and suddenly, e.g. I saw an opening in the
3 It was because of Angela’s commitment that the crowd and flew down the platform.
new rail project was successful. She was
the driving force behind it.
4 The airline used to have an excellent reputation, but
10 SPEAKING In pairs, choose one of the photos on page 18
not referred to in the recording and invent a story
in recent months, it’s been going downhill quickly.
about a traveller seeing these events. Use the verbs
5 Everyone’s furious about the increase in car parking from Exercise 4. Tell your stories to the class.
fees. We’re all in the same boat – we have no
other option. We know the city needs money, but no
one likes to be taken for a ride .
□ I can use verbs and idioms related to movement to talk about travelling. 19
Exercise 4 1 SPEAKING In pairs, make a list of the drawbacks of 5 Read the extract again. Match sentences A–G with gaps
A demonstrative referring forward using public transport during rush hour. Compare your 1–7 in the text.
(wad of people) list with another pair. A Each stamped with a kind of purposeful, hungry
B pronoun referring back urgency, a determination to get into this train.
(eastbound train) 2 Read the extract from a story, ignoring the gaps,
B Whether this happened without dangerous cause,
C object pronoun referring back and compare your ideas.
(people coming on the train) whether it often happened, what it signified, of all
D possessive pronoun referring
3 Study Active Reading. Then, in the sentences below, this she had no idea.
back (face)
identify the reference devices and what they refer to. C Looking up at the illuminated sign overhead she was
E object pronoun referring back
(the bag)
glad she had not attempted to push her way in.
1 When I set out, the sky was full of clouds, but they’d
F phrase with indefinite pronoun cleared by the time I reached the bus stop. clouds D Some held their chins high, stretching necks, their
referring back (heaving; expressions agonised, like martyrs in paintings.
continuous restless movement) 2 What I hate about flying is all the waiting about.
G demonstrative referring forward It really drives me up the wall. all the waiting about E The back of a head pushed one aside and pressed so
(two men and woman with a close into her face that hair came into her mouth,
3 I recently read some stories about travel insurance
handbag) she could smell the less than clean hair and see the
claims. The one that made me laugh was about
H possessive adjective referring beads of dandruff.
back (handbag’s) claiming for damage to a woman’s hairstyle on her
way to a wedding. stories F It was possible to walk in without pushing or being
pushed, though there was no question of finding
4 In spite of their fears over delays, the students still
Exercise 7 a seat.
made it to the exam with time to spare. students
1 normally when people are in G A man, pushing past her, swept the dress bag out of
pain or suffering; here: implies 5 The travel news was depressing. More than fifty percent
her hand, carrying it along with him in his thrusting
it was an effort for the doors to shut of planes had been grounded due to the storm.
more than fifty percent of planes had been grounded due to the storm progress.
2 usually an official mark; here:
implies the people’s expressions
were similar and fixed
ACTIVE READING | Understanding reference 6 Match the highlighted words from the text with their
3 usually used for mass or lump devices synonyms. Discuss what differences there are between
of paper, etc.; here: implies lack the pairs of words and when you would use each one.
of identity Reference devices are often used to avoid repetition.
They can refer back to earlier information or forward 1 adapting adjusting 5 pushing shoving
4 implies an uncountable number,
continually moving to information that will come up later. 2 pulling heaving 6 stopped ceased
5 refers to a group of people
The most common reference devices are: 3 held clutched 7 twitching fidgeting
involved in the same activity
6 normally used to force an • pronouns and possessive pronouns, e.g. you, your, yours, 4 letting go relinquishing
entry; here: implies combined he, him, his, it, its Shoving involves pushing, but implies harder pressure,
determination to push forward
• indefinite pronouns, e.g. something, anything, with no thought for the person being pushed.
7 here: implies someone pushed The second verb in each pair contains the meaning of the first but adds emphasis to it.
everything, no one
the dress along like a broom
pushes dust, not considering the
7 Look at the highlighted words and decide what
• relative pronouns: who, whom, which, that, whose their literal meaning is. Then discuss their figurative
nature of the item, lack of control
8 here: implies people became • demonstratives: this/that, these/those, such, etc. meaning in phrases 1–8. Why do you think the writer
like statues • determiners: another, other, etc. has used the words in these phrases? Find a few more
words in the text that have a different figurative
• the words: one/ones
meaning from their literal one.
Referring back 1 The doors groaned shut.
As a child, I loved the sudden rush of air when a tube train 2 … each stamped with a purposeful urgency.
was approaching. It would fill me with excitement. 3 The dense wad of people.
I usually get on the last car of the train. I go for that one 4 She saw a sea of faces.
because it’s mostly nearly empty.
5 A marching army
army.
Referring forward 6 A battering ram of men and women.
Although she hated travelling by tube, Katy decided that it 7 A man swept the dress.
would be the fastest way home. 8 Everyone froze into stillness.
Sometimes reference is made by stating something which
is then explained, exemplified or clarified in the following 8 SPEAKING In pairs, discuss the questions.
sentence(s), e.g. 1 What do you think happens next in the story?
The atmosphere inside the tube was terrible. There seemed 2 How would you react in a similar situation?
to be no air at all. 3 If you were in a similar situation, would you have
spoken to people around you or stayed silent? Say why.
4 Look at underlined words/phrases A–H in the text.
9 REFLECT | Society In pairs, discuss how important you
In pairs, decide what type of reference words they are,
think it is for people to have experiences that are
if they refer back or forward and what they actually
outside their comfort zone. Think about:
refer to.
• visiting the non-tourist area of a town or city,
• sampling food never before tasted,
• switching off phones while travelling.
38
02
O LO M ON ’ S
KING S BY BARBARA VINE
CARPET
1.9
35 The bag was bundled, squeezed, stretched and squashed,
Once she went wrong. She waited for some minutes between the legs of the stumbling mass. There was no
on a platform, a train came and she would have got possibility of her reaching Eit. She did not dare let go,
into it if that had been possible. She could not have hung onto the rail, where another four hands also hung
brought herself to do as some did, step in and squash on, for dear life. Faces were closer to hers than faces
5 her body against the bodies of Athose who formed 40 had ever been. 5 E She turned her face, twisted
the dense wad of people which already bulged from her neck, found her eyes meeting a man’s eyes, their
the open doors. eyes close and gazing. His eyes were dead, purposely
The doors ground to a close. 1 C The train was glazed over, blinded to deny contact.
going eastwards, bound for a place called Hainault And then, as the doors groaned shut and the train
10 she had never heard of. 45 moved, the fidgeting, the adjusting of positions, the
She made the transfer to the right platform. Entering shifting of hands, ceased and all became still. Everyone
the train was not so bad as entering the eastbound froze into stillness like people playing the statues game
B
one would have been. 2 F Others stood, when the music stops. She knew why. If the heaving
so she could too, it would not be for long. What she had continued, if there had been continuous restless
15 should have done was obey the voice that told her to 50 movement, existence inside the train would have been
pass right along the car. Instead she stayed near the impossible. People would begin to scream. People would
doors, holding on as best she could to an upright rail, begin to beat each other in their frenzy at F something so
the bag with the dress in it clutched in her other hand. intolerable imposed upon them.
At St Paul’s, a great throng crammed the platform. They were still. 6 D Others hung their heads in
20 She saw a sea of faces. 3 A As before, when 55 meek submission. It was worst for the very short, like
she was on the Northern Line, she thought there must the girl she could see between face and face and back
be some rule, some operating law that would stop of head, standing with nothing to hold onto, supported
more than a limited, controlled number getting in. by Gthose who surrounded her, her head under the men’s
Authority would appear and stop it. elbows, a woman’s handbag, clutched under an arm,
25 But authority did not appear, not even in the form of
60 driving Hits hard contents into her throat.
a disembodied voice, and the people came on in, When the train stopped, she thought they were there.
on and on, more and more of Cthem, a marching army. She wondered why the doors were not opening. Outside
A shoving, crushing, battering ram of men and women. the windows all was darkness and she understood that
She could not see if the platform emptied because she they had stopped in a tunnel. 7 B She would
30 could not see the platform. 4 G She could 65 have liked to ask, speak into the face of the man whose
see it still, made an ineffectual grab at it, seized breath, rich with garlic, fanned hotly into her nostrils.
only a girl’s skirt instead and, relinquishing it with Her throat had dried. She had no voice.
a gasp, saw its wearer’s face loom close to Dhers,
as distressed as her own must be.
21
39
2C GRAMMAR
BILLY MONGER
Inversion, cleft sentences and fronting
The studio audience is hushed. We’re all waiting for 3 THINK BACK Compare the sentence from the text
the famous guest to be announced. Then it comes: ‘Billy with the sentence with a similar meaning. Which is
Monger!’ Onto the stage walks a fresh-faced, confident an example of negative inversion? What do we use
nineteen-year-old. All around the auditorium people negative inversion for? Find four similar examples
rise to their feet. Enthusiastically, they applaud. For they of inversion in the text.
know what this inspirational teenager has been through. Not only has Billy learned to drive without legs, but he has
Billy started racing when he was only six. All he wanted also started to race again.
was to become a Formula One driver. But scarcely had He has learned to drive without legs and he has also
his racing career begun when tragedy struck. started to race again.
It was in 2017 that it happened. Little did Billy know
when lining up for the race that day how his life was 4 Compare sentences a from the article with sentences b.
How are they different? Underline what is emphasised
going to change. In a horrific car crash Billy lost both his
in sentences a. The word order is different.
legs and ended up in a wheelchair. What the crash also
seemed to do was to destroy his dream of becoming 1 a All around the auditorium people rise to their feet.
a racing driver. However, so determined was Billy to b People rise to their feet all around the auditorium.
achieve his goals that before long he was back behind 2 a It was in 2017 that it happened.
the wheel of a car. Not only has Billy learned to drive b It happened in 2017.
without legs, but he has also started to race again. 3 a So determined was Billy to achieve his goals that
He had to work incredibly hard to recover, but not once before long he was back behind the wheel of a car.
did he think of giving up. And now he’s back winning b Billy was so determined to achieve his goals that
races in Formula Three! before long he was back behind the wheel of a car.
Here he stands, delighted to be on stage. What the future 4 a What the future holds for Billy is uncertain.
holds for Billy is uncertain. But such is the inspiration b Billy’s future is uncertain.
that Billy has given to others that one thing is sure. What
he has done is to show us that no matter what happens, 5 Match options a of sentences 1–4 from Exercise 4 with
never should we lose our fighting spirit. explanations a–c below.
a □3 To add emphasis, we can begin a sentence with
words like So and Such but, as with negative inversion,
the verb comes before the subject.
□□
b 2 4 We can use cleft sentences to emphasise
information in a sentence and make it sound more
memorable or dramatic. These often begin with What,
It’s, All (that) or The (only) thing.
□
c 1 When we want to focus on something important in
a sentence (e.g. a place, a time or the way something
happened), we bring it to the front of the sentence.
This is called fronting.
Grammar Reference > page 167
22
REFERENCES EXTRA ACTIVITIES IN CLASS • After going through the second Watch
Out box on page 23 with the class, ask
AUDIO SCRIPT page 218 • As an extension to Exercise 1, refer students to write five true sentences
CULTURE NOTES page 209 students to the notes they made at about themselves using the sentence
home and ask them to tell the class starters in the box (The (only) thing
about the exciting or extreme sport they that, The day when, The place where,
would like to try. If you have a large The reason why, The person/people who).
class, students could do this in groups They can then share their sentences in
instead. Encourage the class/groups to pairs or groups, or with the class.
ask questions about the sport.
40
02
6 Read the text again and find:
WATCH OUT!
Exercise 7
• But Billy has given to others such
• one example of inversion after Such, inspiration that …
• three more examples of cleft sentences, Cleft sentences start not only with It’s and What, but can • He wanted to become a Formula
also start with The (only) thing that, The day when, The place One driver.
• four more examples of fronting. The crash also seemed to destroy
where, The reason why or The person/people who, e.g.
7 Rewrite the sentences from Exercise 6 in normal The only thing that unites the group is a passion for cars.
his dream …
He has shown us that …
word order. The person I want to see is you. • A fresh-faced, confident nineteen-
year-old walks onto the stage.
8 Study Watch out! Then, in pairs, rewrite the text about The day when I learnt how to use cleft sentences was the They applaud enthusiastically.
Billy to make it sound more natural. best day of my life! Billy lost both his legs in …
He stands here.
WATCH OUT! 13 1.10 Listen to Marie. Which countries did she and
Exercise 9
Mike visit? What did she enjoy about the rally?
Don't overuse inversion, fronting and cleft sentences Spain, France, Germany; the cars, the food in France and the hotels 1 Not once did he feel sorry …
as it can make a text sound unnatural, just like the text
about Billy created for the purpose of this lesson.
14 1.10 Correct the statements about the rally from
2 Little did he realise how hard …
3 So severe were his injuries that
the interview, using the words in bold. Listen again he feared …
and check. 4 Such was the pain he felt that …
9 Rewrite the sentences using inversion. Start with 1 Marie was driving the Ferrari in the rally. IT
the words in bold. No, it was Mike who was driving the Ferrari in the rally. Exercise 10
1 He never felt sorry for himself. NOT ONCE 2 Marie did a lot of things to help Mike. ALL 1 Quickly, they got him out of the car.
2 Concentration is vital in a …
2 He didn’t realise how hard it would be. LITTLE 3 After reading a blog Mike talked about lots of things. 3 Although he is young, Billy is …
3 His injuries were so severe that he feared he’d never ONLY 4 Next month he’s taking part in …
walk again. SO 4 Marie applied to do the rally. IT
4 The pain he felt was so bad that he cried. SUCH 5 The rally started in France. WHERE Exercise 12
10 Rewrite the sentences using fronting. 6 Marie liked driving a Ferrari the most. THING 2 a It’s good food, fast cars and great
7 Marie didn’t like the hotels. WHAT roads that you can expect.
1 They got him out of the car quickly. b What you can expect is good …
8 To enter the rally Sam’s brother needs to write a letter. 3 a It’s a passion for cars that unites …
2 In a Formula One race concentration is vital.
ONLY b What unites the group is a …
3 Although he is young, Billy is striding forward in 4 a It’s car racing that floats …
his career. 15 Rewrite the underlined parts of the text using b What floats Billy’s boat is …
4 He’s taking part in a race next month. inversion, fronting and cleft sentences.
In pairs, compare your texts.
11 Read an advert about the European Rally. Have you Exercise 14
heard of rallies like this? What might they involve? 2 No, all Marie did was to give
Kate shuffled over to the motorbike. directions.
1
She was tired, but she was also 3 No, after reading a blog the only
LOVE CA RS A ND D?
afraid. 2She had never raced on thing Mike talked about was the rally.
4 No, it was Mike who applied to do
EE
THE THR ILL OF SP
such a dangerous track before. the rally.
3
She wanted to get off the bike and 5 No, Spain is where the rally started. /
WANT TO ENJOY A UNIQUE go home, but she knew she couldn’t The place where the rally started
DRIVING EXPERIENCE?
was Spain.
let down her team. 4At the first corner
6 No, the thing that Marie liked the
the motorbike wobbled on the wet most was the food in France.
CONTACT us to learn more about how YOU can take tarmac. 5Her quick reactions saved her. 7 No, what Marie didn’t like was not
part in next year’s annual European Rally. What you can She didn’t fall off. 6Her bike surged forward being able to understand the people
in Spain.
expect is good food, fast cars and great roads. What powerfully. The weather got worse, but 7she didn’t think 8 No, the only things Sam’s brother
you’ll find amazing is the camaraderie that makes this of giving up once. 8She won her first race. needs to do to enter the rally are to
a once in a lifetime adventure. write a letter and find a fast car.
2 1.11 Listen to three conversations about space brag effect hurdles mark share speed
tourism. Tick the topic which is NOT mentioned.
1 □ costs of tickets to go into space
1 Do you think the space industry gets its fair share
of government money?
2 □ possible collisions of objects in space 2 What hurdles might you have to overcome to be
3 □ life on the Space Station successful in your chosen career?
4 □
✓ likelihood of future settlements on planets 3 Do you think you would enjoy travelling at breakneck
5 □ projects to clear space junk speed ?
4 Do you think there are any areas on Earth where
3 1.11 Listen again and choose the correct answers. humans have not left their mark ?
Conversation 1 5 Have you done anything recently that you might be
1 The woman feels tempted to brag about ?
a critical of the type of people who will be going. 6 What might be the knock-on effect of
b regretful that she doesn’t have enough money to go. governments making cutbacks in their spending on
c hopeful this will become a possibility relatively soon. space research?
2 In the man’s opinion the attraction of becoming 5 Complete the sentences with the phrasal nouns made
a space tourist is from the words in the box and the prepositions in
a to join an elite group of people. brackets.
b to have new physical experiences.
break come cry cut get lay look set (x2)
c to understand more about science.
Conversation 2 1 We’re going for a quick getaway (away) to Scotland
3 The woman at the weekend.
a explains why space junk is a problem. 2 The outcome (out) of the investigation into the
collision will not be known before March.
b is astounded by the amount of traffic in space.
3 They’ve recently made an amazing breakthrough
c complains about the lack of progress in dealing (through) in developing driverless cars.
with space junk.
4 The weather outlook (out) for August sounds really
4 The woman says the ClearSpace-1 mission good, so let’s book a holiday for then.
a is already operating. 5 Our aim was to print the report on Friday, but due to
b will destroy debris in outer space. a setback (back) it won’t be finished until next week.
c will tow debris to earth to have it destroyed. 6 From the outset (out), scientists have warned of
Conversation 3 the potential dangers of space junk.
5 The boy is surprised about 7 The initial outlay (out) for developing a space
a the length of time the tourist was able to spend tourist programme was immense, but it will
in space. eventually make a good profit.
b the fact that the man’s outlook on life changed. 8 There would be a public outcry (out) if the
government made too many cutbacks (backs)
c the cost of the trip. in education.
6 The tourist appreciated the trip because
a he was entertained by the astronauts. 6 SPEAKING In pairs, discuss ways to advertise a trip into
b he could float in the spaceship. space. Use phrasal nouns from Exercise 5. Think about:
cost, attractions, dangers, timings.
c it influenced his attitude to life in general.
7 REFLECT | Society In pairs, discuss whether it is better
for space research to be in the hands of commercial
companies or governments.
02
Antarctica
3 1.12 Study the Speaking box. Then listen again and Exercise 2
complete the phrases. 1 Either the seaside
or the canal – they
need to decide with
SPEAKING | Considering and comparing alternatives the rest of the group.
The city would be too
When presented with different options to consider, in both hot in summer.
formal and informal situations, try to balance your
discussion by weighing up the pros and cons before giving
your preference.
Considering alternatives
There’s a lot to be 1 said for (a couple of days in the
capital). But on the other hand, …
Alternatively, we could put 2 forward the idea of …
You have to consider the fact that … and likewise with this
option, there are some drawbacks too.
There are a lot of points in 3 favour of …
Well, you could 4 argue that …
If you’re thinking about cost, then … but if we’re talking
enjoyment, then it’s a whole different ball game.
Giving preferences
I’d go for … anytime!
A canal trip? No 5 question (about it)! Definitely!
It’s pretty clear cut to me that …
On balance, I’d say …
No two ways about it, my choice would be …
I’m split between the … and …
2E SPEAKING I’m in two 6 minds here. There are pros and cons for
each.
If you really wanted to 7 pin me down, I’d have to
1 Read the definition of ‘last chance tourism’ and answer go for …
the questions.
REFERENCES to celebrate the end of school. They As inhabitants of this planet, we all have
should share their lists and then, as a right to travel wherever we choose. Then
AUDIO SCRIPT page 219 a group, make a final decision, using open up the discussion to the class.
EXTRA ACTIVITIES IN CLASS phrases from the Speaking box in their
discussion. They can then present their FURTHER PRACTICE
• After Exercise 3, put students in small decision to the class. Workbook page 23/Online Practice
groups and refer them to the lists • As an extension to Exercise 4, ask
they made at home. Explain that they students to discuss the following
are going to plan their own outing statement in pairs or small groups:
43
2F WRITING AND VOCABULARY | A letter of complaint
A Hi Jon,
What a nightmare journey! As you know, we were getting a coach to the airport – save on some money – and it didn’t get off
to a great start! Coach was half an hour late picking us up. Rain was forecast – and guess what – while we were waiting, down
it came! In buckets! The next thing that went wrong was on the coach itself. You know how cold it was on Thursday? Well,
the heating on the coach stopped working after ten minutes. How we didn’t all catch our death of cold sitting there in our wet
clothes was a miracle! Then to top it all there was engine trouble and the coach stopped on the motorway! We had to wait
another hour for a replacement coach to arrive and then luckily we just managed to catch the plane by the skin of our teeth!
Talk about cutting it fine. And not an apology from anyone! Will tell you more when I’m back.
Mx
B Dear Sir,
I am writing to complain about a journey my friends and I recently made on one of your coaches. Although your company had
been recommended to us as reliable and offering good value for money, the service definitely did not meet our expectations.
We had booked the coach to arrive at 8.15 which would have enabled us to arrive at the airport in good time for our flight to
Italy. We were disappointed when the coach failed to arrive on time. In fact, it was in excess of thirty minutes late. The driver
admitted to having first gone to a completely different pick-up point.
The second issue was with the heating system on the coach. You may remember that last Thursday was a particularly cold
morning. Unfortunately, the coach’s heating system was faulty and did not work properly for the majority of our journey.
Finally, to our utter disbelief, the coach suffered an engine problem and broke down on the motorway. This could not be
repaired by roadside assistance and necessitated the driver arranging a replacement coach to take us the final ten kilometres.
What was, in my view, completely inexcusable, was that at no time were we offered an apology of any kind, either by the driver
on the day, or by the company in the days that followed.
I would like to express in the strongest terms, how deeply disappointed we were with your company’s service. Not only was
it clear that the coach had not been properly serviced, but also that sufficient care had not been taken over administrative
matters, such as ensuring the driver had the correct address. While we were extremely fortunate in that we reached the airport
just in time to catch our flight, we believe we should receive monetary compensation for the inconvenience we suffered and
the disruption to the smooth running of our journey. Obviously, we hope that your coach service will be drastically improved for
future customers.
Yours faithfully,
Matthew South
26
REFERENCES Then, with books closed, they take it As there are six notes, these can be
in turns to say an adverb from the list divided into three per student. They
CULTURE NOTES page 209 for their partner to provide a suitable should expand on the notes by giving
EXTRA ACTIVITIES IN CLASS adjective to complete the collocation. extra information they make up.
• For Exercise 9, after students look at the • After Exercise 10, students look at the
• After Exercise 7, put students in pairs notes and before they plan their letter advert in Exercise 9 again and, in pairs,
and get them to test each other on the of complaint, ask them to imagine they come up with 5–6 different problems
adverb + adjective collocations from were on the ferry trip. In their pairs, to those in Exercise 9. They make notes
Exercises 6 and 7. They should begin they should relate to their partner and then use them to write a second
by writing down a list of the adverbs. some of the problems they faced. letter of complaint as homework.
44
02
1 SPEAKING In pairs, discuss what might go wrong on an 7 Complete the collocations with the words from the box. Exercise 3
organised holiday. Use a collocations dictionary if necessary. email/message to a friend:
abbreviations; miss out
2 In pairs, discuss what differences in language there flawed inaccurate mistaken obvious opposed unimportant words; use idioms/
might be between the types of texts below. Use the overrated preferable unjustified colloquialisms; expressive
ideas in the box. punctuation; familiar greeting
1 blindingly obvious and closing; direct questions
contractions choice of vocabulary organisation 2 fundamentally flawed / inaccurate formal email/letter:
conventional greeting and
punctuation use of idioms and phrasal verbs 3 gravely mistaken / flawed closing; complete sentences;
use of tenses writing conventions 4 infinitely preferable well-structured paragraphing;
more precise choice of
• an email or message to a friend, complaining about 5 vastly overrated
vocabulary; avoid idioms/
a bad holiday experience 6 vehemently opposed colloquialisms; more complex
• an email or letter to an organisation/company, 7 wildly inaccurate / overrated grammatical structures; use
linkers and discourse markers;
complaining about a bad holiday experience 8 wholly unjustified use passive voice
3 Read the emails on page 26 and check your ideas from 8 Complete the comments with the collocations from
Exercise 2. Exercise 7. Exercise 5
1 While we were extremely
1 You are if you think we are going to let
4 Find formal equivalents for the following phrases in
the matter rest.
fortunate … to catch our flight,
email B. we believe we should receive …
2 Your information regarding the cost of local transport 2 the coach had not been
1 It didn’t arrive on time. It failed to arrive on time. was . properly serviced
2 More than thirty minutes late … In excess of thirty minutes late … 3 The hotel recommended by you was 3 I would like to express in the
strongest terms, how deeply
3 The next thing that went wrong was … Our second issue was … in the reviews you have on your website. disappointed we were
4 You know that … You may remember that … 4 In our opinion, you are in increasing 4 What was, in my view,
5 To top it all … Finally, to our utter disbelief … the holiday costs at this stage. completely inexcusable, was that
at no time were we …
6 Not an apology from anyone. At no time were we offered an apology. 5 It would be to be given a refund rather 5 Obviously, we hope that …
7 Luckily … We were extremely fortunate … than the upgrade on a future flight as you suggest.
8 By the skin of our teeth … Just in time … 6 It was that your company had not
Exercise 8
checked out the hotel in years.
5 Study the Writing box and add an example for each 1 gravely mistaken
point from email B. 9 Read an advert for a trip organised by a ferry company 2 wildly inaccurate
3 vastly/wildly overrated
with notes made about the experience. In pairs, discuss 4 wholly unjustified
how you would plan your letter of complaint.
WRITING | A letter of complaint 5 infinitely preferable
6 blindingly obvious
ORT
WHY NOT GO FOR A SHON FERRIES THIS SUMMER?
• Use clauses of concession to give balance.
Although a short delay might be acceptable, ... GETAWAY WITH BA RT
1
Our ferry company operates between the south of England and ports
• Use passives to be less direct and more formal. in northern France and we have a special offer you just can’t ignore!
We were only informed of the timetable change ... LE HAVRE CHERBOURG ST MALO CALAIS
2
OUR UNMATCHABLE PRICE OF £500 INCLUDES
• Remain polite and be assertive but not aggressive. • return ferry crossing for two passengers to one of these ports
I would like to emphasise that treatment such as this • 2 nights in a four-star hotel
cannot be tolerated. • free transport to town centre for shopping or sightseeing
3 • excursion to a local place of interest (depending on destination)
• Use emphasis to strengthen your position. Book now to avoid disappointment: tel. 0800 123 456.
Never have I experienced such discomfort.
4
• Use initial comment adverbs: realistically, ultimately. • both crossings delayed with NO explanation
or apology
Ultimately, the fault lies with the supplier.
5 • room – v. noisy, dirty; no wi-fi
• free hotel bus – every three hours!
• excursion – no translator; four hours and
6 Complete the adverb-adjective collocations from email B nowhere to have refreshments
with the correct words.
• got ill after eating meal on return crossing
1 deeply disappointed
• request refund
2 drastically improved
3 completely inexcusable
10 WRITING TASK Use your notes from Exercise 9 to write
your letter of complaint.
27
FURTHER PRACTICE
Workbook page 24/Online Practice
NEXT CLASS
Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 28–29.
45
Word List
REMEMBER MORE 2A VOCABULARY AND SPEAKING whatever floats your boat /wɒtˌevə ˌfləʊts jə ˈbəʊt/
5.7 wobble (v) /ˈwɒbəl/
1 Are the statements true (T) or at sea /ət siː/
false (F)? Correct the false ones.
Then check with the word list. backpedal (v) /ˌbækˈpedl/ 2B READING AND VOCABULARY
1 □T When someone lurches, they barefoot (adj) /ˈbeəfʊt/
5.8
adjust (v) /əˈdʒʌst/
move suddenly in an unsteady be plain sailing /bi ˌpleɪn ˈseɪlɪŋ/
way. battering ram (n) /ˈbætərɪŋ ˌræm/
2 □T A person who staggers has
bizarre (adj) /bɪˈzɑː/
bead (n) /biːd/
difficulty walking. board (v) /bɔːd/
3 □F Cease and stop are antonyms.
blinded (adj) /ˈblaɪndɪd/
□
bored silly /ˌbɔːd ˈsɪli/
4 F If you stumbled through bound for (London) (adj) /ˈbaʊnd fə (ˌlʌndən)/
cluster around (phr v) /ˌklʌstər əˈraʊnd/
a speech, it means you did well.
□
bulge (n) /bʌldʒ/
5 T When someone parks an idea, cram (v) /kræm/
bundle (v) /ˈbʌndl/
they decide not to deal with it disrupt (v) /dɪsˈrʌpt/
until later. cease (v) /siːs/
drive oneself /ˈdraɪv wʌnˌself/
Exercise 2 2 Rewrite the sentences with the drive sb up the wall /ˌdraɪv ˌsʌmbɒdi ʌp ðə ˈwɔːl/
claim for damage to sth /ˌkleɪm fə ˈdæmɪdʒ
tə ˌsʌmθɪŋ/
1 … driving me/everyone/ missing words in the correct
driving force behind sth /ˈdraɪvɪŋ fɔːs bɪˌhaɪnd clutch (v) /klʌtʃ/
people up the wall. places. Then check with the
ˌsʌmθɪŋ/
2 … steer clear of it word list. dandruff (n) /ˈdændrəf/
3 … taking me for a ride … flash up /ˌflæʃ ˈʌp/
4 … the driving force
1 The noise from the building disembodied (adj) /ˌdɪsəmˈbɒdid/
behind the development … site is driving up the wall. fly down the road /ˌflaɪ daʊn ðə ˈrəʊd/
distressed (adj) /dɪˈstrest/
2 There’s a huge traffic jam on for the life of me /fə ðə ˈlaɪf əv mi/
the motorway, so steer clear it. eastbound (adj) /ˈiːstbaʊnd/
go downhill /ɡəʊ ˌdaʊnˈhɪl/
3 I realised he was taking me eastwards (adv) /ˈiːstwədz/
a ride when he asked for the gust (v) /ɡʌst/
money. fan (v) /fæn/
hobble (v) /ˈhɒbəl/
4 The local government was the fears over sth /ˈfɪərz ˌəʊvə ˌsʌmθɪŋ/
hurtle (v) /ˈhɜːtl/
driving force the development fidget (v) /ˈfɪdʒɪt/
of the new school. in the same boat /ɪn ðə ˌseɪm ˈbəʊt/
for dear life /fə ˌdɪə ˈlaɪf/
Exercise 3 3 Rewrite the sentences by jump the lights /ˌdʒʌmp ðə ˈlaɪts/
gasp (v) /ɡɑːsp/
1 We want to go for a replacing the phrasal verbs lurch (v) /lɜːtʃ/
getaway every weekend with phrasal nouns. Then check glaze over (v) /ˌɡleɪz ˈəʊvə/
midair (n) /ˌmɪdˈeə/
this summer. with the word list. groan (v) /ɡrəʊn/
2 The school had to make outfit (n) /ˈaʊtfɪt/
The children broke out in a rash. grind (v) /ɡraɪnd/
cutbacks in (its) spending.
3 We don’t know what the There was an outbreak of rash. pad (v) /pæd/
haul (v) /hɔːl/
outcome of this meeting 1 We want to get away every park an idea /ˌpɑːk ən aɪˈdɪə/
will be. weekend this summer. heave (v) /hiːv/
4 There has been a pinstripe (n) /ˈpɪnstraɪp/
temporary setback in the
2 The school had to cut back on hungry urgency /ˌhʌŋɡri ˈɜːdʒəntsi/
opening of the new school. its spending. round the bend (v) /ˌraʊnd ðə ˈbend/
in a frenzy /ɪn ə ˈfrenzi/
3 We don’t know what will come rush hour (n) /ˈrʌʃ aʊə/
out of this meeting. ineffectual (adj) /ˌɪnəˈfektʃuəl/
sail through sth (phr v) /ˈseɪl θruː ˌsʌmθɪŋ/
4 The opening of the new school insurance claim /ɪnˈʃʊərəns ˌkleɪm/
has been set back temporarily. scramble for sth /ˈskræmbəl fə ˌsʌmθɪŋ/
loom (v) /luːm/
shove your way through /ˌʃʌv jə ˌweɪ ˈθruː/
4 Choose the correct words to make a grab /ˌmeɪk ə ˈɡræb/
complete the sentences. Then shuffle (v) /ˈʃʌfəl/
check with the word list. marching army /ˌmɑːtʃɪŋ ˈɑːmi/
sink into a seat /ˌsɪŋk ˌɪntʊ ə ˈsiːt/
1 It was blindingly obvious / martyr (n) /ˈmɑːtə/
speed bump (n) /ˈspiːd bʌmp/
unjustified that there was no meek submission /ˌmiːk səbˈmɪʃən/
money left in the budget. stagger (v) /ˈstæɡə/
operating law /ˈɒpəreɪtɪŋ lɔː/
2 The description of the hotel stagger sb / be staggered by /ˈstæɡə ˌsʌmbɒdi /
was wildly preferable / bi ˈstæɡəd baɪ/ purposely (adv) /ˈpɜːpəsli/
inaccurate, so we’ll be making station concourse /ˈsteɪʃən ˌkɒŋkɔːs/ relinquish (v) /rɪˈlɪŋkwɪʃ/
a complaint.
steer clear of sth /ˌstɪə ˈklɪər əv ˌsʌmθɪŋ/ rush of air /ˌrʌʃ əv ˈeə/
3 The review was full of lies –
it was gravely / fundamentally stride (v) /straɪd/ shove (v) /ʃʌv/
flawed. squash sth against sth /ˈskwɒʃ ˌsʌmθɪŋ əˈɡenst
stumble (over words) (v) /ˈstʌmbəl (əʊvə ˌwɜːdz)/
4 The whole community is ˌsʌmθɪŋ/
vehemently / wholly opposed surge (v) /sɜːdʒ/
squeeze (v) /skwiːz/
to the new road. take sb for a ride /ˈteɪk ˌsʌmbɒdi fər ə ˈraɪd/
28
EXTRA ACTIVITIES IN CLASS • Divide the class into teams. Give each from the team can answer the question
team in turn a phrasal noun from the each time, and all team members must
• Write the heading Verbs of movement word list for Lesson 2D. Give them have a go. If the answer is wrong, the
on the board, followed by anagrams some time to confer and then to use other team can nominate one of their
of the verbs in Lesson 2A (hobble, it in a sentence. Each correct sentence players to answer the question and
lurch, shuffle, stagger, stride, stumble, gives each team one point, and the earn a point.
surge, wobble). Individually or in pairs, team with the most points at the end
students try to solve the anagrams as are the winners. To make the activity
quickly as they can. The first student/ more challenging, only one person
pair to do so wins.
46
02
stamp (v) /stæmp/ leave your mark /ˌliːv jə ˈmɑːk/ work sth out (phr v) /ˌwɜːk ˌsʌmθɪŋ ˈaʊt/
upright rail /ˈʌpraɪt reɪl/ outlay (n) /ˈaʊtleɪ/ cut sth fine /ˌkʌt ˌsʌmθɪŋ ˈfaɪn/
wad of sth /ˈwɒd əv ˌsʌmθɪŋ/ outset (n) /ˈaʊtset/ ferry crossing /ˈferi ˌkrɒsɪŋ/
29
• Put students in pairs and ask them to • Divide the class into teams. Dictate FURTHER PRACTICE
write a short paragraph using at least to each team in turn a word from the
one word/phrase from each of the six word list to spell correctly for one Workbook page 25/Online Practice
sections of the word list (2A–2F) in the point. Ensure each pair of words has NEXT CLASS
word list. If time allows, they can then similar spelling difficulty. Students get
can read out their paragraphs to the an extra point if they can use it correctly Ask students to revise Unit 2.
class, who can take a vote on the most in a sentence. The team with the most
original text. points at the end are the winners.
47
02 Revision
VOCABULARY AND GRAMMAR 4 Rewrite the sentences using the phrases in the box.
Exercise 4 1 Complete the sentences with the correct form of the At no time In no way Little did he know No sooner
1 Under no circumstances would words in brackets. Only when Under no circumstances
I lie to you. 1 The punctuality of the train service has been going
2 Only when I saw the sign did downhill (hill) since the beginning of this year. 1 I wouldn’t lie to you whatever the situation.
I change platforms. 2 I didn’t change platforms until I saw the sign.
3 No sooner had we set off for 2 The increase in airline taxes is unjustified (just) and
New York than the car broke down. should definitely not be implemented. 3 We had just set off for York when the car broke down.
4 At no time have I ever had 3 Sometimes it’s nearly impossible to understand the 4 I have never had a problem with my passport.
a problem with my passport.
disembodied (body) platform announcer’s words when 5 He had no idea that the plane was already boarding.
5 Little did he know that the plane
was already boarding. you’re waiting for a train. 6 The cyclist was definitely not to blame for the accident.
6 In no way was the cyclist to 4 We had to overcome (come) a lot of hurdles when
blame for the accident. setting up our travel website, but now it’s doing well. 5 Rewrite the sentences in two ways starting with the
5 In my opinion, the new car model is overrated (rate) words given.
Exercise 5 because it isn’t as reliable as the previous one. 1 I just can’t understand the cost of space research.
1 What I can’t understand is the 6 Surely, it’s blindingly (blind) obvious that we cannot What . / It .
cost of space research. / It’s the reduce car emissions quickly. 2 I meant to send the query to James, not Helena.
cost of space research that I can’t
The person . / It .
understand. 2 Choose the correct words to complete the email.
2 The person I meant to send the 3 We need to check the insurance cover for winter
query to was James, not Helena. / sports before we book.
It was James I meant to send the
query to, not Helena. Hi Dean, What . / It’s .
3 What we need to check before Excellent trip apart from the fact that the museum was 4 I was astonished by the complete lack of
we book is the insurance cover for communication from the airline.
1
crammed / overcome with tourists and we all had to
winter sports. / It’s the insurance
cover for winter sports that we
2
hobble / shuffle round following this guide who was What . / It .
need to check before we book. SO slow! The theatre was brilliant. I’ve seen my fair
4 What astonished me was the boat / share of musicals in life, but this was something USE OF ENGLISH
3
complete lack of communication
from the airline. / It was the
very special. The 4driving / shoving force behind the
complete lack of communication production was a new, unknown director and from the 6 Choose the correct words a–d to complete the text.
from the airline that astonished me. 5
outset / outlook we knew we were in for something
really different. There was none of the usual 6stumbling /
fidgeting when the lights went down and the first effect
STRATEGY | Multiple choice
– of a huge robot 7lurching / steering from side to side Read the whole text first, and then focus on the sentence
across the stage – made everyone gasp! You must try to with the gap. Sometimes your instinct will give you the
get to see it. So, how was your weekend? answer. If not, choose the option that fits the best.
Best,
Dan Dash cams and road accidents
30
31
49
LIFE SKILLS How to make a good decision
OF MY
THE TR IP
DREAMS?
It had always been on my bucket list. A country of such with the new crowd. And I was also itching to get on
amazing contrasts, the Atacama Desert at one end of with our tour and visit the Atacama desert. Eventually,
the country, and the edge of Antarctica at the other. I managed to drag her away, and we set off north.
Old colonial towns, and the modern skyscrapers of Wow. What a landscape! We visited Moon Valley and
Santiago. Where am I talking about? Chile of course! Mars Valley, and it really did feel as if we were on another
I was going with my new best friend, Daisy. We hadn’t planet. But it wasn’t long before another problem reared
known each other that long, but we’d really hit it off right its head. I had noticed that Daisy kept taking photos of
from the start. I’m quite reserved, whereas she is a real live the local people. Some of them did look pretty incredible,
wire, but we seemed to complement each other well. And wearing bright colours and big wide hats, but it never
when I mentioned my fascination with Chile, she became seemed to occur to her to ask them for permission first.
the driving force in actually making my dream happen. It drove me up the wall! And then, to make matters even
Before I knew it, we were arriving in Santiago. What an worse, I saw that she was posting them online with stupid
incredible city! I loved spending the days walking around comments laughing at them. I wanted to say something
the different neighbourhoods, trying some typical dishes to her, but our friendship was already getting pretty
such as caldillo de congrio (eel soup – don’t knock it ‘til frayed around the edges so I just bit my tongue.
you’ve tried it) and soaking up the atmosphere. But, after Then something happened which pushed me over the
a few days, things started to go downhill. Daisy was bored. edge. We had travelled back down to Valparaiso, which
She wanted to go skiing in the Valle Nevado. The problem is a really beautiful old city just north of Santiago, on the
was, not only had I never been skiing, but that it was also Pacific coast. It’s gorgeous, but there’s also quite a lot of
likely to completely blow my budget. When I explained this poverty. To my surprise, Daisy announced that she had
to her, she sulked. I wasn’t sure what to do. I couldn’t really booked us onto a ‘slums tour’, visiting the poorest parts
afford the trip, but, then again, I didn’t want to fall out with of the city to take photos. I was outraged, but she just
her, especially so early on in our holiday. So, we went. couldn’t grasp why I found it problematic.
Daisy loved it and being the social butterfly she is, she After this, the trip went from bad to worse. By the end,
soon made a whole load of new friends. Being in the I couldn’t wait to get home. Needless to say, we haven’t
mountains was great, but I can’t say that I really clicked seen much of each other since we returned.
32
REFERENCES them to tell their partner about the trip • After students complete the Life
of their dreams. They can talk about Skills project, ask them to think
AUDIO SCRIPT page 220 why they want to go there, what they about a time when they were faced
CULTURE NOTES page 210 would like to see and do, when they with a complicated ethical decision.
would like to go and who they would It doesn’t have to be about a trip – they
EXTRA ACTIVITIES IN CLASS like to travel with. If there is time, ask can talk about anything they like. Did
• Lead in to the topic of the lesson by a few students to share their answers they follow any of the tips in the Life
putting students in pairs and asking with the class. Skills box? If yes, which ones and how
50
01–02
2 Read the blog post about Amy’s trip to the country Exercise 2
in the photos and answer the questions. 1 Chile
1 Which country did she visit? 2 She visited Santiago, Valle
Nevado to go skiing, Moon Valley
2 What did she do there? and Mars Valley, and Valparaiso.
3 Did Amy choose her travelling companion well? 3 No. They wanted to do different
Say why. things. They didn’t agree on where
to go and Amy didn’t approve of
4 What dilemmas did travelling with Daisy cause Amy? how her friend behaved in certain
Do you think Amy always made the right decisions? places.
Say why. 4 Daisy wanted to go skiing and
Amy didn’t. She went with her
3 1.14 Listen to Jane Boden, an ethics specialist, though. Amy didn’t like that Daisy
talking about ethical travel dilemmas. Which two was taking photos of local people
issues does she mention? and then posting them online to
make fun of the locals.
4 REFLECT | Society Some cities are becoming very
overcrowded with tourists. Do you think tourist Exercise 3
numbers should be limited, or that accommodation tourist destinations are
should be restricted? Say why. overcrowded, which may have
impact on the environment
5 1.14 Complete the advice in the Life Skills box with and local communities; visiting
countries with questionable
1–3 words in each gap. Then listen again and check. human rights records
33
GRAMMAR
LISTENING
SPEAKING
WRITING
(persuasion), economics-related vocabulary, synonyms (decision making)
The Passive
Inferring meaning, opinion and attitude
Negotiating
A for-and-against essay
Choco Shoe
Like chocolate? Like designer shoes? How
about a business concept that effortlessly
One-of-a-kind Furniture combines both things? Master chocolatier
When Craig confided in his wife his Brianna Heel designs and produces spectacular
dream of launching a business based on footwear that looks realistic, but is actually
making furniture that many people would edible, under the tradename Choco Shoe.
Goat Rental Service consider an eyesore, she thought he’d
The start-up initially didn’t have the capital
Do you need a lawn mowing or completely lost his marbles. How could
for a bricks and mortar store, so began as purely
to get rid of a large area of weeds? that possibly be a profit-making venture?
e-commerce. However, the business grew so
Rather than considering what Craig was skilful at making furniture –
fast through word-of-mouth that Brianna was
kind of machine to hire, why not that was his bread and butter. But why
able to set up a physical store within a year.
rent some goats? This goat rental tell people he was creating eyesores?
company will come and look at Confident in his idea nevertheless, Craig With a price tag of £50 a pair, the shoes are not
your land, provide a quote and started promoting his ugly and weird exactly bargain basement,
basement but each pair
then bring along an appropriate furniture online and, believe it or not, is bespoke
bespoke,, designed with meticulous attention
number of peckish goats. within three months, his company had to detail and absolutely delicious. They are so
The USP of this kind of service a turnover of more than $10,000 a month! realistic looking that the website has to point
is that it is very eco-friendly: The ‘eyesore’ tag was obviously a bit of out that they are definitely not ready to wear.
no need for electric mowers or a gimmick, but it worked even though Their customers are sure to fall head over
for pesticides. Not only do goats his furniture is not exactly priced as an heels in love with Brianna’s chocolate shoes
apparently particularly relish impulse buy. Fortunately, there was not and they’re always going to be delighted
eating weeds, the service is also much upfront investment needed as Craig as Choco Shoe prides itself on excellent
extremely cost-effective: just already had all the equipment he needed. customer service. As well as a must-have for
thirty-eight goats can ‘mow’ 50,000 Now he’s thinking about branching out every fashionista, they are definitely a must-eat
square feet of grass in a single day. into one-of-a-kind ugly accessories. for every foodie!
34
REFERENCES e-commerce stores. They should discuss from Exercises 3, 4, 5 and 8 as they
which goods and services they prefer to can. One student times them and
AUDIO SCRIPT page 221 buy from each place. They can do this in the other counts the words. If they
VIDEO SCRIPT page 243 pairs or small groups. Then open up the make a mistake, the other students
CULTURE NOTES page 210 discussion to the class. can correct them. Give students
• After Exercise 8, put students in groups 1–2 minutes to prepare before they
EXTRA ACTIVITIES IN CLASS of three and tell them that they each begin. The winner is the student with
have to talk for one minute. They the most words.
• After Exercise 2, ask students to
compare bricks and mortar stores with should use as many words
52
03
Business-related vocabulary 6 SPEAKING Discuss the questions about the three Exercise 5
businesses from the texts.
3 Match the highlighted words and phrases from the 1 sales gimmick
2 luxury goods
texts with definitions 1–12. 1 Which of these ventures do you think has the best
business concept? Say why. 3 upfront investment
1
Good value for money. cost-effective 4 niche market
2 Which of the following factors do you think was most 5 Profit margin
2
Extremely cheap. bargain basement
important in making these start-ups successful: 6 tradename
3
Specially made for a particular person. bespoke a good profit margin, having great word-of-mouth 7 impulse buy
4
The feature that makes a product different from and or having a truly original business concept? Say why. 8 word-of-mouth
better than anything else, its unique selling point. USP 9 start-up
3 What do you think about the tradenames One-of-a-kind
5 The estimated price that will be charged for a service. quote Furniture and Choco Shoe? Can you think of any
6 Buildings such as houses, offices, factories. bricks and mortar alternative tradenames for these businesses? Exercise 7
7 A new business activity. venture Positive aspects:
A compound noun is created by joining two or more 2 I heard about goat rental companies starting to
words together to create a single idea. Compound nouns appear all over the States. springing up
can be spelled 3 It seemed like it might be a good market to get
involved with. break into
• as separate words, e.g. customer service, electric mower.
4 It was too good an opportunity to fail to take
• with a hyphen, e.g. X-ray, e-commerce, 18-year-old.
advantage of.
of pass up
• as one word, e.g. website, fundraiser, speechwriter.
5 We often get new customers to commit on the spot. sign up
6 We’d been gradually increasing customer loyalty in
5 Match the words from box A with the words from box B that area. building up
to make compound nouns. Then use them to complete
7 Eventually, we did manage to persuade them.them win them over
the sentences.
8 We had to reduce the price by a lot.
lot knock a lot off the price
A impulse luxury niche profit sales start- trade
upfront word-of- 9 SPEAKING Think of successful small businesses in your
area, e.g. a café, hairdresser, shop or some kind of
B buy gimmick goods investment margin market service. Why are they successful? Discuss the questions.
mouth name up 1 Do they have an original business concept or are
similar businesses springing up everywhere?
1 Some fast food restaurants give away free toys with 2 How do they win their customers over? Good value?
children’s meals as a/an . Personal service?
2 The government may charge more tax on , 3 How have they built up their business (advertising, etc.)?
such as jewellery and make-up.
3 A product-based company often requires a lot more 10 SPEAKING In small groups, think of a new business
than providing a service. concept, what it would do or sell. Come up with its
4 Sometimes it is better to sell to a/an than tradename and think about upfront investments
to make a product that appeals to everyone. and advertising necessary for the business to succeed.
5 is the difference between the cost of Then present your business idea to the class.
making something and the price you sell it for.
6 A good is important – people need to
DOCUMENTARY VIDEO
□ I can use compound nouns and phrasal verbs to talk about business ideas. 35
36 □ I can infer meaning, opinion and attitude from an interview and talk about persuasion.
REFERENCES a phrase or idiom. Congratulate the NEXT CLASS
winner. Then proceed to Exercise 1 and
AUDIO SCRIPT page 221 see if students came up with any of the Ask students to make notes about the
words in the box. kinds of settings or businesses where
EXTRA ACTIVITY IN CLASS haggling (= negotiating over the cost of
Start the lesson by eliciting students’ FURTHER PRACTICE a good or service) is acceptable and those
vocabulary from the lists they made at where it is not.
• Workbook page 30/Online Practice
home. Write any relevant words on the
• Photocopiable resource 9: The art of
board. Give students one point for a
persuasion, pages 271, 289
relevant word and two points for
54
3C SPEAKING 03
1 Look at the cartoon. In pairs or small groups, discuss
SPEAKING | Negotiating Exercise 2
the questions. 1 A student is negotiating
1 Have you ever tried to negotiate with anyone, e.g. Asking for what you want with a shop assistant to get
parents, teachers, schoolmates, salespeople? What □A This is a bit awkward, but …
a refund. The negotiation
□
is unsuccessful. The student
was the reason, and what was the outcome? Say why. A Would you be prepared to …? doesn’t get the money back,
2 Do you feel comfortable negotiating? Say why. □B I’m wondering if there’s any flexibility …? or a credit note.
□ How about if we were to …?
2 A student is negotiating with
their landlord about rent. The
Refusing an offer negotiation is quite successful.
□
though perhaps not as much
B I’m afraid that’s a bit out of my price range / budget / as they wanted.
a bit less than I’d be willing to accept.
□B The bottom line is …
□
Exercise 5
A At the end of the day …
□
1 I’d like to say
A It has to be a ‘no’. 2 How about if we were to
3 that’s a bit out of my budget
Accepting an offer 4 At the end of the day
□ Great, you’ve got yourself a deal. 5 be prepared to
3 What advice would you give someone about 6 In pairs, role-play two negotiation situations. Student A
negotiating successfully? Discuss with a partner and go to page 187. Student B go to page 189.
make a list of at least five points. Then share your ideas
with another pair. 7 REFLECT | Society Kevin O’Leary, a Canadian businessman
and author, believes that life is all about negotiation,
4 1.17 Study the Speaking box. Then listen again and even if you are not in business, you have
and write A for the phrases you hear in the first opportunities to practise it on an everyday basis.
conversation or B for the phrases you hear in the Do you agree with him? Say why.
second conversation.
4 Questions 1–5 from Exercise 3 could be answered using 1 Just one of the cons might easily outweigh all of the
behavioural economics. Read the rest of the article and pros. cancel out, negate
match these questions with paragraphs A–E. 2 A cost-benefit analysis allows you to be more
objective. dispassionate, impartial
objective
5 Read the article again and choose the correct answers. 3 There are also other costs to take into account, such as
1 Why does the author consider that a pros and cons list the cost in your time. bear in mind
isn’t very effective? 4 People have a tendency to overvalue immediate
a It doesn’t take the relative importance into account. rewards. propensity
b It gives a false illusion of control over the outcome. 5 Another trap is the sunk-cost fallacy. pitfall, snare
c We only use it because we’re used to doing it. 6 Because you have already invested, you should persist
d A problem isn’t always just about two alternatives. no matter what. persevere, plough on
2 The author implies that we put things off because 7 After a certain point, investing more money does not
a we are naturally inclined to be lazy. lead to increased benefits, and may even have
a damaging impact. detrimental
b we don’t care enough about future benefits.
8 Nowadays, it’s worth considering this concept when
c we don’t have enough willpower.
it comes to free social media sites. notion
d we don’t sufficiently analyse our motives.
3 What had the biggest impact on whether people ate 7 SPEAKING In pairs or small groups, discuss the questions.
the chocolate cake? Use the words from Exercise 6.
a How full they were feeling at the time. 1 Give an example of a decision you need(ed) to make
b How difficult they thought it was to get. where a cost-benefit analysis could be applicable,
c Who made the cake. and explain why.
d How fond they were of chocolate cake. 2 One way of negating the effect of present bias is to
imagine what your future self would tell you. What
4 Which phrase could correctly replace ‘falling prey to’
do you think your future self would tell you about
in line 54?
a decision you have to make soon?
a being left unaffected by c being influenced by
3 Try to think of another example of the sunk-cost
b being damaged by d being enhanced by
fallacy, where having already invested time or effort
5 What lesson does the author think we should learn doesn’t necessarily mean you should continue.
from the law of diminishing returns?
4 Which behavioural economics principle does the
a Don’t expect too much. saying ‘too many cooks spoil the broth’ refer to?
b Don’t make risky investments. How would you express the saying in your language?
c Don’t do anything too obvious. 5 Do you agree that ‘there’s no such thing as a free
d Don’t overdo things. lunch’? Say why.
38 □ I can identify specific details in an article and talk about behavioural economics.
REFERENCES • After Exercise 7, have a class discussion. paying for something, you are not the
Write the following statement on customer; you are the product being sold
CULTURE NOTES page 210 the board: If you aren’t paying for because social media platforms sell user
EXTRA ACTIVITIES IN CLASS a product, you are the product. Discuss data to advertisers.)
the implications of the statement
• As an extension to Exercise 3, put and how students feel about the FURTHER PRACTICE
students in pairs and ask them to social media platforms they use. Workbook pages 32–33/Online Practice
choose a third situation from the task. (The statement means that nothing
They have to adopt opposing views and is actually free, and if you are not
argue their case.
56
HOW TO APPLY
HOW C Another trap many people fall into is the
sunk-cost fallacy. A fallacy is an idea that is 03
BEHA
BE AV
AVIOURAL
often believed to be true, but which is, in fact,
false. The sunk-cost fallacy is the idea that
because you have already invested time or money in
ECONOMICS TO
35
something, you should persist with it no matter what.
One study which demonstrated this tendency asked
39
NEXT CLASS
Ask students to do an Internet search for
photos of a famous person as a young
adult and as an older adult, and bring
them to the next class. They should
make notes about the person’s age in
both photos.
57
3E GRAMMAR
1 SPEAKING In pairs, discuss the questions. 4 THINK BACK In pairs, look at the sentences from the
1 Have you ever used an app to see what you might text on page 39 and discuss why you think the Passive
look like when you are older? Say why. has been used in each case.
2 How could using an app like this help you to 1 A fallacy is an idea that is often believed to be true,
overcome ‘present bias’? but which is, in fact, false.
2 Having been told the cake had required a significant
Exercise 2 2 Read the extract from an online article and check your investment of time and money seemed to make
Suggested answer ideas from Exercise 1. Why do you think this was the people much more likely to eat it all.
Because they could visualise outcome of the experiment? 3 Our decision-making ability can be dramatically
their future selves, they were
improved by recognising when we may be falling
less prone to present bias
A
and thought more about recent experiment asked participants how prey to this fallacy.
the future.
much of their income should be put aside 4 Nothing can be done about it.
5 The lunch would be made as salty as possible.
for retirement. Before asking the question,
6 Is it more economical to go to a cheaper supermarket if
they showed half the participants a photo of a taxi there and back needs to be included in the cost?
themselves. The researchers had had the photos
digitally altered to make the people in them look 5 Match sentences 1–6 from Exercise 4 with reasons for
using the Passive a–f.
older. Those participants who were shown the
photos of themselves consistently chose to put a □2 We are more interested in the action, e.g.
describing a process, than who does it.
more of their savings aside for their future selves.
b □ The agent is unknown, irrelevant or so obvious we
5
don’t need to express it.
c □4 We want to avoid personal responsibility or blame.
The Passive d □1 We want to sound more objective or talk about
general opinions.
Exercise 3
1 They are all passive forms.
3 Look at the underlined phrases in the text in Exercise 2
and answer the questions.
e □6 There is a tendency to put the new information
at the end of the sentence.
2 The first one is a passive
using a modal verb, the
1 What do all three phrases have in common
grammatically?
f □3 There is a tendency not to start a sentence with
second one is a causative a long complex subject.
(have something done), the 2 How are they grammatically different?
third one is a reduced relative Grammar Reference > page 168
clause (who were shown).
40
r?
Economics. Why bothe
Exercise 7
8 Complete a text about Economics with the Passive 1 The economy has been
form of the verbs in brackets in the correct tense. affected by the downturn. (8)
Then, in pairs, discuss if you would like to study 2 Every day we’re exposed
to thousands of advertising
Economics. Say why.
You may think that the only time 1you use economics / messages. (10)
3 The business is slowly being
economics is used is when you’re trying to decide
VERSATILE
built up. (7)
which pair of jeans you can afford, or when you’re 4 The final prices will be
saving for a special gig. However, 2at least a basic decided later. (7)
CAREER OPTIONS
5 Customers are signed up on
knowledge of economics is required / you require at the spot. (7)
least a basic knowledge of economics for many areas 6 The marketing plan had been
of our lives, not just financial decisions. decided much earlier. (8)
□ I can use the Passive to focus on the action and be more objective. 41
42
EXTRA ACTIVITIES IN CLASS • After Exercise 4, ask students to write FURTHER PRACTICE
four gap-fill sentences to practise the
• Start the lesson by putting students in collocations from Exercise 3. They Workbook page 36/Online Practice
pairs or small groups and asking them should only gap one word from each
to discuss the ideas they made notes NEXT CLASS
collocation. In pairs, they then swap
about at home. If there is time, open up sentences, complete them, and check Ask students to study the word list and
the discussion to the class. their answers with their partner. do the Remember More exercises on
Student’s Book pages 44–45.
60
3F WRITING AND VOCABULARY | A for-and-against essay 03
1 SPEAKING Work in pairs or small groups. Look at the ACTIVE WRITING | Paraphrasing Exercise 2
photo. What reasons does it suggest for buying local, for: climate change, goods
rather than from a national or international chain of It is important to use paraphrasing in order to avoid produced in bad working
repetition, which may cause the reader to lose interest in conditions, local economy,
shops? What other reasons can you think of? risk of losing local shops,
your writing. Paraphrasing words and phrases also helps
possibility of fresher or more
2 Read an essay about buying local and make a list of the reader to follow the way in which your ideas are unusual goods
reasons the author mentions for and against buying linked through the text. against: more expensive,
local. Some common ways of paraphrasing are: less choice available
• using synonyms,
3 Complete the collocations with the words from the box.
• changing the form of words, e.g. from verbs to nouns or Exercise 4
Then check your answers in the essay. 1 mooching around
adjectives, or vice versa,
2 buy in bulk
buy carry display go on mooch around run • changing from active to passive, or vice versa, 3 shop around for the best deals
shop around for stock up on • changing the grammatical structure. 4 display their wares
5 run a few errands
1 go on a shopping spree Note that successful paraphrasing requires the use of 6 stocked up on essentials
2 shop around for the best deal multiple techniques each time. 7 went on a shopping spree
8 carries
3 stock up on essentials
4 run a few errands 7 Write a paraphrased background statement for each of
these essay titles. Exercise 5
5 buy in bulk
The original example is better.
6 display their wares 1 Recent growth in e-commerce is impacting upon the • The background statement
7 mooch around the shops way we do our shopping. Some people see this as paraphrases the question,
a positive development, while others see negative rather than repeating it word
8 carry the products
consequences. Discuss the arguments of both sides for word.
• It contains a clear thesis
4 Complete the sentences with the correct forms of the and give your opinion.
statement, setting out what
collocations from Exercise 3. 2 More and more people are choosing to run the writer is going to do in
a business from home, rather than being employed the essay.
1 I really enjoy the shops, even when I don’t
by a company. What are the advantages and
actually have any money to spend.
disadvantages of this?
2 As long as you have somewhere to store the goods, Exercise 6
it’s usually cheaper to . 8 Complete the introduction for each of the essay 2 pitfalls/drawbacks/downsides
3 rationale
3 I don’t have time to , I just want to buy questions in Exercise 7 by adding a thesis statement,
4 more and more people are
whatever I need quickly, even if it costs more. summarising what you are going to say in the essay. perturbed about
4 I love wandering round the market looking at 5 in my opinion
everything. The stallholders so beautifully. 9 In pairs, read the essay question and make a list of
5 I’ll post the letter for you. I have to in town arguments for and against it.
Exercise 7
today anyway. Increasingly, people see shopping not as a necessity Sample answers
6 There was a great sale on so I for school, but as a leisure activity. Is this a positive thing? Discuss 1 More and more people are
like pens and pencils. choosing to do their shopping
the arguments of both sides and give your opinion. online rather than using bricks
7 He inherited £1,000, but it disappeared very quickly and mortar shops.
when he in all the designer stores. 10 WRITING TASK Write your essay. Use your ideas from 2 A growing number of people
8 I love this shop! It vintage jewellery and Exercise 9 and remember about paraphrasing. are opting to run a business
antiques. out of their own home rather
than becoming an employee in
5 Look at this alternative introduction to the essay in someone else’s business.
Exercise 2. Which introduction is better? Say why.
Exercise 8
In recent years, there has been a growing movement Sample answers
towards buying local. People are starting to see that this 1 More and more people are
is more beneficial for the environment, and for the local choosing to do their shopping
online rather than using bricks
economy.
and mortar shops. While
it is clearly convenient to
6 Study Active Writing. Then find examples of ways in
shop online, there are some
significant drawbacks.
which extracts 2–5 are paraphrased in the essay in 2 A growing number of people
Exercise 2. are opting to run a business
out of their own home rather
1 There is a growing movement towards buying local.
than becoming an employee in
In recent years, there has been a move away from stocking someone else’s business. There
up on essentials at mega supermarkets. are several practical advantages
to doing this. However, there
2 disadvantages are also a number of pitfalls.
3 reason
4 a growing number of people are concerned about
5 I would argue that
61
Word List
b I got a chance to work for business concept /ˈbɪznəs ˌkɒnsept/ sales gimmick /ˈseɪəlz ˌɡɪmɪk/
a start-up, and I decided to sign chocolatier (n) /ˌtʃɒkəˈlætiə/ set up (phr v) /ˌset ˈʌp/
up for the opportunity.
□
3 S a After selling my products in combine (v) /kəmˈbaɪn/ sign up (phr v) /ˌsaɪn ˈʌp/
Europe for five years, I decided to compensate (v) /ˈkɒmpənseɪt/ speechwriter (n) /ˈspiːtʃˌraɪtə/
break into the Chinese market. spring up (phr v) /ˌsprɪŋ ˈʌp/
confide in sb (phr v) /kənˈfaɪd ɪn ˌsʌmbɒdi/
b After selling my products in
Europe for five years, I decided cost-effective (adj) /ˌkɒst ɪˈfektɪv/ start-up (n) /ˈstɑːtʌp/
to start selling in China too. crave (v) /kreɪv/ tag (n) /tæɡ/
2 Choose the correct words customer loyalty /ˌkʌstəmə ˈlɔɪəlti/ tradename (n) /ˈtreɪdneɪm/
to complete the sentences. customer service /ˌkʌstəmə ˈsɜːvɪs/ turnover (n) /ˈtɜːnˌəʊvə/
Sometimes more than one
answer is correct. Then check e-commerce (n) /ˈiː kɒmɜːs/ upfront investment /ˌʌpˈfrʌnt ɪnˌvestmənt/
with the word list. edible (adj) /ˈedəbəl/ USP (unique selling point) /juː es ˈpiː (juːˈniːk
1 I didn’t want to buy the ring, ˌselɪŋ ˌpɔɪnt)/
effortlessly (adv) /ˈefətləsli/
but the sales assistant was so utterly (adv) /ˈʌtəli/
nice and coerced / sweet-talked electric fence /ɪˈlektrɪk ˌfens/
venture (n) /ˈventʃə/
me into getting it. electric mower /ɪˈlektrɪk ˌməʊə/
2 I had to entice / sway my daughter weed (n) /wiːd/
eyesore (n) /ˈaɪsɔː/
away from the playground. win over (phr v) /ˌwɪn ˈəʊvə/
fall head over heels in love /ˌfɔːl ˈhed ˌəʊvə ˈhiːlz
3 The new manager persuaded /
ɪn ˌlʌv/ word-of-mouth (n) /ˌwɜːd əv ˈmaʊθ/
urged me to take the job even
though I wasn’t entirely sure. fashionista (n) /ˌfæʃəˈniːstə/
3B LISTENING AND VOCABULARY
3 Match the words in the box with footwear (n) /ˈfʊtweə/
Exercise 3 5.14
their near synonyms below. fundraiser (n) /ˈfʌndˌreɪzə/ be taken aback (phr v) /bi ˌteɪkən əˈbæk/
1 pitfall
(Pitfall is more formal.)
Decide which word in each pair is
goat rental company /ˌɡəʊt ˈrentl ˌkʌmpəni/ bewildered (adj) /bɪˈwɪldəd/
2 damaging more formal. Then check with the
(Detrimental is more formal.) word list. impulse buy /ˈɪmpʌls ˌbaɪ/ clinical psychologist /ˌklɪnɪkəl saɪˈkɒlədʒɪst/
3 impartial
ivy (n) /ˈaɪvi/
(Impartial is more formal.) damaging impartial pitfall coax (v) /kəʊks/
4 tendency tendency knock sth off (phr v) /ˌnɒk ˌsʌmθɪŋ ˈɒf/ coerce (v) /kəʊˈɜːs/
(Propensity is more formal.)
1 trap kudzu (n) /ˈkʊdzuː/ connotation (n) /ˌkɒnəˈteɪʃən/
2 detrimental launch a business /ˌlɔːntʃ ə ˈbɪznəs/ convince (v) /kənˈvɪns/
3 objective livestock (n) /ˈlaɪvstɒk/ crafty (adj) /ˈkrɑːfti/
4 propensity
lose your marbles /ˌluːz jə ˈmɑːblz/ credulous (adj) /ˈkredjələs/
ACTIVE luxury goods /ˈlʌkʃəri ˌɡʊdz/ cunning (adj) /ˈkʌnɪŋ/
VOCABULARY | Synonyms meticulous (adj) /məˈtɪkjələs/ devious (adj) /ˈdiːviəs/
When looking up synonyms, make mow a lawn /ˌməʊ ə ˈlɔːn/ diner (n) /ˈdaɪnə/
sure you check the differences
between them: niche market /ˈniːʃ ˌmɑːkət/ distant (adj) /ˈdɪstənt/
• connotation: has the word got on the spot /ˌɒn ðə ˈspɒt/ drive sb insane /ˌdraɪv ˌsʌmbɒdi ɪnˈseɪn/
a positive or negative meaning? one of a kind (adj) /ˌwʌn əv ə kaɪnd/ effortless (adj) /ˈefətləs/
• register: is the word used in
formal or informal situations? pass up (phr v) /ˌpɑːs ˈʌp/ encourage (v) /ɪnˈkʌrɪdʒ/
• collocation: do they go with the paste sth onto sth /ˈpeɪst ˌsʌmθɪŋ ˈɒntə ˌsʌmθɪŋ/ entertained (adj) /ˌentəˈteɪnd/
same words?
peckish (adj) /ˈpekɪʃ/ entice (v) /ɪnˈtaɪs/
• grammar: do the words follow
a specific pattern?
44
EXTRA ACTIVITIES IN CLASS As a follow-up, you could ask students word list to mime for their team. The
to write a mini-conversation using at rest of the team must not see or hear
• Write Phrasal verbs on the board. least two of the phrasal verbs. the word. Each time a team guesses
Dictate short definitions of phrasal the correct word or phrase, they earn
• Play Charades. Divide the class into
verbs from Lesson 3A, e.g. start a point, and the team with the most
teams. In turn, give a member of
a business (set up). Students supply the points at the end are the winners.
each team a word or phrase from the
correct phrasal verb for each definition.
62
03
enticing (adj) /ɪnˈtaɪsɪŋ/ 3D READING AND VOCABULARY (be) subject to a law/rule/penalty
5.16 /(bi) ˌsʌbdʒɪkt tə ə ˈlɔː / ˈruːl / ˈpenəlti/
envious (adj) /ˈenviəs/
adverse impact /ˌædvɜːs ˈɪmpækt/ sunk-cost fallacy /ˌsʌŋk ˈkɒst ˌfæləsi/
framing (n) /ˈfreɪmɪŋ/
against one’s best interest /əˌɡenst wʌnz best take into account /ˌteɪk ˌɪntʊ əˈkaʊnt/
gullible (adj) /ˈɡʌləbəl/
ˈɪntrəst/
tendency (n) /ˈtendənsi/
incite (v) /ɪnˈsaɪt/
anticipate (v) /ænˈtɪsəpeɪt/
too many cooks spoil the broth /tuː ˌmeni ˈkʊks
infer (v) /ɪnˈfɜː/
applicable (adj) /əˈplɪkəbəl/ ˌspɔɪl ðə ˈbrɒθ/
inference (n) /ˈɪnfərəns/
bear in mind /ˌbeər ɪn ˈmaɪnd/ trap (n) /træp/
ingenious (adj) /ɪnˈdʒiːniəs/
behavioural economics /bɪˈheɪvjərəl iːkəˌnɒmɪks/ unaffected (adj) /ˌʌnəˈfektɪd/
livid (adj) /ˈlɪvɪd/
bias (n) /ˈbaɪəs/ willpower (n) /ˈwɪlˌpaʊə/
miss out (on) (phr v) /ˌmɪs ˈaʊt (ˌɒn)/
cancel out (phr v) /ˌkænsəl ˈaʊt/
naive (adj) /naɪˈiːv/ 3E GRAMMAR 5.17
concept (n) /ˈkɒnsept/
persuasion (n) /pəˈsweɪʒən/ civil service (n) /ˌsɪvəl ˈsɜːvɪs/
cost-benefit analysis /ˌkɒst ˈbenɪfɪt əˌnælɪsɪs/
pressure (sb into) (v) /ˈpreʃə (ˌsʌmbɒdi ˌɪntə)/ consistently (adv) /kənˈsɪstəntli/
damaging (adj) /ˈdæmɪdʒɪŋ/
prevail upon (v) /prɪˈveɪl əˌpɒn/ contrary to popular belief /ˈkɒntrəri tə ˌpɒpjələ
detrimental (adj) /ˌdetrəˈmentl/ bəˈliːf/
reciprocate (v) /rɪˈsɪprəkeɪt/
dispassionate (adj) /dɪsˈpæʃənət/ digitally altered /ˌdɪdʒɪtəli ˈɔːltəd/
reciprocation (n) /rɪˌsɪprəˈkeɪʃən/
enhanced (adj) /ɪnˈhɑːnst/ downturn (n) /ˈdaʊntɜːn/
scarcity principle /ˈskeəsəti ˌprɪnsəpəl/
fall prey to /ˌfɔːl ˈpreɪ tə/ income (n) /ˈɪŋkʌm/
seduce (v) /sɪˈdjuːs/
fallacy (n) /ˈfæləsi/ game-changer (n) /ˈɡeɪm ˌtʃeɪndʒə/
shrewd (adj) /ʃruːd/
feel nauseous /ˌfiːl ˈnɔːziəs/ put sth aside (phr v) /ˌpʊt ˌsʌmθɪŋ əˈsaɪd/
simplistic (adj) /sɪmˈplɪstɪk/
immediate reward /ɪˌmiːdiət rɪˈwɔːd/ subconscious (adj) /sʌbˈkɒnʃəs/
social proof /ˈsəʊʃəl ˌpruːf/
impartial (adj) /ɪmˈpɑːʃəl/ subtract (v) /səbˈtrækt/
staggering difference /ˌstæɡərɪŋ ˈdɪfərəns/
inbuilt (adj) /ˈɪnbɪlt/ transferable skills /trænsˌfɜːrəbəl ˈskɪlz/
sway (v) /sweɪ/
inclined (to) (adj) /ɪnˈklaɪnd (tə)/ unconscious (adj) /ʌnˈkɒnʃəs/
sweet-talk (v) /ˈswiːt tɔːk/
ineffective tool /ˌɪnəˌfektɪv ˈtuːl/ versatile (adj) /ˈvɜːsətaɪl/
tempt (v) /tempt/
law of diminishing returns /ˌlɔː əv dɪˌmɪnɪʃɪŋ
the long and (the) short of it /ðə ˈlɒŋ ən (ðə) ˈʃɔːt rɪˈtɜːnz/ 3F WRITING AND VOCABULARY
əv ɪt/ 5.18
long-term payoff /ˌlɒŋ ˌtɜːm ˈpeɪɒf/
trusting (adj) /ˈtrʌstɪŋ/ buy in bulk /ˌbaɪ ɪn ˈbʌlk/
negate (v) /nɪˈɡeɪt/
unsurprised (adj) /ˌʌnsəˈpraɪzd/ carry the products /ˌkæri ðə ˈprɒdʌkts/
notion (n) /ˈnəʊʃən/
unsuspecting (adj) /ˌʌnsəˈspektɪŋ/ convenience store (n) /kənˈviːniəns ˌstɔː/
notwithstanding /ˌnɒtwɪθˈstændɪŋ/
urge (v) /ɜːdʒ/ display wares /dɪˌspleɪ ˈweəz/
objective (adj) /əbˈdʒektɪv/
wary (adj) /ˈweəri/ (the) downside to doing sth /(ðə) ˈdaʊnsaɪd tə
outweigh (v) /aʊtˈweɪ/
ˌduːɪŋ ˌsʌmθɪŋ/
overdo things /ˌəʊvəˈduː ˌθɪŋz/
3C SPEAKING 5.15 economise (v) /ɪˈkɒnəmaɪz/
at the end of the day /ət ði ˌend əv ðə ˈdeɪ/ overvalue (v) /ˌəʊvəˈvæljuː/
foodstuff (n) /ˈfuːdstʌf/
come down (by) (phr v) /ˌkʌm ˈdaʊn (ˌbaɪ)/ palatable (adj) /ˈpælətəbəl/
go on a shopping spree /ˌɡəʊ ɒn ə ˈʃɒpɪŋ ˌspriː/
company policy /ˈkʌmpəni ˌpɒləsi/ persevere (v) /ˌpɜːsəˈvɪə/
modern slavery /ˌmɒdn ˈsleɪvəri/
credit note (n) /ˈkredɪt ˌnəʊt/ persist with sth (v) /pəˈsɪst wɪð ˌsʌmθɪŋ/
mooch around the shops /ˈmuːtʃ əˌraʊnd ðə
gift card /ˈɡɪft ˌkɑːd/ pitfall (n) /ˈpɪtfɔːl/ ˌʃɒps/
meet halfway /ˌmiːt ˌhɑːfˈweɪ/ plough on (phr v) /ˌplaʊ ˈɒn/ rationale (n) /ˌræʃəˈnɑːl/
reasonably priced /ˌriːzənəbli ˈpraɪst/ present bias /ˈprezənt ˌbaɪəs/ retailer (n) /ˈriːteɪlə/
return policy /rɪˈtɜːn ˌpɒləsi/ principle (n) /ˈprɪnsəpəl/ run a few errands /ˌrʌn ə fjuː ˈerəndz/
the bottom line is /ðə ˌbɒtəm ˈlaɪn ɪs/ procrastinate (v) /prəˈkræstəneɪt/ shop around for the best deal /ˌʃɒp əˈraʊnd fə ðə
ˌbest ˈdiːl/
propensity (n) /prəˈpensəti/
stallholder (n) /ˈstɔːlˌhəʊldə/
put sth off (phr v) /ˌpʊt ˌsʌmθɪŋ ˈɒf/
stock up on essentials /ˌstɒk ˈʌp ɒn ɪˌsentʃəlz/
snare (n) /sneə/
45
• In pairs, students write a conversation pair cannot guess, the first pair can give FURTHER PRACTICE
about a word or phrase in the word them a clue by saying which section the
list but without mentioning the word is in. If students still cannot guess, Workbook page 37/Online Practice
word itself. They can then act out the the original pair can role play their NEXT CLASS
conversation to another pair for them conversation for the class to guess at
to guess the word/phrase. If the second the end of the activity. Ask students to revise Unit 3.
63
03 Revision
VOCABULARY AND GRAMMAR 4 Rewrite each sentence in two ways using the Passive.
Exercise 4 1 Complete the collocations in the sentences. 1 They lent us the money to develop the website.
1 We were lent the money 1 The High Street shops need to keep coming up with new We . / The money .
to develop the website. / sales gimmicks to encourage people into the shops. 2 The accountants will give their reports to the board
The money was lent to us to
2 I have to return this jacket. It was an impulse buy next week.
develop the website.
2 The board will be given when I was browsing online last week. I can’t afford it, The board . / The reports .
reports by the accountants next and I don’t need it. 3 The bank had sent thousands of clients warnings
week. / The reports will be given 3 The company’s profit margins are low this year, about the new scams.
to the board by the accountants
so they will be hoping for better sales next year. Thousands of clients . / Warnings .
next week.
3 Thousands of clients had been 4 When someone wins a large amount of money, 4 Some customers have owed her significant amounts
sent warnings about the new the first thing they will probably do is go on of money for a long time.
scams by the bank. / Warnings a shopping s pree and splash out on things She . / Significant amounts of money .
about the new scams had been they’ve always dreamed about.
sent by the bank to thousands of
clients / to thousands of clients 5 You would imagine that in a recession the sale of 5 Complete the dialogue with the Passive verb forms.
by the bank. luxury goods would be the first to suffer, A Hey! I’ve got a challenge for you.
4 She has been owed significant but that is not always the case. B What do you 1 (need / have / do) this time?
amounts of money by some 6 It took a lot of creative meetings before we came up
customers for a long time. / A No! It’s about how you 2 (might / help)
Significant amounts of money
with a new business concept for a chain of bakeries. by something I’ve just been informed about.
have been owed to her by some
customers for a long time. 2 Choose the correct words to complete the text. B Right. It’s just that when I 3 (give)
a challenge by you, it’s usually like … getting me to
finish an assignment in return for a free lunch out!
Exercise 5 A No, this time I 4 (ask) by a cousin of mine to
1 need to have done
2 might be helped
SCAMS GALORE help set up a website for sending cards. He and I are good
at tech and business, but the cards 5 (should /
3 am given
Online and phone scams have been on the rise for design) by someone with your talent! Please say yes!
4 ’ve been asked
5 should be designed several years and many people have been 1coerced / B Well, having 6 (ask) so politely, and having
6 been asked enticed / prevailed upon to part with significant
7
(give) the opportunity to 8 (pay)
7 been given for indulging in my hobby, how could I say no?
8 get/be paid
amounts of money.
And it is not only the 2crafty / gullible / impartial who
have been taken in by the scammers. The scams are USE OF ENGLISH
Exercise 6 becoming ever more 3devious / naive / credulous and
1 need to have been
implemented before/by the end
often use well-known 4USPs / tradenames / niches to 6 Complete the second sentence using the word in bold
hide behind. Emails 5persevering / signing / urging us so that it means the same as the first one. Use no more
of March
2 to buy in bulk if/should you to click on a link to check a balance or a potential than six words, including the word given.
3 we being given a choice benefit can catch out even the 6most impulsive /
4 children run errands (for them)
5 booking tickets we were sold
shrewdest / most bespoke of us. Some fraudsters STRATEGY | Sentence transformation
develop extremely elaborate and 7detrimental /
insurance Remember that the word given must not be changed.
6 must bear in mind (that) dispassionate / ingenious scenarios designed as a
8
snare / gimmick / incitement for us, and we could well This can give you an indication whether you need to
be giving away confidential details before we’re aware create a passive form, use a gerund, etc.
of what is really going on. 1 Managers need to implement the recent health and
safety regulations before the end of March. HAVE
3 Complete the sentences with the correct form of the The recent health and safety regulations .
phrasal verbs in the box. 2 If you buy a lot of things at once, you can often save
money. BULK
cancel out plough on set up spring up stock up
win over It can be a good idea want to save money.
3 Are they giving us a choice about how we want to pay?
1 My grandparents set up a very lucrative furniture GIVEN
business thirty years ago and it is still doing well. Are about how we want to pay?
2 I’m afraid the recent downturn in sales has cancelled out 4 Some children help their parents out by doing a few
any profits we made in the last quarter. things for them. RUN
3 The management is hoping that the wide range of It is helpful for some parents when their .
special offers will win over new customers. 5 The company sold us insurance after we had booked
4 When the microphone stopped working in the middle tickets. BOOKING
of his speech, he just ploughed on and spoke more After by the company.
loudly! I really admired him.
6 We must remember that the shops do not open until
5 There are warnings of food shortages and many 10.30. BEAR
people are stocking up on pasta and rice.
We the shops do not open until 10.30.
6 Charity shops are springing up in High Streets all over
the country where traditional shops are closing down. Use of English > page 179
46
64
READING
7 Read the article about advertising and choose
the correct answers.
65
04 Tastes
VOCABULARY Adjectives related to food, partitives, verbs related to eating,
GRAMMAR
READING
SPEAKING
WRITING
food items extended, idioms
Advanced conditional structures, inversion in conditional forms
Identifying paraphrases, synthesising information
Proposing solutions, giving reasons and justifications
A restaurant review
A Learn about a food stylist’s work. Create the perfect B Explore your creative side during our weekend course
picture of a gooey chocolate cake, oozing with light on food art. Watch demonstrations by experienced food
fluffy cream, tempting burgers glistening with cheese. artists and try your hand at it yourself. Create flamingos
Discover how to make food look its best. Our ten-week from strawberries, the Mona Lisa using seeds and berries,
course will train you in the basic skills required to or make edible asparagus forests.
enhance food for photography sessions.
48
REFERENCES on page 48 again and ask them what to tell their partner about a good
they think about food that is styled for restaurant experience they have
AUDIO SCRIPT page 222 advertising purposes. Ask if food should had and a bad one. They should use
CULTURE NOTES page 210 be shown as it is in reality or styled as many adjectives as appropriate
to look its best. Students can initially from Exercises 4–6. This can become
EXTRA ACTIVITIES IN CLASS discuss in pairs and then as a class. a game where a point is earned for
• Do this activity after Exercise 3. • Do this activity after Exercise 6. each adjective correctly used, with the
Draw students’ attention to photo A Put students in pairs and ask them winner amassing the most points.
66
04
Adjectives to describe food Partitives
4 2.1 Listen again and match the food from the 9 2.2 Study Active Vocabulary. Then listen again
recording with the adjectives that describe it. and complete the partitives with the nouns to make
1 tender beef 6 mouldy cheese collocations from the recording.
2 velvety sauce 7 stodgy pudding 1 a clove of garlic
3 scalding soup 8 succulent chicken 2 a dab of glue
4 soggy cabbage 9 gooey cake 3 a drop of oil
5 gristly meat 4 a dusting of icing sugar
5 a handful of peas
5 Match adjectives 1–7 with their synonyms a–g. 6 a heel of bread
1 □b succulent a heavy 7 a scoop of ice cream
2 □d velvety b juicy 8 a segment of
□c scalding
fruit
3 c hot 9 a slab of chocolate
4 □e soggy d smooth 10 a slice of lemon
5 □g gristly e moist 11 a spoonful of tomato sauce
6 □a stodgy f sticky and soft 12 a sprig of
□f gooey
herbs
7 g chewy 13 a sprinkle of grated chocolate
6 Decide whether the adjectives in the box have
negative (N) or positive (P) connotations. Then complete ACTIVE VOCABULARY | Partitives
the customer comments with the correct adjectives.
Partitive expressions allow us to quantify things, usually
□NN chewy N□P fluffy □NP greasy □N mouldy □N scalding uncountable ones, e.g. information is uncountable, but if
□ soggy □ stodgy □ tempting □P tender □P velvety we use a piece of with information, then we can count it
(one piece of information, two pieces of information, etc.)
1 I was expecting the steak to be tender , It is possible to use some partitives with different nouns,
but instead, it was tough and very chewy . e.g. a piece of advice / fruit, but there are often specific
nouns that collocate with specific partitives, e.g. a fit of
2 I couldn’t drink the tea immediately – it was
scalding and burned my tongue!
anger, a clove of garlic.
□
6 D rarely finds what he initially had a desire to eat? 8 SPEAKING In pairs, discuss another appetite trigger.
□
7 A mentions more than one sense that reacts to Then write your own contribution for the article.
the appetite trigger?
8 B□compares his appetite trigger with other people’s?
□
9 A cites other appetite triggers that do not affect him?
□
10 D is not usually negatively affected after indulging
his habit?
68
What tickles 04
your taste buds?
Everyone knows that it’s important to have a regular
routine regarding meals, but it’s also true to say that
it’s often impossible to ignore hunger pangs outside
regular mealtimes, when we give in to temptation of
one type or another and indulge ourselves.
We wanted to hear what can trigger people’s
appetites – when and why they succumb to
temptation. Here are some contributions from
different readers. Can you relate to any of these?
2.3
51
69
4C GRAMMAR
Exercise 3 1 SPEAKING In pairs, discuss what the benefits and
b 3 has a present result, drawbacks of eating organic foods might be. Make
6 has a past result. a list and compare with the class.
c But for strengthens focus on
the following noun. As long as 2 2.4 Read the questions from the survey. In pairs,
strengthens the condition. discuss your answers. Then listen to the survey,
summarise the speakers’ answers and compare them
Exercise 4 with your ideas.
1 If the big industrial
manufacturers hadn’t been so
greedy, we wouldn’t be in this
situation now. ORGANIC
2 If the big food producers
found …, this might … FOODS AND DUCKS LEND A HELPING BEAK
3 If farmers hadn’t used …,
the bee populations would be …
PESTICIDES Chinese farmer, Tang, employs a strange group of
4 If more and more people SURVEY workers in his fields – ducks! They gorge themselves on
the insects and weeds, which would otherwise destroy his
demand it, then things will
change! crops, and in addition to this, they also fertilise the soil.
5 If you ever talk to a beekeeper, A
Had this ancient Chinese tradition not been rediscovered,
they’ll tell you … farmers, like Tang, would be forced into using a whole range
6 If there had been more
of pesticides to deal with increasing numbers of insects,
information, people would
have started … breeding because of today’s higher temperatures. As it is,
his organic rice now commands high prices. However, as the
tempting crops begin to bear fruit, the ducks are withdrawn.
Exercise 6 B
Were they to continue, the crop itself might well disappear
1 Why don’t more people eat organic foods?
1 If this ancient Chinese along with the insects and weeds! This technique is being
tradition had not been 2 Why is it important to develop organic foods?
copied in villages all across Asia, in France, Iran and South
rediscovered, farmers … 3 What can big food producers do to help?
2 If they continued, the crop Africa. CShould it be adopted on a larger scale in other places,
places,
4 Why have pesticides been used for so long? it could reduce our dependency on pesticides.
itself …
3 If it were adopted on 5 Do you think pesticides will be completely banned
a larger scale … in the future?
52
REFERENCES is and if organic foods are grown in • As an extension to Exercise 12, put
their area. Then refer them to the notes students in pairs and ask them to think
AUDIO SCRIPT page 223 they made at home and ask them to of another sentence/situation like the
CULTURE NOTES page 210 share their information about organic ones in the exercise and write it on
farming techniques. This can be done a piece of paper. When they are ready,
EXTRA ACTIVITIES IN CLASS initially as pair or group work and then they swap sentences with another pair,
• Before Exercise 1, ask students what opened up to a class discussion. who have to make as many conditional
their understanding of organic farming sentences as they can using if, inversion
and alternatives to if.
70
04
8 Choose the correct options to replace the underlined
words and phrases in the text. Then decide which
of them have similar use.
PONDERING
OVER A MENU YOU SCRATCH MY BACK …
1
Supposing you had to organise a feast, what sort 1
Supposing / Provided that you were trying to find a hive
of food would you serve? 2Without knowing all full of honey in the wild (2unless / assuming you weren’t
your guests’ dietary preferences, it would be hard a bee!) – how would you go about it? Well, 3should / but for
to decide. You could play safe and get in a huge you belong to a certain African tribe, the Yao in Mozambique,
amount of pizza, chicken nuggets or burgers. you’d give a particular call involving a complicated rolling rrrr
But 3should you do that, the vegetarians might feel sound and, 4otherwise / provided that your call was correct,
left out. However, 4as long as you served up fluffy a bird called the greater honeyguide might appear and show
roast potatoes and succulent cheesy omelettes, you the way. 5But for / Assuming the help of this amazing bird,
they should be happy. 5Unless they were vegans, the search for honey would be long and complex and, more
of course. 6Assuming you decided to go for a buffet, often than not, unsuccessful. Scientists call this an example
you would encounter other problems. 7Provided of mutualistic behaviour – animal and man interacting for
that you had plenty of space and enough money to a common outcome. The Yao need the honey from hives,
hire a cook, it would be a great option. 8Otherwise,
which are usually hidden high up in tall trees, and 6on condition
that / unless guided there by the honeyguide, there would
people would have to eat standing up and you’d
be little chance of finding them. In return, the birds feed on
have to cook yourself. In any case, you should avoid
the wax and grubs that remain after the honey has been
scalding hot soups that get cold fast and deep-fried
extracted. 7Unless / As long as the Yao don’t deny the birds
food that may become soggy. 9But for dishes like
their reward, as has unfortunately happened in other places,
those, anything could be on the table. the special relationship will go on. And long may it continue,
10
On condition that it’s healthy and fresh. 8
without / otherwise, a nourishing food source would remain
unexploited.
1 Unless / Imagine
2 If you knew / If you didn’t know 10 Choose the correct words and phrases to complete
3 If you had done / If you were to do the article about a bird called the greater honeyguide.
4 If you served / If you didn’t serve In pairs, discuss what would happen if this relationship
between the birds and humans did not exist.
5 If they were / If they weren’t The food source would not be exploited.
6 If / Unless 11 Complete the sentences with your own words. Then,
7 If you had / If you didn’t have in pairs, compare your answers. Ask for and give more
8 If / If not details.
9 Apart from / If not 1 Were I to be asked to cook for ten people,
10 If it’s / Should it be I .
2 Should I ever go to Africa, I .
9 Complete the table with the words and expressions 3 Had I known at the age of fifteen that .
from the box.
4 But for the cost of the ticket .
assuming on condition otherwise provided (that) 5 Provided that you come with me, .
should + noun without 6 Unless I’m completely mistaken, .
7 I wouldn’t be here now if I .
Very similar to if. Normal as long as 8 If it hadn’t been for my first teacher, I .
condition. should + noun provided (that)
on condition 12 Read sentences 1 and 2 and make as many conditional
sentences as possible, using if
if,, inversion, and words
The condition is taken for supposing and phrases to replace if
if..
granted. assuming
1 You need to finish preparing your part of the meal
Adds a negative meaning to unless soon or we won’t be able to serve it on time.
the condition. otherwise 2 The council gave local farmers some funding and they
Adds a negative meaning to but for found alternatives to using so many pesticides.
the condition and requires
a gerund or a noun.
without 13 SPEAKING Think about the steps involved in food
production – farming, animal husbandry, shopping
or cooking. Tell your partner under what conditions
you might take part in these activities.
□ I can use conditional forms to make hypotheses about the past, present and future. 53
71
4D SPEAKING
Exercise 1 1 Look at photos showing potential problems related
Problems to food. What issues do they show? What might the
left: overpopulation consequences be?
right, top left: climate change
right, top right: food waste 2 2.5 Listen to two students talking about one of the
right, bottom: food poverty topics from Exercise 1 and answer the questions.
1 Which problem are they discussing?
Exercise 2 5 2.6 Complete the conversation about another
2 What consequences do they talk about? problem from Exercise 1 with the correct words and
1 food poverty
2 People on really low incomes
3 What solutions do they propose? phrases from the Speaking box. Listen and check.
are often having to choose
between rent, heating, clothes 3 Work in pairs. Do you agree with the solutions that Mark What else could we write about … How about
food waste? Did you know that a third of the
or food. They often go hungry / the students proposed? Discuss other solutions for this
are malnourished. problem and share them with another pair. food that we produce is wasted?
3 food banks, getting people Sarah What are the 1 reasons behind that, do you think?
into permanent employment,
organising courses to give
4 2.5 Listen again and complete the phrases in the Mark Let me see ... Hmm ..., as supermarkets have
Speaking box with one word in each gap. appearance quality standards, they reject
budgetary advice – helping people
manage their incomes, giving tips perfectly good food just because it doesn’t look
about how to eat well for less SPEAKING | Proposing solutions, giving reasons and right.
justifications Sarah I see where you’re 2 going with that. What
else … We should also 3 be looking at bulk-
When discussing and justifying options, always size packaging at shops.
acknowledge the other person’s suggestions politely, Mark And large portions served in restaurants? We’re
even if you disagree. consuming ever bigger meals than thirty years
Proposing options ago. People will rarely buy a second helping,
but they’ll take the option of a larger size.
Another 1 way forward could be (organising courses).
Sarah 4
Good thinking.
In my opinion, we should also be 2 looking at (giving
tips about …) Mark What I’m 5
trying to say is that they do it so
as not to appear so gluttonous.
We need to 3 confront this problem by (getting people
into …) Sarah Probably. Last but not least, households buy
more food than needed.
Given the difficulty/urgency of the problem, we need to …
Mark You’re 6 spot on! OK, so we’ve got the
Giving reasons (justifications) reasons. Now what about the solutions to the
My 4 reason for saying that is … problem?
The reasoning 5 behind that is that … 6 In pairs, discuss solutions for the problem in Exercise 5.
The logic underpinning such an approach is that … Compare with another pair. Use the phrases from the
What I’m 6 trying to say is that some people … Speaking box.
Acknowledging another person’s suggestions 7 Work in small groups. Choose one of the problems
Yes, I see where you’re 7 going with that. from Exercise 1 that hasn’t been discussed yet. Talk
Actually, that’s a really 8 feasible option. about why this problem has occurred, its consequences
and potential solutions. Then share your ideas with the
Good 9 thinking . You’re spot on!
rest of the class.
54 □ I can propose solutions, and give reasons and justifications when talking about food.
REFERENCES FURTHER PRACTICE
AUDIO SCRIPT page 223 Workbook page 46/Online Practice
EXTRA ACTIVITY IN CLASS NEXT CLASS
After Exercise 7, put students in pairs Ask students to find information online
and ask them to discuss the information about unusual table manners in other
they prepared at home. They should use countries, and to make notes.
phrases from the Speaking box to discuss
their solutions.
72
4E LISTENING AND VOCABULARY 04
1 SPEAKING Look at photos A–C. Would you ever do these 5 Complete the sentences with the correct forms of the
things when eating with other people? What other words from the box.
things would you not do when eating in public?
become bring feeling go haul mind slurp
2 2.7 Listen to Kate talking about table manners
1 The programme on nutrition really brought it home
on her vlog. Which of the things in the photos does she
to me how dangerous some foods are for our health.
mention? photo C: not using cutlery (eating straight from a
takeaway carton or wrapper and not a plate) 2 I got hauled over the coals a lot as a child for
3 Put topics a–f in the order Kate mentions them. sneaking chocolate bars into class and eating them.
□
a 3 Reasons for the importance of good table manners. 3 I hate hearing someone slurp/slurping their drink – it is so
□
b 5 Whose responsibility developing children’s
rude!
4 I’ve got a sinking feeling that the bill for this meal
manners is.
c 6□Imposing rules at mealtimes.
is going to be astronomical.
□
d 1 Kate’s own manners.
5 My manners completely go by the board when
□
e 4 Reasons for the decline in manners.
I’m hungry and eating alone.
□
f 2 How she found out about changes in table manners.
6 Children asking permission to leave the table has
definitely become a thing of the past in my country.
4 2.7 Listen again and complete each sentence with 7 My mum used to tell me to mind my manners
a word or a short phrase in each gap. when I had tea at schoolfriends’ houses.
1 Kate thinks her parents would most object to her not 6 REFLECT | Culture In pairs, discuss the questions.
using a plate when eating on her own. 1 Do you think good table manners are important
2 Kate was particularly surprised by a documentary about today? Say why. What can we learn about a person
modern table manners. from their table manners?
3 Kate uses the word nightmare to describe a hypothetical 2 Do you think table manners have changed in your
experience in a restaurant. country since you were a child? Is this a good or a bad
4 Kate believes that the most important thing about thing in your opinion? Say why.
having good table manners is that it is a sign of 3 List any table manners you think are special to your
respect for others. country. Do you know of examples of table manners
5 According to Kate, children are using TV characters in other countries that are different to yours? Give
as role models for table manners. examples.
6 Kate mentions that certain schools currently use
(mealtime) supervision to help develop good manners in their
students.
7 Kate would most like to see a phone ban in restaurants .
8 Kate uses the word indefensible to describe her attitude
C
to people playing with food at the table.
B
□ I can understand the development of ideas in a vlog and talk about table manners. 55
73
THE BIG COMBO – BIG TASTES
A Do you appreciate the delicate spices that flavour
Asian food and yet often yearn for some naughtily
unhealthy American burgers or deep-fried
chicken? Yes? Then you will love the new fusion
restaurant – The Big Combo. In common with
other fusion restaurants, it brings together the
tastes of different cultures in an unexpected way.
I ate there last night and, as I’m a great fan of
both American and Asian cuisine, I’d been really
looking forward to the evening. It certainly
didn’t disappoint.
The décor is stunning. Clever use of various
shades of blue has created a relaxing eating
area, and there are some amazing food art
works on the walls. The tables were simple in
a classy, minimalistic way with a total absence
of flowery centrepieces or sauces.
However, what made a lasting impression on
me was the food. Every dish on the menu
sounded tempting, but I eventually went for
the southern fried duck. This combined
deep-fried breadcrumbed duck (a US dish)
with a velvety Peking sauce and a generous
portion of pancakes (from Asia). It was
a combination that I would never have believed
would work, had I not tried it myself. The meat
was both tender and crisp – a difficult balance.
In the hands of a less skilled chef it could have
become either tough and chewy, or greasy and
soggy. Here, it was perfect.
If you are looking for somewhere new and good
value for money to go that provides an exciting
eating experience, then you need look no
further than The Big Combo. I cannot praise it
highly enough. The service, atmosphere and
quality of the food were all excellent. Were
it not for the calorie content of many of the
dishes, I would be happy to eat there every day
of the week!
□
By way of contrast ... 2 the meat
2 ✓ Offer a recommendation. 3 highly enough
□
• Use phrases of recommendation, e.g.
3 ✓ Summarise your opinion in the conclusion. 4 you are looking for
□
4 ✓ Give brief background details, including the name and
I cannot praise it 3
If 4
.
somewhere new and exciting then ...
when you went there. Exercise 7
5 □
Describe the restaurant in detail. This restaurant should be a first choice for a big 1 The recent rise in
6 □
Use direct language if you disapproved of something.
celebration. popularity of fusion food
□ I would have to say that the restaurant doesn’t has influenced many
7 ✓ Give your personal impression. restaurant menus.
□
8 ✓ Engage the reader from the beginning.
score highly on the value for money scale.
Should the technical problems be resolved quickly
2 Easy access from a rear car
park has contributed to the
5 Match the colloquial words and phrases from the box with then I wouldn’t hesitate to recommend … restaurant’s success.
3 Expert advice on eating
their more formal synonyms. more healthily is beginning
give it a wide berth hype I’ll give it that a letdown 7 Rewrite the sentences using nominalisation, to affect the number of fast
food outlets.
made out that value for money yearn for starting with the words given.
1 Fusion food has risen in popularity in recent
1 a disappointment a letdown
years and this has influenced many restaurant
2 indicated made out that menus.
3 avoid give it a wide berth The .
4 advertising and previews hype 2 The restaurant is easily accessed from a rear
5 really desire yearn for car park, which has contributed to its success.
6 not too expensive value for money Easy .
7 that’s one point in its favour I’ll give it that 3 Experts have advised people to eat more
healthily and this is beginning to affect the
number of fast food outlets.
Expert .
75
Word List
3 The food wasn’t better than scoop of ice cream /ˌskuːp əv ˌaɪs ˈkriːm/ hunger demons /ˈhʌŋɡə ˌdiːmənz/
anything else we had eaten, hunger pangs /ˈhʌŋɡə ˌpæŋz/
segment of fruit /ˌseɡmənt əv ˈfruːt/
but it was well-priced, I’ll
give it that. slab of chocolate /ˌslæb əv ˈtʃɒklət/ indulge yourself /ɪnˈdʌldʒ jɔːˌself/
4 The review made out that it slice of lemon /ˌslaɪs əv ˈlemən/ insomnia (n) /ɪnˈsɒmniə/
was a really good restaurant,
soggy (adj) /ˈsɒɡi/ just as well /ˈdʒəst əz ˌwel/
but we actually didn’t like it.
spoonful of tomato sauce /ˌspuːnfʊl əv kick in (phr v) /ˌkɪk ˈɪn/
5 Do the task below. təˈmɑːtəʊ sɔːs/ let your dinner go down /ˌlet jə ˈdɪnə ˌɡəʊ ˈdaʊn/
A good way to learn and remember sprig of herbs /ˌsprɪɡ əv ˈhɜːbz/ lost cause /ˌlɒst ˈkɔːz/
new vocabulary is to see how it
is used in authentic contexts, for sprinkle of grated chocolate /ˌsprɪŋkəl əv make one’s mouth water /ˌmeɪk ˌwʌnz ˌmaʊθ
example in recipes. Choose 4–6 ˌɡreɪtɪd ˈtʃɒklət/ ˈwɔːtə/
food-related words or phrases and stodgy (adj) /ˈstɒdʒi/ midnight snacker /ˌmɪdnaɪt ˈsnækə/
check online if you can find a recipe
succulent (adj) /ˈsʌkjələnt/ mindless (adj) /ˈmaɪndləs/
which uses these words. Share it
with the class. tempting (adj) /ˈtemptɪŋ/ more likely than not /ˌmɔː ˈlaɪkli ðən ˌnɒt/
tender (adj) /ˈtendə/
58
EXTRA ACTIVITIES IN CLASS word list for Lessons 4B and 4D (e.g. another pile. They can then swap piles
appetite trigger, food waste). Get them with another pair to match up. Finally,
• Students choose 4–5 partitives from to fold an A4 piece of paper in half they should check their answers with
the word list for Lesson 4A and write four times, to give them sixteen small the other pair.
gap-fill sentences. In pairs, they swap rectangles. Ask them to tear the paper • In pairs, students take it in turns to
sentences, complete them and check down the lines to make sixteen bits of describe to their partner a familiar
answers with their partner. paper. On them they should write the dish without saying its name, using
• Put students in pairs and ask them to nouns, putting the first part of each adjectives and phrases from the word
choose eight two-part nouns from the noun in one pile and the second part in
76
04
(your) mouth starts to water /(jə) ˈmaʊθ ˌstɑːts greed (n) /ɡriːd/ second helping /ˌsekənd ˈhelpɪŋ/
tə ˈwɔːtə/
grub (n) /ɡrʌb/ sticking plaster solution /ˈstɪkɪŋ ˌplɑːstə səˌluːʃən/
moving visuals /ˌmuːvɪŋ ˈvɪʒuəlz/
hive (n) /haɪv/ you’re spot on /jə ˌspɒt ˈɒn/
naughty indulgence /ˌnɔːti ɪnˈdʌldʒəns/
honeyguide (n) /ˈhʌnigaɪd/
on full alert /ɒn ˈfʊl əˌlɜːt/ 4E LISTENING AND VOCABULARY
in any case /ɪn ˈeni ˌkeɪs/
onset (n) /ˈɒnset/ 5.23
insecticide (n) /ɪnˈsektəsaɪd/
appalling (adj) /əˈpɔːlɪŋ/
prompt sb to do sth /ˈprɒmpt ˌsʌmbɒdi tə duː
lend a helping hand /ˌlend ə ˌhelpɪŋ ˈhænd/
ˌsʌmθɪŋ/ become a thing of the past /bɪˌkʌm ə ˌθɪŋ əv ðə
more often than not /ˌmɔːr ˈɒfən ðən ˌnɒt/ ˈpɑːst/
purposely (adv) /ˈpɜːpəsli/
Mozambique /ˌməʊzəmˈbiːk/ bring sth home to sb /ˌbrɪŋ ˌsʌmθɪŋ ˈhəʊm tə
ravenous (adj) /ˈrævənəs/
ˌsʌmbɒdi/
mutualistic behaviour /ˈmjuːtjʊəlɪstɪk bɪˌheɪvjə/
rustle up sth (phr v) /ˌrʌsəl ˈʌp ˌsʌmθɪŋ/
bugbear (n) /ˈbʌɡbeə/
on condition that /ɒn kənˈdɪʃən ˌðæt/
sabotage sth (v) /ˈsæbətɑːʒ ˌsʌmθɪŋ/
culprit (n) /ˈkʌlprɪt/
pesticide (n) /ˈpestɪsaɪd/
saltiness (n) /ˈsɔːltɪnəs/
cutlery (n) /ˈkʌtləri/
play (it) safe /ˌpleɪ (ɪt) ˈseɪf/
self-control over sth /ˌself kənˈtrəʊl ˌəʊvə ˌsʌmθɪŋ/
finger food (n) /ˈfɪŋɡə ˌfuːd/
ponder over sth (v) /ˈpɒndər ˌəʊvə ˌsʌmθɪŋ/
set in (phr v) /ˌset ˈɪn/
go by the board /ˌɡəʊ ˌbaɪ ðə ˈbɔːd/
provided that (conj) /prəˈvaɪdɪd ðət/
sizzle (v) /ˈsɪzəl/
haul sb over the coals /ˈhɔːl ˌsʌmbɒdi ˌəʊvə ðə
reverse (v) /rɪˈvɜːs/ ˈkəʊlz/
snack between meals /ˈsnæk bɪˌtwiːn ˌmiːəlz/
rolling r sound /ˌrəʊlɪŋ ˈɑː ˌsaʊnd/ indefensible (adj) /ˌɪndɪˈfensəbəl/
sneak into a place /ˈsniːk ˌɪntʊ ə ˌpleɪs/
safeguard (v) /ˈseɪfɡɑːd/ mind your manners /ˌmaɪnd jə ˈmænəz/
(your) stomach gives a lurch / stomach lurches
/(jə) ˌstʌmək ˌɡɪvz ə ˈlɜːtʃ / ˈstʌmək ˌlɜːtʃɪz/ scald (v) /skɔːld/ rigid rules /ˈrɪdʒɪd ˌruːlz/
stop in your tracks /ˌstɒp ɪn jə ˈtræks/ strangle (v) /ˈstræŋɡəl/ sinking feeling /ˈsɪŋkɪŋ ˌfiːlɪŋ/
succumb to temptation /səˌkʌm tə tempˈteɪʃən/ unexploited (adj) /ˌʌnɪksˈplɔɪtɪd/ slurp your drink /ˌslɜːp jə ˈdrɪŋk/
tickle your taste buds /ˌtɪkəl jə ˈteɪst ˌbʌdz/ wax (n) /wæks/ snatch (v) /snætʃ/
trawl (through) (phr v) /ˌtrɔːl ˈθruː/ withdraw (v) /wɪðˈdrɔː/ table manners (n) /ˈteɪbəl ˌmænəz/
trigger sth (v) /ˈtrɪɡə ˌsʌmθɪŋ/ you scratch my back, I’ll scratch yours /ju: ˌskrætʃ talk with your mouthful /ˌtɔːk wɪð jə maʊθˈfʊl/
ˈmaɪ ˌbæk ˌaɪl ˌskrætʃ ˈjɔːz/
uncanny (adj) /ʌnˈkæni/
toe-curling (adj) /ˈtəʊ ˌkɜːlɪŋ/
waft (v) /wɑːft/
4D SPEAKING 5.22 when all is said and done /ˌwen ˈɔːl s ˌsed ən
waver (v) /ˈweɪvə/ ˈdʌn/
appearance quality standards /əˈpɪərəns ˌkwɒləti
ˌstændədz/ wrapper (n) /ˈræpə/
4C GRAMMAR 5.21 budgetary advice /ˈbʌdʒətəri ədˌvaɪs/
animal husbandry (n) /ˌænəməl ˈhʌzbəndri/
bulk-size packaging /ˌbʌlk saɪz ˈpækɪdʒɪŋ/
4F WRITING AND VOCABULARY
assuming that /əˈsjuːmɪŋ ðət/ 5.24
confront a problem /kənˌfrʌnt ə ˈprɒbləm/
calorie content /ˈkæləri ˌkɒntent/
be forced into doing sth /bi ˈfɔːst ɪntə ˌduːɪŋ
deteriorate (v) /dɪˈtɪəriəreɪt/
ˌsʌmθɪŋ/ centrepiece (n) /ˈsentəpiːs/
feasible option /ˌfiːzəbəl ˈɒpʃən/
bear fruit /ˌbeə ˈfruːt/ classy (adj) /ˈklɑːsi/
food bank (n) /ˈfuːd ˌbæŋk/
breed (v) /briːd/ décor (n) /ˈdeɪkɔː/
food poverty /ˈfuːd ˌpɒvəti/
but for /ˈbʌt fə/ eatery (n) /ˈiːtəri/
food waste /ˈfuːd ˌweɪst/
command (high prices) (v) /kəˈmɑːnd (ˌhaɪ food outlet /ˈfuːd ˌaʊtlet/
ˈpraɪsɪz)/ get to the root of the problem /ˌɡet tə ðə ˌruːt
fusion (n) /ˈfjuːʒən/
əv ðə ˈprɒbləm/
common outcome /ˌkɒmən ˈaʊtkʌm/
give sth a wide berth /ˌɡɪv ˌsʌmθɪŋ ə ˌwaɪd ˈbɜːθ/
given the difficulty / urgency of the problem
contaminate (v) /kənˈtæməneɪt/
/ˌɡɪvən ðə ˈdɪfɪkəlti / ˈɜːdʒəntsi əv ðə ˌprɒbləm/ hype (n) /haɪp/
crops (n) /krɒps/
gluttonous (adj) /ˈɡlʌtənəs/ I’ll give it that /ˌaɪəl ˌɡɪv ɪt ˈðæt/
dependency on sth /dɪˈpendənsi ɒn ˌsʌmθɪŋ/
I see where you’re going with that /aɪ ˈsiː weə jə lasting (adj) /ˈlɑːstɪŋ/
dietary preferences /ˌdaɪətəri ˈprɛfərənsɪz/ ˈɡəʊɪŋ wɪð ˌðæt/
letdown (n) /ˈletdaʊn/
extract (v) /ɪkˈstrækt/ last but not least /ˈlɑːst bət nɒt ˌliːst/
make out (that) (phr v) /ˌmeɪk ˈaʊt (ðət)/
feast (n) /fiːst/ logic underpinning an approach /ˈlɒdʒɪk
praise (v) /preɪz/
ˌʌndəˌpɪnɪŋ ən əˈprəʊtʃ/
feed on sth (phr v) /ˈfiːd ɒn ˌsʌmθɪŋ/
value for money /ˌvæljuː fə ˈmʌni/
malnourished (adj) /ˌmælˈnʌrɪʃt/
fertilise (v) /ˈfɜːtəlaɪz/
yearn for sth /ˈjɜːn fə ˌsʌmθɪŋ/
reasoning/reason behind sth /ˈriːzənɪŋ / ˈriːzən
gorge yourself on sth /ˈɡɔːdʒ jɔːˌself ɒn ˌsʌmθɪŋ/
bɪˌhaɪnd ˌsʌmθɪŋ/
59
list, as well as some extra information word list. The student says the word, FURTHER PRACTICE
such as when it is eaten, what utensils then the next student should say
are used to eat it, if it is usually home- a word they associate with the first Workbook page 49/Online Practice
made or bought, etc. Their partner must word. It is then that student’s turn to NEXT CLASS
guess the dish and then have a turn. choose a word for the next person in
• Put students in groups of four to play the group, etc. The group continues in Ask students to revise Unit 4.
a game of word association. Ask this way until one student cannot think
a student to choose a word from the of a word. They are out and the game
continues until there is a winner.
77
04 Revision
VOCABULARY AND GRAMMAR 4 Choose the correct words to complete the sentences.
Exercise 5 1 Complete the sentences with the correct form of the 1 Without / But for Maria’s help, we would not have
words in the box. been able to present the report on time.
1 Should enough people enrol
2 If enough people were to 2 If it hadn’t been / weren’t for the lecture by a local chef,
enrol / Were enough people drop dusting pinch segment slab slice spoonful my brother would never have gone into hospitality.
to enrol 3 If you would / should arrive before the main group,
3 Unless enough people enrol 1 Don’t forget to add a pinch of salt to the mixture
before baking it in the oven. could you please check that the restaurant has laid
4 Provided (that) enough people
enrol enough places at the tables?
2 Breakfast at the hotel was a full English with two
5 As long as enough people
slices of toast, a couple of eggs, some mushrooms 4 Were they to change / Should they have changed
enrol
and several spoonfuls of baked beans. to a plant-based diet, their health might improve.
6 enough people to enrol on
(...), otherwise it will not start on 3 After my daughter made a cake, there was a dusting 5 There will be a dramatic reduction in plastic waste
4 September. of flour over the whole work surface. if / should the new packaging policy be adopted.
7 on condition that enough
people enrol
4 I’m concerned because all he’s eaten today is a few 5 Complete sentences 1–7 using the information from
segments of orange. the sentence in italics and the words in bold.
5 You will only need a couple of drops of chilli oil, We need enough people to enrol on the nutrition course for
otherwise it will be far too fiery! it to start on 4 September.
6 The cook on the programme used an enormous
1 , the nutrition course will start on
slab of tofu and it looked really unappetising.
4 September. SHOULD
2 Choose the correct words a–d to complete the dialogue. 2 the nutrition course would start on
4 September. WERE
A So, are you ready for this evening’s competition?
3 , the nutrition course won’t start on
B As ready as I can be. Just hoping that the beef comes
4 September. UNLESS
out 1 . My nightmare is to watch the judges
chewing for ages on a 2 piece of meat! 4 , the nutrition course will start on
4 September. PROVIDED
A No, that won’t happen. You’ll be fine. I have to say,
looking at your recipes – my stomach is 3 . 5 , the nutrition course will start on
4 September. AS LONG
B Well, I’m so nervous that I certainly haven’t got much
of 4 . 6 We need the nutrition course, .
OTHERWISE
A Once you’re up there under the spotlight, any ideas
will go by the 5 . 7 The nutrition course will start on 4 September
. CONDITION
B You’re right. I have a 6 feeling that my
pudding will be 7 , but with luck, the judges
will be 8 and won’t notice.
USE OF ENGLISH
1 a velvety b tender c fluffy d stodgy 6 Complete the text with one word in each gap.
2 a gristly b mouldy c greasy d gooey
3 a trawling b rumbling c killing d lurching STRATEGY | Gaps completion
4 a an appetite b hunger c a trigger d indulgence
Read the whole text for global meaning and then focus
5 a coals b board c tracks d cause
on the gapped sentence. Pay attention to the words
6 a dropping b rustling c wavering d sinking before and after the gap as they will help you decide
7 a chewy b succulent c soggy d wafting which part of speech is missing.
8 a slurping b ravenous c devouring d wavering
60
SPEAKING
8 The photos show different part-time jobs young
people can get in the food industry. Take it in turns
to compare the pictures. In pairs, ask and answer the
questions below.
Student A
1 What might the people in the photos like about their
work and what difficulties might they face?
2 Which of these jobs do you think might be the most
memorable experience? Say why.
Student B
1 What skills would be needed to be a success in each
job and what kind of people should avoid them?
2 Which of these jobs requires the most motivation?
Say why.
61
79
LIFE SKILLS How to think critically about food choices
H A T T H E F O O D
TRI CK S T S
U S TR Y F E E D S U
I N D look at the amount per 100 grams, not per portion
These days manufacturers know that quite (the manufacturers might be giving an unrealistically
a lot of people want to feel that they are tiny portion to make it look better).
eating more healthily. Yet there is generally Generally speaking, you can assume that the longer
a bigger profit margin on junk food and it’s more likely the list of ingredients, the worse it is likely to be for you.
to be purchased as an impulse buy. So, they reason, That’s why a slab of dark chocolate is likely to have
rather than actually producing healthier food, why not much less sugar and other additives than a so-called
just make it seem healthier? healthy cereal bar. Research by the consumer group,
You might notice breakfast cereal with a big splash of Which?,, found that more than half the cereal bars they
colour on the packet, announcing, ‘no artificial flavours analysed contained over thirty percent sugar. Veggie
or colouring’. Fair enough, but if you concluded that crisps may be made of vegetables, but if they’re deep
made it healthy, you’d be gravely mistaken. What fried and greasy, with high levels of sodium, plain
about the nine teaspoons of sugar in every serving? popcorn would be a much healthier choice.
Or how about reduced-fat peanut butter? Surely this And watch out for other clever tricks from the junk
must be better for you than the regular kind? Not if food industry aimed at getting you to eat more,
the fat has been replaced by sugar or corn syrup. such as biscuit packets that won’t seal until you have
If we want to eat healthily, we need to take some devoured six or seven of them, extra large ‘grab
responsibility for casting a more critical eye over bags’ of crisps, or ploys used by supermarkets to get
some of the manufacturer’s claims. Look at the label. you to buy more unhealthy food, such as tempting
The ingredients are listed in weight order, from BOGOF deals (‘buy one, get one free’). As a final tip,
biggest to smallest. So, if sugar is in the top three you’ll probably buy healthier food if you plan ahead
ingredients, as it is in most cereals, you can be sure what to get, and remember – don’t go shopping
that there’s a lot. Also, when comparing products, when you’re ravenous.
62
63
81
05 Do your best
VOCABULARY Idioms (studying), collocations with attempt and effort, verbs + dependent
GRAMMAR
LISTENING
SPEAKING
WRITING
prepositions; discipline, personal qualities; prepositional phrases; synonyms
Modals and related verbs
Recognising word clusters in fast speech
Buying time
An essay
Idioms
3 2.11 Complete the sentences from the recording
with the correct forms of the idioms from the box.
There are two extra idioms. Then listen and check.
Exercise 2
Speaker 1: Bedroom,
be on a steep learning curve
listening to music. breeze through something
They might go blank if drum something into someone
they don’t have music. get your head down get the hang of something
Speaker 2: Outside in give something your best shot go blank
the fresh air. Too much keep (someone) on track run on empty
wind or heat can be
a problem.
Speaker 3: With other
5A VOCABULARY AND SPEAKING 1 I’m exhausted and really .
people in a study 2 You might just and be unable to think of
anything when you get into the exam room.
group. Working alone,
they find it hard to
1 SPEAKING Look at the photos. Which of these ways of
studying do you like best or find most productive? 3 They just the information us,
concentrate.
Say why. What can stop you from working efficiently? repeating it again and again.
4 I’ve always exams, really. Never had to
Exercise 3 2 2.10 Listen to three students talking about their make much effort.
1 running on empty learning preferences and answer the questions. 5 I realised that I would really need to ,
2 go blank
3 drummed, into 1 Where and how does each student prefer to study? concentrate and work harder.
4 breezed through Say why. 6 We don’t mess about, and we each other
5 get my head down 2 What can stop them from being able to study or ; this helps us to stay focused.
6 keep, on track
perform effectively? 7 I’m really what’s needed for the exam now.
7 getting the hang of
I understand it all much better.
64
4 Complete the sentences with the correct forms of the 7 What advice would you give someone who wanted to Exercise 4
idioms from Exercise 3. Are the sentences true for you? use their study time more efficiently? Read the discussion 1 breeze through
1 I find studying quite easy and my work. forum above ignoring the gaps and compare with your 2 get my head down
ideas. 3 my best shot
2 I get easily distracted and then it’s hard for me to 4 learning curve
and work. 5 drum into
3 Even when I find something difficult, I’m always
Verbs + dependent prepositions 6 on track
willing to give it . 8 Read Active Vocabulary. Then complete the discussion
4 If I’m finding something too much of a steep forum in Exercise 7 with correct prepositions. Exercise 5
, I tend to give up. 1 valiant
5 Some things are easy to remember, while others ACTIVE VOCABULARY | Verbs + dependent 2 half-hearted
3 futile
I have to my head. prepositions 4 sustained
6 I love having a study partner to keep me . 5 misguided
Some verbs are usually followed by a specific preposition
6 last-ditch
before the object of the verb, e.g. He apologised for
Collocations with attempt and effort handing his homework in late.
7 frantic
8 strenuous
5 Study Watch out! Then match the collocating adjectives Some verbs pair with different prepositions with a change
for attempt and effort with their definitions. in meaning, e.g. You’ll be in a better mental state to start Exercise 6
cramming for your exam. 1 strenuous/determined/
frantic futile half-hearted last-ditch misguided
Trying to cram too many different tasks in/into the same sustained
strenuous sustained valiant
couple of hours is quite challenging. 2 strenuous/sustained/
frantic/last-ditch
1 Very brave. 6 After a series of failures.
2 With no enthusiasm. 7 Almost out of control.
9 Rewrite each sentence using the word in bold so that it
means the same as the sentence that is given. Exercise 9
3 Achieving nothing. 8 Using a lot of energy.
1 Cheating in an exam may blow up in your face. BACKFIRE 1 Cheating in an exam may
4 Determined and continuing for a long time. backfire on you.
2 Put the books in three piles. SORT
5 Based on wrong information. 2 Sort the books into three
3 If you make an effort with the work, you’ll succeed. piles.
APPLY 3 If you apply yourself to
WATCH OUT! 4 The magician made a big noise to divert the the work, you’ll succeed.
4 The magician made a
An attempt is when you try to achieve a specific goal, e.g. audience’s attention away. DEFLECT big noise to deflect the
I made a few half-hearted attempts. 5 The guard stared at me with no emotion and I felt audience’s attention.
awkward. BLANKLY 5 The guard gaped at me
An effort can replace an attempt in many cases, especially blankly and I felt awkward.
when you are more positive about the outcome, e.g. 6 His success came about through many years of hard 6 His success is associated
a determined effort/attempt. work. ASSOCIATED with many years of hard
work.
More negative adjectives are used with attempt, 10 SPEAKING In pairs, talk about a new study habit
but effort can collocate with both positive and negative presented in this lesson that you would like to
adjectives. implement. Say why.
6
DOCUMENTARY VIDEO
SPEAKING Complete the questions with the correct 3 WATCH AND REFLECT
adjectives from Exercise 5. Discuss the questions in Go to page 164. Watch
pairs. the documentary
Programming
1 Are there some subjects where you need to put in
Bootcamp and do the
a/an effort to do well? Which?
exercises.
2 Have you ever put some work off and then had to
make a/an attempt to get it finished?
□ I can use verbs and dependent prepositions, collocations and idioms to talk about studying. 65
83
5B GRAMMAR
Exercise 2 1 SPEAKING In pairs or small groups, discuss the questions. 4 Match sentences 1–12 from Exercise 3 with their
Jake: maths exam; stayed up late 1 Write down three adjectives you associate with doing functions a–g. Say if the sentences refer to the past or
studying and overslept exams. Compare your words with your partner(s). present. How is the form of the verbs different when
Cara: driving test; mistook a line of
Why do you feel this way? we refer to the past?
parked cars for a traffic jam
2 How do you prepare for an exam? Do you start a □□
1 11 ability □
e 10 permission
□□ □
Eloise: music exam; had a spider
come out of her trumpet revising weeks or months before, or cram everything b 2 12 mild obligation f 9 prohibition
in at the last minute? Which do you think works best? c □□□
3 4 7 strong obligation □□
g 5 8 speculation
Exercise 4
Say why.
3 Do you think your test results usually reflect your true
d □6 lack of obligation
Present: 1, 3, 7, 9, 10
Past: 2, 4, 5, 6, 8, 11, 12 abilities? Say why. Grammar Reference > page 170
When referring to the past, we use
past modals: modal verb + have + 2 2.12 Listen to Jake, Eloise and Cara talking about
past participle. their experiences of exams. For each speaker, note 5 Rewrite the sentences from Exercise 3 changing tenses
down what exam or test they were taking, and what from present to past or from past to present. When do
happened to them on the day. you need to use a completely different verb?
Exercise 5
1 I couldn’t say I had enjoyed …
2 I probably ought to put in … Modal and related verbs 6 2.14 Study Watch out! Then think of two different
3 I needed to do a lot of revision … possible meanings for sentences 1–3. Listen and check
4 I know I have to / must get at 3 2.13 THINK BACK Choose the correct forms to your ideas.
least a 6 … complete the sentences from the recording. Then listen 1 He must be responsible. speculation, obligation
5 Oh dear, I can imagine what
again and check. 2 He could have eaten it. speculation, complaint
might/may/will happen.
6 I don’t need to bother revising 1 I can’t / mustn’t say I enjoyed the exams though. 3 He won’t tell anyone. refusal, prediction
at all! 2 I probably must / ought to have put in a bit more effort.
7 Surely they had to give you a
second chance … 3 I need to / can’t do a lot of revision to get stuff to stick. WATCH OUT!
8 It can’t be that bad, … 4 I knew I had to get / must have got at least a 6 in order
9 I had to not / wasn’t allowed to to study Psychology next year. Modal verbs are weak words in a sentence so they are not
be impatient. emphasised. However, sometimes we can stress them to
10 The driving inspector turned to 5 Oh dear, I can imagine what can’t / must have
convey different meanings and so their functions change.
me and said I could drive on. happened.
11 I can’t understand what he 6 I needn’t have bothered / didn’t need to bother revising • If we stress the modal verb may/might/could, it expresses
means. at all! possibility, e.g. You may
may//might
might//could have told me.
12 I should be practising every day, (It was possible.) Compare: If we stress the main verb, we
but I haven’t taken the trumpet … 7 Surely they have to / must give you a second chance
can use may/might/could with a similar meaning to should
when something like that happens?
to complain, e.g. You might/could have helped me! (Why
8 It mustn’t / can’t have been that bad, you passed after all, didn’t you?)
didn’t you?
• If we stress the modal verb must, it will express
9 I needn’t / mustn’t be impatient. speculation, e.g. She must be home. I can hear
10 The driving inspector turned to me and said, somebody talking. Compare: He must stay home and do
‘You can / may drive on now.’ homework. (obligation)
11 I couldn’t / didn’t need to understand what he meant. • If we stress the modal verb won’t, it will express
12 I must / should have been practising every day, refusal, e.g. She won’t go to school. I can do nothing
but I hadn't taken the trumpet out of the box for weeks. about it. Compare: He won’t do it again. It was too
stressful. (prediction)
66
REFERENCES This can be done as an extension to • Do this activity after Exercise 9. Put
Exercise 1 or at the end of the lesson, students in pairs and ask them to fold
AUDIO SCRIPT page 225 after Exercise 10. an A4 piece of paper in half four times
EXTRA ACTIVITIES IN CLASS • After Exercise 4, ask students to write to make sixteen squares and tear down
a sentence for each function using the folds to make sixteen small pieces of
• In pairs or small groups, students use appropriate modal and related verbs. paper. On each piece they should write
the notes they made at home to talk They then swap with a partner and a modal or related verb from the lesson.
about university entrance exams and check each other’s work. Ask individual To help them, you could refer them to
if they think such exams are a true students to read out their sentences to page 170 of the Grammar reference
reflection of a student’s abilities. the class. section or elicit verbs they could write
84
05
9 Complete the story with the correct forms of the verbs Exercise 7
from the box. 1 can’t keep
2 had to pass
be forced to couldn’t can’t have might not 3 ought to have got up
manage to must be must have need to 4 Not possible – the closest
not be allowed to shouldn’t modal, could, has a different
meaning from managed to.
5 Could you take
A COOING DISTRACTION 6 couldn’t/shouldn’t overtake
7 had to practise
This is the kind of story that you 1 even 8 couldn’t go out
believe really happened – but I promise it did!
I was taking my final exams at school and we
Exercise 9
were all sitting in the big hall. It was really hot so
1 might not
the teacher 2 to open all the windows. 2 was forced
Usually the school kept them closed because 3 needed to
they were very high up, which meant the teacher 4 must have been / must be
3
climb up a step ladder to open them. 5 must have
6 shouldn’t
Anyway, the exam started and I was just getting my 7 weren’t allowed to / shouldn’t
head down when I heard a kind of rustling noise. 8 couldn’t
9 can’t have
To be honest, I thought it 4 someone 10 managed to
fiddling with the exam papers or looking for
7 Rewrite the underlined parts of the sentences with something in their bag, though we weren’t actually
modal verbs and the correct forms of the verbs. There allowed to bring in bags. I didn’t give it too much
is one sentence where this is not possible. Say why. thought until I heard another strange noise, a kind
1 I don’t seem to be able to keep the information in my of cooing. I looked up and saw that a bird,
head. a pigeon to be precise, was flying round the room.
2 I was required to pass it in order to study Psychology. It 5 come in through the open windows.
3 I was supposed to get up at about 7 a.m. The teacher made a speech about how we
4 I was so tired I managed to sleep right through the
6
let it deflect our attention from our
alarm. exam, and that we 7 talk or anything,
5 Were you allowed to take the test again? and then she started going around, climbing on
6 I mean, surely I wasn’t meant to overtake all the cars. the step ladder and trying to shoo the pigeon
out of one of the windows. But the pigeon just
7 I was forced to practise every night in front of them 8
find its way out at all. It was getting
for a few months.
more and more agitated, and making more and
8 I was banned from going out with my friends for
more noise. The teacher 9 expected us
a couple of weekends.
to just ignore it all!
8 Complete the second sentence using the word in bold Eventually, she 10 direct the pigeon
so that it means the same as the first one. towards an open window, and it flew off, no doubt
1 It wasn’t necessary for you to make so much effort. very relieved to have escaped.
NEEDN’T
You needn’t have made so . much effort
2 I can’t find my key anywhere. Perhaps I left it at home?
MIGHT
I can’t find my key anywhere. I might have left it at home .
3 He wasn’t allowed to enter the building. BANNED
He was banned from entering
. the building
4 You shouldn’t have told him. SUPPOSED
You weren’t supposed to.tell him
5 They made me attempt it, even though I knew it was
futile. FORCED
They forced me to attempt. it, even though I knew it was futile
6 You weren’t meant to see that! SEEN
You shouldn’t have seen !that
7 I think it was a mistake to tell him about the party.
OUGHT
I don’t think you ought to have told . him about the party
8 The school says I have to study for three hours a night. 10 SPEAKING Tell your partner about an exam experience
REQUIRE you had, either positive or negative. What did you learn
I am required to study.three hours a night by the school from the experience? Use modal and related verbs.
on their cards and list them on the board. • Photocopiable resource 17: You’ve got NEXT CLASS
Students put the cards face down on the to think of a sentence!, pages 273, 297
table and take it in turns to turn them over Ask students to do an Internet search
• Extra digital activities: Grammar
and make a sentence using the verb. Their for an underdog sports story about (an)
Checkpoint 5
partner has to decide if the verb has been unlikely champion(s) in an individual or
used correctly or not. ASSESSMENT team sport. Tell them to consider why
the person or team managed to win.
FURTHER PRACTICE Grammar Quiz 5 They should make some notes for the
next lesson.
• Workbook pages 54–55/Online Practice
85
5C READING AND VOCABULARY
1 What factors do you think contribute to sporting
success? In pairs, choose three most important
qualities from the box.
A It’s a laughable idea.
idea Learning to walk is not
achieved with a set of instructions and positions.
being a self-starter boundless energy It’s natural. Children pick themselves up, move, fall,
natural aptitude perseverance raw talent rivalry get up, and try again. There is no self-judgment,
willingness to make sacrifice(s) self-conviction
just trial and correction. There is both simplicity
stubborn streak tenacity
and joy in this natural learning.
2 Read the extract from The Inner Game of Stress:
Outsmart Life's Challenges and Fulfil Your Potential by
Timothy Gallwey. Complete gaps 1–4 in the text with B This realisation came into focus many years
paragraphs A–E. There is one extra paragraph. ago when I was coaching tennis, and it unlocked
a mystery for me. Why was it that I and my students
Exercise 3 3 In pairs or small groups, discuss the questions.
played so well at times, only to see our games fall
1 Self 1 is the ‘invented’ self 1 How would you describe the difference between
that we have developed as a back into a habitual mediocrity. In both myself and
Self 1 and Self 2?
result of criticism and wanting my students, I saw a continuous inner dialogue
to please others. Self 2 is the
2 What did the author do to help Molly to improve her
tennis game? going on. While the ball was approaching, there was
real self, with the naturalness
and confidence of a child. 3 How does he explain her rapid improvement? a barrage of self-instructional thoughts: Bend your
2 The author encouraged her knees … get your racquet back early, meet the ball
not to think about what she 4 Match the words from the box with their definitions 1–7. in front of you, follow through … Damn! You missed
was doing, but just to do what
came naturally to her. adroit barrage exuberance interference leap it … Watch the ball … Oh, this is embarrassing …
3 The author helped Molly to Come on … Come on …
mediocrity pertinent
stop listening to Self 1, which
was only holding her back,
1 The quality of not being very good. mediocrity
and trust her natural instincts.
2 Directly relevant. pertinent
3 A malicious attempt to prevent someone from
C One day, while reflecting about the relationship
completing a task. interference between Self 1 and Self 2 in tennis, I saw a cycle
4 A great number of questions, criticisms, etc. directed of reactions that I called the ’uh-oh‘ experience.
at someone. barrage This cycle is very pertinent to many of the stress
5 To make a large jump. leap reactions we experience in everyday life.
6 Skilful. adroit
7 The quality of being very energetic. exuberance
EXTRA ACTIVITIES IN CLASS • After Exercise 7, put students in pairs FURTHER PRACTICE
and ask them to talk about their
• This activity can be done as a lead- goals in life and what they need to Workbook pages 56–57/Online Practice
in to Exercise 1 or at the end of the do to achieve them. They can use
lesson, after Exercise 7. In pairs or NEXT CLASS
the qualities in the box in Exercise 1.
small groups, students use the notes If there is time, invite a few students Ask students to look up the carrot and
they made at home to talk about the to share their ideas with the class. stick approach to positive and negative
unlikely winners they researched. motivation and to make notes for the
Open this up to a class discussion next lesson.
about what it takes to win.
86
05
2.15
69
87
5D LISTENING AND VOCABULARY
5 2.16 Listen to the radio phone-in again.
For Task One, match each speaker with the aspect of
their personality which prevents them from making
progress. For Task Two, match each speaker with the
disadvantage of the method they use. There are two
extra options for each task.
□ □ □ □
Task One – Speaker: 1 d 2 a 3 e 4 c
a being easily distracted
b being disorganised
c having little self-belief
d being unable to maintain motivation
e being overambitious
f being overly self-critical
□ □ □ □
Task Two – Speaker: 1 f 2 b 3 e 4 a
a It requires a constant fresh supply.
b It wastes valuable time.
c It can be very expensive.
d The method is rather complicated.
e It can undo what you’re trying to achieve.
f Choosing a suitable partner is vital.
1 SPEAKING In pairs or small groups, discuss the questions. 6 SPEAKING Which of the four speakers do you think
Exercise 2 is most likely to succeed in their task? Say why.
Speaker 1: 1 get fit; 2 using 1 Can you give an example of a time when you felt very
an accountability partner to
keep yourself motivated and
motivated? 7 Complete the sentences from the recording with
on track
2 What motivates you best, wanting to achieve prepositions.
Speaker 2: 1 needs to get something or fear of not achieving it? Say why. 1 After a few weeks, I run out of steam
the money together for a trip 3 Do you find it motivating to get a reward for your and stop.
around Europe; 2 making effort? Say why.
a vision board to try and 2 Someone who would check in on
visualise what you want 2 2.16 Listen to a radio phone-in where four people me from time to time.
Speaker 3: 1 studying for 3 Someone to pat you on the back for
exams next year; 2 giving
describe how they motivate themselves. Answer the
questions. your achievements.
yourself little rewards along
the way 1 What are they trying to motivate themselves to do? 4 I’m really up for going, it sounds great.
Speaker 4: 1 preparing for
2 What method do they use to motivate themselves? 5 I’d love to go abroad for a change.
university interviews; 2 using
motivational quotes
6 I know that there’s a lot at stake.
3 2.17 Study Active Listening. Then listen to six word 7 From personal experience, I know that …
clusters and write down what you hear. 8 I can sometimes lose faith in myself.
Exercises 3–4
1 Well, for example, a group 9 One of my favourite motivational quotes
of my friends are planning to ACTIVE LISTENING | Recognising word clusters by far is …
do a trip. in fast speech 10 We have to be willing to step out of
2 What you do is to cut out our comfort zone.
pictures of what you want to In more careful speech, we can identify specific rules
achieve. for the way words run together in the stream of speech, 8 Replace the underlined parts of the sentences with
3 I don’t know about you, but e.g. elision, assimilation or intrusion. However, in faster the prepositional phrases from Exercise 7. Make any
I find it hard to stay motivated. speech, and when groups of words are very commonly
4 You have to be a bit careful necessary changes. Then ask and answer the questions.
said together, these rules may not apply, and the sounds
though. 1 Why do you think people are often reluctant to
5 So long as I don’t set too in words are reduced and changed further. This can
many targets. make them difficult to recognise and understand, e.g. do something different?
erent
6 I’ve actually got loads of Do you know what I mean? can sound like narp meme? 2 If you were trying to learn a new skill, but losing
quotes. and then they can sound like anenay motivation, what could you do to get the motivation
something special can sound like sumink speshal back?
Exercise 8 we don’t have any can sound like wedunnavenay 3 Who is the first person you would tell about an
1 step out of their comfort zone Learning to expect and recognise these kinds of word achievement, so they could congratulate you on it?
2 running out of steam clusters can really help with understanding natural fast 4 What would you be interested in doing:
doing learning to
3 pat you on the back for speech. drive or learning to ski? Say why.
4 up for
9 SPEAKING Do you agree with the final speaker that if
4 2.18 Listen to the word clusters in more context. we want to achieve anything, we have to be willing
Can you understand them better now? Say why. to step out of our comfort zone, and do something
difficult or different? Say why.
70 □ I can recognise word clusters in fast speech and talk about motivation.
REFERENCES might be more effective than ‘the stick’, FURTHER PRACTICE
and vice versa. If there is time, open up
AUDIO SCRIPT page 226 the discussion to the class. • Workbook page 58/Online Practice
EXTRA ACTIVITIES IN CLASS • After Exercise 7, put students in pairs • Photocopiable resource 18:
and get them to discuss items 8–10. Self-motivation, pages 274, 298
• After Exercise 1, put students in pairs to Is 8 true for them? How would they
discuss the notes they made at home. complete 9? Do they agree with 10?
They should discuss their views and If there is time, invite different students
consider in which situations ‘the carrot’ to share their ideas with the class.
88
5E SPEAKING 05
1 Read some real questions asked at job interviews. 5 2.19 Listen to two interviews and answer the Exercise 2
In pairs or small groups, discuss what you would say questions. Suggested answer
if you were asked these questions. 1 How well does each interviewee do in your opinion? 1 to find out whether
1 If you were a tree, what kind of tree would you be, Say why. people can think creatively,
and something about their
and why? 2 What does each interviewee do when they are given personality
2 You’ve been given an elephant. You can’t give it away a difficult question?
or sell it. What would you do with it?
3 If you had a choice between two superpowers, being 6 2.19 Study the Speaking box. Then listen to the Exercise 4
interviews again and tick the phrases that you hear. 1 b; Obviously better to show
invisible or flying, which would you choose, and why? an interest in studying than in
nightlife.
2 In pairs, discuss the questions. SPEAKING | Buying time 2 a; No university or course
1 Why do you think companies might ask the kinds of wants to be seen as second
In any interview situation you may be asked a tricky choice.
questions in Exercise 1?
question and find that you just can’t think of what to say. 3 b; This weakness is less likely
2 What experience do you have of being interviewed? You can use these phrases to buy yourself time to think. to cause problems.
3 What different things might you be interviewed for
in the future?
□ I’m sorry, I’m really nervous and my mind has gone
blank. Let me think about it for a minute. Exercise 5
3 Look at some more typical job interview questions and □ I’m not certain I follow you. Could you explain a bit Suggested answers
1 Interviewee 1 does better.
more about what you mean?
decide on what would be a good answer to each one.
What should you not say? □✓ Well, I’m glad you asked that question …
Her answers are more fluent
□
1 What work experience do you have? What did you interested in her subject and
✓ That’s quite a tough question. Let me have a minute fairly knowledgeable.
learn from it? 2 Interviewee 1 plays for time
to think about it.
2 What’s your biggest achievement so far?
□✓ Well, to be honest, that requires a bit of thought …
to think. Interviewee 2 tries to
□
3 Where do you see yourself in five years’ time? avoid the question altogether –
✓ Actually, I don’t really have strong feelings one way though not successfully.
4 In pairs, look at the selection of possible questions or the other, but if I had to choose, I would say …
and answers for an interview to get a university place. □ Could you just explain what you mean by …?
□
Exercise 7
Choose the better answer in each case. Say why. Wow, that really needs a moment’s thought …
□
The first word is elongated and
1 Why did you choose this university? I suppose it depends on what you mean by … pronounced with a fall–rise
intonation, which is often
a Because I heard that the nightlife is great. used when the speaker is not
b Because the facilities here are so good. 7 2.20 PRONUNCIATION Listen to three of the phrases quite sure of the answer or is
2 Why did you choose to study Dentistry? from the Speaking box. What function does the first reluctant to answer.
a Because I like working with people and helping word have in each case? What do you notice about the
them. way that word is pronounced?
b Because I didn’t think my grades would be good 8 2.20 PRONUNCIATION Listen again and repeat.
enough to study Medicine.
3 What is your biggest weakness? 9 Work in pairs. Imagine you are being interviewed
a I’m not very good at taking criticism. for a place on a sports team. In turns, interview each
b I can be a bit too over-optimistic about how long other using the questions on page 187 (Student A)
something will take. I’m working on that. and 189 (Student B). If you can’t answer a question
immediately, use the phrases from the Speaking box
to buy yourself time.
10 What is the key thing you will take away from this
lesson about doing well in an interview? Tell your
partner about it and explain why.
REFERENCES before discussing as a class. Find out • After Exercise 8, put students in pairs
what students think is a good way to for some peer correction. Get them
CULTURE NOTES page 211 memorise something. to read each other’s essays and think
EXTRA ACTIVITIES IN CLASS • After Exercise 6, ask students to write about what their partner has done well
a few sentences about their own and what could be improved. Students
• This activity can be done as a lead-in experience of learning English, using can then rewrite their essays at home,
to the lesson or after Exercise 1. a range of participle clauses. They can using their partner’s feedback.
Students use the notes they made at read them out to the class or share
home to talk about memorisation. them with a partner.
They compare notes with a partner
90
5F WRITING AND VOCABULARY | An essay 05
1 SPEAKING Read the title of the essay on page 72. 5 Study Watch out! Then rewrite the sentences without Exercise 3
In pairs or small groups, discuss how far you agree. using the underlined participle clauses. 1 the second two ideas
1 Being able to look up facts and figures instantly 2 They chose the last idea as
2 Look at the Writing task. Do the notes agree or online, it is arguably no longer necessary for students the most important.
disagree with the topic of the panel discussion? to learn information by heart.
Reasons: 1 […] do we
Are any of the ideas in the notes similar to your ideas? really want to be so utterly
2 Critical thinking skills are now highly valued by dependent on technology?
employers, leading to a greater emphasis on them We should be able to do
Your class has attended a panel discussion on the topic basic maths unaided, and […]
within education.
Memorisation of facts and figures is useless for the have at least a rudimentary
‘Google generation’. You have made the notes below: 3 On the other hand, having spent a great deal of time knowledge of world history
learning my times tables when I was younger, I am and science. 2 The brain is
• Memorisation is a necessary first step in learning. now able to easily do simple sums in my head. quick to adapt to the new
For example, learning letters and sounds in order to normal, and discard any skills
read. disagree it perceives as unnecessary.
• If we don’t spend too much time memorising facts, WATCH OUT! 3 Paragraph 1: introduction
(summarising the debate and
that frees up our time and brain power to do more Participle clauses are an alternative way of explaining mentioning the writer’s own
challenging things. agree the reason for / result of something, e.g. opinion); Paragraph 2: The
• If we are too reliant on technology to remember things As he cannot use a calculator, he will have to work out the time spent on memorising
for us, we may lose our ability to memorise. disagree facts and figures could be
sum in his head. better employed in learning
Write an essay for your tutor discussing two of the ideas Not being able to use a calculator, he will have to work out how to think. Paragraph 3:
in your notes. Explain which idea is most important and the sum in his head. The brain needs practice to
provide reasons to support your opinion. function properly.
Many people automatically use calculators these days, Paragraph 4: conclusion
which has resulted in an inability to do mental arithmetic.
3 Read an essay written for the task in Exercise 2. Many people automatically use calculators these days, Exercise 5
Answer the questions. resulting in an inability to do mental arithmetic. 1 Because they can / are able to
1 Which two ideas did the student choose to discuss 2 with the result that there is /
from the question?
6 Replace the underlined parts of the sentences with which has led to
3 because I spent
2 Which idea did the student consider most important? participle clauses.
What reasons did they give?
1 Due to the fact that I memorised certain poems at
3 What is the topic of each paragraph? school, I can still recite them.
Exercise 6
1 Having memorised
4 Find synonyms for these words in the essay. 2 Because I did a lot of revision, I passed the test easily. 2 Having done
1 arguable debatable
3 I missed a lot of classes, which left me struggling in 3 leaving me
the exam. 4 Knowing
2 old-fashioned outmoded 5 missing
4 Because they know critical thinking is important, 6 Not being very good
3 argue contend
teachers try to include it in lessons.
4 completely utterly
5 I got up late, which meant that I missed my bus to
5 without help unaided school.
6 basic rudimentary 6 As I am not very good at Maths, I need to practise more.
7 weaken atrophy
8 throw away discard 7 Work in pairs. Read the essay question. Which of these
methods do you think is most effective and why?
Do you agree with the opinions expressed?
FURTHER PRACTICE
Workbook page 60/Online Practice
NEXT CLASS
Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 74–75.
91
Word List
REMEMBER MORE 5A VOCABULARY AND SPEAKING set up a group /ˌset ˈʌp ə ˌɡruːp/
5.25 sleep through sth /ˌsliːp ˈθruː ˌsʌmθɪŋ/
1 Complete the pairs of phrases apply yourself to sth /əˈplaɪ jɔːˌself tə ˌsʌmθɪŋ/
with one verb. Then check with sort sth into (piles) (phr v) /ˈsɔːt ˌsʌmθɪŋ ɪntə
the word list. associate sth with (v) /əˈsəʊʃieɪt ˌsʌmθɪŋ wɪð/ (ˌpaɪlz)/
1 have little self-belief / plenty aversion (n) /əˈvɜːʃən/ strenuous (adj) /ˈstrenjuəs/
of criticisms backfire on sb (v) /ˌbækˈfaɪə ɒn ˌsʌmbɒdi/ study aid /ˈstʌdi ˌeɪd/
2 run out of steam / on empty
background music /ˈbækɡraʊnd ˌmjuːzɪk/ sustained (adj) /səˈsteɪnd/
3 sort something into piles /
something out be on a steep learning curve /bi ɒn ə ˌstiːp tricky (adj) /ˈtrɪki/
ˈlɜːnɪŋ ˌkɜːv/
4 come in handy / into focus valiant (adj) /ˈvæliənt/
blankly (adv) /ˈblæŋkli/
Exercise 2
2 Rewrite the sentences using the 5B GRAMMAR 5.26
blow up in one’s face /ˌbləʊ ˈʌp ɪn ˌwʌns ˌfeɪs/
words in bold. Do not change
1 We’re on a steep learning curve. agitated (adj) /ˈædʒɪteɪtɪd/
2 You should always give it your their form. Then check with the breeze through sth (phr v) /ˌbriːz ˈθruː ˌsʌmθɪŋ/
best shot. word list. cluttered (adj) /ˈklʌtəd/ ban from (v) /ˈbæn frəm/
3 I’m starting to get the hang of 1 We’re finding it difficult to
come about (phr v) /ˌkʌm əˈbaʊt/ coo (v) /kuː/
this system.
learn all the new things. STEEP
4 I breezed through the test. crawl (v) /krɔːl/
2 You should always try as hard cram in/into/for (phr v) /ˌkræm ˈɪn / ˈɪntəː / ˈfɔː/
as possible. SHOT deflect sb from sth (v) /dɪˈflekt ˌsʌmbɒdi frəm fiddle with sth (phr v) /ˈfɪdl wɪð ˌsʌmθɪŋ/
3 I’m starting to understand how ˌsʌmθɪŋ/ get a fright /ˌɡet ə ˈfraɪt/
this system works. GET determined (adj) /dɪˈtɜːmɪnd/ junction (n) /ˈdʒʌŋkʃən/
4 The test was very easy and
divert sb/sth (away) (v) /daɪˈvɜːt ˌsʌmbɒdi / mess about (phr v) /ˌmes əˈbaʊt/
I finished it quickly. THROUGH
ˌsʌmθɪŋ (əˈweɪ)/
mouthpiece (n) /ˈmaʊθpiːs/
3 Choose the correct words. Then driving inspector /ˈdraɪvɪŋ ɪnˌspektə/
check with the word list. overtake (v) /ˌəʊvəˈteɪk/
drum sth into sb (phr v) /ˌdrʌm ˌsʌmθɪŋ ˈɪntə
1 What do you call a final ˌsʌmbɒdi/ rustling noise /ˌrʌsəlɪŋ ˈnɔɪz/
attempt? last-ditch / misguided shoo sb out/away (phr v) /ˌʃuː ˌsʌmbɒdi ˈaʊt /
frantic (adj) /ˈfræntɪk/
2 What is the quality of not əˈweɪ/
giving up called? self-conviction / futile (adj) /ˈfjuːtaɪl/
sleep through (phr v) /ˌsliːp ˈθruː/
tenacity gape at sth (v) /ˈɡeɪp ət ˌsʌmθɪŋ/
3 What is another word for get the hang of sth /ˌget ðə ˈhæŋ əv ˌsʌmθɪŋ/
‘throw away’? free up / discard 5C READING AND VOCABULARY
4 Which word collocates with get your head down /ˌget jə ˈhed ˌdaʊn/ 5.27
‘idea’? laughable / adroit give sth your best shot /ˌɡɪv ˌsʌmθɪŋ jə ˌbest ˈʃɒt/ adroit (adj) /əˈdrɔɪt/
2 Have you ever crammed for make an effort /ˌmeɪk ən ˈefət/ come into focus /ˌkʌm ˌɪntə ˈfəʊkəs/
a test? How did the test go? cycle of reactions /ˌsaɪkəl əv riˈækʃənz/
mature student /məˌtʃʊə ˈstjuːdənt/
3 When would you be willing to
step out of your comfort zone? mental state /ˈmentl ˌsteɪt/ desirable (adj) /dɪˈzaɪərəbəl/
4 What kind of things do you mess about (phr v) /ˌmes əˈbaʊt/ destructive (to sth) (adj) /dɪˈstrʌktɪv (tə ˌsʌmθɪŋ)/
have to learn by heart? dime-store calculator /ˌdaɪm stɔː ˈkælkjəleɪtə/
misguided (adj) /mɪsˈɡaɪdɪd/
drill sergeant /ˈdrɪl ˌsɑːdʒənt/
ACTIVE VOCABULARY | multitask (v) /ˈmʌltɪˌtɑːsk/
Dependent prepositions munch on sth (v) /ˈmʌntʃ ɒn ˌsʌmθɪŋ/ exuberance (n) /ɪɡˈzjuːbərənts/
When you learn new words nowhere near /ˌnəʊweə ˈnɪə/ fall back into sth (phr v) /ˌfɔːl ˈbæk ˌɪntə ˌsʌmθɪŋ/
always check if they come with focusing exercise /ˈfəʊkəsɪŋ ˌeksəsaɪz/
opt to do sth /ˈɒpt tə ˌduː ˌsʌmθɪŋ/
any prepositions.
put more effort into sth /ˌpʊt mɔːr ˈefət ˌɪntə fulfil your potential /fʊlˌfɪl jə pəˈtenʃəl/
Look at the word list and find
ˌsʌmθɪŋ/ get in the way /ˌɡet ɪn ðə ˈweɪ/
five words and their dependent
prepositions. Write sentences put sb off doing sth /ˌpʊt ˌsʌmbɒdi ˈɒf ˌduːɪŋ habitual (adj) /həˈbɪtʃuəl/
using these words. ˌsʌmθɪŋ/
have plenty of criticisms /ˌhæv ˈplenti əv
run on empty /ˌrʌn ɒn ˈempti/ ˈkrɪtɪˌsɪzəmz/
see the point /ˌsiː ðə ˈpɔɪnt/ hit a forehand /ˌhɪt ə ˈfɔːhænd/
74
EXTRA ACTIVITIES IN CLASS is correct, the team gets a point. If it is Collect all the pieces of paper, put them
incorrect, the team loses a point and in a bag and get each student to take
• Divide the class into two teams and another team can challenge. If the out 3–4 pieces of paper. They must
give them a few minutes to look over challenger provides the correct idiom, write one sentence with each of the
the word list for Lesson 5A. Then, with they earn the point. The team with the words/phrases they picked. To make
books closed, students list as many most points are the winners. the activity more challenging, you
idioms from Lesson 5A as they can in could ask students to use the words/
• Ask students to choose 3–4 words or
a given time limit. When the time is phrases in such a way that they form
phrases from the word list and write
up, the team with the most idioms a cohesive piece of writing.
each word/phrase on a piece of paper.
write them on the board. If the idiom
92
05
inner dialogue /ˌɪnə ˈdaɪəlɒɡ/ build your confidence /ˌbɪld jə ˈkɒnfɪdəns/ 5F WRITING AND VOCABULARY
interference (n) /ˌɪntəˈfɪərəns/ by far /ˌbaɪ ˈfɑː/ 5.30
apply knowledge /əˌplaɪ ˈnɒlɪdʒ/
laughable idea /ˈlɑːfəbəl aɪˌdɪə/ check in on sb/sth (phr v) /ˌtʃek ˈɪn ɒn ˌsʌmbɒdi/
ˌsʌmθɪŋ/ atrophy (v) /ˈætrəfi/
leap up in the air /ˌliːp ˈʌp ɪn ði ˌeə/
congratulate sb on sth (v) /kənˈɡrætʃəleɪt attend a panel discussion /əˌtend ə ˈpænl
lift sth off the ground /ˌlɪft ˌsʌmθɪŋ ɒf ðə
ˌsʌmbɒdi ɒn ˌsʌmθɪŋ/ dɪˌskʌʃən/
ˈɡraʊnd/
cost a fortune /ˌkɒst ə ˈfɔːtʃən/ be employed in (doing) sth /bi ɪmˈplɔɪd ɪn
manifest (v) /ˈmænəfest/
(ˌduːɪŋ) ˌsʌmθɪŋ/
disorganised (adj) /dɪsˈɔːɡənaɪzd/
mediocrity (n) /ˌmiːdiˈɒkrəti/
be reliant on sth /bi rɪˈlaɪənt ɒn ˌsʌmθɪŋ/
for a change /fər ə ˈtʃeɪndʒ/
mental mindset /ˌmentl ˈmaɪndset/
be utterly dependent on sth /bi ˌʌtəli dɪˈpendənt
from personal experience /ˌfrəm ˈpɜːsənəl
micro move /ˌmaɪkrəʊ ˈmuːv/ ɒn ˌsʌmθɪŋ/
ɪkˌspɪəriəns/
natural aptitude for sth /ˌnætʃərəl ˈæptɪtjuːd capacity to do sth /kəˈpæsəti tə duː ˌsʌmθɪŋ/
have little self-belief /ˌhæv ˌlɪtl self bəˈliːf/
fə ˌsʌmθɪŋ/
come in handy /ˌkʌm ɪn ˈhændi/
imaginative (adj) /ɪˈmædʒənətɪv/
(there is) no room for /(ðeər ɪz) nəʊ ˈruːm fə/
contend (v) /kənˈtend/
lose faith in yourself /ˌluːz ˈfeɪθ ɪn jɔːˌself/
outsmart sb (v) /aʊtˈsmɑːt ˌsʌmbɒdi/
curriculum (n) /kəˈrɪkjələm/
maintain motivation /meɪnˌteɪn ˌməʊtəˈveɪʃən/
parallel (to sth) (adj) /ˈpærəlel (tə ˌsʌmθɪŋ)/
debatable (adj) /dɪˈbeɪtəbəl/
motivational quotes /ˌməʊtɪˈveɪʃənəl ˌkwəʊts/
perseverance (n) /ˌpɜːsəˈvɪərəns/
discard (v) /dɪsˈkɑːd/
overambitious (adj) /ˌəʊvəræmˈbɪʃəs/
pertinent (to sth) (adj) /ˈpɜːtɪnənt (tə ˌsʌmθɪŋ)/
do simple sums in your head /ˌduː ˌsɪmpəl ˈsʌmz
overly self-critical /ˈəʊvəli ˌselfˈkrɪtɪkəl/
poetry in motion /ˌpəʊətri ɪn ˈməʊʃən/ ɪn jə ˈhed/
pat sb on the back for sth /ˈpæt ˌsʌmbɒdi ɒn ðə
proposition (n) /ˌprɒpəˈzɪʃən/ free up (phr v) /ˌfriː ˈʌp/
ˈbæk fə ˌsʌmθɪŋ/
racquet (n) /ˈrækɪt/ highly valued /ˌhaɪli ˈvæljuːd/
reluctant (to do sth) (adj) /rɪˈlʌktənt (tə duː
rapid improvement /ˌræpɪd ɪmˈpruːvmənt/ ˌsʌmθɪŋ)/ instantly (adv) /ˈɪnstəntli/
raw talent /ˌrɔː ˈtælənt/ run out of steam /ˌrʌn ˌaʊt əv ˈstiːm/ learn sth by heart /ˈlɜːn ˌsʌmθɪŋ baɪ ˈhɑːt/
rivalry (n) /ˈraɪvəlri/ rush of motivation /ˌrʌʃ əv ˌməʊtəˈveɪʃən/ look up sth online /ˌlʊk ˈʌp ˌsʌmθɪŋ ˌɒnlaɪn/
run the show /ˌrʌn ðə ˈʃəʊ/ set a target /ˌset ə ˈtɑːɡɪt/ memorisation (n) /ˌmeməraɪzˈeɪʃən/
self-conviction (n) /ˌself kənˈvɪkʃən/ step out of your comfort zone /ˌstep ˈaʊt əv jə memorise sth /ˈmeməraɪz ˌsʌmθɪŋ/
ˈkʌmfət ˌzəʊn/
self-instructional thoughts /ˌself ɪnˌstrʌkʃənəl mental arithmetic (n) /ˈmentl əˌrɪθmətɪk/
ˈθɔːts/ there’s a lot at stake /ˌðeəz ə ˈlɒt ət ˌsteɪk/
outmoded skill /aʊtˈməʊdɪd ˌskɪl/
self-judgement (n) /ˌself ˈdʒʌdʒmənt/ vision board /ˈvɪʒən ˌbɔːd/
practical approach /ˈpræktɪkəl əˌprəʊtʃ/
self-starter (n) /ˌself ˈstɑːtə/
quick to adapt /ˌkwɪk tʊ əˈdæpt/
5E SPEAKING 5.29
silence (v) /ˈsaɪləns/
buy yourself time to think /ˌbaɪ jɔːˌself ˌtaɪm tə retain sth (v) /rɪˈteɪn ˌsʌmθɪŋ/
simplicity (n) /sɪmˈplɪsəti/ ˈθɪŋk/
rudimentary knowledge /ˌruːdəˈmentəri ˌnɒlɪdʒ/
stretch out to do sth /ˌstretʃ ˈaʊt tə duː ˌsʌmθɪŋ/ deal with conflict /ˌdiːl wɪð ˈkɒnflɪkt/
struggle in an exam /ˌstrʌɡəl ɪn ən ɪɡˈzæm/
stroke (n) /strəʊk/ either way /ˈaɪðə weɪ/
substantial benefits /səbˈstænʃəl ˌbɛnɪfɪts/
stubborn streak /ˌstʌbən ˈstriːk/ fit around /ˌfɪt əˈraʊnd/
times table (n) /ˌtaɪmz ˈteɪbəl/
swing sth forward /ˌswɪŋ ˌsʌmθɪŋ ˈfɔːwəd/ front-facing (adj) /ˌfrʌnt ˈfeɪsɪŋ/
unaided (adj) /ʌnˈeɪdɪd/
synchronised (adj) /ˈsɪŋkrənaɪzd/ have strong feelings /ˌhæv ˈstrɒŋ ˌfiːəlɪŋz/
tenacity (n) /təˈnæsəti/ insight (into sth) (n) /ˈɪnsaɪt (ˌɪntə ˌsʌmθɪŋ)/
trial and correction /ˌtraɪəl ən kəˈrekʃən/ interviewee (n) /ˌɪntəvjuˈiː/
unlock a mystery /ʌnˌlɒk ə ˈmɪstəri/ over-optimistic about sth /ˌəʊvə ɒptəˈmɪstɪk
əˌbaʊt ˌsʌmθɪŋ/
willingness to make a sacrifice /ˌwɪlɪŋnəs tə
ˌmeɪk ə ˈsækrɪfaɪs/ piece of literature /ˌpiːs əv ˈlɪtərətʃə/
wisdom (n) /ˈwɪzdəm/ portray (v) /pɔːˈtreɪ/
75
76
94
READING
6 Read the article about life coaching. Match paragraphs
A–E with gaps 1–4. There is one extra paragraph.
SUCCESS IN
COLLEGE I
What exactly is life coaching? At its most
basic, a life coach is someone who you pay
to give you advice about how to improve
your life. Unlike a therapist, who requires
professional qualifications, anyone can be
a life coach and they can provide a useful
service as long as both parties are aware A ndoubtedly, life coaching can be highly beneficial in
such cases so no wonder that its perception is changing.
that a life coach is not certified to deal with Instead of being a sign of inadequacy or shame, life
problems such as depression or anxiety. coaching is now becoming a lifestyle choice. Fairly soon,
the sympathy may not be for those who have a life coach,
1 C As a college degree has been proven to be vital for
but for those who are unable to afford one.
economic and social advancement, more and more stressed-
out students become their patients. Sometimes, educators B That’s where Beyond 12 can come in. The team is
suggest life coaching to the troubled young people who small, but they are bold and committed, and they draw
distrust the authority figures in their lives and need the from their own e perience. y offering their advice to
security of being able to talk to someone non-judgemental. low-income students, the coaches help them to survive
What is even more important, they need to know the person the college e perience. n average, after si years, only
is reliable and won’t reveal their secrets. forty-two percent of poorer students graduate or remain
2 A This is one of the reasons why the in their studies. With Beyond 12’s support, this figure rises
life coaching organisation Beyond 12 was to eighty five percent.
set up: to assist the underprivileged.
Its founder is Alexandra Bernadotte, C What they are, in essence, is a replacement for
whose family moved to the USA when friends or family who people would traditionally turn to
she was a child. As a straight-A student, for advice and encouragement. They support clients in
she was offered a place at the prestigious recognising their strengths and weaknesses and show
Dartmouth College. Although she managed them how to achieve their goals or, if necessary, identify
to graduate, she found the years spent at school extremely what these might be. In doing this, they help people to
demanding. he was among people from very different overcome any problems that stand in their way.
backgrounds to her own so she struggled to fit in. iving on
the breadline, she could not afford to pay for a life coach so D The International Coach Federation ensures they
only her will to succeed allowed her to continue. hen, after all abide by a common set of rules. A coach registered
graduating, she was determined to help other students in with the ICF is obliged to follow their code of ethics
the same situation. and standards of behaviour which include client
3 E he reasons for these depressing figures are easily confidentiality. owever, not all coaches are members of
this organisation so care must be taken when choosing
explicable. Most students have some sort of problem
someone for guidance.
adjusting when they leave home to go to university.
For some, this may be in the form of homesickness; for others,
stress and lack of confidence. o make matters worse, those
E his support is definitely necessary. ccording to
statistics, only nine percent of low-income students
who are the first college entrants from their family often
in the United States have graduated from university
suffer from loneliness and lack of professional help.
by their mid-20s compared to seventy-seven percent
4 BThanks to Alexandra and the life coaches her of high-income students. What’s more, many poorer
organisation employs, more and more young people are students who left secondary school planning on going
benefitting from an education which will ensure that they to university never get there. Those that do are twice
and their children can achieve more and have meaningful as likely as the children of graduates to drop out during
economic and personal prospects. their first year if their parents didn’t go to college.
77
95
06 Feels good
VOCABULARY Body language, body-related collocations and idioms, emotions, sounds,
GRAMMAR
READING
SPEAKING
WRITING
compound adjectives, adverb + verb collocations
Reporting verbs and verb patterns, impersonal reporting structures
Understanding purpose and function
Evaluating ideas
An article
A B C D
E F G H
I J What does
your body language
say about you?
Do you …
1 □H fold your arms when you are feeling defensive ?
2 □I purse your lips when you are nervous ?
irritated/
REFERENCES chooses a word from Exercise 4 and correctly, they win a point. If not, the
draws short lines in their notebook to point goes to the other student. The
AUDIO SCRIPT page 227 represent the letters of a word. Student student with the most points wins.
EXTRA ACTIVITIES IN CLASS B has fifty game-dollars. In order to • Do this activity after Exercise 9 or at
guess the word, he/she must buy the end of the lesson. Choose sixteen
• After Exercise 4, put students in pairs consonants for five game-dollars each phrases in total from Exercises 3,
and tell them that they will take it in or vowels for ten game-dollars each. 7 and 9. Fold an A4 piece of paper in
turns to complete words by ‘buying’ They must guess the word before they half four times to create sixteen small
vowels and consonants. Student A run out of game-dollars. If they guess
96
6A VOCABULARY AND SPEAKING 06
1 SPEAKING Discuss the questions. ACTIVE VOCABULARY | Collocations
1 What do you first notice when you meet someone new? Collocations are words that naturally go together.
2 What do you think you can learn from a person’s body A common collocation is verb + noun (or verb + pronoun
language? + noun), e.g. tilt your head. If we substituted the verb tilt
3 Look at pictures A–J. Who would you feel comfortable for bend, it would not be correct although the verbs are
or uncomfortable talking to? Say why. synonymous.
• Strong collocation is when the connection between two
2 In pairs, note down as many examples of body words is fixed – a word is only used as part of one or a few
language as you can, e.g. touch your nose. collocations, e.g. She pursed her lips. He steepled his hands.
• Words that collocate with a lot of other words form weak
Body language collocations. For example, tilt collocates with body parts
(head, chin, mouth), but also with boat, chair, plane.
3 Read the survey on body language. Match the
highlighted phrases with pictures A–J.
7 Complete the collocations from the blog with the
4 3.1 In pairs, complete the survey on page 78 correct forms of the verbs from the box.
with the words from the box. Then listen to a radio
programme about body language and check. bite clear cross flick give grind shrug twirl
attentive concentrating defensive distasteful 1 I often clear my throat before giving a talk.
excited impatient in control indecisive irritated 2 My mum complains because my dad sometimes
nervous grinds his teeth when he’s asleep.
3 It’s my exam later on today. Please cross your
5 3.2 Listen to a phone-in programme. Which body fingers for me!
language gestures from Exercise 3 are the people talking 4 I asked Dan if he could help me and he simply
about? Sometimes more than one answer is possible. shrugged his shoulders.
Ellen 1/2 Luke 6 Lisa 5/10 5 Many people bite their lip if they’re
Megan 8 Connor 4 concentrating hard.
6 It may be a bit annoying when someone’s twirling
Body-related collocations their hair in their fingers while they’re talking to you.
7 I didn’t speak to Paul after the exam, but I saw him
6 Study Active Vocabulary. Then read the blog entry and at the bus stop and he gave me the thumbs up.
find eight verb + pronoun + noun collocations related 8 I always know when it’s time for a haircut because
to body language. I start needing to flick my hair back from my face.
97
6B READING AND VOCABULARY
Exercise 1 1 Match emotions from the box with their close synonyms. ACTIVE READING | Understanding purpose and
1 awe Are they stronger or weaker than their synonyms? function
2 apprehension
anticipation apprehension awe contempt The purpose of a text as a whole
3 serenity
4 contempt loathing rage remorse serenity To understand the purpose of a text, we need to think
5 rage about:
6 anticipation 1 admiration 4 disrespect 7 hatred
7 loathing • the target reader – who is expected to read the piece?
2 fear 5 anger 8 regret
8 remorse (e.g. an academic, people interested in the topic)
3 calmness 6 expectation • the text type (e.g. a story, a blog, an article in a specialist
They are stronger.
2 Study Active Reading. Then read the article and choose magazine)
the correct answers. • how the reader has been affected by the writing.
Exercise 3
Has the reader learned something new? Has the reader
1 Wallowing 1 By giving the example of a performance in paragraph 1 been persuaded to do something?
2 inundated the writer wants to
3 suppress To answer these questions, you need to look at the title
4 endeavours a illustrate the importance of maintaining emotional
and any visuals, the style, the tone, the vocabulary and
5 exacerbate the problem health.
the complexity of language.
6 ascribe human b introduce the idea of the mental impact of stress.
emotions to animals
c exemplify the effects certain emotions can have on us. The purpose of a section or paragraph
d compare the ways different situations provoke stress. An individual paragraph may have its own specific
purpose, e.g. to warn us about something, or make
2 In paragraph 3, the writer uses the word a suggestion.
‘counterintuitive’ to comment on
a the link between facial expressions and emotion.
b the implication that we should do something 3 Rewrite the underlined words and phrases in the
seemingly unnatural. sentences using the highlighted words from the text.
c the suggestion that we should indulge our emotion. 1 When I was younger and feeling sorry for myself for
d the desire of scientists to tell us how to feel. no reason, my mother would always say ‘Chin up!
Indulging in self-pity is for wimps!’
3 In paragraph 4, the writer says that 2 My dad put some old vinyl records up for sale online
a we should not be frightened to show emotions. and he’s been flooded with offers.
b opinions about the value of influencing our emotions 3 I got a message about a brilliant job offer to work in
are divided. New York while I was coming home from college.
c research has confirmed that depression is a result It was very hard to hide my excitement all the way
of hiding emotions. home on the bus.
d the emotions we feel are solely a result of mental 4 The company tries hard to consult all its employees on
activity. factors that may affect their working conditions.
4 The writer’s purpose in paragraph 5 is to 5 If you get angry and lose your temper, it will only
make the problem worse.
worse
a correct a misunderstanding about a woman’s role
today. 6 Some people believe animals experience the same
emotions as humans and, just like humans, they can
b avoid the negative consequences of emotional
express their emotions through actions.
labour.
c advocate emotional labour in maintaining good 4 Complete the sentences with the correct forms of the
customer relations. highlighted verbs from the text. In pairs, discuss the
d outline the possible dangers of emotional labour. questions.
5 In the final paragraph, the writer expresses the 1 What do people do when they wallow in self-pity?
opinion that Do you ever do this yourself?
a unsmiling staff can cause a store to lose customers. 2 Think of a problem you have encountered recently.
b people who show their emotions should avoid What exacerbated it? Say why.
working directly with the public. 3 What kind of advice do you find yourself inundated
c people should consider scientific advice and act with these days? Say why.
accordingly. 4 When do you think people should endeavour to
d people should decide how best to control their suppress their emotions? Say why.
emotions. 5 What would you ascribe your present mood to?
Say why.
6 The purpose of the article is to
a interest readers in accessing further scientific articles. 5 SPEAKING In pairs, discuss the questions.
b inform us of various attitudes on whether we 1 Do you ever fake emotions? For example, do you
should show emotions. pretend to be happy when you are not? Say why.
c praise the research into emotions and their impact 2 Do you think faking emotions can be good or bad
on our health. for people? Say why.
d persuade us to pursue happiness in our lives.
80 □ I can understand the purpose of specific sections in an article and talk about emotions.
REFERENCES check how many of the nouns in the FURTHER PRACTICE
exercise were already on their list.
CULTURE NOTES page 211 • Workbook pages 66–67/Online Practice
• Extend Exercise 1 by putting students
EXTRA ACTIVITIES IN CLASS in pairs and asking them to add one or • Photocopiable resource 20: Too much
two more synonyms to the eight pairs information, pages 274, 300
• Lead in to Exercise 1 by referring of nouns. They may use a dictionary
students to the lists they made at home NEXT CLASS
and/or thesaurus to do the activity.
and inviting them to share their nouns When they are ready, have them read Ask students to look online for a funny
with the class. List students’ nouns on out their synonyms to the class. short video or a joke and bring it to the
the board. After Exercise 1, students can next lesson.
98
06
3.3
5
and apprehension, but would we automatically link those Linked with this latter belief is the concept of emotional
nerves to a stomach upset or back pain? The truth is that our labour, which was first identified in 1983. A recent
emotions can trigger a host of physical reactions and that is 55 interpretation of the term, started by an American journalist
why we need to concern ourselves with maintaining a good in 2017, references the need for people, often the stay-
15 state of emotional health.
2
at-home partner in a relationship, to concern themselves
That is easier said than done, you might say, and you would with routine chores that often result in grumpiness and
be right. Emotions are not easy to control, particularly dissatisfaction. However, the term was originally invented to
negative ones. So, is it actually possible for us to make 60 describe the requirement for certain employees, for instance
ourselves feel happier and less negative? ‘How to become those in the service industries such as flight attendants
20 a happier you’ is a hot topic at the moment and we are being and shop assistants, to present a happy face to clients,
inundated with advice and tips. There is an abundance however bad they may be feeling. In other words, it is part
of websites with surveys, questionnaires, tips and shared of their job to pretend to be happy and hide any negative
personal experiences available to us. Even schools are running 65 emotions. Otherwise they risk offending their clients. In the
mindfulness classes for their students as part of the curriculum. opinion of many experts, this faking of emotion can lead to
25
3 A new take on the topic is coming from scientists who
have recently come up with a seemingly simple solution
which is based on the link between emotion and facial
depression. As well as this, it can contribute to breakdowns of
relationships, when the person who has had to force a smile all
day returns home and takes their frustration out on their family
expression. They say that rather than frown when we’re 70 or partner, snapping and shouting at the least disagreement.
30
feeling low or upset, we should try smiling. This may sound
counterintuitive, but studies have shown that facial
expressions do not only reflect an emotion, but they can
6 Taking all the studies and theories into account, it seems
sensible to conclude that although raising a smile and
putting on a brave face can often work in the moment, it is not
influence them. In other words, we may smile because we are advisable in the long term. Whilst wallowing in negativity is
happy, but we can also feel happy because we smile! 75 not going to help anyone, there are definitely times when we
99
6C GRAMMAR
5 Read the sentences and match verb patterns 1–7 from
Exercise 4 with the underlined verbs in sentences a–g.
a □5 The interview was great. It really convinced me to
go out and buy the book.
b □ interviewer kept complimenting the writer on
7 The
having received the award.
c □2 He claimed that laughter was an early form of
communication, but is there any evidence of that?
d □ The writer suggested watching comedy films with
6
other people. I go along with that!
e □1 The interviewer wondered why laughter was
contagious.
f □3 The interviewer informed the audience that his
next guest was a yoga teacher.
g □ My mother offered to buy a copy of the book for me.
4
Exercise 8 1 SPEAKING In pairs, think about what makes you laugh. 6 Read a report of what happened in an English class.
1 blame (for), discourage (from) When did you last crack up, groan at a bad joke or get Do you think the teacher had a point? What body
2 admit, deny the giggles? language do the people where you live use? Do they
3 admit, complain, demand, overuse it?
maintain, predict 2 3.4 Do you find laughter contagious? Why do you
4 question
5 invite, urge
6 threaten, demand
think that is so for many people? Listen to a radio
interview with the author of The Magic of Laughter and Go verbal!
7 notify
check your ideas. Something funny happened in the English class
yesterday. Mr Johnson queried why students
Reporting verbs and verb patterns seemed to prefer body language to speech.
3 THINK BACK Choose the correct structures to complete He argued that we shrugged our shoulders instead
the sentences. Pay attention to the underlined of speaking. He criticised us for twirling our hair
reporting verbs. and stroking our chins throughout every lesson.
1 The interviewer congratulated a prestigious book He begged us to stop it. He threatened to punish
award. us if we didn’t stop doing it. He warned us that it
a Paul on having won b Paul had won would ruin our career prospects if we didn’t change
2 The writer regretted sooner. our ways. Everyone thought he was being serious.
a not doing it b not to do Until he went too far. He recommended sitting on
3 The writer explained down to a very old response. our hands all the time. There was a moment’s
a him that it was b that it was silence and then we all burst out laughing.
4 The interviewer asked really good for us.
a if was laughter b if laughter was
5 The writer advised themselves with those who
have a sense of humour.
a people to surround b people surrounding
7 Match the underlined verbs from Exercise 6 with the
lists below according to the verb patterns they use.
6 The interviewer promised that.
1 congratulate (on), compliment (on), criticise (for)
a doing b to do
2 regret, suggest, recommend
7 The interviewer reminded on sale from Friday.
3 explain, claim, argue
a that the book would be
4 ask, wonder, query
b listeners that the book would be
5 advise, convince, beg
4 In pairs, study the verb patterns following the 6 promise, offer, threaten
underlined reporting verbs in Exercise 3 and decide 7 remind, inform, warn
which verb(s) are followed by:
1 a different word order from a usual question ask 8 In pairs, match the verbs from the box with the lists in
Exercise 7. Some verbs follow more than one pattern.
2 (that) clause explain
3 object + (that) clause remind admit blame (for) complain demand deny
4 to infinitive promise discourage (from) invite maintain notify predict
5 object + to infinitive advise question urge
6 gerund regret
7 object + preposition + gerund congratulate
82
REFERENCES pairs or groups. Time permitting, they about things someone has said to
can then share these with the class, them or someone they know. Students
AUDIO SCRIPT page 228 and then the class can take a vote on can then swap their sentences with
CULTURE NOTES page 211 the funniest joke or video. a partner for peer checking. They
• After Exercise 8, ask students to should check their partner’s sentences
EXTRA ACTIVITIES IN CLASS against the information in Exercise 4 or
write their own sentences using six
• After Exercise 1, students can share the of the verbs from the updated list in the Grammar Reference section.
jokes or videos they found at home in Exercise 7. The sentences could be
100
06
9 Study Watch out! Make these sentences more formal. 12 Read the underlined sentences in the text and answer Exercise 9
1 He suggested crossing our fingers, but it didn’t help. the questions. 1 He suggested (that) we (should)
1 Which sentences follow similar patterns? In pairs, cross our fingers but it didn’t help.
2 She recommended keeping our chins up.
discuss in what way they are similar. 2 She recommended (that) we
3 He proposed telling jokes to cheer ourselves up. (should) keep our chins up.
4 He requested her to stop grinding her teeth. 2 Which sentences express these ideas: 3 He proposed (that) we (should)
tell jokes to cheer ourselves up.
a past belief about something in the past 2 4 He requested (that) she (should)
WATCH OUT! b present belief about something that happened stop grinding her teeth.
in the past 4
Remember that some verbs follow more than one pattern, c past belief about something that is always true 3
sometimes with a change in register, e.g. Exercise 10
d present belief about something that happens (A certain amount of variation is
He suggested watching a film. (less formal) in the present 1 possible.)
He suggested (that) we (should) watch a film. (more formal) 1 Paul admitted not having listened / not
Grammar Reference > page 172 listening to Gemma.
2 Gemma advised Paul to pay attention.
10 3.5 Listen to the recording and use the prompts 13 Complete the second sentence so that it means the
3 Paul urged Gemma to repeat what
she said.
to report the conversation. Avoid that where possible. same as the first one. 4 Gemma notified Paul of the sale of the
1 Paul / admit rights to his book.
1 It is now believed that specially trained clowns can
5 Paul complimented Gemma on being
Paul admitted not having listened / listening to help reduce the length of children’s hospital stays. the best literary agent in London.
Gemma. Specially trained clowns help reduce the 6 Gemma thanked him and mentioned it
2 Gemma / advise 7 Paul / wonder length of children’s hospital stays. was the best deal she had ever made.
7 Paul wondered whether they would
3 Paul / urge 8 Gemma / inform 2 It was thought that hospital clowning first started in make a film based on the book.
4 Gemma / notify 9 Paul / complain the 1970s. 8 Gemma informed Paul they wouldn’t
5 Paul / compliment 10 Gemma / explain Hospital clowning in the 1970s. make a film..
9 Paul complained his book wasn’t good
6 Gemma / mention 11 Gemma / suggest 3 Clowning was originally assumed to help children
enough for a film.
primarily by distracting them. 10 Gemma denied that and explained
Impersonal reporting structures It clowning primarily helped children by that his book was too long for a film.
distracting them. 11 Gemma suggested that he should
11 Read an article about hospital clowning. What 4 The benefits of clowning are now thought not to have
make it into a TV series.
misconceptions did people have about hospital clowns? been fully understood at that time.
It fully understood at that time. Exercise 11
A GOOD LAUGH
They thought hospital clowning started
14 Report each of these comments in two ways using later than it did and underestimated the
IS A MIGHTY
impersonal reporting structures. good clowns can do.
GOOD THING!
look forward to the clowns’ visits. Exercise 12
1 Sentences 1 and 2: it + passive form
2 They say that clowns work in pairs because it can be
of reporting verb + that clause
stressful for them. Sentences 3 and 4: subject + passive
For many people a clown’s place is in a circus – for 3 They discovered that the clown make-up did not form of reporting verb + infinitive
others – it is in a nightmare! However, in recent years distress the children. clause
clowns have been appearing in hospital wards all 4 Studies have shown that clowning also helps
over the world on a regular basis – not simply as dementia sufferers. Exercise 13
entertainment for the patients, but as a therapeutic 5 People felt that the value of clowning had 1 are believed to be able to
been underestimated. 2 was thought to have first started
measure. 1It is now believed that specially trained 3 was originally assumed that
medical clowns can help actively reduce the length of 15 REFLECT | Society The English comedian John Cleese 4 is now thought that the benefits of
children’s hospital stays. 2It was thought that hospital said that laughter never failed to awe him with its
clowning were
clowning first started in the 1970s – with the famous ability to connect people. Can you think of social
Patch Adams (a US doctor made famous in the benefits of laughter? Give examples. Exercise 14
film of the same name), but cartoons have recently 1 It was found that ninety-five
percent … / Ninety-five percent of
suggested that the first clowns were working with children were found to look forward …
children as far back as the early twentieth century. 2 It is said that clowns work in pairs
3
Clowning was originally assumed to help children because … / Clowns are said to work in
pairs because …
by distracting them from the starkness of the clinical
3 It was discovered that the clown
hospital wards, which could be very frightening make-up … / The clown make-up was
places. However, 4the benefits of clowning are now discovered not to have distressed …
4 It has been shown that clowning
thought not to have been fully understood at that
helps … / Clowning has also been
time. Recent studies have shown that interacting shown to help …
with clowns can actually reduce the amount of some 5 It was felt that the value of … /
medication the children are taking and speed up The value of clowning was felt to have
been underestimated.
recovery times after surgery.
101
6D LISTENING AND VOCABULARY
1 Look at the photos. How do the sounds illustrated in 5 3.8 Listen again and choose the correct answers.
them make you feel? 1 In his introduction, the interviewer is questioning the
reason for
a the variety of clips available.
b the unusual content of the clips.
c the difficulty of accessing the clips.
d the popularity of watching online clips.
2 According to Simone, ASMR is
a a common medical problem.
b a complicated reaction to some sounds.
c a welcome experience for some people.
d a pain in your brain.
3 It is believed that people with ASMR
a might think it’s normal for everyone.
b react to similar sounds.
c trigger this sensation themselves.
d don’t know others who also have it.
4 The interviewer is
a surprised at the number of ASMR clips available.
Exercise 2 2 3.6 Listen to a conversation about the importance
b unresponsive to what the ASMR clips show.
1 waves crashing, cats purring, of sounds in our lives. Answer the questions.
baby gurgling, meat sizzling,
c impressed by what they can achieve.
1 Which sounds do they mention?
cracking knuckles, horns d unsure about what to do while watching the clips.
blaring, brakes screeching,
2 What is their response to these sounds?
5 Simone is
sniffing, electric drill 3 Why does the girl think some sounds are relaxing?
2 waves crashing, cats a hopeful that studies of ASMR will help in the future.
purring, baby gurgling, meat 3 3.7 Listen and number the sounds in the order you b disappointed that more research has not been done.
sizzling: relaxing; cracking hear them. Which noises affect you and in what way? c determined to contribute to the studies herself.
knuckles, horns blaring, brakes
a □4 cats purring d aware that research may not have a result soon.
□6 waves crashing
screeching, sniffing, electric
drill: drive you crazy b
3 link to our body rhythm
c □1 the cracking of knuckles 6 Choose the correct alternatives to complete the adverb +
d □2 a baby gurgling verb collocations in the sentences.
e □9 horns blaring 1 Daisy felt that her boss didn’t largely / fully appreciate
102
6E SPEAKING 06
1 Life is said to be getting more and more stressful for 5 3.10 PRONUNCIATION When we have reservations Exercise 3
people. How far would you agree? Say why. Think about something, we use falling intonation on the 1 knitting, running, yoga, lifting
about the different age groups in the box. last word(s) of the first clause and then pause slightly weights, painting, video games
before continuing. Listen and repeat the sentences. 2 for: therapeutic, get blood
adolescents children middle-aged people parents pumping, focus on breathing and
1 It sounds good in theory, but in practice I can’t see it
retired and elderly young adults posture, sweat out the stress, paint
working. your stress away
2 The idea has a lot going for it, but there are too many against: dismiss as a waste of time,
2 Read the web article and discuss your answers to the negatives for me. risking injury
final two questions in the text.
3 It’s a perfectly reasonable idea, but I don’t think
anyone will accept it.
So, it’s official! According to a recent survey of people 6 In pairs, think of stress-busting ideas. Then work with
of all ages and from various backgrounds, a whopping another pair and discuss them, using the phrases from
the Speaking box.
eighty-five percent admitted to experiencing stress on
a regular basis. It’s clear that everyone gets stressed 7 REFLECT | Society Do you think there are occasions
by any number of things – minor or major. The survey when talking about stress helps sufferers, or is it
always better to do activities to distract yourself
indicates that only the most optimistic of us will remain
from it? Say why.
unaffected by the stress caused by things such as
travelling, using technology, working, money, relationships,
studying, etc. We want your comments. Have you got
any pointers on how to prevent your inner self from
raging? Any stress-busters you’d suggest that can help
distract us from feeling stressed out?
86
REFERENCES at home. Time permitting, you could representatives from different pairs
then ask different students to share to share their ideas with the class.
AUDIO SCRIPT page 229 their information with the class. List students’ ideas on the board and
EXTRA ACTIVITIES IN CLASS • Do this activity to help students with get them to copy the list into their
ideas for the writing task in Exercise 9. notebooks. This will give them a larger
• After Exercise 2, put students in pairs Once students have discussed their pool of ideas to choose from when they
or small groups and ask them to discuss ideas in pairs in Exercise 8, invite do the writing task.
the people they made notes about
104
6F WRITING AND VOCABULARY | An article 06
1 SPEAKING In pairs, discuss what benefits there might 6 Read another article below and discuss why it is not as Exercise 4
be in doing these activities in a group. good as the first. Then rewrite it using the tips from the Suggested answers
Writing box. • interesting, fun title;
dancing painting playing an instrument singing intriguing
7 Look at the compound adjectives. Then write examples • starts with direct question –
2 Look at the photos and answer the questions. of nouns the adjectives could describe. Use a dictionary involves reader
• variety of sentence lengths;
if necessary. Choose three and tell your partner about
1 What challenges and rewards might there be for these And their performances
an experience using the adjectives.
performers working together? are pure magic = short and
2 How might audiences react to the performances? 1 mind-blowing effective
• well-balanced paragraphs
2 life-enhancing
• shows good complexity
3 3.11 Listen to someone talking about attending 3 confidence-building of sentences / range of
one of the performances. How close was her reaction 4 groundbreaking vocabulary
to your ideas in Exercise 2? What does inclusion / • is informative and engaging
5 spine-chilling
inclusive mean? • relates directly to reader
6 nerve-wracking • finishes memorably with
4 Read the article. In pairs, discuss its structure, vocabulary, 7 thought-provoking advice to reader
style, grammar and interest. 8 eye-watering
9 record-breaking Exercise 5
5 Study the Writing box and complete it with the words
10 heartwarming 3 Have you heard of Candoco?;
from the box. Then add examples from the model you certainly should have
article to illustrate the points. 8 Read the Writing task. Then read some extracts from
5 groundbreaking, spectacular,
heartwarming, brilliant
appropriate complex directly engage intriguing emails to the local centre from both residents and 6 The company showcases
memorable paragraphs short variety visitors. In pairs, discuss what points might be included the talents of the group
in the article. in powerful, public
performances, which are
exciting, challenging and
WRITING | An article You volunteer at a local day centre for elderly disabled designed to broaden people’s
people where they can participate in singing, dancing perception of art.
• Give your article an interesting, or 1 intriguing title to and music-making activities with visiting performing 7 And their performances are
interest the reader. groups. The council is considering closing the centre as it pure magic.
• 2 Engage the reader immediately with an interesting wants to use the land for other purposes. Write an article
opening sentence. for a newspaper in which you describe the benefits of the Exercise 6
• Speak 3 directly to the reader to involve him. centre and put your case for keeping the centre open. • title not interesting
You could ask questions or make direct suggestions, • opening not engaging –
e.g. boring statement
Group singing seems to really lift my gran’s spirits! She has • sentences simple – could
• Organise your article by dividing it into clear 4 paragraphs .
memory problems, but the songs remind her of the past. be linked
• Use a range of vocabulary, for example a 5 variety • lots of repetition, e.g. he
of adjectives, e.g. My sister is a really shy person, but getting involved in the • no clear concluding
• Use 6 complex sentences to show a range of structures acting with the visiting group has really brought her out a lot. paragraph; second
and linking devices, e.g. She’s much more confident in herself these days. Keep up paragraph too long –
needs dividing
• Vary the length of sentences. Sometimes a 7 short the good work.
• ending not memorable
sentence is effective, e.g. • not clearly doing the task –
The centre used to be quite a quiet place, with everyone
• Conclude with something 8 memorable such as a question, sitting on their own, not talking. Now it’s amazing! You can’t
all about Chris and how he
amusing point or personal comment. got to this point
get a word in edgeways!
• Use an 9 appropriate style, depending on the target
audience for your article. 9 WRITING TASK Plan and write your article.
CHRIS
Chris Fonseca is deaf. He caught meningitis, sounds and feel the vibrations of the music.
an inflammation of the brain, when he was
He likes lyrical hip-hop music because it has
a baby. This left him completely deaf in both
strong rhythms and beats. He also wears a
FONSECA
ears. However, he loved watching films
about dancing. He was impressed by special backpack when he dances. This makes
all the street dance moves and taught the vibrations stronger. Chris believes that
himself to copy them. When he was at everyone can dance. He thinks that it’s good
university, he joined a dance group for for artistic events to be inclusive. He’s a very
deaf people. Afterwards, he continued good example of someone who has shown
to train as a street dancer. He also that it’s possible.
105
Word List
1 My sister has been giving me audition for sth (v) /ɔːˈdɪʃən fə ˌsʌmθɪŋ/ act accordingly /ˌækt əˈkɔːdɪŋli/
the cold shoulder all week. N biggy (n) /ˈbɪɡi/ advocate sth (v) /ˈædvəkeɪt ˌsʌmθɪŋ/
2 I’ll cross my fingers for you. P
bite your lip /ˌbaɪt jə ˈlɪp/ anticipation (n) /ænˌtɪsəˈpeɪʃən/
3 He got in over his head when
he first started his new job. N but then again /bət ˌðen əˈɡen/ anxiety (n) /æŋˈzaɪəti/
4 He shrugs his shoulders clear your throat /ˌklɪə jər ˈθrəʊt/ apprehension (n) /ˌæprɪˈhenʃən/
whenever I ask him a question. N consider sth beneath you /kənˌsɪdə ˌsʌmθɪŋ ascribe sth to sth (v) /əˈskraɪb ˌsʌmθɪŋ tə ˌsʌmθɪŋ/
bɪˈniːθ jʊ/
2 Complete the pairs of sentences awe (n) /ɔː/
with one word. Then check with cross your ankles /ˌkrɒs jər ˈæŋkəlz/
be in complete agreement over sth /ˌbi ɪn
the word list. cross your fingers /ˌkrɒs jə ˈfɪŋɡəz/ kəmˌpliːt əˈɡriːmənt ˌəʊvə ˌsʌmθɪŋ/
1 a The boy wrinkled his nose
dead giveaway /ˌded ˈɡɪvəweɪ/ be inundated (with/by sth) /bi ˈɪnəndeɪtɪd
when he saw the vegetables. (wɪθ/baɪ ˌsʌmθɪŋ)/
b She turned up her nose demon (for sth) (n) /ˈdiːmən (fə ˌsʌmθɪŋ)/
bewilderment (n) /bɪˈwɪldəmənt/
when she was offered the low distasteful (adj) /dɪsˈteɪstfəl/
rank job. contempt (n) /kənˈtempt/
doubt yourself (v) /ˈdaʊt jɔːˌself/
2 a The host cleared our table as counterintuitive (adj) /ˌkaʊntərɪnˈtjuːətɪv/
soon as we finished eating. drum your fingers /ˌdrʌm jə ˈfɪŋɡəz/
dissatisfaction (n) /dɪˌsætəsˈfækʃən/
b He cleared his throat before flick your hair back (off your face) /ˌflɪk jə ˈheə
he started his speech. ˌbæk (ɒf jə ˌfeɪs)/ easier said than done /ˌiːzɪə ˌsed ðən ˈdʌn/
3 a I won’t tell anyone – my lips fold your arms /ˌfəʊld jər ˈɑːmz/ emotional labour /ɪˈməʊʃənəl ˌleɪbə/
are sealed.
furrow your brow /ˌfʌrəʊ jə ˈbraʊ/ endeavour (v) /ɪnˈdevə/
b When she didn’t get a refund,
she pursed her lips and left. get cold feet /ˌɡet ˌkəʊld ˈfiːt/ exacerbate (v) /ɪɡˈzæsəbeɪt/
get in over your head /ˌɡet ɪn ˌəʊvə jə ˈhed/ exasperation (n) /ɪɡˌzɑːspəˈreɪʃən/
3 Choose the correct words
to complete the sentences. get off one’s back /ˌɡet ˈɒf wʌns ˈbæk/ exemplify sth (v) /ɪɡˈzempləfaɪ ˌsʌmθɪŋ/
Sometimes both answers are give sb the cold shoulder /ˌɡɪv ˌsʌmbɒdi ðə fake sth (v) /ˈfeɪk ˌsʌmθɪŋ/
possible. Then check with the ˌkəʊld ˈʃəʊldə/
word list. feel sorry for yourself /ˌfiːl ˈsɒri fə jɔːˌself/
give sb the thumbs up /ˌɡɪv ˌsʌmbɒdi ðə ˌθʌmz ˈʌp/
1 These days we’re suppressed / frown (v) /fraʊn/
inundated with information grind your teeth /ˌɡraɪnd jə ˈtiːθ/
grin (v) /ɡrɪn/
from all sorts of media. keep your chin up /ˌkiːp jə ˈtʃɪn ˌʌp/
grumpiness (n) /ˈgrʌmpɪnəs/
2 She felt great regret / remorse
moan at sb (v) /ˈməʊn ət ˌsʌmbɒdi/
after being caught stealing at host of (people/things) /ˈhəʊst əv (ˌpiːpəl / ˌθɪŋz)/
the store. my lips are sealed /ˌmaɪ ˌlɪps ə ˈsiːld/
implication (n) /ˌɪmpləˈkeɪʃən/
3 The behaviour of certain off the top of one’s head /ɒf ðə ˈtɒp əv ˌwʌns ˈhed/
lift sb’s spirits /ˌlɪft ˌsʌmbədiz ˈspɪrɪts/
fans will be closely / largely
off-putting (adj) /ˈɒfˌpʊtɪŋ/
examined in the CCTV footage. likewise (adv) /ˈlaɪkwaɪz/
4 I got scared when I heard the purse your lips /ˌpɜːs jə ˈlɪps/
loathing (n) /ˈləʊðɪŋ/
door rustling / creaking. rub your hands together /ˌrʌb jə ˈhændz təˌɡeðə/
negativity (n) /ˌneɡəˈtɪvəti/
4 Match the two parts of the shrug your shoulders /ˌʃrʌɡ jə ˈʃəʊldəz/
nervousness (n) /ˈnɜːvəsnəs/
compound adjectives. Then steeple your hands /ˌstiːpəl jə ˈhændz/
check with the word list. only too /ˈəʊnli tuː/
stick out your chin /ˌstɪk ˌaʊt jə ˈtʃɪn/
1 confidence- a watering outlet (n) /ˈaʊtlet/
2 eye- b chilling stroke your chin /ˌstrəʊk jə ˈtʃɪn/
pessimistic outlook /ˌpesəˌmɪstɪk ˈaʊtlʊk/
3 life- c provoking substitute (n) /ˈsʌbstətjuːt/
provoke sth (v) /prəˈvəʊk ˌsʌmθɪŋ/
4 spine- d enhancing
take no notice /ˌteɪk nəʊ ˈnəʊtɪs/
5 thought- e building pursue (v) /pəˈsjuː/
tilt a boat/chair /ˌtɪlt ə ˈbəʊt / ˈtʃeə/
put on a brave face /ˌpʊt ɒn ə ˌbreɪv ˈfeɪs/
5 Do the task. tilt your head /ˌtɪlt jə ˈhed/
Look at the word list and find put sth up for sale online /ˌpʊt ˌsʌmθɪŋ ˌʌp fə ˌseɪl
turn up your nose /ˌtɜːn ˌʌp jə ˈnəʊz/ ˈɒnlaɪn/
collocations that contain the same
word, e.g. wrinkle your nose and twirl your hair (in your fingers) /ˌtwɜːl jə ˈheə racing heart /ˌreɪsɪŋ ˈhɑːt/
turn up your nose. Then write (ɪn jə ˌfɪŋɡəz)/
rage (n) /reɪdʒ/
sentences with these phrases. wrinkle your nose /ˌrɪŋkəl jə ˈnəʊz/
raise a smile /ˌreɪz ə ˈsmaɪl/
88
EXTRA ACTIVITIES IN CLASS this animal is happy = cat purring). Their to write down the ten words they think
partner must guess the correct sound. are from the word list.
• Put students in pairs and ask them to
• Put students in pairs or small groups • Put students in groups of four and
look at the words/phrases for sounds
and ask them to choose ten words divide each group into two pairs.
in the word list for Lesson 6D. Then,
from the word list to make a story with. Ask each pair to choose three words
with books closed, they take it in
They have 5 minutes to write their from the word list which they think the
turns to give a definition of a sound or
story, then share it with another pair/ other pair might not know the meaning
a description of a situation in which
group. The other pair/group should try of. They should write a definition for
you might hear the sound (e.g. when
106
06
raise anxiety levels /ˌreɪz æŋˈzaɪəti ˌlevəlz/ underestimated (adj) /ˌʌndəˈrɛstɪmeɪtɪd/ I think this idea has legs. /aɪ ˈθɪŋk ðɪs aɪˌdɪə həz
ˈlegz/
raised blood pressure /ˌreɪzd ˈblʌd ˌpreʃə/
6D LISTENING AND VOCABULARY it doesn’t go far enough /ɪt ˈdʌzənt ɡəʊ ˌfɑːr ɪˈnʌf/
remorse (n) /rɪˈmɔːs/
5.34 it has a lot going for it /ɪt əz ə ˌlɒt ˈɡəʊɪŋ fər ɪt/
requisite for sth (n) /ˈrekwəzət fə ˌsʌmθɪŋ/
allegedly cause /əˈledʒədli ˌkɔːz/
knitting (n) /ˈnɪtɪŋ/
run a class /ˌrʌn ə ˈklɑːs/
apprehensive (adj) /ˌæprɪˈhensɪv/
paint the stress away /ˌpeɪnt ðə ˌstres əˈweɪ/
seemingly (adv) /ˈsiːmɪŋli/
baby gurgling /ˌbeɪbi ˈgɜːglɪŋ/
pointer (n) /ˈpɔɪntə/
self-pity (n) /ˌself ˈpɪti/
brakes screeching /ˌbreɪks ˈskriːtʃɪŋ/
posture (n) /ˈpɒstʃə/
serenity (n) /səˈrenəti/
cat purring /ˌkæt ˈpɜːrɪŋ/
pound the streets /ˌpaʊnd ðə ˈstriːts/
service industry (n) /ˈsɜːvɪs ˌɪndəstri/
chiming of clocks /ˌtʃaɪmɪŋ əv ˈklɒks/
pump the blood /ˌpʌmp ðə ˈblʌd/
show contempt for sb /ˌʃəʊ kənˈtempt fə
clinking of bottles /ˌklɪŋkɪŋ əv ˈbɒtlz/
ˌsʌmbɒdi/ stress-buster (n) /ˈstres ˌbʌstə/
cracking of knuckles /ˌkrækɪŋ əv ˈnʌklz/
snap (v) /snæp/ stress-busting activities /ˌstres ˈbʌstɪŋ ækˌtɪvɪtiz/
disorder (n) /dɪsˈɔːdə/
solely (adv) /ˈsəʊlli/ sweat out (phr v) /ˌswet ˈaʊt/
doors creaking /ˌdɔːz ˈkriːkɪŋ/
stay-at-home partner /ˈsteɪətˌhəʊm ˌpɑːtnə/ there’s a lot to be said for /ˌðeəz ə ˈlɒt tə bi ˌsed ˌfə/
electric drill /ɪˈlektrɪk ˌdrɪl/
stomach upset /ˈstʌmək ˌʌpset/ wear sth out (phr v) /ˌweə ˌsʌmθɪŋ ˈaʊt/
examine closely /ɪɡˌzæmən ˈkləʊsli/
suppress (emotions) /səˈpres (ɪˌməʊʃənz)/ whopping (adj) /ˈwɒpɪŋ/
fold (v) /fəʊld/
surly (adj) /ˈsɜːli/ wind down (phr v) /ˌwaɪnd ˈdaʊn/
freely admit /ˌfriːli ədˈmɪt/
take on sth (v) /ˌteɪk ˈɒn ˌsʌmθɪŋ/
fully appreciate /ˌfʊli əˈpriːʃieɪt/ 6F WRITING AND VOCABULARY
take your frustration out on sb /ˌteɪk jə
frʌˌstreɪʃən ˈaʊt ɒn ˌsʌmbɒdi/ fuzzy (adj) /ˈfʌzi/ 5.36
able-bodied (adj) /ˌeɪbəl ˈbɒdid/
unsmiling staff /ʌnˈsmaɪlɪŋ ˌstɑːf/ heart thudding /ˌhɑːt ˈθʌdɪŋ/
blossom (n) /ˈblɒsəm/
wallow (v) /ˈwɒləʊ/ horns blaring /ˌhɔːnz ˈbleərɪŋ/
brilliance (n) /ˈbrɪljəns/
wimp (n) /wɪmp/ hotly deny /ˌhɒtli dɪˈnaɪ/
confidence-building (adj) /ˌkɒnfɪdəns ˈbɪldɪŋ/
wince (v) /wɪns/ ice cubes crunching /aɪs ˌkjuːbz ˈkrʌntʃɪŋ/
diversity (n) /daɪˈvɜːsəti/
layman (n) /ˈleɪmən/
6C GRAMMAR 5.33
meat sizzling /ˌmiːt ˈsɪzəlɪŋ/
exposure (n) /ɪkˈspəʊʒə/
ancestor (n) /ˈænsəstə/ eye-watering (adj) /ˌaɪ ˈwɔːtərɪŋ/
meridian (n) /məˈrɪdiən/
bonding (n) /ˈbɒndɪŋ/ flow (n) /fləʊ/
mindfulness (n) /ˈmaɪndfəlnəs/
career prospects /kəˈrɪə ˌprɒspekts/ get a word in edgeways /ˌɡet ə ˌwɜːd ɪn
(be) reported anecdotally /bi rɪˈpɔːtɪd
compliment sb on sth (v) /ˈkɒmpləmənt ˌsʌmbɒdi ˈedʒweɪz/
ænɪkˈdəʊtəli/
ɒn ˌsʌmθɪŋ/ groundbreaking (adj) /ˈɡraʊndˌbreɪkɪŋ/
response (n) /rɪˈspɒns/
contagious (adj) /kənˈteɪdʒəs/ guest act /ˈɡest ˌækt/
rustling of leaves /ˌrʌsəlɪŋ əv ˈliːvz/
crack up (phr v) /ˌkræk ˈʌp/ hearing aid (n) /ˈhɪərɪŋ ˌeɪd/
send sb to sleep /ˌsend ˌsʌmbɒdi tə ˈsliːp/
dementia sufferer /dɪˈmenʃə ˌsʌfərə/ heartwarming (adj) /ˈhɑːtˌwɔːmɪŋ/
sensation (n) /senˈseɪʃən/
distress (n) /dɪˈstres/ inclusion (n) /ɪnˈkluːʒən/
sensory (adj) /ˈsensəri/
get the giggles /ˌɡet ðə ˈgɪglz/ inflammation (n) /ˌɪnfləˈmeɪʃən/
sniffing (n) /ˈsnɪfɪŋ/
giggle (v) /ˈɡɪɡəl/ life-enhancing (adj) /ˈlaɪf ɪnˌhɑːnsɪŋ/
strike a match /ˌstraɪk ə ˈmætʃ/
hospital ward /ˈhɒspɪtl ˌwɔːd/ meningitis (n) /ˌmenənˈdʒaɪtəs/
stumble across (phr v) /ˌstʌmbəl əˈkrɒs/
interact with sb (v) /ˌɪntərˈækt wɪð ˌsʌmbɒdi/ mind-blowing (adj) /ˈmaɪnd ˌbləʊɪŋ/
tap (v) /tæp/
literary agent /ˈlɪtərəri ˌeɪdʒənt/ nerve-wracking (adj) /ˈnɜːv ˌrækɪŋ/
thunder rumbling /ˌθʌndə ˈrʌmblɪŋ/
mighty (adj) /ˈmaɪti/ record-breaking (adj) /ˈrekɔːd ˌbreɪkɪŋ/
tingle (v) /ˈtɪŋɡəl/
misconception (n) /ˌmɪskənˈsepʃən/ showcase (v) /ˈʃəʊkeɪs/
waves crashing /ˌweɪvz ˈkræʃɪŋ/
pick up on sth (phr v) /ˌpɪk ˈʌp ɒn ˌsʌmθɪŋ/ slight sounds /ˌslaɪt ˈsaʊndz/
primarily (adv) /ˈpraɪmərəli/ 6E SPEAKING 5.35 spine-chilling (adj) /ˈspaɪn ˌtʃɪlɪŋ/
query (v) /ˈkwɪəri/ different strokes for different folks /ˌdɪfərənt thought-provoking (adj) /ˈθɔːt prəˌvəʊkɪŋ/
ˈstrəʊks fə ˌdɪfərənt ˈfəʊks/
recovery time /rɪˈkʌvəri ˌtaɪm/ to the utmost /tə ði ˈʌtməʊst/
dismiss (v) /dɪsˈmɪs/
starkness (n) /ˈstɑːknəs/
filter away /ˌfɪltər əˈweɪ/
therapeutic measure /ˌθerəˈpjuːtɪk ˌmeʒə/
half-baked (adj) /ˌhɑːfˈbeɪkt/
89
Exercise 4 1 Choose the correct words to complete the sentences. 1 ‘It certainly wasn’t me who left the front door open.’
1 He denied having left the 1 You really shouldn’t rub / furrow your brow when 2 ‘Those cartoons you drew were wonderful!’
front door open. you’re concentrating – you’ll get lines! 3 ‘I am not sure how accurate these statistics are.’
2 He complimented me on the 4 ‘By the way, I went to the exhibition when it was in
cartoons I had drawn.
2 People often bite / grind their teeth at night and this
3 He questioned how accurate can cause dental problems. London last year.’
the statistics were. 3 I asked Jon about the exam, but he shrugged / tilted 5 ‘It’s my younger brother’s fault because he kept me
4 He mentioned having been to his shoulders and said he had no idea. awake the night before the exam.’
the exhibition when it had been
4 I used to purse / turn up my nose when Mum gave me 6 ‘I really wish I hadn’t got cold feet.’
in London the previous year.
broccoli, but now I really like it.
5 He blamed his younger
brother for keeping him awake 5 She has this annoying habit of steepling / drumming
5 Report the statements in two ways using the verbs in
the night before the exam. bold.
her fingers on the desk while waiting for something.
6 He regretted getting cold feet. 1 The auditions for the new dance show will be
6 I couldn’t suppress / wallow a giggle when I saw those
old photographs. My dress sense was weird then! announced within the next few days. EXPECT
Exercise 5 The auditions . It .
1 The auditions for the new 2 Complete the body-related idioms with the missing 2 People thought that Keira Martin had been chosen for
dance show are expected to words. the whole series, but it wasn't true. RUMOUR
be announced within … / It is
expected that the auditions for 1 I know I need to declutter my room, but I wish my Keira Martin . It .
the new dance show will be parents would get off my back about it. 3 We think most people are happy with the new codes
announced within … 2 I don’t know the answer off the top of my head , of practice unless they comment otherwise. ASSUME
2 Keira Martin was rumoured to but I’ll go and find out.
have been chosen for … / It was Most people . It .
rumoured that Keira Martin had 3 Your secret’s safe with me – my lips are sealed! 4 The new drug can tackle the virus efficiently.
been chosen for … 4 When I asked him to explain the situation, he just DEMONSTRATE
3 Most people are assumed to be folded his arms and said nothing, which I thought
happy with … / It is assumed that
The new drug . It .
was very rude. 5 They think visits to the portal will increase by fifty
most people are happy with …
4 The new drug has been 5 I’m taking my driving test later today, so please cross percent over the next two months. INCREASE
demonstrated to tackle … / your fingers for me! Visits to the portal . It .
It has been demonstrated that 6 Everyone gets bad results from time to time, so just
the new drug tackles …
keep your chin up and try again.
5 Visits to the portal are USE OF ENGLISH
expected to increase … / It is
expected that visits to the 3 Complete the text with the correct words.
6 Complete the second sentence using the word in bold
portal will increase … so that it means the same as the first one. Use no more
than six words, including the word given.
Exercise 6
1 is reported to have been
2 insisted on my/me STRATEGY | Sentence transformation
completing my assignment
3 gave me the cold shoulder
Although you need to use the word given, remember that
4 were inundated with queries
K M E TO SIN G! you can change other words from the first sentence and
5 is praised for its ability to /
being able to (reduce) DON’T A S add any other words to make your sentence correct.
6 filled me with apprehension 1 Laughter therapy has been effective in several studies
I recently read a 1thought-p r o v o k i n g article of people suffering from stress. REPORTED
about music, which listed the benefits of singing in groups. Laughter therapy effective in several
I 2f u l l y appreciate that this can be extremely studies of people suffering from stress.
good for us, both physically (we are using our lungs) 2 ‘You have to complete your assignment before the
and mentally (joined voices can be uplifting). However, weekend,’ the teacher said to me. INSISTED
I certainly don’t 3r u b my hands together in
The teacher before the weekend.
4
a n t i c i p a t i o n of the chance to sing
out loud, the reason being that I am tone-deaf. 3 Darren ignored me when I saw him. SHOULDER
If I tell people I’m unable to hear the difference between Darren when I saw him.
musical notes, they generally 5a s c r i b e this to 4 We received a lot of queries about the new product.
shyness, or nervousness. They are unable to understand INUNDATED
that I genuinely cannot tell the difference between notes. We about the new product.
I freely 6a d m i t that if I endeavour to sing, I shall either 5 Many enthusiasts say that face yoga is great for
7
s c r e e c h like an owl or 8r u m b l e like a train. reducing lines. PRAISED
And enthusiasm only 9e x a c e r b a t e s the Face yoga reduce lines by many
problem! This is not because of a lack of musical training. enthusiasts.
From what I’ve read, it’s all, 10a l l e g e d l y ,
6 I was apprehensive about starting the course. FILLED
down to a group of nerves in the brain which are related
to perception and production of sound. So, give me (and Starting the new course .
yourselves) a break – don’t ask me to sing any time soon!
Use of English > page 182
90
91
109
LIFE SKILLS How to develop a growth mindset
H OW
EMILY BDLHUERNT
CHANGE
TS UTTERING MINDSET
Emily Blunt is well-known for her many roles, thrillers, but she has a stubborn streak, and just
for example, in the horror film, A Quiet Place and the perseveres until she can find a way around it. For Blunt,
rather contrasting Mary Poppins Returns
Returns,, but she has making mistakes is a good thing, because it’s how you
also become known for something that might initially learn, and ultimately, how you grow as a person.
surprise you – as someone who has a stutter.
How did she come to terms with her disorder? First
Although acting runs in her family, Emily never of all, she found the idea that she might be ashamed
considered it as a career because of her speech of her stutter laughable. It’s simply part of her, like
disorder. She struggled at school, and hated being put the colour of her eyes. She also feels that having to
on the spot and asked to read aloud, or even answer constantly step out of her comfort zone has made
questions in front of the class. But then, one of the her a better listener, and more empathic with the
teachers suggested that she try using an accent and, struggles of others, something she now encourages
lo and behold, her stutter more or less vanished. in her children.
Because acting was never part of her life plan, Blunt There is some evidence to suggest that the process of
was under a lot less pressure to succeed than many acting, where you are empathising with someone else’s
other aspiring actors. She decided to give it her best life, may use a completely different part of the brain,
shot, and not to worry if she turned out to be hopeless. and therefore avoid triggering the stutter. Certainly,
However, she discovered that she had a natural aptitude there are plenty of other famous actors who also have
for acting, and the stage was set for a glittering career. a stutter, like Julia Roberts, Samuel L. Jackson or
Bruce Willis, to name just a few. Blunt’s success and
Emily says that nowadays she doesn’t think twice about
her openness about her speech disorder may well
her stutter when choosing a role. Sometimes, she does
encourage many more.
trip up, particularly when playing roles in fast-paced
92
REFERENCES for another public figure who had/ box. If so, which ones? What other
has a stutter, and the ways in which strategies did they use? Can they add
AUDIO SCRIPT page 230 they have dealt with it (e.g. Joe Biden, any other tips to the list in the box?
CULTURE NOTES page 211 Ed Sheeran, Samuel L. Jackson, Winston Invite students from different pairs
Churchill). Did they use any of the to contribute, and list their ideas on
EXTRA ACTIVITIES IN CLASS strategies in the Life Skills box? the board.
• This activity can be done after • After students discuss their experiences
Exercise 6. If students have access to the in Exercise 7, ask them if they used
Internet in class, they could do a search any of the strategies in the Life Skills
110
05–06
1 Work in pairs. Do you have a growth mindset? 6 Work in pairs. Study the Life Skills box and discuss Exercise 3
Read the statements and decide if you agree (A) which of these strategies Emily used and how. 1 fixed
or disagree (D). 2 scan brains
1 □ You can learn new things, but you can’t really LIFE SKILLS | How to develop a growth mindset 3 increased in volume
4 do easier tasks
change how intelligent you are. fixed
□ I enjoy my work best when it’s really challenging, 1 See a challenge as an opportunity. 5 scientific genius
2 6 potential
and makes me think hard. growth 2 If your first attempt doesn’t work, don’t give up.
3 □ I don’t worry about making mistakes so long as Try a different approach.
3 Understand that the brain isn’t fixed. You can always Exercise 5
I don’t keep making the same ones. growth
□ When something is really difficult, it can make learn new things. Suggested answers
4 1 She hated being put on the
4 Accept that criticism can be a positive thing, and a great spot in front of the class.
me feel that I’m not very clever. fixed
5 □ You are either naturally good at maths, or you way to learn.
5 Use the word ‘yet’. It’s not that you can’t do something,
2 She tried using an accent to
act a role and discovered she
aren’t. fixed was good at acting.
you just can’t do it yet.
3 She never considered it as
2 3.13 Listen to Lauren giving a presentation to 6 Take (sensible) risks and don’t worry about what others part of her life plan.
her psychology class about growth mindset. Which think of you. 4 She discovered she had
statements in Exercise 1 indicate a growth mindset, 7 Acknowledge and embrace your imperfections. a natural aptitude for acting.
and which a fixed mindset? 5 Roles in fast-paced thrillers.
8 Be realistic about time and effort. Learning does take
6 It makes you a better
time so be patient.
3 3.13 Listen again and complete the statements
listener, more empathetic,
and more willing to take risks.
from the recording with 1–3 words in each gap.
7 Think about a situation in the past where you 7 When they empathise with
someone else’s life, the stutter
1 According to Carol Dweck, intelligence is struggled, but ultimately succeeded. Make notes seems to disappear.
not , but is something that can grow. under the headings below. Then, in pairs, discuss your
2 The ability we now have to has experience.
subsequently supported Dweck’s theories. Exercise 6
Describe:
3 The research into London taxi drivers proved that 1 She sees the challenge of her
• the situation you found difficult, and say why it was stutter as an opportunity to
the hippocampus actually as a result of
challenging, develop skills such as listening
memorisation. and empathy.
• some of the things you tried which didn’t succeed,
4 A fear of failure may lead to some people choosing to 2 If she trips on words, she
. • how you finally succeeded, finds a way round it.
• what you learned from the experience. 6 She didn’t worry too much
5 Growth mindset does not mean that everyone can about whether she would be
break Olympics records or be a .
8 Do the task below. any good at acting.
6 The research proves that everybody is able to fulfil
their , but they need to get the right
mindset for success. LIFE SKILLS | Project
Work in pairs. Tell your partner about what you want to
4 In pairs, discuss the questions.
achieve.
1 After learning more about growth mindset, would
you now change any of your answers to Exercise 1? • Think of something you want to achieve in the future
that you expect to be challenging.
2 How could changing how you think about learning
help you to do better in your studies? • Make a list of possible challenges or obstacles to
achieving this.
5 Read the article and answer the questions. • Discuss together how you could overcome the challenges
1 What did Emily Blunt find challenging about school? and obstacles you have listed.
2 How did a teacher’s suggestion change her life? • Write yourself a letter. Date it in the future, when you
will have achieved your goal. Describe the stumbling
3 What was Emily's attitude to acting when she was
blocks you overcame, the milestones you achieved
younger?
and the insights you gained.
4 What did she find out about herself after her first
• You could begin like this:
attempts at acting?
5 What kind of roles does she find more challenging Dear Me,
in terms of her stutter? Congratulations on achieving … I knew you could do it,
6 What does she think are the benefits of having though it certainly wasn’t easy. The process of getting
a stutter? where you are today started when …
7 How do actors with a stutter cope with their speech • When you have finished, share your letter with your
disorder when performing? partner. How can you help each other achieve your goals?
93
111
07 The creative urge
VOCABULARY Vague language, fashion-related adjectives, idioms and phrases,
GRAMMAR
READING
SPEAKING
WRITING
sensory adjectives, animal idioms, adjectives to describe art, film genres
Relative clauses, prepositional relative phrases, nominal relative clauses
Understanding metaphors
Describing the plot of a film
A letter to the editor
A 4 B 2 C 1
D 3 E F
94
REFERENCES EXTRA ACTIVITIES IN CLASS • After Exercise 11, put students in pairs
and have them describe to their partner
AUDIO SCRIPT page 231 • As a follow-up to Exercise 1, ask the clothes a classmate is wearing,
VIDEO SCRIPT page 245 students to also discuss how trends using adjectives from the lesson as
are set. Who makes a style or an item well as vague language if they are not
fashionable? How are the new season’s sure of the correct word for something.
fashions determined? What role do Their partner must guess which
students think influencers play? classmate is being described.
112
07
Fashion-related adjectives 7 SPEAKING In pairs, discuss what you would wear in the Exercise 4
following imaginary situations. Give as much detail as
3 3.14 Listen again and tick the words that you hear.
possible and use vague language where appropriate.
Opinion: clashing,
flamboyant, funky, garish
□ baggy □✓ chiffon □✓ clashing □ corduroy • You’re a film star going to the Oscars Award Ceremony. Size:cropped, gigantic,
□ cropped □✓ diamanté □ flamboyant □ flared • You’re interviewing a member of the royal family.
oversized, teeny
□✓ funky □✓ garish □ gigantic □ metallic • You’re a fashion student going to a fashion show.
Shape: baggy, flared,
give or take (amounts of numbers), -ish / sort of / kind of 4 WATCH AND REFLECT
(qualities). Go to page 165. Watch
There are somewhere in the region of a hundred shows. the documentary
Jackets look better when they’re biggish. The Second Life of
Second-hand Clothes
and do the exercises.
□ I can use vague language and fashion-related words to talk about fashion. 95
113
7B GRAMMAR
Exercise 2 A
1 SPEAKING Look at the paintings, which are all by
Rousseau was French, the same artist. In pairs or small groups, discuss the
born in 1844, and most of his questions.
paintings were created in the 1 When (roughly) do you think these paintings were
1880s. He never left France.
created?
2 What can you guess about the life of the painter from
looking at the paintings? Are they male or female?
Which country do they come from?
3 How does each of the paintings make you feel?
Say why.
4 How would you title each of the paintings? Say why.
B Relative clauses
3 THINK BACK Look at extracts a–h from the podcast and
choose the correct options to complete rules 1–6.
1 A defining relative clause gives us essential / extra
information about a person or a thing, and a non-defining
relative clause gives us essential / extra information.
We use commas in defining / non-defining relative
clauses.
2 The pronoun which in sentence b could be replaced by
that / what.
3 The pronoun which in sentence a / sentence b could /
could not be omitted. (Explain why.) because it refers to the
object of the sentence
a The painting reminds us of the stories from Arabian
Nights, which had recently been translated into
several European languages.
b The jungle setting is something which Rousseau
C painted again and again.
4 In extracts c and d, a full relative clause is replaced
by a present / past participle.
c ‘Tiger in a Tropical Storm’ was the first of many of
his paintings set in the jungle.
d In ‘Carnival Evening’ a strange couple, dressed in
carnival costumes, stand in the front.
5 The relative pronouns (where, when, why) in extracts
e–g can be used in both defining and non-defining /
only in defining clauses.
e Suddenly, a snarling tiger appears from the long
grass, where it has been hiding.
f 1893 was the year when Rousseau retired from his
work as a customs officer.
g This is the reason why he is often referred to as
‘Le Douanier’.
6 The preposition of could also be placed at the
beginning of the relative clause. This would make
the sentence more / less formal.
h The established art world, of which Rousseau
longed to become an accepted part, was unable
to appreciate or understand his work.
Grammar Reference > page 173
96
REFERENCES picture of the work of art they chose. check their answers with their partner.
They should explain why they like it. If they need help during the activity,
AUDIO SCRIPT page 231 Then open up the discussion to the they can refer to page 173 of the
CULTURE NOTES page 211 class and see if any students chose the Grammar Reference section.
same work.
EXTRA ACTIVITIES IN CLASS FURTHER PRACTICE
• After Exercise 6, ask students to write
• Extend Exercise 1 by putting students in six gap-fill sentences requiring nominal • Workbook pages 78–79/Online Practice
pairs and having them share the notes relative clauses. In pairs, they then • Photocopiable resource 25: He was
they made at home, as well as the swap sentences, complete them and an artist who …, pages 276, 305
114
07
Prepositional relative phrases 7 SPEAKING Choose a famous painter. Use the fact sheet
on page 188 or do your own online research using the
4 Look at the examples of relative phrases (a–c). Then
questions below. Then give a short presentation about
complete sentences 1–6 with the correct prepositions
the painter to your partner, using as many relative
and whom or which.
clauses as possible.
a Looking at these paintings, all of which are at night
1 When was he/she born?
or during a dark storm.
2 Where was he/she born?
b A number of other leading artists, many of whom
3 Why is he/she famous?
admired his work.
4 What is one of his/her most famous paintings?
c Rousseau could have decided to study art formally,
in which case modern art as we know it might never 5 What does the painting show?
have happened. 6 What else do we know about his/her life?
Van Gogh was a painter, who is probably most famous for
1 Rousseau painted in his spare time until he was 49,
at which point he retired to paint full time.
painting a series of pictures of sunflowers, one of which is
currently on display in the Van Gogh museum in Amsterdam.
2 His first employer fired him, as a result of which
Van Gogh, who was Dutch, was born in the small town of
he joined the army.
Zundert in 1853, but died in France, where he …
3 He painted exotic scenes, none of which were based
on first-hand experience. 8 REFLECT | Culture Andy Warhol once defined an artist
4 The late 1800s was a period in which art was as someone who produces things that people don’t
developing rapidly. need to have, but that he/she believes it would be
5 He was friends with Picasso and Jarry, both of which a good idea to give them. Do you think that art has
supported his work. an important role to play in society? Say why.
6 He exhibited his final painting in 1910, by/at which
time he was already seriously ill.
115
7C READING AND VOCABULARY
Exercises 1–2 1 SPEAKING Look at the words in the box and check their 6 Read the poem on page 99 and answer the questions.
Most hated: dollop (sounds), meaning if necessary. These are said to be some of 1 How do you think the poet ‘makes pets’ of words?
pulp (sounds), slurp (sounds and the most loved and most hated words in the English
2 What types of words does the poet say she likes?
meaning) language. Can you identify which is which? Why do
Most loved: kerfuffle (sounds), people love or hate them? 3 What creatures does she compare different types of
serendipity (sounds and words to?
meaning), scissors (sounds), dollop kerfuffle pulp scissors serendipity slurp 4 What evidence can you find that the poet feels in
vivacious (sounds and meaning), velvety vivacious
velvety (sounds and meaning)
control of the words she uses?
5 Does the poet only like nice words? What evidence
Exercise 6
2 Read the text and compare with your ideas. can you find?
Suggested answers 7 Study Active Reading. Then find examples of a simile,
What’s in a word?
1 The poet is saying that she personification and other metaphors within the poem.
loves words and treasures them
like pets.
2 She likes smooth, tender, shy, Do you have a favourite or a least favourite word? ACTIVE READING | Understanding metaphors
bright, luminous, warm and
If so, have you ever thought about why you love it or
lazy, opalescent, cool and pearly, • A metaphor is a kind of poetic device where we use
honeyed words, and words hate it? Is it the meaning of the word, or is it the way a word or phrase which compares two things in order
that are gilded and sticky with it sounds? to make a description more vivid or striking, e.g. All the
a little sting.
3 fish, birds, deer, kittens, cattle, Some of the least popular words in English end in world’s a stage (Shakespeare).
moths, bees the letter p. For example, dollop (a small amount of • There are different kinds of metaphors. When the phrase
4 the words ‘come to my hand’ something soft, like cream), pulp (the solid bits of explicitly says that something is like something else,
and they are playful ‘if I wish’ that is called a simile, e.g. My love is like a red, red, rose
fruit in juice) or slurp (to drink noisily). You could
5 She also likes words with (Robert Burns).
a little sting. argue that the meaning is also important here – after
all, no one likes the sound of slurping, but there does • When the phrase describes an inanimate object as if it
seem to be something unpleasant about those uh/oh were a person, that is called personification, e.g.
Exercise 7 A host of golden daffodils … fluttering and dancing in the
Simile: smooth words, like
vowel sounds added to p.
breeze (William Wordsworth).
gold-enamelled fish; tender It may be coincidental, but many of the most popular
ones, like downy-feathered words in the English language have i/e vowel sounds
birds; Like midsummer moths;
and repeat the consonant sounds f, k or vv.. For example, 8 3.17 Listen to the poem and write down your
honeyed words like bees favourite phrases. What makes these phrases sound good?
Personification: (Words) come kerfuffle (noise and excitement), scissors and velvety.
to my hand, and playful; words
up and singing early; Warm lazy
When these words also have positive meanings, 9 Look at the following examples of poetic devices used
such as vivacious (full of life) and serendipity (a lucky in the poem to add emphasis or create an effect. Find
words
Metaphor: Poets make pets of chance), they regularly get voted in the UK as the more examples in the text.
pretty, docile words; Words shy nation’s favourite words. alliteration – when the first sound of a word is repeated,
and dappled, deep-eyed deer in
herds; Blue Persian kittens fed on e.g. dappled, deep-eyed deer.
cream; white cattle under trees sibilance – when an s or a sh or ch sound is repeated, e.g.
3 SPEAKING What are some of your favourite and least which circle slowly with a silken swish.
favourite words in English or in your own or another onomatopoeia – where the word sounds like the sound
Exercise 9
language? Explain why. being described, e.g. swish.
Alliteration: Poets make pets
of pretty; cream and curds;
Warm lazy words, white; 4 Match the adjectives from the box with the definitions. 10 The poet uses animals as metaphors. Many idiomatic
midsummer moths phrases in English do the same thing. Complete the
Sibilance: softly at a silver dish dappled docile downy gilded luminous
opalescent silken tender idioms with the animal words from the box.
Onomatopoeia: purr
1 Soft, smooth and shiny. silken bear bee lark lion monkey pony rat weasel worm
2 Marked with spots of colour. dappled 1 He’s so greedy, he always takes the lion ’s share.
3 Able to shine in the dark. luminous 2 You promised to help me clear up, don’t try and
4 Quiet and easy to control. docile weasel out of it.
5 Soft and delicate to the touch. downy 3 Be careful what you say to Tim – he’s like a bear
6 Which reflects light and changes colour. opalescent with a sore head today!
7 Covered with a thin layer of gold. gilded 4 Stop monkey ing around and get on with your work!
8 Gentle and kind. tender 5 I mentioned the job and he rang them up
straightaway – like a rat up a drainpipe!
5 3.16 Listen and check your answers. Which of these 6 We were up with the lark today because we
words do you like best? Say why. had to be at the airport by 5 a.m.
7 It seems the worm has turned – he won’t put up
with it any longer!
8 He’s great at selling, but he’s a bit of a one-trick
pony – he can’t do anything else.
9 She was as busy as a bee all day long.
ords
Poets make pets of pretty, docile words:
11 Replace the underlined parts of the questions with 12 SPEAKING Read the quote. Do you agree? What do you
the correct idioms from Exercise 10. Then discuss the think is the purpose of poetry? Why do you (or don’t you)
questions in pairs. read poetry yourself?
1 Do you like to keep yourself occupied all the time, time
or are you fine with doing nothing? be as busy as a bee Poetry lifts the veil from the hidden
2 Do you think it’s better to be good at just one thing,
thing beauty of the world, and makes familiar
or fairly good at a number of things? a one-trick pony objects be as if they were not familiar.
3 What’s the best way to deal with someone who is Percy Bysshe Shelley
feeling really grumpy and irritable?
irritable a bear with a sore head
4 Do you have a younger sibling who is always messing 13 Choose an emotion such as anger, fear or love. Think
about? If so, how do you deal with it? monkeying around about what you could compare this emotion to.
5 When was the last time you got up really early?early What For example, an animal, a plant or a kind of food.
did you do? were up with the lark Write a paragraph (or a poem if you wish) comparing
6 Which school subject takes up most of your time? the emotion to different things. Use some of the
Say why. the lion’s share vocabulary from the lesson or unit as appropriate.
99
NEXT CLASS
Ask students to do an Internet search
about a style or period of art they
like (e.g. Renaissance, Baroque,
Impressionism, Pop art) and make notes
about it and some famous artists who
best represent the style or period.
117
A B C
100
□ I can identify specific details in a conversation and talk about art.
REFERENCES class feedback on the exercise, you FURTHER PRACTICE
could invite students to also share their
AUDIO SCRIPT page 231 notes with the class. • Workbook page 82/Online Practice
CULTURE NOTES page 212 • After Exercise 7, students, in pairs, • Photocopiable resource 28: Is it art?,
take it in turns to give a definition of pages 277, 308
EXTRA ACTIVITIES IN CLASS
an adjective from Exercise 6, for their
• During Exercise 2, students can share partner to guess. If the adjective was
the notes they made at home about matched with a synonym in Exercise 6,
a style or period of art. Then, during the partner should guess both words.
118
7E SPEAKING AND VOCABULARY 07
1 In pairs or small groups, discuss the questions. 4 Replace the underlined parts of the sentences with Exercise 1
1 What genre do you think the film still above comes the phrases from the Speaking box. Make any 1 Traditional animation.
from? How do you know? necessary changes. It’s a cartoon drawing.
1 It wasn’t as good as Miyazaki’s earlier films. 2 Examples of different genres:
2 Can you think of a film that fits each of the following biopic – Bohemian Rhapsody;
genres? Give examples. 2 The basic plotline is quite unoriginal,
unoriginal but the story disaster movie – The Day after
is told in a unique and illuminating way. Tomorrow; epic fantasy –
biopic disaster movie epic fantasy gangster movie Lord of the Rings; gangster
3 He is shocked to discover that the house was built
period drama post-apocalyptic psychological horror movie – The Godfather series;
on an Indian burial ground.
rom com 3D/CGI animation traditional animation period drama – Downton Abbey;
4 I didn’t think I was very keen on animation, but this post-apocalyptic – The Hunger
film is a work of art. Games; psychological horror –
2 3.19 Listen to a radio podcast reviewing a film
5 I thought it would be bad, and it was – totally The Shining, The Orphanage;
called Spirited Away and make notes under the rom com – Love, Actually; 3D CGI
overrated in my opinion.
following headings. animation – Toy Story series;
6 It is beautifully drawn and wonderfully composed traditional animation – Disney’s
• Genre of film • Setting • Main characters and I’m glad I didn’t leave halfway through.
through Snow White
• Plot • Overall opinion 7 We might have expected that this would become
a cult film.
3 3.19 Study the Speaking box. Then listen to the Exercise 2
review again and number the phrases in the order that 8 The plot is incredibly complicated.
complicated However, it had me Genre: traditional animation
captivated from the start. Setting: modern-day Japan
you hear them. Some phrases do not come from the script.
and fantasy in the abandoned
5 Choose a film that you have seen recently or know theme park
SPEAKING | Describing a film quite well and prepare to tell your partner about it. Main characters: ten-year-old
girl, Chihiro; her parents; her
Make notes under the headings in Exercise 2. friend, Haku
Summarising the plot
□2 There’s simply no other way to describe this film than 6 Tell your partner about the film. Try to talk for 2–3
Plot: Chihiro and her parents
are on their way to a new life in
to say … minutes. Your partner should listen and think of three
□
the provinces when they stop at
8 It’s impossible to sum up this story; there’s just too questions to ask you at the end. an abandoned theme park. Her
much going on. parents are turned into animals
□
11 It tells the superficially mundane story of … 7 REFLECT | Culture There is a trend towards ‘crossover’
and she has to stay there and
work for monsters.
films and books, which are enjoyed by both adults Overall opinion: very positive
Describing the plot in detail
□
and children. Which of the following opinions do you
3 The film kicks off with …
□
agree with most and why?
4 Just as it starts to look as if … Exercise 4
□5 A fantastical, fairytale element is introduced. The quality of children’s books and films is so high 1 It wasn’t on a par with
□6 To Chihiro’s horror, they turn into ... these days that there is plenty to appeal to older
2 It tells a rather superficially
□
3 To his horror, he discovers that
7 Our heroine finds herself having to work ... 4 I wasn’t sure that I was really
a fan of
Giving your opinion
□1 I wasn’t sure that I was really a fan of ... Older teens and adults are reading children’s books 5 My expectations were low,
and they were met
□ My expectations were low, and they were met. or watching children’s films because they want to 6 It was worth staying until
□ I can describe the plot of a film and give my opinion when talking about films. 101
119
7F WRITING | A letter to the editor
1 SPEAKING Look at the photos showing 1 What is your opinion of modern art?
modern installation artworks and answer 2 Do you consider the installations in the photos to be art? Say why.
the questions. 3 What do you think is the difference in experiencing a traditional form
of art, such as a sculpture or a painting, and a modern installation?
Dear Editor,
I am writing in response to the recent article
in your publication about government
funding of the arts. Despite an outwardly
persuasive argument, I believe that the
ideas presented were perhaps somewhat
oversimplistic.
While I would not dispute the figure quoted
of £900 million, this actually represents no
more than £14 per head, which means that it
is far from the enormous personal investment
implied by the author. To use figures in this
way is at the very least disingenuous, if not
outright manipulative.
I would also take issue with the notion
that there is no justification for this kind of
investment in the arts. On the contrary, there
are clearly many benefits. The arts often play
a vital role not only in our own self-expression,
but also in the way they can enable us to
experience someone else’s reality. Art is
a universal language, which can have an
enormous impact on someone’s life.
The author mentions spending on education
as a priority, but surely the arts are a crucial
component of a well-rounded education?
Nor can it be argued that the creative industries
do not contribute to the economy. In point of
fact, these industries are estimated to have
generated around $250 billion worldwide last
year, hardly a small contribution.
Finally, the author puts forward the opinion
that patronage of the arts should be the
responsibility of those who already enjoy and
can afford to support the arts. Were we to
take this approach, we would ultimately risk
excluding many people from something which
might otherwise enrich their lives.
To summarise, I feel strongly that there are in
fact many arguments in favour of government
funding of the arts, and that the article could
probably have done more to present
a balanced picture of the situation.
Yours faithfully,
Peter Smith
102
EXTRA ACTIVITIES IN CLASS • At any point in the lesson, have a class • For additional writing practice, you
discussion about the arts (various could ask students to write a letter in
• Lead in to Exercise 2 by putting students branches of creative activity, such as support of the point of view expressed
in pairs and having them share the painting, acting, dance, literature in the extract in Exercise 8. They could
notes they made at home about and music). Elicit what this term do this in class or as homework. Before
record-breaking artwork prices. Open refers to and ask students if they think writing their letters, they could work in
up the discussion to the class and talk governments should spend as much pairs to come up with arguments and
about the factors that can lead to high money on the arts as they do on sports, plan their work.
prices for artwork. for example.
120
07
2 Read an extract from a newspaper article. Do you 6 Study Active Writing. Then find examples of hedging in Exercise 3
agree with the writer’s point of view? Say why. the model letter. 1 The sum of money actually
represents just £14 per person.
The government currently spends around £900 2 The arts help us express
million a year on the arts, a mind-blowing amount ACTIVE WRITING | Hedging ourselves and understand
of money, which could be much better spent someone else’s experience.
In a more formal or academic style, it is common to 3 The arts are an important part
elsewhere.
express ideas with some degree of caution or hesitation. of our education.
In the current economic climate, this simply cannot This is known as hedging. There are various ways of 4 The creative industries
be justified. We need to prioritise spending on doing this, e.g. by using: contribute a lot to the economy.
healthcare, education, and developing the 5 Not funding the arts means
• verbs such as believe, assume, suggest, appear, seem, many people will be excluded.
infrastructure of the country.
• modal verbs such as will, would, might, could,
Why should people who have little or no interest in
the arts subsidise the leisure pursuits of those who do? • adverbs of frequency such as often, sometimes, Exercises 4–5
If an artist’s work is sufficiently good, they will easily • adverbs and adjectives such as certain/ly, probable/ly, 1 Dear Editor / Dear Sir/Madam
find private sponsors and patrons. perhaps, surely, 2 what you are responding to
3 agree
• conditional structures such as were this to be the case,
3 Read a letter to the editor of the newspaper that it would,
4 reasons
5 summarising
published the article in Exercise 2. What five main 6 Yours faithfully / Yours sincerely
points does it include? • softeners such as somewhat, to some extent.
7 forward
8 outwardly
4 Read the letter again and complete gaps 1–6 in the 7 Rewrite the following statements in a more cautious way, 9 dispute
Writing box with your ideas. 10 issue
using the language from Active Writing. 11 nor
1 Once again I disagree. 12 contrary
5 Look at the model letter again and complete gaps 7–16 13 point
in the Writing box with one word. 2 This is wrong. 14 far
3 They have made a mistake. 15 vital
16 crucial
WRITING | A letter to the editor 4 This is not an insoluble problem.
5 Creative industries contribute to the economy.
Organisation 6 The author is misinformed. Exercise 7
• You should open the letter with an appropriate 7 If this is true, it’s a disaster. 1 Once again I would have to
salutation, e.g. 1 . disagree.
8 It’s not true. 2 It would appear that this might
• Begin the letter by explaining 2 and why you be wrong.
are writing. 8 Read an extract from a different newspaper article. 3 They seem to have perhaps
• Take each point made by the original author and To what extent do you agree with the writer’s opinion? made a mistake.
explain to what extent you 3 and any 4 This is almost certainly not
It is 14 from … 10 WRITING TASK Use the tips and language from the Writing
box to write a letter to the editor of the newspaper
a 15
role from Exercise 8, arguing against what the author of the
a 16
component extract has to say. Use hedging as appropriate.
FURTHER PRACTICE
Workbook page 84/Online Practice
NEXT CLASS
Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 104–105.
121
Word List
REMEMBER MORE 7A VOCABULARY AND SPEAKING roll up the sleeves /ˌrəʊl ˈʌp ðə ˌsliːvz/
5.37 satin (n) /ˈsætɪn/
1 Find and correct one mistake in be in awe /ˌbi ɪn ˈɔː/
each sentence. Then check with scarlet (adj) /ˈskɑːlət/
the word list. In pairs, discuss if biggish (adj) /ˈbɪɡɪʃ/
shortish (adj) /ˈʃɔːtɪʃ/
you agree or disagree with the capsule wardrobe /ˈkæpsjuːl ˌwɔːdrəʊb/
slave to fashion /ˌsleɪv tə ˈfæʃən/
statements.
checked (adj) /tʃekt/
1 I think that the colours we wear somewhere in the region of /ˌsʌmweə ɪn
chiffon (n) /ˈʃɪfɒn/ ðə ˈriːdʒən əv/
should mix each other. complement
2 It’s important to always be as clashing (adj) /ˈklæʃɪŋ/ sort of /ˈsɔːt əv/
busy as a bear – you won’t have collar (n) /ˈkɒlə/ sparkly (adj) /ˈspɑːkli/
time to overthink things. bee
combine items /kəmˈbaɪn ˌaɪtəmz/ stretchy (adj) /ˈstretʃi/
3 The best traditional drama has
to be Spiderman! animation complement each other /ˈkɒmpləmənt ˌiːtʃ ˌʌðə/ stuff (n) /stʌf/
contrast with (v) /ˈkɒntrɑːst wɪð/ stuff like that /ˈstʌf ˌlaɪk ˌðæt/
Exercise 2
2 Make the sentences more vague.
Use the words in bold and make corduroy (n) /ˈkɔːrdərɔɪ/ suede (n) /sweɪd/
1 She paid somewhere in the
region of $200,000 for her any other necessary changes. Then teeny (adj) /ˈtiːni/
cropped (adj) /krɒpt/
wedding dress. check with the word list.
2 The materials this designer diamanté (adj) /ˌdiːəˈmɒnteɪ/ texture (n) /ˈtekstʃə/
1 She paid $200,000 for her
uses are sort of extravagant.
3 She was never a famous model
wedding dress. SOMEWHERE established (adj) /ɪˈstæblɪʃt/ thingy (n) /ˈθɪŋi/
because she was shortish. 2 The materials this designer uses eye-catching outfits /ˌaɪkætʃɪŋ ˈaʊtfɪts/ timeless (adj) /ˈtaɪmləs/
4 I’m not into stuff like that. are extravagant. OF
fashion police /ˈfæʃən pəˌliːs/ untuck the shirt /ˌʌnˈtʌk ðə ˌʃɜːt/
3 She was never a famous model
because she wasn’t tall enough. fashion sense /ˈfæʃən ˌsens/ up and coming /ˌʌp ən ˈkʌmɪŋ/
SHORTISH fashion statement (n) /ˈfæʃən ˌsteɪtmənt/ velvet (n) /ˈvelvɪt/
4 I’m not into these kinds of
fashion victim (n) /ˈfæʃən ˌvɪktɪm/ V-neck (n) /ˈviː nek/
clothes. STUFF
fashion-conscious (adj) /ˈfæʃən ˌkɒnʃəs/ wide-leg (adj) /ˈwaɪd ˌleɡ/
3 Choose the nouns that these
finishing touches /ˌfɪnɪʃɪŋ ˈtʌtʃɪz/ with a twist /ˌwɪð ə ˈtwɪst/
adjectives can describe. Sometimes
two or more answers are correct. flamboyant (adj) /flæmˈbɔɪənt/
Then check with the word list. 7B GRAMMAR 5.38
flared (adj) /fleəd/
1 cropped T-shirt / trousers / jacket anything but /ˈeniθɪŋ bʌt/
funky (adj) /ˈfʌŋki/
2 chiffon blouse / boots / collar bleak (adj) /bliːk/
3 stretchy material / clothes / garish (adj) /ˈɡeərɪʃ/
customs inspector/officer /ˈkʌstəmz ɪnˌspektə /
texture gigantic (adj) /dʒaɪˈɡæntɪk/ ˌɒfəsə/
4 garish colours / shape / pattern glitter (v) /ˈɡlɪtə/ dreamlike (adj) /driːmlaɪk/
4 Complete the map of the word grant (v) /ɡrɑːnt/ fertile imagination /ˌfɜːtaɪl ɪˌmædʒəˈneɪʃən/
impenetrable. Check with the word greenish (adj) /ˈɡriːnɪʃ/ first-hand experience /ˌfɜːsthænd ɪkˈspɪəriəns/
list or use a dictionary if necessary.
An impenetrable fog jazz it up with /ˌdʒæz ɪt ˈʌp ˌwɪð/ gypsy (n) /ˈdʒɪpsi/
incomprehensible halted traffic.
What is the Use ‘impenetrable’ jumpsuit (n) /ˈdʒʌmpsuːt/ hothouse (n) /ˈhɒthaʊs/
synonym? in a sentence. look put together /ˌlʊk pʊt təˈɡeðə/ in debt /ɪn ˈdet/
Semantic mapping pair the same items together /ˌpeə ðə ˌseɪm self-taught (adj) /ˌselfˈtɔːt/
ˌaɪtəmz təˈɡeðə/
Semantic mapping is used to show setting (n) /ˈsetɪŋ/
concepts in a graphic way. Through pastel (adj) /ˈpæstl/
shades of blue /ˌʃeɪdz əv ˈbluː/
such maps, we can illustrate the plaid (n) /plæd/
meaning of words and phrases snarl (v) /snɑːl/
platforms (n) /ˈplætfɔːmz/
and their relationships with other turning point (n) /ˈtɜːnɪŋ ˌpɔɪnt/
words. pleated (adj) /ˈpliːtɪd/
vow (n) /vaʊ/
Choose four words from the word polo neck (n) /ˈpəʊləʊ ˌnek/
list and draw similar maps to the wintry (adj) /ˈwɪntri/
puffer jacket /ˈpʌfə ˌdʒækɪt/
one above for these words.
104
EXTRA ACTIVITIES IN CLASS Ask the class for their marks and add fashion victim; capsule – capsule
up the score for each outfit, to find wardrobe; stick – stick thin; conscious –
• In pairs or groups of three, students the winning outfit. fashion-conscious). Students try to
take it in turns to describe the outfits complete them as quickly as they can.
• Ask students to close their books, and
on page 94 of the Student’s Book, The first student to do so is the winner.
dictate only the first or second part
using vocabulary from Lesson 7A in the
of compound nouns and adjectives • Divide the class into teams. Dictate
word list. You could then ask them to
from the word list (e.g. victim – to each team in turn a word from the
each give the outfits a mark out of ten.
122
07
7C READING AND VOCABULARY swish (v) /swɪʃ/ gangster movie /ˈɡæŋstə ˌmuːvi/
5.39 take the lion’s share /ˌteɪk ðə ˌlaɪənz ˈʃeə/ genre (n) /ˈʒɒnrə/
alliteration (n) /əˌlɪtəˈreɪʃən/
tender (adj) /ˈtendə/ illuminating (adj) /ɪˈluːməneɪtɪŋ/
be as busy as a bee /ˌbi əz ˈbɪzi əz ə ˈbiː/
the worm has turned /ðə ˌwɜːm həz ˈtɜːnd/ kick off (phr v) /ˌkɪk ˈɒf/
be up with the lark /ˌbi ˈʌp wɪð ðə ˈlɑːk/
treasure (v) /ˈtreʒə/ lay out (phr v) /ˌleɪ ˈaʊt/
coincidental (adj) /kəʊˌɪnsəˈdentl/
veil (n) /veɪl/ mundane (adj) /mʌnˈdeɪn/
curd (n) /kɜːd/
vivacious (adj) /vəˈveɪʃəs/ on a par with /ˌɒn ə ˈpɑː wɪθ/
dappled (adj) /ˈdæpəld/
weasel out of sth (phr v) /ˌwiːzəl ˈaʊt əv ˌsʌmθɪŋ/ overall opinion /ˌəʊvərˈɔːl əˈpɪnjən/
docile (adj) /ˈdəʊsaɪl/
period drama /ˈpɪəriəd ˌdrɑːmə/
dollop (n) /ˈdɒləp/ 7D LISTENING AND VOCABULARY
post-apocalyptic (adj) /pəʊst əˌpɒkəˈlɪptɪk/
downy (adj) /ˈdaʊni/
5.40
psychological horror /ˌsaɪkəˈlɒdʒɪkəl ˌhɒrə/
creepy (adj) /ˈkriːpi/
downy-feathered (adj) /ˌdaʊni ˈfeðəd/
rom com (n) /ˈrɒm ˌkɒm/
deface (v) /dɪˈfeɪs/
ethereal beauty /ɪˌθɪəriəl ˈbjuːti/
setting (n) /ˈsetɪŋ/
dire (adj) /daɪə/
explicitly (adv) /ɪkˈsplɪsɪtli/
smug (adj) /smʌɡ/
easy on the eye /ˌiːzi ɒn ði ˈaɪ/
flutter (v) /ˈflʌtə/
superficially (adv) /ˌsuːpəˈfɪʃəli/
emerging superpower /ɪˌmɜːdʒɪŋ ˈsuːpəˌpaʊə/
gilded (adj) /ˈɡɪldɪd/
traditional animation /trəˈdɪʃənəl ˌænəˌmeɪʃən/
fade away (phr v) /ˌfeɪd əˈweɪ/
gold-enamelled (adj) /ˌɡəʊld ɪˈnæməld/
gimmicky (adj) /ˈɡɪmɪki/
grumpy (adj) /ˈɡrʌmpi/ 7F WRITING 5.42
grisly (adj) /ˈɡrɪzli/ auction house /ˈɔːkʃən ˌhaʊs/
herd (n) /hɜːd/
impenetrable (adj) /ɪmˈpenətrəbəl/ authentication body /ɔːˌθentɪˈkeɪʃən ˌbɒdi/
honeyed (adj) /ˈhʌnid/
jaw-dropping (adj) /ˈdʒɔː ˌdrɒpɪŋ/ disingenuous (adj) /ˌdɪsənˈdʒenjuəs/
inanimate object /ɪnˌænəmət ˈɒbdʒɪkt/
make a point /ˌmeɪk ə ˈpɔɪnt/ in point of fact /ɪn ˌpɔɪnt əv ˈfækt/
kerfuffle (n) /kəˈfʌfəl/
marble (n) /ˈmɑːbəl/ intervention (n) /ˌɪntəˈvenʃən/
like a bear with a sore head /ˌlaɪk ə ˈbeə wɪð
ə ˌsɔː ˈhed/ mediocre (adj) /ˌmiːdiˈəʊkə/ numeracy (n) /ˈnjuːmərəsi/
like a rat up a drainpipe /ˌlaɪk ə ˈræt ˌʌp overrated (adj) /ˌəʊvəˈreɪtəd/ on the contrary /ˌɒn ðə ˈkɒntrəri/
ə ˈdreɪnpaɪp/
recycled junk /ˌriːˌsaɪkld ˈdʒʌŋk/ onlooker (n) /ˈɒnˌlʊkə/
luminous (adj) /ˈluːmənəs/
repurpose (v) /ˌriːˈpɜːpəs/ outright (adj) /ˈaʊtraɪt/
melodious (adj) /məˈləʊdiəs/
stick thin /ˌstɪk ˈθɪn/ outwardly persuasive /ˌaʊtwədli pəˈsweɪsɪv/
midsummer (n) /ˌmɪdˈsʌmə/
tongue-in-cheek (adj) /ˌtʌŋɪnˈtʃiːk/ oversimplistic (adj) /ˌəʊvəsɪmˈplɪstɪk/
monkey around (phr v) /ˌmʌŋki əˈraʊnd/
trashy (adj) /ˈtræʃi/ patron (n) /ˈpeɪtrən/
moth (n) /mɒθ/
widespread poverty /ˌwaɪdspred ˈpɒvəti/ patronage (n) /ˈpætrənɪdʒ/
one-trick pony /ˌwʌn trɪk ˈpəʊni/
pose (v) /pəʊz/
onomatopoeia (n) /ˌɒnəmætəˈpiːə/ 7E SPEAKING AND VOCABULARY
5.41 put forward (phr v) /ˌpʊt ˈfɔːwəd/
opalescent (adj) /ˌəʊpəˈlesənt/
3D / CGI animation /ˌθriː ˈdiː / ˌsiː dʒiː ˈaɪ reiterate (v) /riːˈɪtəreɪt/
pearly (adj) /ˈpɜːli/ ˌænəˌmeɪʃən/
self-destruct (v) /ˌself dɪˈstrʌkt/
personification (n) /pəˌsɒnɪfɪˈkeɪʃən/ banquet (n) /ˈbæŋkwɪt/
shredder (n) /ˈʃredə/
playful (adj) /ˈpleɪfəl/ biopic (n) /ˈbaɪəʊˌpɪk/
somewhat (adv) /ˈsʌmwɒt/
poetic device /pəʊˌetɪk dɪˈvaɪs/ burial ground /ˈberiəl ˌɡraʊnd/
subsidise (v) /ˈsʌbsədaɪz/
pulp (n) /pʌlp/ captivate (v) /ˈkæptəveɪt/
take issue with /ˌteɪk ˈɪʃuː wɪð/
purr (v) /pɜː/ cater for sb/sth (phr v) /ˈkeɪtə fə ˌsʌmbɒdi /
well-rounded (adj) /ˌwelˈraʊndɪd/
sensuous (adj) /ˈsenʃuəs/ ˌsʌmθɪŋ/
105
123
07 Revision
VOCABULARY AND GRAMMAR 4 Rewrite the sentences using the words in bold.
Exercise 4 1 Choose the option that is NOT correct. 1 You sent an email to a person in this department,
but unfortunately, he is absent from work today. WHOM
1 Unfortunately, the person in this 1 One of my capsule wardrobe items is a pair of cropped /
department to whom you sent an wide-leg / full trousers. 2 There will come a point when we need to reconsider
email is absent from work today. our options and that is fast approaching. AT
2 The trend at the moment is to wear pastel / suede /
2 The point at which we’ll need 3 This decision will affect a lot of our staff and many
to reconsider our options is fast flamboyant colours.
of them are naturally becoming anxious. WHOM
approaching. 3 The performance wasn’t very enjoyable at all.
3 This decision will affect a lot 4 Please contact your supervisor if, at any time,
In fact, I thought it was dire / mediocre / evocative.
of our staff, many of whom are you are concerned about any issues. WHENEVER
naturally becoming anxious. 4 The most recent designs from this fashion house are 5 It doesn’t matter who asks about the situation,
4 Whenever you are concerned made from a stretchy / clashing / silken fabric. the answer will remain the same. WHOEVER
about any issues, please contact 5 Patterns such as checked / plaid / flared don’t
your supervisor. / Please contact
your supervisor whenever you are
necessarily suit everyone. 5 Choose the correct words to complete the dialogue.
concerned about any issues. 6 The sun created a dappled / luminous / docile effect A The exhibition in the college main hall is spectacular.
5 Whoever asks about the situation, on the water in this painting. 1
Who / Whoever organised it should be congratulated.
the answer will remain the same. / B I agree. It was a group of art students who planned it,
The answer will remain the same 2 Complete sentences 1–6 with their endings a–f.
one of 2them / whom is my best friend. They invited
whoever asks about the situation.
1 My brother is definitely a morning person. He’s always all the schools in the area to contribute their students’
up b . paintings – some of 3which / whom were painted by
2 Jacquie can’t resist buying whatever the designer primary school children. They asked for the artwork
comes up with. She’s d . to be done in no longer than two hours, 4what / which
3 I’m enjoying the new TV series because it doesn’t take I thought was a great idea. On the final day, there’s
itself too seriously. It’s e . going to be a party in the main hall 5which / where
4 When my father has a problem at work, prizes will be awarded for the best pictures. The judges
he’s a nightmare to live with. He’s like f . will be artists from this area 6who / whom used to
attend local schools. 7However / Whatever you’re
5 Sometimes, you don’t need to buy new clothes to get
doing on that afternoon, cancel it!
a new look. It’s a question of c .
6 Ben is very careful with his money. When it’s his turn
to buy coffees, he usually a .
USE OF ENGLISH
a weasels out of it 6 Complete the text with one word in each gap.
b with the lark
c mixing and matching STRATEGY | Gap filling
d a slave to fashion When you have finished, check if the text makes sense. Make
e very tongue-in-cheek sure you have used the correct relative pronouns to complete
f a bear with a sore head the gaps.
106
124
READING
ivity
7
Creat
Read five texts about creativity. For questions 1–10, choose from
texts A–E. Each text may be chosen more than once.
ny Aspects of
The Ma
A How can a firm make the most of their employees’ creative E Although not everyone can be a genius, we are all,
abilities? One way is to have regular meetings in which ideas to a certain extent, creative. This is most notable in very
are brainstormed. To get the most out of it, people need to young children who spend their time exploring, testing and
be informed about the aim of the meeting in advance to be experimenting. Regrettably, it seems that as soon as kids
able to come up with outlines of ideas themselves. Much less reach school age, they are dissuaded from showing the
effective is trying to force creativity, whether using a carrot same inquisitiveness towards their learning and, instead,
or a stick approach. If ideas are demanded, it can stress you are expected to conform to numerous rules. This, in turn,
out and you probably won’t think of anything useful. On the proves counterproductive when developing imagination
other hand, in an experiment, a group of experts looked at and creativity. However, as children grow up and join the
artwork which, unknown to them, had either been produced world of work, they are often required to think outside
for pleasure or to sell. They consistently judged the works the box in order to solve problems in a new way and are
of art made just for sheer pleasure to be better, so it would criticised when found to be incapable of doing so.
seem that the promise of financial benefit didn’t help the But, all is not lost – research demonstrates that creativity
quality of creativity either. is eighty percent learned so this innovative thinking can be
B Are we born creative or is creativity something we can trained, just like anything else. Practice makes perfect.
learn? Everyone is capable of thinking outside the box,
although they may not be aware of this fact. At the most Which text contains the following statements?
basic level, we may, for example, go off the beaten path one
morning and decide to add new ingredients to our breakfast
□
1 D Creativity may be stifled because of worries
about your offspring’s futures.
2□
cereal because we imagine that it will taste nicer – that’s
A Neither threats nor rewards will produce the
also being creative. On the other hand, there are creative
optimal form of creativity.
3□
abilities that only a few people possess and which can’t be
learned. Those who are blessed with these qualities are often C Sudden ideas are the result of thought processes
referred to as geniuses. In between are amateur painters, we are oblivious to.
musicians and inventors who combine natural and learned 4□B Both nature and nurture are responsible for our
talents, not to earn money but to entertain themselves and, creative skills.
if they are lucky, a small number of others. 5□E Creativity is not only neglected but also
C When thinking about creativity, many people assume consciously discouraged.
that they need to have a completely new and original idea 6□A Ideas should not be expected to flow
to be considered truly creative. Nothing could be further spontaneously.
7□
from the truth: creativity is about taking a current idea and
D Being creative can lead to advantages at work.
8□
developing it further or in a new direction. But what about
that Eureka moment when an idea pops into someone’s head C Creativity is also about adapting and expanding
out of the blue? In reality, this isn’t what happens. Parts of existing solutions.
our brains, our subconscious, are always working away in 9□B Anyone can demonstrate everyday acts of
the background without us being aware of it, sorting through creativity.
information and sending the final results and conclusions to 10 □
E Suppressing our instinctive
our conscious mind, often when we are relaxing or thinking creativity limits our potential.
about something completely different.
D Is creativity important for society? The obvious answer
is ‘yes,’ as it gives us not only the arts but innovations and
inventions. We should therefore value it and make sure
that creativity isn’t neglected, particularly in schools.
The problem is judging how important it is compared to other
subjects. Inevitably, parents are often obsessed with their
children’s job prospects and, as a result, pressure is brought
upon schools to squeeze less essential subjects, like arts,
out of the curriculum. How can we persuade decision makers
that creativity is vital? Perhaps by focusing on its importance
to employers and the financial rewards it can lead to, so that
the link between creativity and career success is clear.
107
125
08 Follow the crowd?
VOCABULARY Describing prohibition and permission, protest and influence; phrasal verbs
GRAMMAR
READING
SPEAKING
WRITING
with come, hold, set, take; adjective-noun collocations; describing lifestyles
Articles
Understanding ellipsis
Hyperbole and understatement
An opinion essay
C Galileo Galilei
B Harriet Tubman
, re be l !
A Malala Yousafzai
108
REFERENCES to ask each of the rebels featured in the verbs from the Active Vocabulary box
reading text. Then put them in pairs for on pieces of paper and spread them
AUDIO SCRIPT page 232 a role play in which one student is the on the desk, face down. Each student
CULTURE NOTES page 213 interviewer and the other is the rebel. chooses five pieces of paper and writes
Students take turns interviewing and five different sentences using the
EXTRA ACTIVITIES IN CLASS answering questions. phrasal verbs. When they are ready,
• After Exercise 4, ask students to write • After Exercise 9, put students in pairs they read out their sentences one by
down some questions they would like and ask them to write the ten phrasal one to their partner, who has to explain
what each phrasal verb means.
126
8A VOCABULARY AND SPEAKING 08
1 SPEAKING What famous people can you think of that Phrasal verbs Exercise 2
you might describe as rebels? In what ways did/do
they rebel?
8 3.20 Study Active Vocabulary. Then complete the 1 Galileo Galilei
2 Malala Yousafzai
sentences from the recording with the correct forms of 3 Harriet Tubman
2 Look at the famous rebels in photos A–C and answer the verbs from the box. Listen again and check. 4 Galileo Galilei
the questions. 5 Harriet Tubman
come hold set take
Which of the rebels …
1 It is natural for teenagers to set about trying to Exercise 3
1 had ideas which caused a scandal so shocking that it
do things differently from their parents. 1 Galileo Galilei: decided to
led to his/her imprisonment?
2 When I was a teenager, I took to wearing jeans disprove that heavy objects fall
2 was blamed for spreading ideas about girls’ education? faster than lighter ones; then
with loads of holes in them.
3 lobbied for women to be allowed to vote in elections? decided to show the earth
3 Teenagers whose parents hold them back from revolved around the sun
4 had an impact on the world which still matters more doing that may eventually lose confidence in 2 Harriet Tubman: rebelled
than 500 years later? themselves. against slavery – active in the
5 put pressure on the government to ban slavery? 4 Arguing about this kind of thing can really set
Abolition Movement; created
route to enable slaves to
teenagers and parents against each other.
3 Read the text and compare with your answers in escape from the South; also
Exercise 2. What idea did each of the rebels oppose? 5 Parents shouldn’t come down too hard on campaigned for women to be
teenagers. able to vote in elections
How did their opposition make a difference to the world? 3 Malala Yousafzai: has been
6 If the parents are too strict, their kids may hold fighting for women’s right to
4 SPEAKING Which of the rebels mentioned in the text do it against them later on. education
you admire most? Say why. 7 Parents should let teenagers set forth their
views, even if they don’t agree with them. Exercise 5
Permission and prohibition 8 That doesn’t mean parents can’t explain why they Permission: sanction,
think their kids might be wrong, or why what they authorised, condoned,
5 Look at the highlighted words and phrases in the texts. have just come out with is a bad idea. entitled, endorse
Which express permission and which prohibition? Prohibition: clamp down on,
9 So parents should hold off on criticising what
barred from, outlawed, put an
teenagers have said until they’ve really listened to
6 Complete the second sentence with the correct form of
them and taken everything in properly.
end to, proscribed (sanction –
the word in bold so that it means the same as the first one. but not in this context)
□ I can use words and phrasal verbs to talk about permission and prohibition. 109
127
A
B
C
D
Exercise 3 3 3.21 Listen again and complete the notes with 1–3
History of
1 protected
2 hair removal
3 blind
words in each gap. Do you agree with the speaker’s
final point? Say why. Beauty
1 Surprisingly, the ancient practice of dyeing your teeth
4 electricity
5 muscular/athletic black the teeth enamel.
6 Men 2 Arsenic has been used for since ancient
7 airbrushing Egyptian times.
8 destroy / damage / get rid of
3 One of the unintended effects of using belladonna
was that people could go .
4 When came along, more beauty devices
were invented.
5 In the past, well-off men thought having a/an
physique might make them look poor.
6 seem to be the social group most likely to
Looking at art throughout the ages, it’s evident how
moisturise their faces with snail slime.
much standards of beauty have changed.
7 Jameela Jamil thinks that photos makes
Nowadays, women wear their eyebrows as they wish to:
women feel bad about themselves.
some go for a natural look, some have them tattooed,
8 Escape the Corset are videos in which young women yet others pluck them to create a perfect 1 arched/sleek
their beauty products. brow to open up the eyes and make the face appear
thinner. But in ancient times, one long 2 heavy/full brow,
Exercise 4 4 Complete the collocations with the adjectives from the
now sometimes called a unibrow, was preferred. Some
1 arched, full, sleek box. Some adjectives can be used more than once.
women even wore fake brows made from goat hair!
2 chubby, dimpled
3 luminous, olive arched athletic chubby dimpled full glossy In Renaissance portraits, women often have very high
4 luminous (Glowing eyes glowing heavy lank lean luminous muscular foreheads, achieved by plucking the hair. Their faces
would be scary!) olive pale rosy silky sleek soft sparkling tight were alabaster and 3 pale while the eyebrows were
5 willowy weedy willowy 4
skinny and barely visible. Elizabeth I, daughter
6 full, glossy, lank, sleek, soft of Henry VIII, personified the beauty ideal of the era
7 lean, weedy 1 / / heavy / skinny / /
8 luminous, silky, soft
and many women dyed their brows and hair reddish to
smooth brows resemble the famous monarch.
(Dimpled skin is possible but
usually not seen as a positive 2 / / full / rosy cheeks In eighteenth-century portraits, men and women wore
thing.) 3 glowing / / / pale / rosy complexion white or grey wigs at all times, so their real hair was
9 soft
4 / sparkling eyes probably extremely 5 lank and dirty. They also had
5 athletic / full / figure very white skin and 6 rosy cheeks.
6 / / / silky / / The women of the early twentieth century look very
/ hair different, with a long, slim 7 willowy figure and short
7 athletic / / muscular / physique bobbed hair, sometimes permed into 8 tight curls
or waves.
8 / / olive / pale / skin
9 / tight waves and curls Beauty really does come in all shapes and sizes.
110 □ I can identify specific details in a radio programme and talk about beauty.
REFERENCES surgical procedures or have chemicals FURTHER PRACTICE
injected into their faces. Do they think
AUDIO SCRIPT page 233 surgically altered faces or the ‘trout • Workbook page 90/Online Practice
CULTURE NOTES page 213 pout’ are attractive? • Photocopiable resource 30:
• At the end of the lesson, ask students Beauty standards, pages 277, 310
EXTRA ACTIVITIES IN CLASS
to write down their ideal of beauty, for
• After Exercise 3, put students in pairs or either men or women. They can use the
small groups to discuss the notes they collocations in Exercise 4 to help them.
made at home. Ask them to consider When they are ready, they can read out
128 why people are willing to undergo their views to the class.
8C SPEAKING 08
1 In pairs or small groups, discuss the questions. Exercise 1
1 Why do you think the people in the photos are 1 Suggested answers: top photo:
wearing the same clothes? Why might this be important because they need to
important? recognise people on the same
team; bottom photo: wearing
2 What other examples can you think of where people dark colour means the audience
choose to, or have to, wear the same thing? isn’t distracted from the music
3 When do we dress to stand out, and when do we 2 Example answers: paramilitary
organisations (police, emergency
dress to blend in?
services, security guards); in some
2 REFLECT | Culture Many schools in the UK now require
workplaces (doctors and nurses);
schools; inmates in prisons
their sixth form students (ages 16–18) to follow 3 Example answers: we dress
a smart ‘business attire’ dress code. Do you think it to stand out: to show our
is a good idea? Say why. What is the situation in your individuality, creativity, self-
country? confidence, when you want to
be noticed; we dress to blend in:
3 3.22 Listen to Jack and Eve talking about the dress
to hide, when we are shy, when
we want to show unity/solidarity
code at their sixth form college and make a list of points with a group
they make in favour of and against the dress code.
□
✓ I’ve spent about a million years wearing school
5 Rewrite the sentences in two ways: making them
Suggested answers
2 The lake is about a thousand
uniform.
□
miles deep. / The lake isn’t exactly
✓ This jacket weighs a ton!
hyperbolic and understated. In pairs, compare your shallow, is it?
□ I’ve been there tons of times!
ideas. 3 That was the worst thing you
□ I can use hyperboles and understatements when talking about rules. 111
by nick hornby
1 He got to school early, went to the form room, sat down at
his desk … There were a couple of girls in the room, but they
ignored him, unless the snort of laughter he heard while he was
getting his reading book out had anything to do with him.
5 2 What was there to laugh at? Not much, really, unless you were the She could explain why listening to Joni Mitchell and Bob Marley (who
kind of person who was on permanent lookout for something to laugh 25 happened to be her two favourite singers) was much better for him
at. Unfortunately, that was exactly the kind of person most kids were, than listening to Snoop Doggy Dogg, and why it was more important
in his experience. They patrolled up and down school corridors like to read books than to play on the Gameboy his dad had given him.
sharks, except that what they were on the lookout for wasn’t flesh But he couldn’t pass any of this on to the kids at school. If he tried to tell
10 but the wrong trousers, or the wrong haircut, or the wrong shoes, Lee Hartley – the biggest and loudest and nastiest of the kids he’d met
any or all of which sent them wild with excitement. As he was usually 30 yesterday – that he didn’t approve of Snoop Doggy Dogg because
wearing the wrong shoes or the wrong trousers, and his haircut was Snoop Doggy Dogg had a bad attitude to women, Lee Hartley would
wrong all the time, every day of the week, he didn’t have to do very thump him, or call him something that he didn’t want to be called.
much to send them all demented. It wasn’t so bad at the school he’d gone to in Cambridge, because there
15 3 Marcus knew he was weird, and he knew that part of the reason were loads of kids who weren’t right for school, and loads of mums who
he was weird was because his mum was weird. She just didn’t get 35 had made them that way, but in London it was different.
this, any of it. She was always telling him that only shallow people 4 He was quite happy at home, listening to Joni Mitchell and reading
made judgements on the basis of clothes or hair; she didn’t want him books, but it didn’t do him any good at school. It was funny, because
to watch rubbish television, or listen to rubbish music, or play rubbish most people would probably think the opposite – that reading books
20 computer games (she thought they were all rubbish), which meant at home was bound to help, but it didn’t: it made him different, and
that if he wanted to do anything that any of the other kids spent their 40 because he was different he felt uncomfortable, and because he felt
time doing, he had to argue with her for hours. He usually lost, and she uncomfortable he could feel himself floating away from everyone and
was so good at arguing that he felt good about losing.
losing everything, kids and teachers and lessons.
2
What’s wrong with being a loner?
I
’ve always enjoyed my own company. To be honest, for example. When these birds fly for the first time,
I like nothing better than curling up with a book, and they head off out to sea alone, where they will stay for
not having to make the effort to engage in small talk. the next three to five years. They’re not completely
It’s not exactly that I’m antisocial, I do get a kick out of 30 standoffish though. Eventually, something tells them
5 seeing friends, but I’d be just fine stranded on a desert that it’s time to find a partner and mate for life, even if
island in the middle of the Pacific Ocean. 1 they actually only meet up once a year. In human terms,
Sociability is very highly prized in our society and introverts may spend a lot of time alone, but their
sometimes it seems as if everyone wants to be seen as relationships tend to be much more deep-rooted,
a gregarious party animal. Think about all those group 35 and more enduring.
10 photos that get posted online. But research shows Animals that like to stay together in a herd are often
that being the life and soul of the party may actually those animals that feel most threatened, and huddle
be overrated. Apparently, one of the key personality together for safety. Larger predators, such as polar
features of highly artistic people is a lack of interest in bears, don’t feel the need to be social butterflies.
socialising. 2 Who knew, right? It may be that artists 40 They’re just as happy on their lonesome most of the
15 need the time alone to reflect introspectively on their time. In fact, they actively avoid each other probably
experiences, and to learn about their inner world, before because of the scarcity of available resources. Being
transforming this into art. a loner can make you very self-sufficient.
Another study found that managers who were more Of course, choosing to be a bit of a loner isn’t the same
introverted were actually highly effective when 45 thing at all as being lonely. We need connections with
20 managing more vivacious employees because they others, even if we also like our own space. 4 Research
were more likely to listen to what their employees were in the UK found that loneliness can exacerbate your risk
telling them. So, loners can be good team players, just level for premature death, and prolonged solitude can
not in the way you might have been expecting. 3 even lead to hallucinations and mental instability. Being
There is also plenty of evidence from the natural world 50 with others can also improve our immune system (though
25 that you don’t have to enjoy going round in a pack perhaps not if those others have a streaming cold).
to survive, or even thrive. Take the Laysan albatross, The world needs all different kinds of people.
113
131
8E GRAMMAR
Exercise 2 1 What connotations do you have when you look at the
1 ‘A’ is used to mean any pack or groups of animals in the photos?
herd, or one of many.
2 It doesn’t have an article Articles
because it is referring to a class
or group. 2 THINK BACK Look at sentences a and b from the blog
post on page 113 and discuss the questions.
Exercise 4 1 Explain why the article a is used before pack and herd.
2 a: any herd, one of many;
2 Explain why the word animals at the beginning of
b: a specific herd
3 a: mentioning the sloth for
sentence b doesn’t have an article.
the first time; b: referring back a You don’t have to enjoy going round in a pack to
to the sloth already mentioned survive, or even thrive.
4 a: the species as a whole;
b Animals that like to stay together in a herd are
b: specific wolves within a pack
5 Both forms are used to talk often those animals that feel most threatened.
about classes or species.
6 a: any adult male polar bear; 3 Match rules 1–12 with sentences a–l from the texts
b: a specific bear for the first in Lesson 8D.
time
We use the when the topic is known. It can be ‘known’
7 a: a superlative makes the
because
□
noun ‘known’; b: referring back
to the previously mentioned 1 b it has been mentioned before.
species
8 a: the function of the place;
□
2 d it is clear from the context what we’re
referring to.
□
b: a specific hospital
3 h it is unique.
□
4 e a superlative makes it unique (also with first,
last, next, only, etc.).
□
5 c a relative clause makes it ‘known’.
We also use the with some geographical names:
□
6 k plural names for countries and mountain ranges.
4
□
7 g seas, rivers and areas.
In pairs, explain the differences in meaning between
the underlined parts of sentences.
We generally don’t use any article when 1 a The orang-utan is the most solitary of the great
□
8 j we are referring to a group, class or species in apes.
general. b An orang-utan had been killed by poachers.
9 □
l we are referring to an abstract noun. Sentence a is talking about the species as a whole,
□
10 a we are referring to a place such as church, hospital, whereas sentence b is talking about an individual
prison, school as places serving their purpose. orang-utan.
Less commonly, we can use the 2 a Unlike most species of deer, the moose does not
□
11 i to refer to a whole group or class of something,
form a herd.
b The herd of deer at Belton Park has been there for
or species.
□
12 f with abstract nouns and places when we want to
over 300 years.
3 a I had never seen a sloth before in the wild.
be more specific.
b The sloth didn’t seem very interested in me.
a He got to school early. 4 a Wolves are highly social animals that live in packs.
b There were a couple of girls in the room, but they b The alpha wolves in the pack decide when they will
ignored him. travel and hunt.
c … unless the snort of laughter he heard while he was 5 a Laysan albatrosses will spend several years
getting his reading book out had anything to do with him. choosing the right mate.
d But he couldn’t pass any of this on to the kids at school. b The Laysan albatross will spend several years
e … the nastiest of the kids he’d met yesterday. choosing the right mate.
f It wasn’t so bad at the school he’d gone to in Cambridge. 6 a An adult male polar bear weighs around 350–700
g I’d be just fine stranded on a desert island in the kilograms.
middle of the Pacific Ocean. b I saw a polar bear running towards me and
h There is also plenty of evidence from the natural world. screamed.
i Take the Laysan albatross,
albatross for example, … 7 a The last known white rhinos are both female.
j Larger predators, such as polar bears … b The species is therefore considered extinct.
k Research in the UK found … 8 a He was attacked by a hippo and ended up
l … that loneliness had a significantly increased risk level. in hospital.
hospital
b A friend of the man, who works in the hospital,
hospital
Grammar Reference > page 173 said his condition was stable.
114
5 Complete the text with a/an, the or no article (ø). In pairs, Exercise 5
explain your choices, using the rules from Exercises 2 and 3. 1 species in general
2 group in general (other people)
6 Study Watch out! In pairs, find more examples 3 group in general (opinions)
Why do we of fixed phrases using the in the texts in 4 abstract noun
133
A B
ARETRADITIONAL
VANALVUIGEATSINGHMEOLDERPNFULIFEL?
IN
Without doubt, the world is changing very rapidly, and,
as society changes, we may ask ourselves just how
relevant old-fashioned values are in our modern world.
For example, many older people would say that you
should always put your family first, and prioritise their
needs over anything else. However, it is no longer ‘The younger
common for people to live with their extended family. generation should
In fact, around a third of households in Europe contain take care of their
just one person, meaning that people have had to parents as they age.’
become more self-sufficient. People also often have
to move some distance from their family in order to
get work or progress their careers. While it would be
wrong to endorse the idea that people should actively Having said all this, although our lives may have changed,
neglect their family, it is inevitable that they will not be it cannot be argued that traditional values have become
in a position to give the care and support that might obsolete. While we may not be as available for our
be possible if they were all living together, in a more family and neighbours, it is still important that we do
traditional way. whatever we can to help our fellow humans. And some
traditional values remain as important as they ever were.
Similarly, most people do not know their neighbours
For example, working hard is no less necessary in the
in the way they used to. Whereas in the past people
modern world, even if we may work different hours,
might stay in the same village all their lives, and their
or online rather than in an office.
families would know each other well, nowadays people
move around more. In addition, most people are In conclusion, while our circumstances may change,
out at work all day, with the result that there is less our basic moral code should not. Caring for others
opportunity to be neighbourly, and people therefore and having values that we endeavour to live by should
tend to be more reserved with each other. never be regarded as old-fashioned.
116
EXTRA ACTIVITIES IN CLASS their grandparents and parents or their FURTHER PRACTICE
parents and them?
• As an extension to Exercise 2, put Workbook page 96/Online Practice
• Do this activity after Exercise 9. In the
students in pairs or small groups
to discuss the notes they made at
same pairs, students think of specific NEXT CLASS
examples that can be used to support
home. Give them a few minutes, then Ask students to study the word list and
their arguments for the Writing task.
open up the discussion to the class. do the Remember More exercises on
When they have finished, they can
Ask them which generations in their Student’s Book pages 118–119.
compare notes with another pair.
families are closer in terms of values –
134
8F WRITING | An opinion essay 08
1 SPEAKING In pairs, discuss the questions. 6 Find other examples of formal language in the essay. Exercise 1
1 Look at the opinions in photos A–C. Do you think these Compare in pairs and rewrite them in more informal 1 Probably the first one is more
represent traditional or modern values? Say why. language. modern and the other two more
traditional.
2 Make a list of some more traditional and modern
values. For example, think about family, local
7 Compare the following two sentences. Which sentence
is a compound sentence, with two main clauses, and
community, work, and gender roles. Then compare Exercise 5
which is a complex sentence, with a main clause and
with a partner. 1 However, it is no longer common
a subordinate clause? for people …
2 REFLECT | Values Do you think that your values are 1 We might not have as much time for our family or 2 Their families would know each
more traditional or more modern? Say why. What neighbours nowadays, but we still need to help other well.
3 It cannot be argued that
do you think are the positive and negative aspects of people. compound sentence traditional values have therefore
traditional or more modern values? 2 While we may not be as available for our family and become obsolete.
neighbours, it is still important that we do whatever 4 Without doubt, the world is
3 Read the Writing task. In pairs, come up with at least we can to help our fellow humans. complex sentence changing very rapidly.
three ways in which people might think traditional 5 While we may not be as available
values are not helpful in modern life. 8 Rewrite the sentences as complex sentences using the for our family and neighbours, it is
still important that we do whatever
words in brackets. we can to help our fellow humans.
Young people often rebel against the more traditional 1 Our lives have changed, but we don’t need to change
values of their parents or grandparents, believing how we treat each other. (despite)
Exercise 6
that these traditional ideas are not helpful in Despite the fact that our lives have changed, there is no it is inevitable that (more formal
navigating modern life. Write an essay in which you need to change how we treat each other. vocabulary)
will present your opinions on this subject, referring 2 People often go away to study at university. They Whereas in the past people might
to the importance of the family, having a strong work have to leave their families. (which) stay in the same village all their
ethic, neighbourliness. lives, and their families would
3 People have to get work so they often have to move know each other well, nowadays
away from their families. (so as to) people move around more.
4 Read the essay on page 116 written for the task in 4 In the past, people would live in the same place all (complex sentence)
we may ask ourselves just how
Exercise 3. Does the student mention any of your ideas? their lives, but now they move around more. (while)
relevant old-fashioned values are
5 People lived in bigger family groups and they helped in our modern world. (objective)
5 Study Active Writing. Then complete it with examples each other more. (living)
of formal language from the essay. 6 People aren’t at home during the day. They don’t
Exercise 8
know their neighbours well. (if)
Suggested answers
ACTIVE WRITING | Using a formal register in essays 7 Our circumstances may change, but our moral code 2 People often go away to study at
should not. (whereas) university, which means they have
As a type of academic writing, essays should generally use to leave their families.
a formal register. See the comparisons below. When you 9 Read the Writing task and make notes to support your 3 People often have to move
write an essay: opinion. In pairs, compare your ideas. away from their families so as to
• don’t use contractions or abbreviations. get work.
4 While in the past people would
informal: However, it’s no longer common for people … In some families, children are expected to follow live in the same place all their lives,
formal: 1 now they move around more.
certain rules given by their parents very strictly,
5 Living in bigger family groups,
• don’t use colloquialisms. whereas in other families they are perhaps given people helped each other more.
informal: Their families would live in each other’s pockets. too much freedom. Write an essay in which you will 6 If people were at home during
present your opinions on this subject, referring to: the day, they would know their
formal: 2 neighbours better.
• the impact of following rules (or not) on the
• be objective. 7 Whereas our circumstances may
children themselves. change, our moral code should not.
informal: I don’t think traditional values are out of date. • the impact on society as a whole.
formal: 3 • any ways in which you feel society’s attitude
• use more formal vocabulary choices. towards children’s behaviour has changed.
informal: Obviously, the world is changing very fast.
formal: 4
• use more complex sentences, rather than always
10 WRITING TASK Write an essay for the task in Exercise 9.
Remember to use formal language conventions and
joining clauses with and, but or so.
complex sentences where appropriate.
informal: We might not have as much time for our family
or neighbours nowadays, but we still need to help people.
formal: 5
135
Word List
REMEMBER MORE 8A VOCABULARY AND SPEAKING take a stance against sth /ˌteɪk ə ˈstɑːns əˌɡenst
ˌsʌmθɪŋ/
5.43
1 Decide if the meaning of the (the) Abolition Movement /(ði) ˌæbəˈlɪʃən take sth in (phr v) /ˌteɪk ˌsʌmθɪŋ ˈɪn/
sentences in each pair is the ˌmuːvmənt/
same (S) or different (D). Then take strong action against sth /ˌteɪk ˌstrɒŋ ˈækʃən
authorise sb to do sth /ˈɔːθəraɪz ˌsʌmbɒdi tə duː əˌɡenst ˌsʌmθɪŋ/
check with the word list.
1 □S a Demonstrations are ˌsʌmθɪŋ/
118
EXTRA ACTIVITIES IN CLASS The pair that uses the most words/ word. It is then that student’s turn to
phrases from the word list wins. choose a word for the next person in
• Put students in pairs and ask them to the group, etc. The group continues in
• Put students in groups of four to play
write a dialogue using at least one this way until one student cannot think
a game of word association. Ask
word or phrase from each section of of a word. They are out and the game
a student to choose a word from the
the word list (8A–8F). When they are continues until there is a winner.
word list. The student says the word,
ready, they can perform their dialogues
then the next student should say • Write anagrams of 6–8 words from the
for their classmates, who must count/
a word that they associate with the first word list on the board. Individually
keep track of the vocabulary used.
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08
moisturise (v) /ˈmɔɪstʃəraɪz/ soaked (adj) /səʊkt/ pack (n) /pæk/
muscular (adj) /ˈmʌskjələ/ stand out (phr v) /ˌstænd ˈaʊt/ party animal (n) /ˈpɑːti ˌænəməl/
olive (adj) /ˈɒləv/ understatement (n) /ˌʌndəˈsteɪtmənt/ pass sth on to sb (v) /ˌpɑːs ˌsʌmθɪŋ ˈɒn tə
ˌsʌmbɒdi/
pale (adj) /peɪl/
8D READING AND VOCABULARY patrol (v) /pəˈtrəʊl/
perm (permanent wave) (n) /pɜːm (ˌpɜːmənənt
5.46
ˈweɪv)/ predator (n) /ˈpredətə/
academically poor /ˌækəˈdɛmɪkəli ˌpɔː/
permed into curls/waves /ˈpɜːmd ˌɪntə kɜːlz / predispose (v) /ˌpriːdɪsˈpəʊz/
weɪvz/ antisocial (adj) /ˌæntiˈsəʊʃəl/
premature death /ˌpremətʃə ˈdeθ/
personify (v) /pəˈsɒnəfaɪ/ at sb’s expense /ət ˌsʌmbɒdiz ɪkˈspens/
prolonged solitude /prəˌlɒŋd ˈsɒlətjuːd/
physique (n) /fəˈziːk/ be on the lookout for sth /bi ɒn ðə ˈlʊkaʊt fə
ˌsʌmθɪŋ/ reflect on sth (v) /rɪˈflekt ɒn ˌsʌmθɪŋ/
pluck (v) /plʌk/
commit (v) /kəˈmɪt/ reserved (adj) /rɪˈzɜːvd/
prompt sb to do sth (v) /ˈprɒmpt ˌsʌmbɒdi tə duː
curl up (with a book) (phr v) /ˌkɜːl ˈʌp (wɪð ə ˌbʊk)/ scarcity (n) /ˈskeəsəti/
ˌsʌmθɪŋ/
deep-rooted (adj) /ˌdiːpˈruːtɪd/ self-sufficient (adj) /ˌself səˈfɪʃənt/
pupil (of the eye) (n) /ˈpjuːpəl (əv ði ˌaɪ)/
demented (adj) /dɪˈmentɪd/ snort of laughter /ˌsnɔːt əv ˈlɑːftə/
rosy (adj) /ˈrəʊzi/
destabilise (v) /diːˈsteɪbəlaɪz/ sociability (n) /ˌsəʊʃəˈbɪləti/
silky (adj) /ˈsɪlki/
do sb good /ˌduː ˌsʌmbɒdi ˈɡʊd/ sociable (adj) /ˈsəʊʃəbəl/
six-pack (n) /ˈsɪkspæk/
enduring (adj) /ɪnˈdjʊərɪŋ/ social butterfly /ˈsəʊʃəl ˌbʌtəflaɪ/
skinny (adj) /ˈskɪni/
engage in small talk /ɪnˌɡeɪdʒ ɪn ˈsmɔːl ˌtɔːk/ socially awkward /ˌsəʊʃəli ˈɔːkwəd/
sleek (adj) /sliːk/
enjoying your own company /ɪnˌdʒɔɪɪŋ jər ˌəʊn solitary (adj) /ˈsɒlətəri/
slim (adj) /slɪm/
ˈkʌmpəni/
standoffish (adj) /ˌstændˈɒfɪʃ/
smooth (adj) /smuːð/
excitable (adj) /ɪkˈsaɪtəbəl/
stranded (adj) /ˈstrændɪd/
snail slime /ˈsneɪl ˌslaɪm/
exacerbate (v) /ɪɡˈzæsəbeɪt/
streaming cold /ˌstriːmɪŋ ˈkəʊld/
soft (adj) /sɒft/
fit in (phr v) /ˌfɪt ˈɪn/
superior (adj) /suːˈpɪəriə/
sparkling (adj) /ˈspɑːklɪŋ/
flesh (n) /fleʃ/
team player (n) /ˈtiːm ˌpleɪə/
spring (n) /sprɪŋ/
float away (v) /ˌfləʊt əˈweɪ/
thrive (v) /θraɪv/
tight (adj) /taɪt/
form room /ˈfɔːm ˌruːm/
thump sb (v) /ˈθʌmp ˌsʌmbɒdi/
tooth enamel /ˈtuːθ ɪˌnæməl/
gregarious (adj) /ɡrɪˈɡeəriəs/
unforeseen (adj) /ˌʌnfɔːˈsiːn/
hallucination (n) /həˌluːsəˈneɪʃən/ 8E GRAMMAR 5.47
unibrow (n) /ˈjunəˌbraʊ/ forceful (adj) /ˈfɔːsfəl/
head off (phr v) /ˌhed ˈɒf/
unintended (adj) /ˌʌnɪnˈtendɪd/ get carried away /ɡet ˌkærid əˈweɪ/
helicopter mother /ˈheləkɒptə ˌmʌðə/
vinegar (n) /ˈvɪnɪɡə/ hold strong opinions /ˌhəʊld ˌstrɒŋ əˈpɪnjənz/
highly prized /ˌhaɪli ˈpraɪzd/
weedy (adj) /ˈwiːdi/ mob (n) /mɒb/
high-spirited (adj) /ˌhaɪˈspɪrɪtɪd/
willowy (adj) /ˈwɪləʊi/ moose (n) /muːs/
huddle together /ˌhʌdl təˈɡeðə/
119
120
121
139
LIFE SKILLS How to be a good team member
My team decided pretty quickly to do something We really wanted to do something a bit different
to help poor people in our town, and we had the and perhaps more creative. We already knew that
idea that we wanted to support our local food bank. quite a few of us were musical, so I suggested
The first thought I had was to raise some money that perhaps we could write and record a kind of
to support the food bank, but everyone had a tongue-in-cheek song about our CYP experience
different idea, and we were all trying to persuade and sell the MP3 for charity.
everyone else that our plan was the best. To be Everyone was really enthusiastic about the idea,
honest, we wasted a lot of time arguing the toss but we did have some issues trying to sort out who
about it so no wonder no one could hear what should do what. Several people wanted to be the
Gemma was trying to say. When I took in what it main vocalist, and no one actually knew that much
was, I got everyone else to listen. about the process of recording or editing the song.
The point she was making was that any money we Eventually, we managed to agree on everyone’s
raised would only go so far, and that we needed roles, and I volunteered to find out how to use the
to do something that would have a longer-term recording software. I figured it could be a useful
impact. Her idea was that people often forget to skill to put on my CV. I found someone from the
pick up a few extra items for the food bank when local college to help me, and they let us use their
they’re shopping, and that perhaps we could get recording studio as well.
the supermarket to put signs next to items that
It wasn’t the easiest project to work on, but
the food bank really needs to remind people to buy
when we had finally completed it, there was an
them and donate them on their way out of the store.
enormous sense of satisfaction. It wasn’t a top
We all instantly recognised that it was a much 40 biggest song ever, but we did manage to sell
better idea, and so that’s what we did. And now it’s several hundred copies and raised quite a lot of
happening on a national level. It’s amazing to know money for a children’s charity.
that our social action project had such an impact!
122
5 Study the Life Skills box and match tips 1–6 with texts Exercise 3
A–B in Exercise 4. Some tips match both texts. Which 1 A voluntary youth programme
of these skills did each person demonstrate? where teenagers work over
1 In pairs, look at the photos and discuss the questions. a three-week period to deliver
a social action project in their
1 Which different kinds of groups can you see in these LIFE SKILLS | How to be a good team member local community.
photos? Do they represent teams, or are they simply 2 You’ll be working together
groups of people? What is the difference between 1 A Always listen to what others have to say and respect with thirty other teenagers from
a group and a team? their viewpoints. your area.
2 What groups are you / have you been part of? 2 B Make sure you are clear about your role, and that this 3 The first two weeks, you’ll be
is suited to your skills and experience. away from home. In the first week,
What did you gain from being part of these groups? we’ll be staying at an activity
What did you give to these groups? 3 B Be reliable and take responsibility for your part in centre in the countryside. You’ll do
the team effort. some exciting physical activities,
2 In pairs, read the quotes and explain what they mean. 4 B Communicate with other team members, and make e.g. rock climbing or canoeing
Which is your favourite quote? Say why. sure everyone is on the same page. to get to know others, and build
confidence in each other. Then you
5 A, B Be flexible and willing to try something new. have a weekend break and in the
Teamwork is the ability to work together
toward a common vision. It is the fuel 6 A, B Remember that good teamwork is about the success second week, you’ll also be staying
that allows common people to attain of the team, and not your personal. away from home. You’ll cook for
uncommon results. Andrew Carnegie yourself or each other, and there
will be social events each evening.
6 Do the task below. This week you’ll plan your social
Coming together is a beginning, staying action project. Then in week three
together is progress, and working you carry out your plans, living at
together is success. Henry Ford
LIFE SKILLS | Project home, but coming in to meet up
every day.
Work in groups of four. Prepare for a discussion to plan 4 A social action project might help
a social action project together. Before you start, choose roles tackle discrimination or poverty,
3 3.25 Listen to Jude, a CYP (Citizenship Youth for the discussion, e.g. who will take notes, who will keep protect the local environment,
Programme) team leader talking about the organisation time, who will make sure everyone gets a chance to speak. or perhaps support isolated or
she is part of and answer the FAQs about CYP. lonely people.
Questions for discussion. 5 After a few weeks, you’ll meet
• What cause will you choose to help? Think about what up for a graduation ceremony
CITIZEN YOUTH causes are important to you. What charities do you and a party. You can join your
PROGRAMME support? Are there any issues or problems in your local
regional youth board and carry on
delivering community projects.
area that you could help with?
Got a question? Get your answer. • Clarify your goal. Sum up the purpose of the project
1 What is CYP? in one sentence.
2 Who will I be with? • How will you know you have been successful?
3 What happens in each week? Summarise the outcome(s) you hope for.
4 What is a social action project?
• Decide who is going to do what, and when.
5 What happens after the programme?
What equipment or help does each of you need?
• Decide when you will meet again.
4 Work in pairs. Read two forum entries (A–B) from • Finally, discuss how well you worked as a team during
teenagers who took part in the CYP programme. What the discussion. Did you follow the tips from the Life Skills
did each of them take away from their experience? Which box? How could you work (even) better together going
of the projects appeals to you most/least? Say why. forward with this project?
123
141
09 Unbelievable
VOCABULARY Expressions and adjectives related to illusion, surprise and incredulity,
GRAMMAR
LISTENING
SPEAKING
WRITING
word families, adjective-noun collocations, collocations related to science
Uses of will and would
Fact or opinion – understanding implication
Making speculations about the past, present and future
A proposal
A B C
124
REFERENCES surprise as they can to the ones in • As an extension to Exercise 10, list
Exercise 4 in 3 minutes. If they cannot the following words from the text
AUDIO SCRIPT page 234 think of any, they can use an online in Exercise 8 on the board, and ask
VIDEO SCRIPT page 245 thesaurus to look them up. Elicit words students to make derivatives: grown,
CULTURE NOTES page 215 from the class, list them on the board creative, involved, truth, essential,
and elicit or explain their meanings. employed, trust, alternative. They
EXTRA ACTIVITIES IN CLASS Encourage students to record any new should do this individually and, if time
adjectives in their notebooks. allows, compare answers in pairs
• After Exercise 5, ask students to add
before class feedback.
as many adjectives for disbelief and
142
09
Adjectives to describe disbelief and surprise 8 Read the article about creating special effects in films,
ignoring the gaps. What do people often think about
4 Match the adjectives in the box with their meanings 1–3. special effects that is not true? Everything is done by computer animators.
□✓ baffling □ breathtaking □ electrifying
□✓ heart-stopping □✓ mesmerising
□✓ mind-boggling □✓ mystifying □ riveting
1 You can’t explain or believe it.
mystifying
baffling /mind-boggling/
WOULD YOU
2 You can’t look away. mesmerising / riveting BELIEVE THAT?
3 You can’t move; very exciting. breathtaking / electrifying /
heart-stopping Most of us have grown so used to films that feature
incredible special effects that we have almost become
5 4.1 Look at Exercise 4 and tick the adjectives in
blasé about it. Some of the techniques seem 1 deceptively
the box the speakers used in their descriptions. Listen
(DECEIVE) easy. But, in order for each special effect to
again and check. Then complete the sentences below
with the remaining words from the box. be 2 believable (BELIEVE), a whole range of creative
artists needs to be involved. There is a general 3 assumption
1 The atmosphere was completely electrifying as the
(ASSUME) that everything is in the hands of computer
performer prepared to reveal the illusion.
animators, but nothing could be further from the truth.
2 The size of the giant puppets was totally breathtaking
Yes, computers are essential in creating apparently
as they moved through the city streets. 4
inexplicable (EXPLAIN) scenes, but many imaginative
3 The illusionist’s hands moved so quickly they were
old-school tricks are still employed in the 5 deception
riveting and no one in the crowd could look away.
(DECEIVE). Among these are the model makers who
Expressions related to disbelief and surprise fashion miniatures which can be computer scanned,
make-up artists, who spend an 6unimaginable (IMAGINE)
6 Read the posts about other illusions. Complete the amount of time building alien heads that are 7 convincing
highlighted expressions with the words from the box. (CONVINCE), and animatronics experts who design and
build mechanical puppets. We know that the worlds
aback against beats belief blew bowled heads
created are 8 illusory (ILLUSION), but we are in the
something pulled taken
hands of masters, and their aim is to make us trust the
truth of these alternative 9 realities (REALITY).
A That show where the illusionist made someone vanish
had everyone scratching their 1 heads .
Word families
B The jug looked as though it were suspended in midair.
It 2 beats me how it didn’t fall down and smash into 9 Study Active Vocabulary. Then complete the article
pieces. It seemed to go 3 against all the rules of gravity! above with words formed from the words in bold.
F I saw a photo of a house once that completely defied 10 How many words (nouns, verbs, adjectives, opposites, Exercise 10
8
belief . It looked transparent. It was all done with etc.) can you make from the same root? believe: disbelief, unbelief,
mirrors, but for a moment I was really taken 9 aback , (un)believable, (un)believably
believe convince explain illusion imagine real convince: conviction,
thinking the house was invisible!
(un)convincing, unconvincingly
G In the film Inception, there’s a scene where the whole of 11 SPEAKING Tricks and optical illusions are a very popular explain: explanation,
(in)explicable, (in)explicably,
Paris seems to fold up. It completely 10 blew me away!
away form of entertainment. Why do you think there is such explanatory, explicit
an interest in this? illusion: illusory, disillusioned
7 In pairs, think of special effects that you have seen imagine: imagination, image,
DOCUMENTARY VIDEO
recently in a film. How were they created? Think about 5 WATCH AND REFLECT (un)imaginable, (un)imaginably,
Go to page 166. (un)imaginative, (un)imaginatively
the work of the people listed in the box.
Watch the real: reality, realism, unreal,
(un)realistic, (un)realistically, really
animatronics experts computer animators documentary And
explosives experts make-up artists model makers that’s Magic! and do
puppeteers sound effect artists the exercises.
□ I can use adjectives and expressions to describe disbelief and surprise. 125
126
Grammar Quiz 9
145
5 Study the Speaking box. Then, in pairs, use the correct
phrases to speculate about …
1 the past (e.g. the reasons why your friend did not
come to your birthday party).
2 the present (e.g. what some of your friends and
family are doing now).
3 the future (e.g. results of a test you are waiting for).
9C SPEAKING
SPEAKING | Making speculations about the past,
present and future
1 In pairs, discuss the questions.
1 Would you say that you have a vivid imagination? The phrases we use for speculating can usually be used
Can you make up stories or picture places in your mind? for the past, present and future, with the appropriate
2 What is visualisation? Do you find it easy to visualise grammatical changes.
a different reality? When do you think this could be It might involve / have involved imagining …
a useful thing to do? She must be / have been extremely busy …
3 What might the photo represent? It can’t make / have made things any worse …
I would imagine they’ll decide to / they have decided to …
2 Read the definitions. How might having these conditions
affect a person’s life? There’s always the chance that they’ll / they have …
It’s highly likely that they’ll / they’ve …
hyperphantasia (n) – a condition where some people They may well decide / have decided that …
experience extreme mental imagery, visualising I’d say it’s pretty certain that they’ll / they have …
images, smells, sounds, etc.
It’s my guess that they’ll / they have …
aphantasia (n) – a condition where some people It could be / have been that …
cannot voluntarily visualise images. I’m guessing they must put / have put you in …
It could well be / have been out of his control …
Exercise 3 3 4.5 Listen to two friends talking about aphantasia My gut feeling is that …
1 aphantasia: a boy not being and hyperphantasia and answer the questions. I presume that would involve …
able to recall his girlfriend’s face; 1 What examples of having aphantasia and
hyperphantasia: work of artists
2 He needs to get some ideas for
hyperphantasia do they mention? 6 Work in pairs. Look at the two photos below showing
a short story. He could try relaxing 2 What is the man’s problem and how might he solve it? difficult situations. Speculate on what might be
and letting some pictures come 3 Do you think the solution will work or not? Say why. happening, what might have led to these situations
into his mind at night. and what might be done to solve the problems.
4 4.6 Complete the sentences the speakers use to More photos for making speculations – Student A,
make speculations with 1–3 words in each gap. Listen go to page 187; Student B, go to page 189.
Exercise 4
and check.
1 guessing, must
2 would imagine, must have 1 I’m that it affect all sorts of
7 In pairs, discuss the questions.
learned aspects of their lives. 1 How could social media be used to help people with
3 probably aphantasia or hyperphantasia?
4 could be 2 I that if he’s always had the problem,
5 suppose, might he to live with it. 2 What do you think is the best way to develop a child’s
imagination? Should this be the role of a parent or
3 That’s what artists have, wouldn’t you say?
a teacher? Say why.
4 It that a picture just pops into their brain.
5 I that work.
146
09
9D LISTENING AND VOCABULARY 6 4.8 Listen to people talking about what they felt Exercise 2
about their recurring dreams. Match speakers 1–5 with 1 Sleep is a way of recharging
sentences a–h. There are three extra options. our bodies and dreaming is
1 SPEAKING In pairs, discuss the questions. Speaker: 1 a□ □
2 g 3 b□ □
4 d □
5 c an essential part of sleep.
Some people think they
1 People love to talk about their dreams, but it is boring The speaker felt … don’t dream, but everyone
to hear about someone else’s. Do you agree? a worried by the repetition of a certain dream. dreams; dreams might be
2 Do you think that dreams can reveal things about our to store memories, deal
b intrigued by the way experiences are linked in a dream. with emotions, reflect
health, emotions or the future? Say why.
c confused by his/her dreams’ connection with the past. experiences.
2 4.7 Listen to a sleep expert Professor Wilson d concerned that he/she might not get a certain type of
2 Dreamers of lucid dreams
may be able to communicate
talking about dreams on a radio programme and dream again. while they are dreaming.
answer the questions. e sad that he/she doesn’t get a certain type of dream
1 What is known and what is thought about sleep anymore.
Exercise 4
dreaming? f upset by the memories a dream brings back. Probably in the first sentence
2 What is exciting about a recent breakthrough? g scared of getting locked in one of his dreams. suggests an opinion, but
h fascinated by what his/her dreams reveal about shown in the second sentence
3 Choose the correct words to complete the sentences. his/her emotions.
implies a fact. Both sentences
contribute to the implication
1 It’s all very well putting / giving forward a theory,
theory
but you need evidence to prove it. 7 4.8 Listen again and match speakers 1–5 with
that ‘everyone dreams’
without stating it in those
2 No one can give a certain / definitive answer to the reasons for having the dream a–h. There are three exact words. We need to read
question of where dreams come from. extra reasons. both sentences to understand
4 CRITICAL THINKING Read the extract from the recording. broken graphic light prophetic recurring vivid
Is it more a fact or an opinion, or a combination of
both? Say why. 1 When it’s unbearably warm at night, I often get
a broken night’s sleep.
DOES EVERYONE DREAM? 2 I used to get very vivid dreams when I was
Many people will insist that they do not dream, but this a child, but I don’t so much now.
is probably because they have no memory of what 3 One of my friends always gives us a graphic
happens during a particular stage of sleep. Research description of his dreams the following morning,
has shown us that dreaming is definitely an essential which is pretty boring!
part of our nightly recuperation programme. 4 I once had a prophetic dream and sure enough,
I dreamt about what actually happened two days later!
5 Based on the information from the recording, do these 5 I’m quite a light sleeper and I wake up at the
statements express an opinion (O) or a fact (F)? How least noise.
did you decide? 6 My recurring dreams are definitely anxiety-based.
□
1 F Sleep is essential for our health.
They tend to repeat until I have completed the task
□
2 O We dream in order for our brains to process
in my waking life.
memories. 9 Work in pairs. Tell your partner a dream you have had
□
3 F Lucid dreamers are in a real dreaming state. (real or invented). Your partner has to guess whether
□
4 F Lucid dreamers can direct the content of their dreams. it is true or not. Share the best dreams with the class.
REFERENCES how they felt when they woke from write the correct adjective and its noun
their dreams. to form the collocation (e.g. ingenious
AUDIO SCRIPT page 235 technique).
• After Exercise 8, ask students to choose
EXTRA ACTIVITIES IN CLASS 4–5 adjective-noun collocations FURTHER PRACTICE
from Exercises 3 and 8, and to write
• As a lead-in to the lesson, refer students anagrams for the adjectives (e.g. • Workbook page 105/Online Practice
to the notes they made at home and nengosiui – ingenious). They then swap • Photocopiable resource 35: Dreaming,
put them in pairs or small groups to the anagrams with a partner, who must pages 279, 315
discuss them. Tell them to describe
147
9E READING AND VOCABULARY
1 Look at old newspaper headlines from 1980. Speculate 6 Complete the collocations from the recording and the
what the story might be about. comments with the verbs from the box.
MYSTERY CRAFT IN EXPLODING 4 No one can disregard the possibility that the
evidence was faked.
WALL OF COLOUR 5 It’s quite normal for opposition parties to
ridicule ideas put forward by the government.
6 The newspapers make detailed mention of the
claims made by several witnesses in the case.
ANIMALS FLEE FROM 7 Choose the correct alternatives to complete the
STRANGE GLOWING OBJECT collocations with the verb raise.
1 The investigation raised questions / discussions about
the authenticity of the reports.
Exercise 2 2 4.9 Listen to an extract from a radio interview and
2 Celebrities do a lot of work in raising knowledge /
1 Roswell was the most check your ideas. Answer the questions.
awareness of many world health issues.
well-known; because Suffolk 1 Why is the Roswell incident mentioned and why is 3 The teacher raised confusion / doubts about some of
was a series of events / the Suffolk event taken more seriously?
because of the number and her students’ readiness to take the exam.
calibre of witnesses 2 Summarise the sequence of events. 4 The choice of recipient for the science award raised
2 On three nights in 1980, a few hairs / eyebrows as it was completely unexpected.
several people, including 3 Read four comments A–D on a TV documentary about
army officers, saw mysterious UFO sightings in Suffolk. Do you agree with any of the 5 The recent progress in developing new antibiotics has
flashing lights in the forest. writers’ general opinions about UFOs? raised hopes / dreams that current medications will be
One saw a red ball which replaced soon.
seemed to explode. Since
then, research and further
4 Read the comments again and match questions 1–4 6 The speaker had to raise his words / voice to be heard
investigation has continued. with commenters A–D. over the protesters at the climate change meeting.
Last year a dog walker Which commenter …
8
recorded lights in the sky over
the forest.
□
1 A has a different attitude to the others regarding
SPEAKING In pairs, talk about …
1 a time when you had to raise your voice recently.
the value of watching the documentary?
□
2 C agrees with commenter A about the truthfulness of 2 something you would like to raise public awareness of.
3 something that has recently raised a few eyebrows in
the people who reported the events discussed in
the documentary? your family.
□
3 B has a different view to commenter C about the 9 REFLECT | Society In pairs, discuss the questions.
filming of certain scenes in the documentary?
□
4 D supports commenter B regarding the reason
1 Should governments invest time and money
in investigating UFO sightings? Say why.
behind the sightings?
2 Some people believe that we are too quick
5 Complete the sentences with the highlighted to associate UFOs with extraterrestrial life.
adjectives from the comments. What is your opinion?
1 The sighting raises some intriguing questions which 10 Research another well-known
people have been puzzling over for many years. unexplained event. Prepare
2 A highly qualified and reputable expert contributed a fact sheet and present
to the article. your findings to the class.
3 It’s a far-fetched theory, which some might actually
call ‘ridiculous’ and it has no basis in fact whatsoever.
4 The gang came up with a successful but elaborate plan
to scam people which involved rerouting emails
across the world.
5 The government has a single-mindedpolicy regarding
the treatment of reported UFO sightings, and focuses
on only one angle.
6 She had trouble sleeping, but was reluctant to take
sleeping pills.
130 □ I can identify specific details in a comment and talk about unexplained events.
REFERENCES One student is a reporter and the other • Do this activity at the end of the lesson.
is an eyewitness to the event. They Put students in pairs or small groups
AUDIO SCRIPT page 236 should use some of the adjectives in and have them brainstorm a list of
CULTURE NOTES page 215 Exercise 5. When they are ready, they arguments both for and against the
can act out their interview for the existence of advanced life forms in
EXTRA ACTIVITIES IN CLASS class. If time is short, ask students to the universe. When they are ready,
• After Exercise 5, put students in pairs write their dialogues as homework. ask them to share their ideas with the
and ask them to write an interview They could then share them with a class. Have a class discussion and then
about an unexplained event. partner or act them out for the class take a vote on the question ‘Are we
in the next lesson. alone in the universe?’.
148
The Mystery of
Rendlesham Forest
4.10
09
The documentary on a series of UFO sightings in Suffolk, UK, was shown last Monday and provoked some
different reactions. Our comments page today features some of them. Who do you agree with?
A doctorbeavis C luxurydroid
I’ve had a long interest in what are popularly known The documentary had been billed as ‘exciting’ and
as UFOs, and in the reactions provoked by reported ‘revealing’, and unsurprisingly, viewing figures showed
sightings of them, both of the general public and of 40 that vast numbers of people watched it. This is a reflection
those in positions of authority. I like to think that I have of the interest many have in the existence of alien life.
5 an open mind on whether these objects are a result of However I, personally, was underwhelmed and unimpressed.
a natural phenomenon or attempts at communication Disappointingly, I found that the real discussion of a possible
from other life forms in the universe. However, I do cover-up and its implications were lost in the way the
believe that most people who report sightings are 45 documentary was presented. The re-enactment of the
neither hallucinating nor simply looking for attention, events was, I felt, indulgent and overdramatic with a lot
10 as it is often claimed. The recent documentary you of investment in special lighting effects and powerful
will no doubt have seen, about one of the world’s background music. This all proved for me a distraction from
most documented sightings in Rendlesham Forest, the fascinating factual accounts of some reliable witnesses,
England, in 1980, provided, as far as I’m concerned, 50 that could have raised some interesting questions, one
excellent coverage of an intriguing series of events, being that the whole thing could have been an elaborate
15 and I challenge anyone to raise doubts over the hoax. But by whom, and for what reason, seems a question
authenticity of those witness reports. Governments destined to remain unanswered.
may be reluctant to release information about sightings
for whatever reason, but documentaries like this show D bobbafat
that there are definitely events that need further There have been many documentaries about possible alien
20 systematic investigation. 55 spacecraft over the years, which have looked at various
131
149
PROPOSAL Needs and benefits
FOR EXPANSION With such an increased number of members the
studio we currently use is proving far too small and
CLUB
for the hobby. An attempt must be made to meet the
needs of all our members.
Introduction Recommendations
The purpose of this proposal is to outline the Provision of a much larger room would allow all
benefits for students of the school photography members to profit from meetings and talks.
club, should it be expanded. I shall explain how As well as this, it would be extremely helpful to have
the students already benefit from the club’s work the presence of another teacher with a detailed
and then outline what is required to accommodate knowledge of photographic techniques in order to
the higher number of members we have. advise members who need help in getting started
or progressing. This additional teacher would also
Current situation prove invaluable when the club goes on field trips.
The photography club meets on a regular basis
to discuss, practise and share ideas. We are also Conclusion
extremely lucky to have the expertise of an Some of the students will go on to have careers
experienced teacher to call on, who will give group in art and film-making while others simply find it
or individual advice on improving techniques. a wonderful hobby. We believe that we should
In addition to this, we benefit from occasional talks do our utmost to provide our members with the
by visiting speakers and one of our main priorities means to further their hobby or career ambitions.
is to arrange field trips for outdoor photography. Expansion of the club would open up opportunities
The club is extremely popular, and our membership to many more students and we are confident that
has risen dramatically over the last few months. you will consider this proposal favourably.
132
REFERENCES anyone wanted a photography club • After students discuss their ideas in
and invite any of the students who Exercise 7, get them to plan their
AUDIO SCRIPT page 237 answer ‘yes’ to share their ideas with proposal in the same pairs. Ask them to
EXTRA ACTIVITIES IN CLASS the class. If none of the students chose make an outline of their proposal and
a photography club, ask them whether organise their ideas using the headings
• Lead in to Exercise 2 by referring they think it would be nice to have one from the Writing box. They should
students to the notes they made at at their school/college/youth centre make notes about points to include as
home and asking them to share their and why/why not. well as language from the Writing box
ideas in pairs. After Exercise 2, ask if they can use in each section.
150
9F WRITING | A proposal 09
1 SPEAKING In pairs, discuss what you enjoy taking 5 In pairs, go back to the model text and find examples Exercise 2
photographs of and whether you have ever used any for each point of the advice in the Writing box. Find limited amount of individual
techniques to enhance your pictures. some key phrases to add to the box. help, small room, not enough
equipment
2 4.11 Listen to a student talking about the college 6 Rewrite the informal sentences in a more appropriate
photography club. What problems is the club facing? style to be included in a proposal. More than one Exercise 3
answer is possible for each. increasing membership, talks,
3 Read the Writing task and model answer. Which points 1 I’m writing to ask you to think about starting up a new teacher’s help, studio, field
made by the speaker in Exercise 2 are mentioned? music club at our school. trips, hobby – career
151
Word List
134
EXTRA ACTIVITIES IN CLASS part (e.g. be taken… (aback); … (defy) • Play True or False with vocabulary from
belief). Students should write down the word list. Divide students into teams.
• Ask students to look for and highlight the completed phrases. After checking Give teams in turn true/false statements
phrases and expressions related to answers with the class, you could ask about a word/phrase, e.g. When you are
disbelief and surprise in the word students to write example sentences in a fix, you have a problem. (T) When
list for Lesson 9A. Ask them to close for the phrases, individually or in pairs. something is far-fetched, it’s easy to
their books, and dictate some of the believe. (F). Students have to decide
phrases, gapping the first or second if each statement is true or false.
152
09
9D LISTENING AND VOCABULARY coverage (n) /ˈkʌvərɪdʒ/ re-enactment (n) /ˌriː ɪˈnæktmənt/
5.52 cover-up (n) /ˈkʌvərʌp/ reimagined (adj) /ˌriːɪˈmæʤɪnd/
anxiety-based /æŋˌzaɪəti ˈbeɪst/
craft (n) /krɑːft/ reluctant (adj) /rɪˈlʌktənt/
be in a fix /ˌbi ɪn ə ˈfɪks/
credibility (n) /ˌkredəˈbɪləti/ remarkable (adj) /rɪˈmɑːkəbəl/
broken night’s sleep /ˌbrəʊkən ˌnaɪts ˈsliːp/
credible (adj) /ˈkredəbəl/ reputable (adj) /ˈrepjətəbəl/
core features /ˌkɔː ˈfiːʧəz/
descend (v) /dɪˈsend/ reroute (v) /ˌriːˈruːt/
deadline pressure /ˈdedlaɪn ˌpreʃə/
destined to (adj) /ˈdestənd tə/ ridicule an idea /ˌrɪdəkjuːl ən aɪˈdɪə/
definitive answer /dɪˌfɪnətɪv ˈɑːnsə/
disregard the possibility /ˌdɪsrɪˌɡɑːd scam (n) /skæm/
drift off to sleep /ˌdrɪft ˌɒf tə ˈsliːp/ ðə ˌpɒsəˈbɪləti/
senior army officer /ˌsiːniər ˈɑːmi ˌɒfəsə/
exponent (n) /ɪkˈspəʊnənt/ distraction (n) /dɪˈstrækʃən/
sighting (n) /ˈsaɪtɪŋ/
figure (v) /ˈfɪɡə/ elaborate (adj) /ɪˈlæbərət/
single-minded (adj) /ˌsɪŋɡəlˈmaɪndɪd/
graphic description /ˌɡræfɪk dɪˈskrɪpʃən/ extraterrestrial (adj) /ˌekstrətəˈrestriəl/
spacecraft (n) /ˈspeɪskrɑːft/
have no memory of sth /ˌhəv nəʊ ˈmeməri factual account /ˌfaktʃuəl əˈkaʊnt/
surface (v) /ˈsɜːfəs/
əv ˌsʌmθɪŋ/
fake (v) /feɪk/
systemised approach to sth /ˌsɪstəmaɪzd əˈprəʊtʃ
implication (n) /ˌɪmpləˈkeɪʃən/
far-fetched (adj) /ˌfɑː ˈfetʃt/ tə ˌsʌmθɪŋ/
ingenious technique /ɪnˌdʒiːniəs tekˈniːk/
feature (v) /ˈfiːtʃə/ truthfulness (n) /ˈtruːθfəlnəs/
light sleeper /ˌlaɪt ˈsliːpə/
flashing (adj) /ˈflæʃɪŋ/ underwhelmed (adj) /ˌʌndəˈwelmd/
lucid dreaming /ˌluːsɪd ˈdriːmɪŋ/
flee (v) /fliː/ unidentifiable (adj) /ˌʌnaɪˈdentɪfaɪəbl/
occurrence (n) /əˈkʌrəns/
forest floor /ˌfɒrəst ˈflɔː/ unimpressed (adj) /ˌʌnɪmˈprest/
overreliance (n) /ˌəʊvərɪˈlaɪəns/
hallucinate (v) /həˈluːsəneɪt/ upload (v) /ʌpˈləʊd/
prearranged (adj) /ˌpriːəˈreɪndʒd/
have an open mind /ˌhæv ən ˌəʊpən ˈmaɪnd/ winking light /ˌwɪŋkɪŋ ˈlaɪt/
prophetic dream /prəˌfetɪk ˈdriːm/
have no basis /ˌhæv ˌnəʊ ˈbeɪsəs/
prove (sth) conclusively (that) /ˌpruːv (ˌsʌmθɪŋ) 9F WRITING 5.54
hoax (n) /həʊks/
kənˈkluːsɪvli (ˌðæt)/ accommodate (v) /əˈkɒmədeɪt/
incident (n) /ˈɪnsɪdənt/
put forward a theory /ˌpʊt ˌfɔːwəd ə ˈθɪəri/ address an issue /əˌdres ən ˈɪʃuː/
indentation (n) /ˌɪndenˈteɪʃən/
random (adj) /ˈrændəm/ attendance (n) /əˈtendəns/
indulgent (adj) /ɪnˈdʌldʒənt/
recharge (v) /ˌriːˈtʃɑːdʒ/ benefit from (v) /ˈbenəfɪt frəm/
intriguing (adj) /ɪnˈtriːɡɪŋ/
recuperation (n) /rɪˌkjuːpəˈreɪʃən/ committee (n) /kəˈmɪti/
lay sth to rest /ˌleɪ ˌsʌmθɪŋ tə ˈrest/
recurring dreams /rɪˌkɜːrɪŋ ˈdriːmz/ dramatic society /drəˌmætɪk səˈsaɪəti/
lift off (phr v) /ˌlɪft ˈɒf/
reveal (v) /rɪˈviːl/ enhance (v) /ɪnˈhɑːns/
live up to sth (phr v) /ˌlɪv ˈʌp tə ˌsʌmθɪŋ/
scientific discipline /ˌsaɪənˌtɪfɪk ˈdɪsɪplɪn/ expand (v) /ɪkˈspænd/
make detailed mention /ˌmeɪk ˌdiːteɪld ˈmenʃən/
smidgen (n) /ˈsmɪdʒɪn/ expansion (n) /ɪkˈspænʃən/
make the headlines /ˌmeɪk ðə ˈhedlaɪnz/
storage (n) /ˈstɔːrɪdʒ/ expertise (n) /ˌekspɜːˈtiːz/
military intelligence /ˌmɪlətəri ɪnˈtelədʒəns/
subconscious (n) /sʌbˈkɒnʃəs/ give sth consideration /ˌɡɪv ˌsʌmθɪŋ
miss the opportunity /ˌmɪs ði ˌɒpəˈtjuːnəti/ kənˌsɪdəˈreɪʃən/
tie in knots /ˌtaɪ ɪn ˈnɒts/
open an investigation into /ˌəʊpən inspirational (adj) /ˌɪnspəˈreɪʃənəl/
vivid dreams /ˌvɪvɪd ˈdriːmz/
ən ɪnˌvestɪˈɡeɪʃən ˌɪntə/
well-documented (adj) /ˌwel ˈdɒkjumentɪd/ membership (n) /ˈmembəʃɪp/
overdramatic (adj) /ˌəʊvədrəˈmætɪk/
outline (v) /ˈaʊtlaɪn/
prank (n) /præŋk/
9E READING AND VOCABULARY provision of sth (n) /prəˈvɪʒən əv ˌsʌmθɪŋ/
5.53 puzzle over sth (phr v) /ˌpʌzəl ˈəʊvə ˌsʌmθɪŋ/
tenfold (adj) /ˈtenfəʊld/
acknowledge (v) /əkˈnɒlɪdʒ/ raise awareness /ˌreɪz əˈweənəs/
authenticity (n) /ˌɔːθenˈtɪsəti/ raise (a few) eyebrows /ˌreɪz (ə ˌfjuː) ˈaɪbraʊz/
be in a position of authority /ˌbi ɪn ə pəˈzɪʃən raise doubts /ˌreɪz ˈdaʊts/
əv ɔːˈθɒrəti/
raise hopes /ˌreɪz ˈhəʊps/
bill (v) /bɪl/
raise one’s voice /ˌreɪz ˌwʌns ˈvɔɪs/
challenge sb (v) /ˈtʃæləndʒ ˌsʌmbɒdi/
raise questions /ˌreɪz ˈkwestʃənz/
cold case /ˌkəʊld ˈkeɪs/
readiness (n) /ˈredinəs/
colonel (n) /ˈkɜːnl/
recipient (n) /rɪˈsɪpiənt/
contribute to sth /kənˈtrɪbjuːt tə ˌsʌmθɪŋ/
135
In stronger classes, students could also • Put students in pairs and ask them to FURTHER PRACTICE
play in groups, with players taking it in choose one phrase from each section
turns to give statements for their group of the word list (9A–9F). They should Workbook page 109/Online Practice
to decide if they are true or false. Each then give their phrases to another pair. NEXT CLASS
correct answer gives teams one point, Pairs now have to write a dialogue
and the team with the most points wins. including all the phrases. When they Ask students to revise Unit 9.
have finished, they should swap texts
with the other pair for checking.
153
09 Revision
VOCABULARY AND GRAMMAR 4 Rewrite the sentences using the words in bold.
1 Complete the sentences with the correct form of the 1 It’s not surprising that he’s always tired because
verbs in the box. he insists on working late at night. WILL
If he will work late at night,
. it’s not surprising he’s always tired
blow carry defy disregard prove put 2 When dad had flu, my mum often got mad because he
1 Some scientists have put forward the theory refused to listen to the doctor’s advice. WOULD
that in our dreams we can actually solve issues that When dad had flu, my mum often got mad because
concern us during the day. he would refuse to listen. to the doctor’s advice
2 No one can prove conclusively that eating late 3 James usually gets to the beach on Sunday mornings
at night causes a broken night’s sleep. before anyone else is awake. WILL
James will get to the beach before anyone else
3 The amazing black and white photograph that won On Sunday mornings, is awake .
the competition completely blew me away. 4 I imagine he’s jogging at the moment as it’s 8.30,
4 You must watch the film about the French tightrope so there’s no point calling him now. WILL
walker – it really defies belief. There’s no point calling him right
. now as it’s 8.30 and he’ll be jogging
5 In the conjuring trick, if you disregard the possibility 5 She has the bad habit of leaving everything until the
that there is a false back to the box, then it surely last minute and that is so frustrating! WILL
becomes a complete impossibility. She will leave everything!until the last minute and that is so frustrating
6 The researchers are carrying out an experiment into 6 We tried to complain several times, but the manager
the thinking processes of identical twins. just refused to accept our calls. WOULD
We tried to complain several
. times but the manager just would not
2 Complete the sentences with the correct form of the accept our calls
words in brackets.
USE OF ENGLISH
1 There has been no definitive (definite) answer yet
as to whether life forms exist on other planets. 5 Choose the correct words a–d to complete the text.
2 In my opinion, it’s unrealistic (real) to think that
people will ever be able to read the thoughts of
others. STRATEGY | Multiple choice
3 There is a really graphic (graph) description at the There are usually similarities in meaning or form between
beginning of the sci-fi novel of the destruction caused all four options, but only one will fit because of a collocation
by the intergalactic war. or a particular preposition, for example.
4 The scene in the painting is unidentifiable (identity)
because the painter left no indications of its location
whatsoever. CAN YOU BELIEVE YOUR EYES?
5 The acrobats in the show were electrifying (electricity) The French term trompe l’oeil means that the eye is being
to watch as they soared over the audience. 1
, and this technique, which is used to create the
6 People used to ridicule (ridiculous) scientists who 2
that a two-dimensional painting is actually a three-
said that our brains could exacerbate or help relieve dimensional object, has been used by artists, architects and
physical illnesses. Interestingly, the scientists have sculptors for centuries. 3 mention is even made in
been proven right. descriptions of murals discovered in old Roman villas. These
paintings 4 doubts in the mind of the observer about
3 Choose the correct words to complete the email. the height of the ceiling or depth of the rooms. Pavement artists
take the art one step further and challenge us directly as we pass.
Their artistic portrayals of deep chasms or waterfalls seem to go
Hi, 5
all the rules and even when our brains reassure
About the auditions tomorrow … As arranged, I 1’ll pick / us that there simply cannot be a deep hole in the pavement,
pick you up at about 6.30. 2Are you / Will you be waiting we continue to 6 our heads. It takes great skill on the
on the corner by the Post Office as usual? It 3is going to part of the artists to 7 off such optical trickery and the
be / would be good if you could bring along your copy public will certainly continue to be taken 8 by these
of the play. I 4will / would imagine that there 5will only devious works of art however often the techniques are explained.
be / are only a few scripts to share. I’ve acted for Dave
before and I’m sure he 6will be / is doing everything 1 a deceitful b dishonest c deceived d disillusioned
to keep costs down! Knowing Dave, we 7will bring /
2 a mistake b illusion c disbelief d imagination
’ll be bringing our own coffee to rehearsals and making
our own costumes too! I 8will / would think that we 3 a Far-fetched b Reputable c Detailed d Baffling
9
are finishing / ’ll finish around 10.30. 10We’ll be working 4 a lift b rise c question d raise
/ We’ll have been working hard for over three hours by 5 a against b opposing c after d over
then and Dave 11will hear / will have heard enough to 6 a itch b rub c scratch d wrinkle
make decisions on casting.
7 a blow b let c take d pull
See you soon, 8 a along b over c for d aback
Arthur
Use of English > page 185
136
BEEN THERE,
DONE THAT?
A Emily Stevens
Researchers have identified various possible causes of déjà vu
(pronounced day-zhaa voo, it’s French for ‘already seen’).
At the most basic level, it can be triggered by a real memory,
even if it is one we are not consciously aware of. Many details
of our early lives are lost as we grow older.
In research that I have been studying, a number of three-
year-olds were interviewed about a recent experience.
By the age of seven, the children could still recall about sixty
percent of those events but, within a further year or two,
the level of recall had dropped well below half, which might with the fascinating experience being a quick shock.
indicate that the memories disappear. However, there have However, although the hypothesis is supported by some
been cases where adults have experienced a feeling of déjà vu studies, others show no correlation between levels of
and then subsequently found out that they had actually been tiredness and the likelihood of experiencing déjà vu. Perhaps
to the same place as very young children. I believe that this there are two different forms of déjà vu and it is sometimes
indicates that our early childhood memories are never lost caused by a real memory, even if not of our own experiences.
completely, and it would appear logical to assume that we For example, we may be remembering someone else’s
could all experience this form of déjà vu at any time in our lives. holiday photos rather than a holiday we once took ourselves.
137
155
10 Up the ladder
VOCABULARY Work-life balance idioms and collocations, qualities of a leader, idioms
GRAMMAR
READING
SPEAKING
WRITING
related to working life and communication, personality adjectives
Gerunds and infinitives
Identifying specific details in an article
Toning language down
A report
Exercise 2
Possible answers 10A VOCABULARY AND SPEAKING Are you looking for
a challenge?
1 garden work (mowing, raking,
earth removal, possibly for local
construction firms), babysitting, 1 SPEAKING Work in pairs. Think about the last few days.
dog walking, cleaning houses, What percentage of the time did you spend doing the Join our international division in Edinburgh. During your
pet sitting, house sitting, doing things in the box? Do you think the balance was right?
small jobs around the house
content marketing internship, you will get full training,
(hanging shelves, setting up a TV),
Say why. Rank the activities in order of importance so online marketing knowledge is not required.
tutoring (Maths, English), shopping during a typical day.
This is a busy role and your responsibilities will include:
doing sports or a hobby multi-tasking • providing support to the Marketing Assistant
Exercise 3 relaxing with friends or family sleeping studying to ensure the smooth running of the department
Suggested answers using social media • writing content for our website and our social media
Advantages: challenge;
international team; full training in channels
different online marketing tools – 2 SPEAKING In pairs, answer the questions. • co-operating with the sales team
no previous knowledge necessary;
1 Look at the photos. What jobs can a teenager get? • responding to customers’ queries
learning new skills, including people
Think about summer/part-time jobs, vocational What we offer:
skills; co-operation with other
departments; decent remuneration; training, etc. • training in different online marketing tools
possibility of permanent job with 2 Have you ever had a job? If so, what kind of job • remuneration: €400 a month
perks and benefits was it? How did you find it? What were your duties? Should you demonstrate dedication to work and going
Disadvantages: busy role; ‘going
What was that experience like? above and beyond the call of duty, we may offer you
over and beyond the call of duty’
a permanent position with our company, with full
suggests the job may involve
working extra hours
3 Read an advert for an internship. What do you think perks and benefits.
are the advantages and disadvantages of this job? Are you the perfect candidate? Apply now and we will
contact you as soon as possible.
138
□c be a one-off
between work and private life
5 draw a line (between something) 4 4 understand the importance of
6 maintain a balance 5 □e have your say certain tasks
decide what register they are: formal (F), neutral (N) beginning, it’s all about learning the 2 ropes and
or informal (I). Try to rewrite them, using other registers. not throwing it all in the first problem you encounter.
3 Exercise 8
1 □I Give me a call. And what’s really important is to be 4 upfront 1 Formal: Would you call me, please?
2 □F Online marketing knowledge is not required. about anything you’re not sure of – talk about it, ask Neutral: Can you give me a call?
2 Neutral: You don’t need to know
3 □F Should you decide to continue in our employment, questions – that’s how we learn. It is of paramount
importance to 5 strike the right balance between
anything about online marketing.
3 Neutral: If you decided you’d like
we may offer you a long-term position in the firm. work and play, otherwise you will be 6 working your
4 □ My dad subscribes to the theory that employees
F socks off trying to meet your work 7 demands and
to work for us, we may give you
a permanent job.
should always talk about what’s bothering them. you’ll feel like calling it a 8 day pretty soon. But if 4 Neutral: My dad believes that
5 □F It was the way it intruded on my personal life that you organise your time well, and pace yourself to meet employees/workers should always
talk …
was the problem. 9
targets , it will pay 10 dividends in the long run!
6 □ I got to learn the ropes and it gave me a real taste
I
5 Neutral: I didn’t like the way it
affected my personal life.
for the job. 6 Neutral: I gained some hands-on
12 SPEAKING Some people say that flexibility of working experience in the role.
times and places is the most important thing to consider
when looking for a job. How far do you agree?
□ I can tell the difference between formal and informal registers when talking about work. 139
ASSESSMENT
Vocabulary Quiz 10
NEXT CLASS
Ask students to do an Internet search for
a successful young entrepreneur and to
make notes for the next lesson.
157
Who gets your respect?
We asked for reader comments about young
entrepreneurs they admire. Add your own!
Respect, Rose!
Since a local enterprise competition encouraged
18-year-old Rose Dyson hasn’t looked back. The £25 that was given to her
in the competition, enabled her to produce an ethical lip balm. Her mum
let her use the kitchen to try out recipes, and her first batch brought her
a £40 profit! Most entrepreneurs tend to succeed because they follow their
instinct, like Rose. At times, they risk losing everything, but they to be
deterred by this and continue to follow their conviction. Rose has never
stopped believing in her dream. She envisaged producing affordable
vegan cosmetics, and she has managed to do that.
She is grateful her parents didn’t make her follow
a fixed educational path (she decided against going to
university) and to one customer who had difficulty
believing that Rose, at fifteen, could possibly be
running her own business! I can’t help admiring Rose’s
creativity and tenacity. She’ll go a very long way,
and will have to get used to being a very successful
businesswoman. Students, like Rose used to be,
encouraging to find fulfilment that a more traditional
educational path cannot always provide.
10B GRAMMAR
Exercise 5 1 SPEAKING In pairs, discuss the questions. 5 4.15 There are various forms of both the gerund
1 to have been given 1 Who is the most successful person you know and the infinitive depending on time aspect and verb
2 having been working personally? Do you admire them? Say why. pattern. Complete the sentences with the correct forms
3 to have been working of the verbs in brackets. Listen and check.
4 to maintain 2 What qualities does a person need to become
5 having been told successful? Say why. 1 I was lucky (give) a reasonable amount
6 to having experienced of money by my parents.
7 taking 2 Read the text. Does Rose have any of the qualities you 2 Despite (work) on the film for ages,
8 to be turning out mentioned in Exercise 1? I hadn’t expected to be rewarded.
9 to be put
10 being remembered 3 It was wonderful (work) on something
Gerunds and infinitives I loved.
4 Although I was a success, I needed
Exercise 6 3 THINK BACK Put the underlined verbs or verb phrases
(maintain) it.
a gerunds: 2, 3, 5, 6, 7, 10 from the online comment in Exercise 2 in the correct
infinitives: 1, 4, 8, 9 categories. 5 I remembered (tell) once about an author
b active: 2, 3, 4, 6, 7, 8 who’d said ‘You’re only as good as your last book’.
passive: 1, 5, 9, 10 verb, e.g. appreciate / deny / risk, stop, envisage, decide
against, have difficulty, can’t help, 6 Most successful people will admit
c 1, 2, 3, 5, 6 admit (to) / can’t bear + gerund get used to, need (experience) self-doubt at points in their career.
verb, e.g. choose / happen + tend, fail, continue, manage
7 One temptation is to avoid (take) risks so
infinitive with to that you don’t fail.
verb, e.g. hope / force / help + 8 Everyone would prefer (turn out) success
encourage, enable after success.
object + infinitive with to
verb, e.g. notice + object + 9 Success needs (put) into perspective.
let, make
infinitive without to 10 Otherwise you risk (remember) for one
thing only.
Grammar Reference > page 175 6 Look at the sentences in Exercise 5 again. Which forms:
a are gerunds or infinitives?
4 4.14 What difficulties might someone who has b are active or passive?
become successful face? Listen to an entrepreneur
c refer to a time before another time in the past?
talking about his success to a group of students and
compare your answers.
Grammar Reference > page 175
140
REFERENCES the discussion up to the class. How sentences, complete them and check
much of a role in success does luck their answers with their partner.
AUDIO SCRIPT page 238 play? Does wealth equal success? If not, • As an extension to Exercise 8, ask
EXTRA ACTIVITIES IN CLASS what does it mean to students? students to write two pairs of sentences
• After Exercise 6, ask students to write about the young entrepreneur they
• Lead in to Exercise 1 by asking students six gap-fill sentences using various made notes on at home. They should
to share the information they found forms of the gerund and the infinitive, try to use verbs that can be followed by
online. They could do this in pairs or as in Exercise 5. In pairs, they swap either a gerund or an infinitive.
small groups. If there is time, open
158
10
7 Complete the text with the correct infinitive or gerund 8 Read the pairs of sentences and decide if they have Exercise 7
forms of the verbs in brackets. Do you ever experience the same meaning. 1 to refer
the imposter phenomenon? In what circumstances? 1 2 to have been coined
3 to have been
a I regret to say that there is no more work for you. 4 having achieved
FEEL LIKE A
b I regret saying that there is no more work for you. 5 having been
6 having been doing
2
FRAUD?
7 to be reassured
a The teacher went on to tell us about the new project. 8 not to undermine
b The teacher went on telling us about the new project. 9 to be
3
a Starting a new job means getting up early in the Exercise 8
morning.
YOU’RE NOT
1 a present meaning;
b To start a new job means getting up early every b happened in the past
morning for it. 2 a started speaking about new
ALONE!
topic; b continued speaking
4 about the same topic
a I propose to discuss the issue with the boss. 3 same meaning
b I propose discussing the issue with the boss. 4 a speaker states what he/she
T
he term ‘imposter syndrome’ is generally used intends to do; b speaker makes
Grammar Reference > page 175 a suggestion
1
(refer) to successful people who
doubt their own abilities. The name is thought
2
(coin) in the 1970s and was associated 9 Rewrite the sentences using the words in bold. Exercise 9
1 By chance, I was listening to the radio when they 1 happened to be listening
with the idea of being a fraud. In other words, people
2 not to have been chosen
felt lucky 3 (be) successful, not deserving. announced the news. HAPPENED
3 never allowed to leave
Instead of being proud of 4 (achieve) I to the radio when the news was 4 ended up being decided by
great things, some dismissed their own success announced. 5 risk being left behind
2 Sara was disappointed that the teacher hadn’t chosen 6 to get used to waking up
as simply 5 (be) in the right place at the 7 couldn’t bear my/me touching
right time. Back then, the imposter phenomenon her for the project. HAVE
was generally linked with famous people, or high Sara was disappointed by the teacher for
flying businessmen, but today, according to an the project.
article published in the International Journal of 3 Back then, the school never let the students leave
Behavioural Science, around seventy percent of both before 3.30 on Fridays. TO
men and women experience this syndrome at some The students were before 3.30 on Fridays.
points of their lives. In spite of 6 (do) 4 A show of hands finally decided the results of the
a job successfully for a very long time, people worry competition. ENDED UP
that they have been fooling others and that one day The results of the competition a show of
their ineptitude will be discovered. We all, at times, hands.
need 7 (be reassured) that we are right 5 The coach will leave you behind unless you hurry up.
for what we do professionally so as not to feel like RISK
imposters. It is important 8 (not undermine) You by the coach unless you hurry up.
9
6 I have to wake up earlier to go to my new job,
and it’s hard. USED
It’s hard earlier to go to my new job.
7 I tried to clean the cut on my sister’s hand, but she
wouldn’t let me touch it. BEAR
I tried to clean the cut on my sister’s hand, but she
it.
159
10C READING AND VOCABULARY
Exercise 3 1 SPEAKING In pairs, look at the chart and discuss the 5 Complete the collocations with the correct forms of the
1 preschoolers: their parents’ questions. What can you notice about the top career verbs from the box. Then, in pairs, discuss the questions.
careers, fairytales; primary aspirations for young people? How do they change
school children: money, fame over the years? Why do you think they change? play realise shape spark top
2 someone’s personality
traits, interests and talents; 1 When was the last time something sparked your
popularity of online gaming
and YouTube celebrities
WHAT DO KIDS TODAY excitement? What was it?
3 vloggers, professional
gamers and game designers,
WANT TO BE? 2 What dreams have you realised in the last five
years?
Top career aspirations for young people today by age group.
a racing car driver 3 Would you mind if your parents tried to
4 Taxman: he realised what Age Job shape your future?? Say why.
amount of training being
an acrobat entailed and he 1–3 ballerina/dancer 18.6% 4 Does it ever happen that you play down
switched ambitions and the issue of your grades? When was the last time
musician/singer 14.3%
trained to be an accountant it happened and why?
Jax28: when she was at uni, doctor 11.4% 5 What tops your list of the best jobs? Say why.
she felt teaching was her 4–7 astronaut 9.8%
calling – she could make a
difference to the students’ lives veterinarian 9.8%
6 Replace the underlined words and phrases with the
Allegra: has always
correct forms of their highlighted synonyms from the
doctor 7.5% article.
been passionate about
being a dancer; a teacher 8–11 scientist 13.7% 1 This was the job he had desired since his youth. coveted
encouraged her to go to an
arts training school veterinarian 9.8% 2 I’d love to get a job working at a space research
artist 7.8%
centre, but it’s impossible to realise. a pipe dream
3 Once she started working as a nurse, she knew it was
Exercise 4 12–14 doctor 10.6%
her dream profession. calling
Possible answers engineer 10.6%
1 copy their 4 Not many people imagine themselves remaining in
2 fairytales scientist 9.1% the same job for their whole lives these days. envision
3 achieving them 5 I was hoping for promotion, but it doesn’t seem to be
15–17 engineer 12.5%
4 career options/ likely to happen now. on the cards
opportunities / jobs teacher 10.7%
5 calling/vocation 6 There are a lot of opportunities for being creative in
6 training / amount of training actor 7.1% this job. is a lot of scope
7 make it your 18 or older teacher 12.4%
7 In pairs, discuss the questions.
writer/author 7.8%
1 Did you use to have a pipe dream when you were
doctor 7% a child? What was it?
2 Do you think it is important to find your calling in life?
Say why.
2 Read the article and compare with your ideas in 3 What has been on the cards for you for a long time now?
Exercise 1.
4 Is there much scope for using your talents in what you
do at school at the moment?
3 Read the article again and answer the questions.
1 What shapes the dream careers of preschoolers 8 Complete the sentences with the correct prepositions
and primary school children? from the box.
2 What influences teenagers’ plans?
at back of to (x3)
3 What are the trends in job careers nowadays?
4 What influenced the career choices of each of the 1 I’m apt to forget people’s names if I’m
people sharing their life stories? introduced to too many at once.
2 You can succeed at something difficult if you
4 Complete the sentences with 1–3 words in each gap. really set your mind to it.
1 Many young children’s early ambitions are shaped 3 Watching these cartoons is really rolling back
by a desire to parents. the years for me!
2 Characters in sometimes provide role 4 Many jobs that exist today are destined to
models for children not yet at school. disappear when the roles are taken over by robots.
3 Children sometimes have unattainable goals and 5 I coveted that job and was doing my best to get
the likelihood of is low. it so my boss was very supportive of my
4 The gaming industry is providing proper promotion.
for young people.
5 Jax28 was unaware of what her was until 9 REFLECT | Society In pairs, discuss the questions.
graduation. 1 Do you think it is important for young people today to
6 Taxman lost interest in a particular ambition because make early decisions on a future career? Say why.
of the that was involved. 2 How far do your childhood aspirations relate to your
7 Allegra is proof that if you’re devoted to your dream, present goals? What has influenced your choices so far?
you are apt to career.
4.16
Preschoolers often envision their future careers as copies Aspirations generally change at secondary school, and the
of their parents, such as a teacher or a truck driver, 20 dreams become less glamorous. Rather than taking off,
for example, or perhaps as the princess or prince they dreams of flying spaceships plummet. Possible future careers
see in their storybooks. However, as they grow older, are more informed by someone’s personality traits, interests
5 the scope for dreaming extends too. The world is your and talents, and careers in science, writing, engineering and
oyster, as the popular saying goes. teaching top the lists. What is also having a considerable
At primary school, children’s ambitions tend towards the 25 impact on ambitions for this age group is the rocketing
fantastic – perhaps not quite as unrealistic as the princesses popularity of online gaming and YouTube celebrities.
or princes of fairytales, but singers, actors and athletes Vloggers, professional gamers and game designers are all
10 are high on the lists today, and interestingly money as valid career options today and are beginning to beat the
well as fame are prime motivators. A nine-year-old may more traditional career paths teenagers used to aspire to
well covet the idea of being a superstar while another 30 follow. Bucking the trend, there is one new fantasy-driven
may set their mind on being a proud owner of numerous aspiration, probably destined to remain a pipe dream
aeroplanes one day. Realistically, the chances of achieving for most, that has joined the most popular list – and that’s
15 these aims are incredibly slim. The probability of becoming becoming a racing car driver.
an astronaut (another favourite) is remarkably low as is So, do let us know about any ambitions you had when you
the possibility of winning medals at the Olympics. But 35 were younger. What sparked the excitement in you? Did you
primary school is the time to dream big and be optimistic. realise your childhood dreams? Did you find your calling?
Or are you still dreaming?
Jax28
I remember watching a TV courtroom drama and deciding I wanted to be a defence
lawyer – the one that always found the real murderer in the end – much more exciting
40 than his counterpart – the prosecutor. But that faded at some point. I didn’t really
know what I wanted to do after that, but I was absolutely certain I didn’t want to be
a teacher; all the stick the teachers get from the kids and standing up there every day
– oh, no! It wasn’t until I finished uni that I felt teaching was my calling – I could make
a difference to my students’ lives. So that’s what I am now – an English teacher!
Taxman
45 When I was young, I saw Cirque du Soleil in Las Vegas and I was totally blown away.
I was in a gymnastics club – so that was it. I was going to become an acrobat and join
the circus. My parents were extremely supportive of my choice (which hadn’t always
been the case). But, needless to say, when I later realised the amount of training it
entailed, I switched ambitions and trained to be an accountant. My parents just said,
50 ‘Whatever floats your boat, son.’ Sometimes I think I missed my vocation though …
Allegra
A career in dance was on the cards from day one. I did a lot of street dancing in my
early teens, but I was apt to play down my talent. That’s until a teacher encouraged
me to go to an arts training school. I did a lot of singing, acting, mime and music,
but my love was still dancing – and it’s now my career, and I’m loving it! Shows you
55 can realise your ambition if it’s something you’re passionate about.
143
FURTHER PRACTICE
Workbook pages 116–117/Online Practice
NEXT CLASS
Ask students to think about the qualities
of a good leader and to make notes for
the next lesson.
161
10D LISTENING AND VOCABULARY
Exercise 1 1 SPEAKING Look at the list of best qualities of a leader in 5 4.18 Complete the extracts from the interview with
Possible answers the box. In pairs, discuss why you think a leader needs the correct words from the box. Then listen and check.
supportive, creative, to have these qualities. What other features would you
passionate, inspirational, add? book buck cut fuse lap rut seat stead way
communicative,
respectful, selfless, committed confident decisive emphatic optimistic 1 I wasn’t the type of person to take a back seat
determined problem solver self-aware upfront and let others make decisions for me.
2 Some of those personality traits hold me in good
for doing my current job.
Exercise 3 2 SPEAKING Do you think you have the qualities to be
stead
honest (upfront), a leader? Say why. Do you know any good leaders? 3 The position didn’t just land in my lap – I had
risk-taker (confident), Who are/were they? to work my socks off.
impose solutions 4 Let me say, first off, that not everyone is cut
(problem-solver), team
player, decisive 3 4.17 Listen to a radio interview with a manager out to be a leader.
talking about her job. Which qualities of a good leader 5 The buck stops with you. In other words,
from Exercise 1 does she mention? you have the ultimate responsibility for this project.
Exercise 6
6 My parents would’ve blown a fuse had they
1 blow a fuse
2 land in your lap
4 4.17 Listen again and choose the correct answers. known!
3 stuck in a rut 1 What does Jenna think about herself as a child? 7 I started at the bottom and gradually worked my
4 hold you in good stead a She believes she hasn’t changed over the years. way up.
5 cut out for
6 work your way up
b She regrets being a troublesome child. 8 If your team feel they’re stuck in a rut ,
c She admits to having a strong character. the likelihood is that they are not going to be
d She thinks that she was too adventurous. co-operative.
2 Jenna values her work background because 9 That’s detrimental to goal achievement – a sign of
a bad leader in my book .
a it gave her a vast knowledge of her business.
b it brought her into contact with managerial staff. 6 Replace the underlined phrases in the questions with
c it showed her the importance of hard work. the idioms from Exercise 5. Then, in pairs, ask and
d it made her self-reliant and independent. answer the questions.
3 In Jenna’s opinion, the most important skill of a leader is 1 When did you last get very angry?
angry Say why.
a being clear in setting goals and targets. 2 Have you ever had a good opportunity surprisingly
b supporting employees’ development. given to you?
you Talk about it.
c forcing others to accept your decisions. 3 Do you know anyone who is doing something they
don’t enjoy and can’t get out of?
of Talk about him/her.
d organising people’s work.
4 What skills or interests do you have now that you
4 How would you summarise Jenna’s advice to
think will be useful to you in your future career?
potential leaders?
5 What job do you think the person sitting next to you
a If you don’t have the skills at first, you can learn
now is just right for?
for Say why.
them on the job.
6 Would you rather enter a profession at a high level
b Everyone has the ability to become a good leader,
or start at the bottom? Say why.
so they shouldn’t be put off.
c You need to be ready to bear some harsh criticism. 7 REFLECT | Society Do you think that schools can help
d If you want to make a lot of money, you need to develop the qualities needed for people to become
become a leader. good leaders? Say why.
144 □ I can draw inferences from the interview and talk about leadership qualities.
REFERENCES compare the qualities in the box with FURTHER PRACTICE
those they chose. Are they similar?
AUDIO SCRIPT page 238 • Workbook page 118/Online Practice
• After Exercise 5, ask students to write
EXTRA ACTIVITIES IN CLASS example sentences for the phrases in • Photocopiable resource 38:
the exercise. They can then share their Career paths, pages 280, 318
• Before Exercise 1, put students in pairs sentences with a partner or the class,
and ask them to share the notes they or work in pairs to check each other’s
made at home. Why are the qualities sentences.
important? During Exercise 1, they can
162
10E SPEAKING AND VOCABULARY 10
5 How would you tone down the language in these Exercise 3
1 Look at the cartoon. In pairs, discuss why the two sentences? Replace the highlighted adjectives with the 1 speaks his mind, not mince
people might be getting angry. adjectives from the box or your own ideas. his words, being brutally
honest, you know where
(overly) assertive confident defensive opinionated you stand with him
oversensitive resolute shy sincere straightforward 2 put people’s backs up
trusting unapproachable underconfident vocal 3 tone down your language,
beat around the bush
1 He’s very controlling. He’s always telling everyone
what to do. Exercise 5
He’s just confident and knows what he’s doing. Possible answers
2 He’s loudmouthed. He never stops talking rubbish. 1 He’s just confident
and knows what he’s
3 He’s gullible. He never questions anything. doing; likes to make
4 He’s abrasive. He’s never polite to people, and puts sure everybody is being
everyone’s backs up. productive/ everybody is
doing their best.
5 He’s adamant. Stubborn like a donkey, and rather 2 I think he’s just vocal and
confrontational. straightforward.
6 He’s aloof
aloof. He’s unfriendly and deliberately not 3 I think he’s just trusting
talking to other people. and honest
4 I find him sincere,
6 Divide the adjectives according to whether you think a bit opinionated, a bit
unapproachable and
they have a more positive or negative connotation.
(overly) assertive.
Note that some words can belong to both categories. 5 Adamant? Don’t you
think he’s just resolute?
abrasive adamant approachable articulate Confrontational? Nah, just
assertive confrontational controlling defensive quite opinionated, vocal
gullible loudmouthed opinionated resolute vocal and assertive.
6 I think he’s just a bit
shy, oversensitive and
7 4.19 Study the Speaking box. Then listen to Joe and underconfident.
his mum discussing his job and complete the phrases.
Exercise 6
SPEAKING | Toning language down Positive: assertive,
articulate, approachable,
Choose adjectives or rephrase in ways that are less abrupt, resolute, gullible, defensive
or have a more positive connotation, e.g. Negative: abrasive,
inconsiderate – unkind adamant, opinionated,
confrontational – likes to face problems controlling, confrontational,
2 Read the comments. Which do you most agree with
Rephrasing negative comments
loudmouthed, vocal (but
may be perceived as positive
and why? in certain situations)
I wouldn’t say that. I think it’s more a 1 case of them
My friend is really frank about things. He likes to have taking time to evaluate your work.
his say and he always speaks his mind – he’s always I’d be more 2 inclined to say that it’s a challenge.
upfront about things. He certainly doesn’t mince his That’s one way of 3 putting it.
words when it comes to giving feedback. He is not
Surely, that’s an 4 exaggeration . He’s just getting up to speed.
a person to beat around the bush, but people seem to
respect him for that. At least you know where you stand I don’t think that’s 5 particularly helpful. It might be better ...
with him. That’s a bit 6 harsh , don’t you think?
It might be a little 7 challenging at times, but generally ...
Yes, I believe there’s a time and a place for saying I 8 admit it seems rather complex.
exactly what you think, but it’s also true that there are
times when you need to be a bit tactful or diplomatic
and tone down your language. It’s a given that being 8 Reply to the statements trying to tone the language
brutally honest can put people’s backs up and you don’t down. Then, in pairs, role-play two situations. Student A
get what you want from them. It can appear really rude go to page 187. Student B go to page 189.
at times too. 1 The food in that restaurant was utterly revolting!
I admit it wasn’t the best meal of my life but, generally
3 Look at the highlighted phrases in the comments. speaking, it could have been worse.
Which of them mean ... 2 His last book was an absolute joke!
1 saying exactly what you think? 3 It was totally inconsiderate of her to keep us waiting.
2 saying something that may antagonise people? 9 REFLECT | Values In pairs, give examples of situations
3 rephrasing something more sensitively? when it might be better to be brutally honest and
when it might be better to tone down your language.
4 When talking to people, do you speak your mind or try
to tone down your language? What does it depend on?
□ I can tell the difference between positive and negative connotations and talk about honesty. 145
163
REPORT ON
WORK EXPERIENCE
AT LEYTON PRIMARY SCHOOL
INTRODUCTION commitment required by the teacher and the need for
The purpose of this report is to describe my work effective classroom management techniques to control
experience as a teaching assistant at Leyton Primary a large group of boisterous six-year-olds. Mr Barlow
School, evaluate the benefits and recommend any maintained discipline without dampening the children’s
changes that could improve the experience for future enthusiasm.
work placements.
RECOMMENDATIONS FOR IMPROVEMENTS FOR
WHAT THE PLACEMENT INCLUDED FUTURE PLACEMENTS
I was assigned Year 1 Group B, and my duties entailed It is impossible to overestimate the benefits of this type
supporting both the children and their teacher, of work experience for students who are considering
Mr Barlow. It was part of my routine to set up the a teaching career. I would recommend that in the future,
classroom, ensuring that all the relevant supplies were teaching assistants be allowed more responsibility, such as
in place, and clear everything away after the lessons. giving extra reading practice to children who are struggling
This involved, for example, putting books away and in the group. Observation of more than one level could
cleaning paint pots. During classes, I circulated to give also be taken into consideration. These things would give
additional assistance to the children. a wider picture of what primary teaching entails.
BENEFITS CONCLUSION
The experience was beneficial to me in many ways, Overall, my experience was extremely positive, and I would
not least giving me an insight into the learning processes definitely recommend it for future work placements.
in young children. I was also made aware of the
146
164
10F WRITING | A report 10
1 SPEAKING In pairs, discuss what type of work experience 5 Study the Writing box and tick what the writer has NOT Exercise 3
might be offered to students in local media, education, done in the report in Exercise 4. 1 teaching assistant in a primary
retail outlets, public services and hospitality. school
2 It was her own first school,
2 Read the information sheet for secondary school
WRITING | A report so it was awkward to be back
students and think about the benefits and drawbacks there but in a different role.
When writing a report you should:
□
3 preparing the classroom,
of such an opportunity. • ✓ clearly state the topic of the report in an introduction. clearing up, helping students
□
• ✓ outline what will be included in the report. 4 She saw how children
WORK EXPERIENCE OCTOBER/NOVEMBER
□
• ✓ use formal and objective language throughout.
learned, how enthusiastic they
□
were, learned about planning
As every year, Year 12 students will be offered work • ✓ give headings to the individual sections. and classroom management
experience with local companies for a three-week
□
• ✓ describe events succinctly. from the teacher.
period from March 2nd to 23rd. Interviews will be
arranged with class tutors where individual students • □
avoid repetition by using rephrasing, reference
5 more responsibility, e.g.
helping individual students;
devices or substitution.
□
will be able to discuss how they can best benefit less physical work; watch more
from the opportunity. Following the work experience • make clear recommendations with justification and than one level
anticipated outcomes.
□
period, students will be expected to write a report on
their experience. • ✓ link the conclusion to the rest of the report.
Language
3 4.20 Listen to a college student telling about her • Signalling intent in a report
work experience and answer the questions. This report is intended to ... The purpose of this report is to …
1 What was her work experience? This report sets out to ... The report will comment on …
2 Why does she refer to it as ‘weird’? This report will serve as a record of ...
3 What did she have to do? • Concluding a report
4 How does she think it benefitted her? All in all, ... Overall, this experience ...
5 What improvements would she like to see for a future If these recommendations are implemented ...
work placement?
4 Read the Writing task and student’s report below. Discuss 6 Read the report on page 146. Has the writer done
whether the report includes everything necessary. what the task requires?
165
Word List
REMEMBER MORE 10A VOCABULARY AND SPEAKING pop down somewhere (phr v) /ˌpɒp ˈdaʊn
ˌsʌmweə/
5.55
Exercise 1
1 Find and correct one mistake in be a given /bi ə ˈɡɪvən/ productivity at work /ˌprɒdʌkˌtɪvəti ət ˈwɜːk/
1 out – off
each sentence. Then check with
the word list. be a one-off /bi ə ˌwʌn ˈɒf/ provide support /prəˌvaɪd səˈpɔːt/
2 night – day
3 strings – ropes 1 Ever since joining the company, be of paramount importance /bi əv ˌpærəmaʊnt query (n) /ˈkwɪəri/
I’ve been working my socks out. ɪmˈpɔːtəns/
remuneration (n) /rɪˌmjuːnəˈreɪʃən/
2 After working here for ten years, be upfront about sth /bi ˌʌpˈfrʌnt əˌbaʊt
shattered (adj) /ˈʃætəd/
I think it’s time I called it a night. ˌsʌmθɪŋ/
3 When I first started, my manager sign up for sth (phr v) /ˌsaɪn ˈʌp fə ˌsʌmθɪŋ/
beckon (v) /ˈbekən/
helped me learn the strings. smooth running /ˈsmuːð ˌrʌnɪŋ/
busy role /ˌbɪzi ˈrəʊl/
2 Complete the idioms with the call it a day /ˌkɔːl ɪt ə ˈdeɪ/
stay on board /ˌsteɪ ɒn ˈbɔːd/
correct verbs. Then check with stay the course /ˌsteɪ ðə ˈkɔːs/
the word list. call of duty /ˌkɔːl əv ˈdjuːti/
strike the right balance /ˌstraɪk ðə ˌraɪt ˈbæləns/
1 be a one-off constant connectivity /ˌkɒnstənt ˌkɒnekˈtɪvəti/
2 throw it all in strive for sth (v) /ˈstraɪv fə ˌsʌmθɪŋ/
content / online marketing /ˌkɒntent / ˌɒnlaɪn
3 have your say ˈmɑːkətɪŋ/ subscribe to sth (v) /səbˈskraɪb tə ˌsʌmθɪŋ/
4 give sb a real taste for the job cope with a heavy workload /ˌkəʊp wɪð ə ˌhevi take advantage of sb /ˌteɪk ədˈvɑːntɪdʒ
ˈwɜːkləʊd/ əv ˌsʌmbɒdi/
3 Complete the questions with the
words from the box. Then check dedication to work /ˌdedɪˌkeɪʃən tə ˈwɜːk/ throw a sickie /ˌθrəʊ ə ˈsɪki/
with the word list. Answer the demonstrate dedication to work /ˌdemənstreɪt throw it all in /ˌθrəʊ ɪt ˌɔːl ˈɪn/
questions with your partner. ˌdedɪˌkeɪʃən tə ˈwɜːk/
tutoring (n) /ˈtjuːtərɪŋ/
dream envision mind shape division (n) /dəˈvɪʒən/
vocational training /vəʊˌkeɪʃənəl ˈtreɪnɪŋ/
doom and gloom /ˌduːm ən ˈɡluːm/
1 Did you ever have plans that work outside office hours /ˌwɜːk aʊtˌsaɪd ˈɒfɪs
were just a pipe dream ? What draw a line (between sth) /ˌdrɔː ə ˈlaɪn (bɪˌtwiːn ˌaʊəz/
were they? ˌsʌmθɪŋ)/
work your socks off /ˌwɜːk jə ˈsɒks ˌɒf/
2 How do you envision your life after encounter a problem /ɪnˌkaʊntər ə ˈprɒbləm/
you finish secondary school? ensure sth (v) /ɪnˈʃʊə ˌsʌmθɪŋ/ 10B GRAMMAR 5.56
3 What do you think of people
give sb a real taste for the job /ˌɡɪv ˌsʌmbɒdi batch (n) /bætʃ/
who always speak their mind ?
ə ˌrɪəl ˈteɪst fə ðə ˌdʒɒb/ coin a term /ˌkɔɪn ə ˈtɜːm/
4 Are there any people who try to
shape your future? Say who. gloomy picture /ˌɡluːmi ˈpɪktʃə/ culminate (v) /ˈkʌlməneɪt/
go above and beyond /ˌɡəʊ əˌbʌv ən bɪˈjɒnd/
4 Choose the correct words to deter (v) /dɪˈtɜː/
complete the text. Then check grasp the significance /ˌɡrɑːsp ðə sɪɡˈnɪfɪkəns/ enter for sth (v) /ˈentə fə ˌsʌmθɪŋ/
with the word list. have high hopes /ˌhæv ˌhaɪ ˈhəʊps/ enterprise (n) /ˈentəpraɪz/
My dad never 1mixes / minces his have your say /ˌhæv jə ˈseɪ/
words. But at least you always entrepreneur (n) /ˌɒntrəprəˈnɜː/
know where you 2sit / stand with in the long run /ɪn ðə ˈlɒŋ ˌrʌn/ envisage (v) /ɪnˈvɪzɪdʒ/
him. He taught me to never take intern (n) /ˈɪntɜːn/ exceed expectations /ɪkˌsiːd ˌekspekˈteɪʃənz/
a back 3seat / chair. He also told me
that not everyone is 4cut / born out internship (n) /ˈɪntɜːnʃɪp/ flop (v) /flɒp/
to be a leader. intrude on sth (v) /ɪnˈtruːd ɒn ˌsʌmθɪŋ/ fraud (n) /frɔːd/
5 Study Active Vocabulary and do jeopardise (v) /ˈdʒepədaɪz/ high-flying (adj) /ˌhaɪˈflaɪɪŋ/
the task. juggle unremitting demands /ˌdʒʌɡəl ˌʌnrɪˌmɪtɪŋ imposter syndrome /ɪmˈpɒstə ˌsɪndrəʊm/
diˈmɑːndz/
ACTIVE VOCABULARY | learn the ropes /ˌlɜːn ðə ˈrəʊps/
ineptitude (n) /ɪˈneptətjuːd/
Connotation innovative (adj) /ˈɪnəvətɪv/
maintain a balance /ˌmeɪnˌteɪn ə ˈbæləns/
Sometimes the words we use may intoxicating (adj) /ɪnˈtɒksəkeɪtɪŋ/
offend other people so it is important marketing tools /ˈmɑːkətɪŋ ˌtuːlz/
to understand the connotation that lip balm (n) /ˈlɪp ˌbɑːm/
meet targets /ˌmiːt ˈtɑːgɪts/
words have. Two words can have the live up to expectations /ˌlɪv ˈʌp tʊ ˌekspekˈteɪʃənz/
same definition, but their meet work demands /ˌmiːt ˈwɜːk diˌmɑːndz/
put sth into perspective /ˌpʊt ˌsʌmθɪŋ ˌɪntə
connotations may differ (positive, pace yourself /ˈpeɪs jɔːˌself/ pəˈspektɪv/
negative or neutral).
pay dividends /ˌpeɪ ˈdɪvɪdendz/ reassure (v) /ˌriːəˈʃʊə/
Find five words which have perks and benefits (of a job) /ˌpɜːks ən ˈbenəfɪts show of hands (n) /ˌʃəʊ əv ˈhændz/
a negative connotation. Then add (əv ə ˌdʒɒb)/
words which have a similar meaning top (v) /tɒp/
permanent position /ˌpɜːmənənt pəˈzɪʃən/
but a neutral connotation.
148
EXTRA ACTIVITIES IN CLASS per word. Students get an extra point if on the board, put students in pairs or
they can use it correctly in a sentence. small groups and set a time limit (e.g.
• Divide the class into two teams. On the The team with the most points at the 3 minutes). In their pairs/groups, they
board, write an anagram of a word end are the winners. should write as many collocations and
from the word list for each team in turn idioms from the word list as they can.
• Students play Memory Challenge.
to guess correctly for one point. Ensure The pair/group with the most items on
Give them 2–3 minutes to study the
each pair of words has a similar level of their lists at the end of the time limit
word list, then ask them to close their
difficulty. Set a time limit of 30 seconds are the winners.
books. Write Collocations and idioms
166
10
turn sth out (phr v) /ˌtɜːn ˌsʌmθɪŋ ˈaʊt/ delegate responsibility /ˌdeləɡeɪt rɪˌspɒnsəˈbɪləti/ oversensitive (adj) /ˌəʊvəˈsensətɪv/
undermine (v) /ˌʌndəˈmaɪn/ get (some) stick /ˌɡet (ˌsʌm) ˈstɪk/ peacemaker (n) /ˈpiːsmeɪkə/
wear off (phr v) /ˌweər ˈɒf/ hold sb in good stead /ˌhəʊld ˌsʌmbɒdi ɪn ˌɡʊd put sb’s back up /pʊt ˌsʌmbədiz ˌbæk ˈʌp/
ˈsted/
rephrase (v) /ˌriːˈfreɪz/
10C READING AND VOCABULARY hospitality chain /ˌhɒspəˈtæləti ˌtʃeɪn/
resolute (adj) /ˈrezəluːt/
5.57 in my book /ɪn ˈmaɪ bʊk/
revolting (adj) /rɪˈvəʊltɪŋ/
be apt to do sth /bi ˈæpt tə duː ˌsʌmθɪŋ/
keep one’s ear to the ground /ˌkiːp ˌwʌns ˈɪə
rise to a challenge /ˌraɪz tʊ ə ˈtʃæləndʒ/
be destined to /bi ˈdestənd tə/ tə ðə ˈɡraʊnd/
sensitively (adv) /ˈsentsətɪvli/
be supportive of /bi səˈpɔːtɪv əv/ land in one’s lap /ˌlænd ɪn ˌwʌns ˈlæp/
speak your mind /ˌspiːk jə ˈmaɪnd/
buck (v) /bʌk/ line of work /ˌlaɪn əv ˈwɜːk/
straightforward (adj) /ˌstreɪtˈfɔːwəd/
calling (n) /ˈkɔːlɪŋ/ lucrative (adj) /ˈluːkrətɪv/
That’s a bit harsh. /ˌðæts ə ˌbɪt ˈhɑːʃ/
counterpart (n) /ˈkaʊntəpɑːt/ mellow (adj) /ˈmeləʊ/
That’s an exaggeration. /ˌðæts ən
courtroom drama /ˌkɔːtruːm ˈdrɑːmə/ mischief (n) /ˈmɪstʃɪf/
ɪɡˌzædʒəˈreɪʃən/
covet (v) /ˈkʌvət/ precocious (adj) /prɪˈkəʊʃəs/
That’s one way of putting it. /ˌðæts ˈwʌn ˌweɪ əv
defence lawyer /dɪˈfens ˌlɔːjə/ rewarding (adj) /rɪˈwɔːdɪŋ/ ˈpʊtɪŋ ɪt/
entail (v) /ɪnˈteɪl/ self-reliant (adj) /ˌself rɪˈlaɪənt/ tone down your language /ˌtəʊn ˌdaʊn jə
ˈlæŋɡwɪdʒ/
envision (v) /ɪnˈvɪʒən/ signpost (n) /ˈsaɪnpəʊst/
unapproachable (adj) /ˌʌnəˈprəʊtʃəbəl/
fade (v) /feɪd/ take a back seat /ˌteɪk ə ˌbæk ˈsiːt/
unsure (adj) /ˌʌnˈʃɔː/
fuel (v) /ˈfjuːəl/ the buck stops with sb /ðə ˌbʌk ˈstɒps wɪð
ˌsʌmbɒdi/ vocal (adj) /ˈvəʊkəl/
informed (adj) /ɪnˈfɔːmd/
thick-skinned (adj) /ˌθɪkˈskɪnd/ you know where you stand with sb /jə ˌnəʊ ˌweə
miss one’s vocation /ˌmɪs ˌwʌns vəʊˈkeɪʃən/
jə ˈstænd wɪð ˌsʌmbɒdi/
troublesome (adj) /ˈtrʌbəlsəm/
needless to say /ˌniːdləs tə ˈseɪ/
turn down a dare /ˌtɜːn ˌdaʊn ə ˈdeə/
on the cards /ˌɒn ðə ˈkɑːdz/ 10F WRITING 5.60
work your way up /ˌwɜːk jə ˌweɪ ˈʌp/ anticipated outcome /ænˌtɪsɪpeɪtɪd ˈaʊtkʌm/
pipe dream /ˈpaɪp ˌdriːm/
play sth down (phr v) /ˌpleɪ ˌsʌmθɪŋ ˈdaʊn/ boisterous (adj) /ˈbɔɪstərəs/
10E SPEAKING AND VOCABULARY
plummet (v) /ˈplʌmət/ circulate (v) /ˈsɜːkjəleɪt/
5.59
prosecutor (n) /ˈprɒsɪkjuːtə/ abrasive (adj) /əˈbreɪsɪv/ classroom management /ˈklɑːsrʊm
ˌmænɪdʒmənt/
realise your dreams /ˌrɪəlaɪz jə ˈdriːmz/ adamant (adj) /ˈædəmənt/
dampen sb’s enthusiasm /ˌdæmpən ˌsʌmbədiz
rocketing popularity /ˌrɒkɪtɪŋ ˌpɒpjəˈlærəti/ aloof (adj) /əˈluːf/ ɪnˈθjuːziæzəm/
roll sth back (phr v) /ˌrəʊl ˌsʌmθɪŋ ˈbæk/ amenable (adj) /əˈmiːnəbəl/ give assistance to sb /ɡɪv əˈsɪstəns tə ˌsʌmbɒdi/
scope for sth (n) /ˈskəʊp fə ˌsʌmθɪŋ/ antagonise (v) /ænˈtæɡənaɪz/ give sb an insight into sth /ɡɪv ˌsʌmbɒdi ən
approachable (adj) /əˈprəʊtʃəbəl/ ˈɪnsaɪt ˌɪntə ˌsʌmθɪŋ/
set your mind to sth /ˌset jə ˈmaɪnd tə ˌsʌmθɪŋ/
articulate (adj) /ɑːˈtɪkjələt/ let yourself in for sth /let jɔːˌself ˈɪn fə ˌsʌmθɪŋ/
shape your future /ˌʃeɪp jə ˈfjuːtʃə/
ask for the moon /ˌɑːsk ˌfə ðə ˈmuːn/ maintain discipline /meɪnˌteɪn ˈdɪsɪplɪn/
slim chance /ˌslɪm ˈtʃɑːns/
be brutally honest /bi ˌbruːtəli ˈɒnɪst/ public service (n) /ˌpʌblɪk ˈsɜːvɪs/
spark one’s excitement /ˌspɑːk ˌwʌns ɪkˈsaɪtmənt/
be willing to do sth /bi ˈwɪlɪŋ tə duː ˌsʌmθɪŋ/ retail outlet /ˈriːteɪl ˌaʊtlet/
switch ambitions /ˌswɪtʃ æmˈbɪʃənz/
beat around the bush /biːt əˌraʊnd ðə ˈbʊʃ/ set up a classroom /ˌset ˈʌp ə ˌklɑːsrʊm/
top your list /ˌtɒp jə ˈlɪst/
confident (adj) /ˈkɒnfɪdənt/ succinctly (adv) /səkˈsɪŋktli/
unattainable (adj) /ˌʌnəˈteɪnəbəl/
confrontational (adj) /ˌkɒnfrənˈteɪʃənəl/ vet sth (v) /ˈvet ˌsʌmθɪŋ/
vocation (n) /vəʊˈkeɪʃən/
controlling (adj) /kənˈtrəʊlɪŋ/ work placement /ˈwɜːk ˌpleɪsmənt/
10D LISTENING AND VOCABULARY courteous (adj) /ˈkɜːtiəs/
5.58
get up to speed /ˌɡet ˌʌp tə ˈspiːd/
be cut out to be sth /bi ˌkʌt ˈaʊt tə bi ˌsʌmθɪŋ/
hotheaded (adj) /ˌhɒtˈhedɪd/
be itching (for sth / to do sth) /bi ˈɪtʃɪŋ
(fə ˌsʌmθɪŋ / tə ˌduː ˌsʌmθɪŋ)/ I’d be inclined to say /ˌaɪd bi ɪnˈklaɪnd tə ˌseɪ/
be stuck in a rut /bi ˌstʌk ɪn ə ˈrʌt/ loudmouthed (adj) /ˈlaʊdmaʊθt/
bear criticism /ˌbeə ˈkrɪtəsɪzəm/ not mince (your) words /ˌnɒt ˌmɪns (jə) ˈwɜːdz/
blow a fuse /ˌbləʊ ə ˈfjuːz/ opinionated (adj) /əˈpɪnjəneɪtɪd/
149
167
10 Revision
VOCABULARY AND GRAMMAR 4 Complete the dialogue with the correct form of the
verbs in brackets. Add a pronoun where necessary.
Exercise 4 1 Complete the sentences with the correct form of the
verbs in the box. A Hi – gosh – 1 (get) used to driving myself
1 getting
2 to have passed
across town for my weekend job is difficult! It’s great
3 you/your arriving cut grasp hold strike spark set 2
(pass) my driving test, but being forced to
4 me/my turning up sit in traffic jams when it's so busy is a nightmare.
5 losing 1 It is never easy to strike the right balance B Is your boss OK with 3 (arrive) a bit late from
6 me/my staying on between work and leisure, but it’s important to try. time to time?
7 to work 2 They are advertising for students to work weekends
8 looking at A Obviously, she isn’t that keen on 4 (turn up)
at the local vets and this opportunity has really too late, but generally she’s fairly easy-going. It’s not
9 to have made
sparked my excitement.
10 to study for as though I’m risking 5 (lose) the job. I’ve
3 A group of us have decided to train for the marathon, worked extra afternoons a couple of times to catch up
but I’m not sure that we are all cut out to be and they’ve appreciated 6 (stay on).
runners. B Do you think you might go on 7 (work)
4 People need to grasp the importance of talking there full time once you’ve graduated?
about problems if they’re feeling stressed at school A I haven’t really given it much thought yet. It means
or work. 8
(look at) all my options seriously soon.
5 Learning one or two languages will hold you How about you?
in good stead when you enter the work market after B I really need 9 (make) some decisions
college. by the end of the month as I’m hoping 10
6 My father believed that you can do anything if you (study for) another degree, so we’ll see.
set your mind to it.
5 Choose the correct words to complete the text.
2 Choose the correct words to complete the sentences.
1 My cousin has definitely been going beyond the need /
Me at twenty-five
pressure / call of duty this week and putting in very
long hours at work.
2 I worked my socks / shoes / toes off for this exam
and I still didn’t get good grades.
3 Being approachable / opinionated / articulate is
definitely a requisite for becoming a lawyer.
They need to be clear and convincing in court.
4 The manager didn’t chop / mince / tone his words.
He said if productivity didn’t increase, there would
be redundancies.
5 What I fear is getting stuck in a buck / rut / seat and
finding I’m still doing the same things in fifteen years’
time.
6 The new boss is completely confrontational / cynical /
adamant and refuses to change his decisions on
The recent TV programme entitled Me at twenty-five was
anything.
fascinating to watch. It followed up on a project started by
3 Complete the sentences with the correct words. teachers for their ten-year-old students fifteen years ago.
1 If people make mistakes, they should be upfront The youngsters were asked to write an essay in which they
about what they’ve done, and it can be dealt with. envisaged themselves 1working / to work at the age of
2 It was all a bit of a pipe dream really – there twenty-five. They were encouraged 2detailing / to detail
was no way he could ever realistically become an exactly what they saw themselves doing. Then earlier this
astronaut. year, several of the students (now aged twenty-five) were
3 Working parents often have to juggle unremitting filmed talking about what they had managed or failed
3achieving / to achieve, and discussing what they were
demands to keep both family and working life
running smoothly. proud of 4having done / to have done or what choices they
4 My brother is following in our mother’s footsteps regretted 5to have made / having made. The majority of
and going into nursing. the children tended 6having completely changed / to have
5 Karl is under a lot of pressure right now, but he hopes completely changed their ambitions as they grew older.
his work will pay dividends eventually. One, who had imagined becoming a politician, ended up
7working / to work as business executive, and one who
6 There were plenty of stressful situations at work
when I wanted to t hrow it all in and start selling is now a lawyer had decided against 8opening / to open
potatoes instead. his own sweet shop! Both were happy 9to make / to have
made those decisions.
150
151
169
LIFE SKILLS How to develop leadership skills
An accidental leader
I’ve always been quite shy and retiring, or as my granny would say, backwards in coming
forwards! But last year I found myself accidentally becoming a leader, and after my initial shock,
I actually enjoyed the experience.
How do you accidentally become a leader? Well, my history class went on a school trip to Berlin.
Because the trip had been organised by the history department, the teachers who went didn’t
speak any German … and guess who did?
My father is German, so we grew up speaking both languages at home. Once the teachers
realised I was fluent in German, they delegated all the tasks of speaking to the tour guides
and people in the ticket offices, or asking for directions or ordering food to me.
To begin with I was horrified. I’ve never seen myself as very assertive, and now I was having
to juggle unremitting demands from different people on the trip, negotiate with strangers
and generally take a lot of responsibility for everything going smoothly (or not). I would have
suggested someone else, but no one else spoke decent German.
I worked my socks off on that trip, but in terms of building my confidence it paid dividends,
and now I’m even thinking about training to become a translator!
Josie
152
REFERENCES access to the Internet in class, they think have the most difficult or most
could search online for information. important roles? Do they think people
AUDIO SCRIPT page 240 are born leaders or are made leaders by
• After students complete the Life Skills
CULTURE NOTES page 215 project, ask them to think about the circumstances they encounter in life?
leadership qualities for different Give them a few minutes to think about
EXTRA ACTIVITIES IN CLASS their views and make notes, then get
leadership roles, e.g. the leader of
• Lead in to the topic of the lesson by a country, a company CEO, a school them to discuss in pairs or small groups.
asking students what they know about head teacher. Do they require the same If there is time, invite a few students to
the people in the photos. If they have qualities? Which leaders do students share their ideas with the class.
170
09–10
1 In pairs, make a list of the typical characteristics of 7 Complete the advice in the Life Skills box with one Exercise 2
a leader and of a follower. Which list do you think word in each gap. There is one extra word. Both options have both
describes you better? Say why. positive and negative
attributes calling envision failures shy step connotations. A follower could
2 ‘Are you a leader or a follower?’ is a classic interview styles win be someone who is good at
question. What do you think would be the best way doing whatever is necessary
to help the team, or they could
to answer this question? Say why.
LIFE SKILLS | How to develop leadership skills be someone who never wants
to take responsibility, and can’t
3 Read two blog posts written by people who became • Even if you don’t think you have a 1 calling to be think for themselves. A leader
leaders. How did they feel at first, and what did the a leader, or you can’t 2 envision yourself in that role, could be someone who brings
experience give them? give it a go – you may surprise yourself. Learn about out the best in others, or they
could be someone that can’t
well-known leaders and study which of their 3 attributes
4 Read the online quiz below. Which of these signs did made them good leaders.
take orders and always wants
to be in the limelight.
Josie and Nick show?
• Think about people around you who are leaders – The best answer, depending
observe them and analyse how they are able to on the job, would be to
FIVE SIGNS YOU’RE A RELUCTANT LEADER 4
win people over and why people listen to them. explain how you can take both
153
171
CULTURE SPOT 1 The British and the seaside
the Seaside
Today, I’m sharing some really
and this resulted in the rapid growth and
The heyday
The heyday of the seaside resorts in
popularity of the resort and its nickname
interesting information about the UK came in the late 1940s, in the
50 of ‘London by the sea’.
the traditional British seaside post-war years. More people could
This king’s legacy was the construction
holiday. Everyone I know has 100 afford to travel greater distances to
of the Brighton Pavilion, an innovative
deeply embedded memories about stay in the resorts of their choice.
5 and elegant building, incorporating
going to the seaside as a child, By now, many seaside traditions were
both architectural and interior
building sandcastles with buckets well-established, and these annual
55 decorative features from all round
and spades under (as we probably breaks were the time for the traditionally
the world. The seaside became
mistakenly recall) cloudless skies. 105 straitlaced Brits to let their hair down and
a playground for the rich, the artistic
I’d never really thought about it exhibit another side to their character!
10 and the frivolous!
as a very British tradition before, The seaside brought the opportunity
but apparently it’s quintessentially Holidays for all to indulge in food, enjoy the sunshine,
British! So, check this out! and have a lot of fun! The children were
60 For a long time, the seaside remained
110 treated to sugary candyfloss, rock and
An island nation an exclusive escape for the upper
classes because of the cost and
ice creams and the parents bought saucy
As an island nation, the British have postcards and covered themselves in
15 difficulty of access. However, all this
always had a special relationship with baby oil to get suntans – sunburn not
changed with the development of
the sea. We’ve depended on the sea being considered dangerous until later in
65 the railways in the 1840s. Middle-
for food and protection from invaders, 115 the century. Many stereotypical images
and working-class people now had
and we have always loved messing of the British on the beach date from this
affordable transport and this led to the
about in boats. It is therefore quite time: men with socks and sandals and
20 growth of internationally renowned
logical that the British coastline should knotted handkerchiefs on their heads;
resorts such as Blackpool. What also
have played an important part in the pink-skinned sunbathers whose fair skin
70 contributed to the phenomenon was
relatively recent growth of the tourist 120 couldn’t take the sunshine; the stoicism
the fact that factories closed down
industry, and seen the rise of the great of those determined to enjoy a beach
annually for a week every summer
25 British seaside resorts. holiday at all costs, in spite of the rain,
for machinery repairs, allowing
wind and cold!
Royal connections workers a regular, annual break,
154
REFERENCES
AUDIO SCRIPT page 240
172
7 4.23 Listen again and complete the factfiles with Exercise 6
1 Do you enjoy seaside holidays? How do you think 1–3 words in each gap. 1 non-British tourists who may be
British seaside resorts differ from those you know? planning to visit the UK
Pleasure piers 2 childhood holidays at the
The first ones were built in the 1 nineteenth century.
2 You are going to read a blog about the development
The purpose was to transfer people from the 2 ship
seaside; walking along piers when
you can see the water below;
of British seaside resorts. Think of information it might having a deckchair collapse on her;
to the shore.
include. Read the blog and check your ideas. nearly breaking a tooth on some
The longest is Southend-On-Sea at 3 1.3 km.
rock when she was eight years old
3 Read the blog and decide if statements 1–6 are true (T) The oldest is at Ryde on the Isle of Wight, over
4
200 years old.
or false (F), or if the information is not given (NG).
1 □T The first UK seaside town to become a resort was Deckchairs
Weymouth.
2 □ Recently, members of the royal family have
NG
Invented in 5 1886 by John Moore.
First used by passengers on the decks of 6 ships .
preferred east coast seaside destinations.
3 □F Until the twentieth century, people used to change Traditional colour of beach deckchairs was 7
and white stripes.
green
155
173
CULTURE SPOT 2 British humour
Charlie
Chaplin
Monty
Python
Rowan
Atkinson
THAT’S SO
Understatement and self-deprecation
Stereotypical British characteristics, such as a dislike of
40 showing extreme emotions and hatred of arrogance, give
an insight into other aspects of their humour. For example,
N N Y !
they are fond of understatement and self-deprecation.
NOT FU
You might hear ‘It’s rather warm,’ when in fact the
temperatures are over forty degrees, and a best-selling
45 writer might say ‘I’ve had some success,’ also reflecting
the traditional British embarrassment with success.
This apparent humility is approved of by fellow Brits,
and many comedians and films use understatement,
Have you ever been baffled by a UK comedy self-deprecation and extreme politeness as a source of
series which shows audiences in fits of laughter, 50 comedy. Think of Hugh Grant in Love, Actually. No great
but leaves you waiting for a punchline? You’re not dramatic declarations of passion for the Brits!
alone. The British sense of humour is quite unique
Mocking themselves, others, and their social systems
5 and takes a lot of getting used to. With luck, our
quick guide may help. The Brits also enjoy mocking their own social ineptitude and
class structure, like Rowan Atkinson in Mr Bean and Johnny
55 English. Many British sitcoms make fun of those pretentious
Non-stop and deadpan social climbers who aspire to higher status. There’s nothing
For some nationalities, there may be a time and a place for the Brits like more than taking the pompous and privileged
using humour and making jokes. Not in the UK. One of the down a peg or two. This is clear in the use of satire, where
10 difficult things to get your head round is that the British humour is used to mock the rich and famous, with politicians
grab every opportunity to slip a joke into a conversation or 60 often providing the main target.
make a comic allusion. Banter, where light-hearted teasing
remarks are exchanged (often with strangers), is part of Word-play and wit
daily life. Humour never gets turned off. What makes this If a Brit describes you as ‘witty’, it is one of the greatest
15 even more difficult is that so much British humour is dry compliments. It includes the ability to respond quickly
and deadpan – jokes are made with a straight face, without and cleverly to a comment or in a situation, often by using
gestures, and delivered in a serious tone of voice. 65 words with double or triple meanings, or playing with
So sometimes it even takes the British a while to twig that intonation and word stress. The English language offers
the other person has just said something funny. For those a wealth of opportunities for word-play and puns. You just
20 not used to it, it can be a nightmare knowing whether to need to take a look at the names of many shops and stores
laugh or not. in the UK and you’ll find examples. There’s a computer
70 store called ‘Bits and PCs’ (bits and pieces), a kebab shop
Irony and sarcasm called ‘Abra-kebabra’ and a fish and chip shop with the
Of course, much of British humour involves those things name ‘The Cod Father’ (Godfather).
Godfather).
Godfather ).
that make us all laugh – the slapstick of Charlie Chaplin, So, the weird sense of humour that the British have
25 witty one-liners, humour arising from misunderstanding does not rely on one aspect of humour alone, but on
or farce, but there are elements of British humour that are 75 a combination of irony, sarcasm, slapstick, understatement,
quintessentially British. The real essence of the British sense self-deprecation, word-play and absurdity. It’s the mixture
of humour is irony – when things are incongruous, when of all these ingredients that makes British humour what it is,
reality is at odds with what is expected and often amusing and it may go some way towards explaining the difficulty
30 because of this. Like when someone posts something on other nationalities might have in understanding just what
social media to complain about the influence of social 80 IS or ISN’T funny to a Brit! The brilliant Richard Ayoade
media, or when a fire station burns down. Its derivative, (The IT Crowd and Travel Man) uses nearly every aspect of
sarcasm, comes very naturally to the British too. It’s common British humour in his work, and famous stand-up comedians
to hear people say the opposite of what they mean. such as Michael McIntyre and Jack Whitehall, current kings
35 If your English friend refers to receiving an enormous bill of British comedy, are also great examples. And, of course,
for something as ‘Well, that’s just wonderful!’ believe me – 85 who could forget the amazing Monty Python? Take heart.
it’s a joke. He hasn’t suddenly gone insane. You’ll get there.
156
REFERENCES
AUDIO SCRIPT page 241
174
1 In pairs, answer the questions. Then read the article 4 Complete the collocations from the article with one Exercise 2
and compare your answers. word in each gap. Possible answers
1 Do you think different cultures find different things 1 You need to grab an opportunity to enjoy life 1 irony/deadpan
funny? Say why. whenever you can. 2 understatement
3 irony/deadpan
2 Do you know any British comedies and comedians? 2 My English friend always delivers a joke with a very 4 word-play
Do you like them? Say why. serious expression. 5 deadpan/word-play/sarcasm
3 Do you find British humour easy to understand? 3 Sometimes I don’t get the punchline of a joke and
Say why. have to ask for an explanation. It’s embarrassing. Exercise 3
4 The comedienne manages to be funny while keeping
2 In pairs, match the types of humour from the box with a completely straight face.
1 because the speaker’s face
and expression doesn’t change –
examples 1–5. Sometimes more than one answer is it’s difficult to know if they’re
5 There’s a wealth of opportunities for young
possible. joking
comedians who want to go professional.
2 a fire station burning down
deadpan irony sarcasm understatement 6 The story had me in fits of laughter by the end. (ironic because firefighters
word-play usually put out fires); complaining
5 4.24 Listen to an extract from a radio phone-in about the influence on social
1 I see you’ve finished then. (piles of work still on desk) programme about laugh-out-loud moments. Match media posting it on social media;
speakers 1–3 with statements a–f. someone describing a bill as
2 I think it might be a bit busy today. (queues of people
‘wonderful’ when it clearly isn’t
waiting outside shop doors) Speaker 1 b d 2 c e 3 a f 3 because it’s a national
3 I hear the police station got robbed last night. characteristic not to show
His/Her favourite laugh-out-loud moment … excessive emotion
4 A Where can you find a prehistoric moose?
a does not rely on dialogue. 4 the speaker him/herself,
B I don’t know. British society, the arrogant and
b is different from the one the presenter is thinking of.
A At the back of Mummy’s fridge. pompous, the privileged
c involves the main comedian and his relative. 5 because it depends on word-
5 A You must have caught that passing shower they
d involves anticipation. play, double meanings, etc. and is
were talking about. (friend is soaking wet) often delivered deadpan
e happens in another country.
B Ah – yes – very dry! 6 to help understand the British
f is typical of the work of a particular actor. sense of humour
3 Read the article again and answer the questions.
1 Why might the British themselves not understand
6 Complete the expressions from the recording with the
correct forms of the words from the box.
some humour?
2 What examples does the writer give of irony and bring chuckle lighten mood put there
sarcasm?
3 Why are the Brits good at using understatement 1 With all this terrible weather, we just need
in jokes? to lighten up a bit. Let’s watch some comedy!
4 Who are usually the targets when mockery is used 2 I’m not in the mood for going out this evening,
in humour? I’m afraid. I’m a bit too tired.
5 Why is some British humour very hard for foreign 3 I’m not usually a laugh-out-loud sort of person, I tend
speakers to understand? to chuckle or have a sly smirk.
6 What is the purpose of the article? How well do you 4 There’s one moment in Monty Python’s Life of Brian
think the writer succeeds? Say why. that brings tears to my eyes – I really get the
giggles and can't stop laughing.
5 I’ve got some news that will definitely put
GLOSSARY a smile on your face. You’ve won the competition!
6 The moment when the comedian sits on an invisible
banter – friendly conversation in which people make a lot
chair is up there with the best of them.
of jokes with, and amusing remarks about each other
deadpan – sounding and looking completely serious 7 In pairs, discuss the questions.
when you are saying or doing something funny
1 Which of the moments discussed by the speakers
derivative – something that has developed or been
might you be most interested in watching? Say why.
produced from something else
2 Do you usually laugh out loud or chuckle when you
incongruous – unexpected or unsuitable in a particular
find something funny?
situation
ineptitude – lack of skill, incompetence 8 REFLECT | Culture In pairs, discuss the questions.
slapstick – humorous acting in which the performers fall over, 1 Compare the British sense of humour with the type of
throw things at each other etc. humour people like in your country.
2 Which aspect of British humour would cause people
from your country the most problems? Say why.
3 How does your country’s sense of humour reflect the
typical characteristics of the people?
157
175
LITERATURE SPOT 1 Mrs Dalloway
Exercise 3 1 In pairs, discuss the questions. 8 In small groups, discuss the questions.
1 They may think it’s difficult or 1 Have you read any novels by twentieth century British 1 How does the writer convey a sense of excitement
strange because it’s different in writers? and hurry in the first paragraph?
content and style to what has
been previously written.
2 Mrs Dalloway is one of the best-known novels by 2 What effect does the writer’s use of the verbs in bold
2 They dealt more with character Virginia Woolf, but she is also the author of To the create?
and psychology and less with Lighthouse and The Waves. Have you read any of the ... while the fire blared and roared, the lights glared ...
adventure and action, and used books or seen their film adaptations?
a different style of writing. 9 SPEAKING In pairs, answer the questions.
3 A moment in the present time 2 4.25 Listen to an extract of an interview with an
1 What is your reaction to reading this extract? Say why.
recalls longer periods of time English Literature lecturer and see if your ideas about
in the past – rather like a time
the book change. 2 What difficulties might there be in making a film of
machine / all events take place Virginia Woolf’s books?
in one day.
4 It follows the thought processes 3 4.25 Listen again and answer the questions.
10 REFLECT | Culture In pairs, discuss the questions.
of the characters, sometimes 1 Why does the lecturer think some people may have
with long sentences, unusual 1 What does this extract tell us about society in London
the wrong opinion about Virginia Woolf’s novels?
punctuation or ideas expressed in at the time Virginia Woolf was writing?
a disorderly way. 2 In what ways did Woolf and Joyce’s novels differ from
2 Do you know any other famous writers who used/use
novels by previous writers?
a similar writing style to Woolf?
Exercise 6
3 What is interesting about the timescale of Mrs Dalloway?
1 She is hurrying to get everything 4 What is unusual about the style in which Mrs Dalloway 11 WRITING TASK Imagine you were a guest (or one of the
in the house tidy for the visitors. is written? staff ) at Mrs Dalloway’s party. Write a letter to a friend
2 She probably wouldn’t care. the following day to tell him/her about the party.
3 It wouldn’t be completely 4 In pairs, think again about the recording in Exercise 3
cooked (underdone) because and read the Fact box about Virginia Woolf. Why do you
she always let Jenny do it, as think she was considered one of the most influential
she herself was always more
concerned about the pudding.
writers of the twentieth century? FROM PAGE TO LIFE
4 She is respectful, helpful, tactful,
kind, discerning – a good judge 5 Read From Page to Life and the extract from Mrs Dalloway, written in 1925, was made into a very
of character, but also accepting Mrs Dalloway on page 159. Would you like to read successful film in 1997 with Vanessa Redgrave as
of her role. the whole book or watch a film based on it? Say why. Clarissa, and Rupert Graves as Septimus. Another film,
6 He played his part perfectly The Hours, was made in 2002, based on an award-
and seemed to be a perfect
gentleman, but his manner made
6 Read the extract again and answer the questions. winning book of the same name by Michael
Cunningham. The book and film revolve around
him seem like someone who was 1 Why is Lucy in a rush in the first paragraph?
not passionate about anything.
a day in the lives of three women from different
2 What is Mrs Walker’s probable attitude to learning that generations, but who are linked by the novel,
the Prime Minister is coming? Mrs Dalloway. In this critically acclaimed film,
Exercise 7 3 Why is Mrs Walker concerned about the salmon? Clarissa, played by Meryl
1 appraised 4 What do we learn about Mrs Barnet’s character? Streep, is a modern
2 underdone interpretation of the original
3 full tilt 5 What is Lady Lovejoy’s opinion of Mr Wilkins?
4 nipped into, blundered into
Mrs Dalloway and in 2001
5 irreproachable 7 Replace the underlined parts of the sentences with is preparing for a party.
6 ornaments the correct forms of the highlighted words from the Laura, played by Julianne
7 unassuming extract. Moore, is a 1951 housewife
8 impartiality who escapes her complicated
1 The teacher looked critically at all the students’
artwork and announced herself extremely pleased life by reading Mrs Dalloway.
Exercise 8 with everyone’s efforts. The third character is Virginia
1 The whole paragraph is one Woolf herself, played by
2 It isn’t dangerous if beef is a little pink, but other
sentence made of lots of short Nicole Kidman, who won
meats must be cooked thoroughly.
incomplete phrases, which gives an Oscar for her role.
the impression of someone’s 3 On hearing her father, the child ran as fast as she could
thoughts jumping very quickly and nearly tripped on the doorstep.
from one idea to another. 4 I went for a quick visit to my friend’s house and soon
2 blared/roared = loud, like a lion
or a horn glared = the light was
realised that I’d accidentally walked into the middle GLOSSARY
harsh and angry of a row between her and her husband. chintz – smooth cotton cloth that is printed with a flowery
5 The manner in which the police handled the case was pattern, used for making curtains, furniture covers, etc.
impossible to criticise. damper – a piece of equipment that stops a movement
6 The decorative little objects in my grandmother’s from being too strong
room gather a lot of dust. fire-iron – a metal tool used to move or put coal or wood
7 In spite of her highly successful career, the author on a fire in a fireplace
remained an unpretentious and modest person. scullery – a room next to the kitchen in a large house,
8 Competition judges need to show that they do not where cleaning jobs were done in past times
favour anyone, otherwise they won’t be invited to
judge again.
158
REFERENCES
AUDIO SCRIPT page 241
176
Lucy reported how Miss Elizabeth looked quite lovely;
45 she couldn’t take her eyes off her; in her pink dress,
wearing the necklace Mr Dalloway had given her.
Jenny must remember the dog, Miss Elizabeth’s
fox-terrier, which, since it bit, had to be shut up and
might, Elizabeth thought, want something. Jenny must
50 remember the dog. But Jenny was not going upstairs
with all those people about. There was a motor at the
door already! There was a ring at the bell – and the
gentlemen still in the dining room, drinking tokay!
There, they were going upstairs; that was the first to
55 come, and now they would come faster and faster,
so that Mrs Parkinson (hired for parties) would
Virginia Woolf leave the hall door ajar, and the hall would be full of
Mrs Dalloway
gentlemen waiting (they stood waiting, sleeking down
their hair) while the ladies took their cloaks off in the
60 room along the passage; where Mrs Barnet helped
them, old Ellen Barnet, who had been with the family
for forty years, and came every summer to help the
ladies, and remembered mothers when they were girls,
and though very unassuming did shake hands; said
Lucy came running full tilt downstairs, having just 65 ‘milady’ very respectfully, yet had a humorous way with
nipped into the drawing-room to smooth a cover, her, looking at the young ladies, and ever so tactfully
to straighten a chair, to pause a moment and feel helping Lady Lovejoy, who had some trouble with her
whoever came in must think how clean, how bright, dress. And they could not help feeling, Lady Lovejoy
5 how beautifully cared for, when they saw the beautiful and Miss Alice, that some little privilege in the matter
silver, the brass fire-irons, the new chair-covers, 70 of brush and comb was awarded them for having
and the curtains of yellow chintz: she appraised each; known Mrs Barnet – ‘thirty years, milady.’ Young ladies
heard a roar of voices; people already coming up from did not use to wear rouge, said Lady Lovejoy, when they
dinner; she must fly! stayed at Bourton in the old days. And Miss Alice didn’t
10 The Prime Minister was coming, Agnes said: so she need rouge, said Mrs Barnet, looking at her fondly.
had heard them say in the dining room, she said, when 75 There Mrs Barnet would sit, in the cloakroom, patting
she was coming in with a tray of glasses. Did it matter, down the furs, smoothing out the Spanish shawls,
did it matter in the least, one Prime Minister more tidying the dressing-table, and knowing perfectly well,
or less? It made no difference at this hour of the night in spite of the furs and the embroideries, which were
15 to Mrs Walker who was among the plates, saucepans, nice ladies, which were not. The dear old body, said
colanders, frying-pans, chicken in aspic, ice-cream 80 Lady Lovejoy, mounting the stairs, Clarissa’s old nurse.
freezers, trimmed crusts of bread, lemons, soup dishes, And then Lady Lovejoy stiffened. ‘Lady and Miss
and pudding basins which, however hard they washed Lovejoy,’ she said to Mr Wilkins (hired for parties).
up in the kitchen, seemed to be all on top of her, He had an admirable manner, as he bent and
20 on the kitchen table, on chairs, while the fire blared and straightened himself, and announced with perfect
roared, the electric lights glared, and still supper had to 85 impartiality ‘Lady and Miss Lovejoy … Sir John and
be laid. All she felt was, one Prime Minister more or less Lady Needham … Miss Weld … Mr Walsh.’ His manner
made not a scrap of difference to Mrs Walker. was admirable; his family life must be irreproachable,
The ladies were going upstairs already, said Lucy; except that it seemed impossible that a being with
25 the ladies were going up, one by one, Mrs Dalloway greenish lips and shaven cheeks could ever have
walking last and almost always sending back some 90 blundered into the business of children.
message to the kitchen, ‘My love to Mrs Walker,’ that
was it one night. Next morning they would go over the FACT BOX Virginia Woolf
dishes – the soup, the salmon; the salmon, Mrs Walker
30 knew, as usual underdone, for she always got nervous Virginia Woolf was born in 1882 into an aristocratic and
about the pudding and left it to Jenny; so it happened, wealthy family in London. The family was intellectual,
the salmon was always underdone. But some lady with but very traditional in their attitudes to women.
fair hair and silver ornaments had said, Lucy said, This influenced Virginia’s beliefs that women in society
about the entrée, was it really made at home? But it should be treated the same as men. Her work was an
35 was the salmon that bothered Mrs Walker, as she spun important inspiration to the feminist movement.
the plates round and round, and pushed in dampers In her 20s, Virginia and her brother founded an
and pulled out dampers; and there came a burst of intellectual circle called the Bloomsbury Group which
laughter from the dining room; a voice speaking; then included famous writers, philosophers, artists and
another burst of laughter – the gentlemen enjoying politicians of the time. She and her husband, Leonard,
40 themselves when the ladies had gone. The tokay, said started the Hogarth Press which published the work
Lucy running in. Mr Dalloway had sent for the tokay of some important writers. Virginia wrote seven major
from the Emperor’s cellars, the Imperial Tokay. novels, of which Mrs Dalloway and To the Lighthouse are
It was borne through the kitchen. Over her shoulder probably the most well-known.
159
177
LITERATURE SPOT 2 The Picture of Dorian Gray
Exercise 2 1 Read the Fact Box about Oscar Wilde, a famous writer. 6 In small groups, discuss the questions.
1 She’s going to study it on Have you read any of his works or seen any of his plays? 1 What evidence is there in the text that Dorian’s nature
a literature course. may be changing?
2 similar: there is wit; 2 4.26 Listen to two students talking about
2 The author uses personification (attributing human
different: themes are more The Picture of Dorian Gray by Wilde, and answer the
complex and dark qualities to something which is not human) in his
questions.
3 She’s not sure about the descriptions. What effect does this have in the following
intellectual and abstract 1 Why is the girl going to read The Picture of Dorian Gray? phrases?
aspect to the novel. 2 According to the boy, how is the novel both similar ‘The light struggled through the blind …’
4 nature of art, relationships and different in nature to the plays by Oscar Wilde?
between art and artist ‘(The light) swept the fantastic shadows into dusty
5 He doesn’t want to spoil 3 Why is the girl concerned about reading the novel? corners where they lay shuddering.’
it for her. 4 What abstract themes in the novel does the boy ‘the quivering sunlight’
mention?
Exercise 6 5 Why will the boy not tell the girl about the central 7 REFLECT | Culture In pairs, discuss the questions.
1 His attitude to luxury; at the question? 1 Can you understand Dorian’s ‘mad wish’ (line 56)?
end of the extract, he turns Say why.
away from the picture. 3 Look at the picture on page 161. What do you think the
2 Would you like to live forever? Say why.
2 a It gives the effect that main story might be about? Read the extract and check
the light is weak and only your ideas. 3 Do you think people are too concerned about beauty
filtering through and appearance these days? Say why.
b The light blasts like
a broom and fills the room;
4 Read the extract again. Decide if statements 1–8 are
8 WRITING TASK Write a description of how you imagine
the shadows are limited true (T) or false (F).
to the corners; we feel the
energy and power of the
1 □T Dorian has recently changed his attitude to a the portrait might look after twenty years if Dorian
doesn’t change his lifestyle.
materialistic lifestyle.
light.
c The sunlight is not steady, 2 □F He examines the portrait as soon as he notices
almost as though it is afraid something unusual.
of what it is revealing. 3 □T The change in the portrait’s expression is more FROM PAGE TO LIFE
noticeable in natural light. The Picture of Dorian Gray caused a scandal when it
4 □F The changed portrait resembles Dorian more appeared in 1890. Oscar Wilde identified himself
accurately than before. with the characters from his book, ‘Basil Hallward is
5 □T Dorian cannot detect any sign of physical changes what I think I am; Lord Henry what the world thinks me;
Dorian what I would like to be – in other ages,
to the painting.
6 □T Dorian’s early desire had been to prolong his youth perhaps.’This is one of the reasons why the novel has
inspired so many dramatisations. One of the most
indefinitely.
7 □F In future, the portrait will reflect every change on well-respected film versions was made in 1945, in
black and white, and the most recent was in 2009
Dorian’s own face.
8 □T Dorian decides to live a better life. starring Ben Barnes and Colin Firth. The novel has
also been adapted for stage and television.
A film version of a 1976 theatrical production
5 Complete the sentences with the correct forms of the
starring Sir John Gielgud and Peter Firth still remains
highlighted verbs from the extract.
very popular. There have also been many musicals
1 Her twisted ankle caused a lot of pain and she written featuring the story, an opera in 1996, and in
winced every time she put any weight on it. 2008, a ballet by Matthew Bourne was developed
2 Sometimes, if a book is really enjoyable, I linger for the Edinburgh Festival.
over the final chapters because I don’t want it to
finish.
3 Time and weather had warped the window frame GLOSSARY
so that it didn’t shut properly and let in a draught. buttonhole – a flower you fasten to your clothes
4 Without enough water for months, the crops had emblem – a picture, shape or object that is used to
withered and died. represent a country, organisation
5 The singer’s nervousness was noticeable as her voice fleck – to mark or spot
quivered when she started the song. folly – a very stupid thing to do, especially one that is
6 The children were so entranced by the film that they likely to have serious results
didn’t utter a word for at least an hour. gilt – a thin shiny material, such as gold or something
7 After the accident, she shuddered every time she similar, used to cover objects for decoration
thought of what could have happened. phantom – the image of a dead person or strange thing
that someone thinks they see
tapestry – a large piece of heavy cloth on which coloured
threads are woven to produce a picture, pattern, etc.
untarnished – bright and fresh, not dull or marked
160
REFERENCES
AUDIO SCRIPT page 242
178
He winced,, and taking up from the table an oval glass
framed in ivory cupids, one of Lord Henry’s many
presents to him, glanced hurriedly into its polished
depths. No line like that warped his red lips. What did
45 it mean?
He rubbed his eyes, and came close to the picture, and
examined it again. There were no signs of any change
when he looked into the actual painting, and yet there
was no doubt that the whole expression had altered.
50 It was not a mere fancy of his own. The thing was
horribly apparent.
He threw himself into a chair, and began to think.
Suddenly there flashed across his mind what he had
said in Basil Hallward’s studio, the day the picture
55 had been finished. Yes, he remembered it perfectly.
He had uttered a mad wish that he himself might
remain young, and the portrait grow old; that his own
beauty might be untarnished, and the face on the
The picture of canvas bear the burden of his passions and his sins;
60 that the painted image might be seared with the lines
of suffering and thought, and he might keep all the
delicate bloom and loveliness of his then just conscious
boyhood. Surely his wish had not been fulfilled? Such
things were impossible. It seemed monstrous to even
65 think of them. And yet, there was the picture before
him, with the touch of cruelty in the mouth.
No; it was merely an illusion wrought on the troubled
senses. The horrible night that he had passed had left
D orian Gray is a handsome, young aristocrat who
has had his portrait painted by the talented
artist, Basil Hallward. Lord Henry is an older, wealthy
70
phantoms behind it. Suddenly there had fallen on his
brain that tiny scarlet speck that makes men mad.
The picture had not changed. It was folly to think so.
man of society who loves life and indulges in all its
Yet it was watching him, with its beautiful marred
5 pleasures. He has become friendly with Dorian and
face and its cruel smile. Its bright hair gleamed in the
an influence on the younger man. In the extract,
early sunlight. Its blue eyes met his own. A sense of
Dorian has just returned from a night out, where he
75 infinite pity, not for himself, but for the painted image
cruelly broke off a love affair.
of himself, came over him. It had altered already, and
In the huge gilt Venetian lantern, that hung from the would alter more. Its gold would wither into grey.
10 ceiling of the great oak-panelled hall of entrance, lights Its red and white roses would die.
were still burning from three flickering jets: thin blue For every sin that he committed, a stain would fleck
petals of flame they seemed, rimmed with white fire. 80 and wreck its fairness. But he would not sin.
He turned them out, and having thrown his hat and The picture, changed or unchanged, would be to him
cape on the table, passed through the library towards the emblem of conscience.
15 the door of his bedroom. It was a large octagonal
He got up from the chair, and drew a large screen
chamber on the ground floor that, in his new-born
right in front of the portrait, shuddering as he glanced
feeling for luxury, he had just decorated for himself,
85 at it. ‘How horrible!’ he murmured to himself, and he
and hung with some curious Renaissance tapestries
walked across to the window and opened it. When he
that had been discovered stored in a disused attic.
stepped out onto the grass, he drew a deep breath.
20 As he was turning the handle of the door, his eye fell The fresh morning air seemed to drive away all his
upon the portrait Basil Hallward had painted of him. sombre passions.
He started back as if in surprise. Then he went on into
his own room looking somewhat puzzled. After he
had taken the buttonhole out of his coat, he seemed
25 to hesitate. Finally, he came back, went over to the FACT BOX Oscar Wilde
picture, and examined it. In the dim arrested light
that struggled through the cream-coloured silk blinds, Oscar Wilde is probably best known
the face appeared to him to be a little changed. The for his witty society plays, but he
expression looked different. One would have said also wrote one novel, The Picture of
30 that there was a touch of cruelty in the mouth. It was Dorian Gray. He was born in Dublin in
certainly strange. 1854 to Anglo-Irish parents. After his
studies, he moved to London where
He turned round, and walking to the window, drew up he worked as a journalist, and there
the blind. The bright dawn flooded the room, and he became one of the celebrities of
swept the fantastic shadows into dusty corners, where the day. This was not only because
35 they lay shuddering
shuddering.. But the strange expression that he of his writing talent, but because he
had noticed in the face of the portrait seemed to linger had a very clever intellect and was
there, to be more intensified even. The quivering
quivering, a witty conversationalist. He was
ardent sunlight showed him the lines of cruelty round also admired for his flamboyant fashion sense. Wilde was
the mouth as clearly as if he had been looking into a fascinated by the nature of art and beauty and this is
40 mirror after he had done some dreadful thing. reflected in his novel. He died in Paris in 1900.
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179
01 WATCH AND REFLECT Global Citizen
1 SPEAKING In pairs, look at the photo and answer the 5 SPEAKING In pairs or small groups, discuss the questions.
questions. Then share your opinions with another group.
1 What kind of event is this and why is it taking place? 1 What global problems are you aware of?
2 Have you ever taken part in an event like this? Say why. 2 Do you think globalisation has affected you or your
3 What do you think it means to be a global citizen? family?
3 Do you consider yourself a global citizen? Say why.
Exercise 2 2 1 Watch the video and answer the questions.
1 Globalisation is the process 1 What is globalisation and what effect does it have on 6 WRITING TASK Write an essay about the effects of
of interaction and integration the world? globalisation on your town.
among people, companies, • Describe the problem and explain why action is
and governments worldwide.
2 What are Mark Massie and his partner developing,
It is caused by developments in and why? required.
technology, communication and 3 Why are more and more people interested in nuclear • List the possible measures that could help improve
transport. The result of it is a more engineering? the situation.
connected world.
4 What is the objective of Janne and Rauli’s book? • Make suggestions for the most effective measures to take.
2 They are developing a new
breed of nuclear reactors that will 5 Why did Eric join Janne and Rauli?
produce high-volume, low-carbon
energy. They are trying to solve the
6 According to the video, what is essential for global GLOSSARY
climate change problem.
citizens? embrace sth – accept or adopt an idea or change
3 As Professor. Peterson says,
more and more young people think 3 Where do you stand on the issue of nuclear energy? exposure to sth – being in the presence of something
nuclear energy is ‘an area where Say why. harmful or dangerous
they can actually do something fuel sth – sustain or power something
that is important for humanity’. 4 1 Complete the summary of the video with the renewable energy – energy from any source that is
4 Their book aims to change words from the box. Then watch again and check.
negative perceptions about continually replenished, such as sunlight, rain, tides,
nuclear power; it is pro-nuclear, waves, and geothermal heat
alternative awareness civil embrace exposure
pro-renewables, pro-efficiency and tackle a problem – attempt to solve a problem
pro-evidence based solutions for
fuelled fuels identify initiative opponents
climate change. tackling two-pronged two-pronged attack – an attempt to solve a problem
5 Because he didn’t know many approaching it from two different angles
people who agreed with him that
nuclear energy needed to be a big
part of the solution, and he wanted
Thanks to the developments in transport, technology partner are global-minded engineers working on a new
to help Janne and Rauli to spread
the message.
and communication over the last century, our world is breed of nuclear reactors that can produce low-carbon
6 Information is key. more connected than ever before. This unprecedented energy to the masses as a/an 8 alternative to fossil fuels.
1
exposure to different cultures influences our sense of However, the nuclear energy has a rather poor reputation,
identity, so more and more people 2 identify themselves so the engineers are supported by another group of young
as global citizens committed to 3 tackling problems on individuals trying to convince people to 9 embrace the
a global scale, as part of an international community. possibility of nuclear power. Rauli Partanen and Janne
One of the issues that demonstrates global citizenship in Korhonen’s book Climate Gamble is part of a global
action is climate change which is 4 fuelled by worldwide 10
initiative to raise 11 awareness of the potentials of nuclear
consumption of fossil 5 fuels . In order to succeed, energy. They have been joined by Eric Meyer, an opera
the world needs a 6two-prongedattack: a combination of singer, whose passion and dedication surely win over the
scientific and 7 civil action. Mark Massie and his hearts of 12 opponents to the use of nuclear power.
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Put Yourself in My Shoes WATCH AND REFLECT 03
5 2 Complete the extracts from the video with the Exercise 2
words from the box in the correct form. Then watch 1 Like Father Like Son
the video again and check. 2 He spotted a niche market of
high-quality shoe lovers in his local
brick concept cut debt effective flourish community.
handcrafted launch margin niche stroke 3 Its USP is non-mass-produced
handcrafted shoes and loafers
turnover upfront USP
from Brazil.
4 Personal: his mother passed
Eric Jones is a young entrepreneur and an owner of LFLS away, and so she could no longer
Shoes who came up with his unique business 1 concept help him. Business: Eric realised
after spotting a 2 niche market of high quality shoe his New York agent had been
overcharging him for their services.
lovers in his local community. Its 3 USP ? Rather
5 1 The Brazilian factory contacted
than being mass-produced by machines, the shoes are him directly (allowing him to
4
handcrafted in Brazil. reduce costs and to increase the
Motivated to create a better life for himself than he had quality of his products). 2 He met
growing up, Eric 5 launched his business while he was in an investor willing to invest to take
his junior year of college. his business to the next level.
6 Social media is essential to
Eric decided to set up LFLS Shoes purely as an e-commerce
ensure you find customers. To
shop, instead of a 6 brick and mortar business. For succeed, you need passion/
a while, business was 7 flourishing . resilience/drive/purpose.
He soon discovered that the New York agent had been
overcharging him for their services and delivering a low
quality product. Eric was living in 8 debt , and didn’t
1 SPEAKING In pairs, look at the photo and answer the think his business would survive into the new year.
The factory in Brazil reached out to Eric directly, and by
questions. 9
cutting out the agent and establishing a personal
1 What is your first impression of this man? Say why. relationship with them, he was able to produce the high
2 What do you think he does for a living? quality product […] at a more cost- 10 effective price.
His second 11 stroke of luck came when he met a man
2 2 Watch the video and compare your answers from willing to sign up to make an 12 upfront investment in
Exercise 1. Then answer the questions. LFLS Shoes. With a profit 13 margin of 100 percent, and
1 What does LFLS stand for? a projected six-figure annual 14 turnover , Eric now runs
2 What inspired Eric Jones to come up with his business a successful business.
concept?
3 What is the company’s USP? 6 SPEAKING In pairs or small groups, discuss the questions.
4 What personal and business problems did Eric have Then share your opinions with another group.
as graduation approached? 1 What could be the pros and cons of: launching a startup /
5 What two events kept Eric in business? word-of-mouth marketing / advertising on social media?
6 What advice does Eric have for people who want to 2 Which do you think is easier: saving a failing business
set up their own business and be successful? or setting up a completely new business? Say why.
3 Would you be interested in becoming an entrepreneur? 7 WRITING TASK Imagine you created a startup some time
Say why. ago. You now need more money to make the company
grow. Write an email to a wealthy acquaintance asking
4 2 Complete the sentences with the correct words for financial backing for your company.
formed from the words in brackets. Then watch again • Describe your business concept and its USPs.
and check. • Point out why your company is worth investing in.
1 Eric Jones is a founder (FIND) and CEO of LFLS Shoes. • Describe its future objectives and ambitions.
2 Entrepreneurship(ENTREPRENEUR) hasn’t always been easy • Explain what you will use the investment for.
for Eric.
3 He was able to produce the high quality product
he had envisioned (VISION). GLOSSARY
4 If you don’t have social media presence (PRESENT), big fish in a small pond – someone important or
it’s like you don’t really exist. influential in a small area
5 Eric chose to set up his company in Arkansas, where CEO – Chief Executive Officer; the person with the most
there’s less competition (COMPETE) than in larger authority and power in a large company
start-up hubs like New York and California. credit sth/sb for sth – assign sb/sth as the cause of sth else
6 What advice does he have for budding entrepreneurs cut out sb – eliminate sb from sth
(ENTERPRISE) seeking to start a profit-making venture? flourish – develop well and successfully
7 Having experienced so many personal and professional
unravel – fall apart, fail
setbacks (SET), Eric believes that the real keys to
success are passion and resilience (RESILIENT).
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05 WATCH AND REFLECT Programming Bootcamp
1 3 SPEAKING In pairs, look at the photo showing 5 SPEAKING In pairs or small groups, discuss the questions.
a list of instructions and answer the questions. Then share your opinions with another group.
Then watch the video to check your answers. 1 Do you prefer to study intensively for a short time,
1 What is coding? Do you know how to code? or to learn more gradually over a longer period of
2 Where would you find a list like this one? time? Say why.
3 Why do you think these instructions were put up? 2 What subjects or activities can be learned fast,
and which require long-term practice or study?
Exercise 2 2 3 Watch the video again and complete the sentences 3 How often do you revise things you have already
1 web/software developers, with 1–4 words in each gap. learned? Do you tend to remember things for a long
programmers 1 Dev Bootcamp was an intensive training course for time or do you forget them rapidly?
2 2011, tech companies aspiring and engineers.
3 over two months/nine weeks,
2 Dev Bootcamp was set up in by
6 WRITING TASK Imagine you want to apply for a bootcamp
spend 14–15 hours, a thousand similar to Dev Bootcamp (for example, an intensive
4 recruiter, graduates jobs / jobs entrepreneur Shareef Bishay who wanted it to help
business course, horse riding course, foreign language
to graduates fill in the niche for talented programmers.
5 aren’t enough (talented/ course). Write an application letter for such a bootcamp.
3 The course took just to complete, but
skilful) developers/professionals/
students had to a day coding because there • Explain why you wish to participate in the bootcamp
programmers/coders and what your motivation is.
6 95, $80,000 were hours crammed in such a short time.
4 Felicia Curcuru, a , was invited to graduation • Say what level you are already at in the skill.
days so she could offer . • Why you think you will be able to cope with the
5 It was easy to find work after Dev Bootcamp because challenges of the bootcamp.
there on the market.
6 More than percent of the graduates got GLOSSARY
jobs within a few months of finishing the course and bootcamp – place where you train recruits
the average salary was in the range of . fast-track – help something happen or make progress
more quickly than usual
3 Would you like to take part in an intensive training
course such as this one? Say why. gruelling – very difficult and tiring
immersive – making someone feel completely involved
Exercise 4 4 3 Complete the summary by one of Dev Bootcamp’s and engaged
1 immersive environment recruits with the words and phrases from the box. portfolio – collection of pictures, photographs,
2 bootcamp Then watch the video again and check. or documents that you use as examples of work you have done
3 on track surpass – be greater than, exceed
4 get the hang best shot bootcamp crammed demand forward
5 learning curve get the hang head down immersive environment tech hub – physical space (a suite of offices, a town,
6 crammed learning curve on track supply an area) that helps technology startups develop
7 head down
8 best shot
9 forward I think Dev Bootcamp was an amazing project. material 6 in such a short time that I really had
10 demand
11 supply
First and foremost, it worked because it’s a totally to get my 7 to graduate, but I gave it my
1
– you coded 24/7! It’s a real 2 : 8
and it was worth it.
students were forced to make a sustained effort Nevertheless, I definitely enjoyed the experience and
to keep themselves 3 . the fact that I was able to fast-9 my way into
You had very little time to 4 of coding and a career in the tech industry, where 10 for
so you were on a steep 5 . There was so much talent often surpasses 11 .
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The Second Life of Second-hand Clothes WATCH AND REFLECT 07
1 4 SPEAKING In pairs, look at the photo and answer Exercise 2
the questions. Then watch the video to check your 1 charity shops
answers. 2 recycling, Ghana
3 capital, 30,000
1 Where do you think the photo might have been taken?
4 economy, 50 million pounds
2 What do you think the video is about? 5 50, disappear/obsolete,
traditional (tailor-made African)
2 4 Watch the video again and complete the gaps. clothes
6 cloth, royalty, state officials
1 Every day, huge amounts of used clothes are donated
7 Possible answers: history,
to across the UK. traditions, philosophy, literature,
2 The charity shops sell the clothes to culture
businesses and eventually, the clothes end up 8 traditional (Ghanaian) clothes,
in , Africa. western style/clothes, African print
3 How do you feel about second-hand clothes? Say why. Do you enjoy helping others? Would you like to have work
experience? Would you like to volunteer in one of our
4 4 Complete the summary with the words from charity shops?
the box. Then watch the video again and check.
Typical volunteering tasks include serving customers, sorting
conscious dispose donations fabric fast hang-ups donated items, creating eye-catching displays. You could
influx overtake sense tailor-made upcycle
also get involved in local charity events, like fashion shows
wholesalers
and promotions. If you’d like to join us, please write a letter of
Having 1 hang-ups about wearing someone else’s old application.
clothes used to be fine as it was a sign of poverty.
But this attitude is a thing of the past. Today, lots of • Summarise your past experience in the tasks
mentioned.
people are showing off their fashion 2 sense by
experimenting with used clothes. The second-hand • Describe your personality and any other useful skills.
clothes market is growing fast and it’s set to 3 overtake • Say why you want to volunteer for this charity.
the sales of new clothes soon. It’s because most shops
sell 4 fast fashion – cheap imitations of the latest GLOSSARY
fashion trends produced in large quantities. bales of clothes – several pieces of clothing attached
Nevertheless, we still buy and 5 dispose of too many together for transport
clothes. Our 6 donations to charity shops often end up in dress down – wear less elegant or informal clothes
Africa where 7wholesalers sell bales of clothes to market
economy – the system by which a country’s money and
traders who, in turn, sell the top quality clothes for goods are produced and used
a higher price to well-off, fashion-8 conscious Ghanaians,
hand-woven – woven cloth is made by crossing threads
and 9 upcycle the second-class garments by repairing
over and under each other, and it is done by hand
them. Unfortunately, the 10 influx of cheap clothes
hang-ups about sth – irrational feeling of worry about
from the west has its downside: fewer people are
something
wearing traditional 11 tailor-made African clothing as it’s
more expensive. It may eventually lead to a loss of influx – arrival of many goods in a short period of time
Ghanaian culture as the traditional 12 fabric called shop floor – where the work is done in a business
Kente will soon disappear from the market. upcycle sth – turn one object into a more valuable one
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09 WATCH AND REFLECT And That’s Magic!
1 SPEAKING In pairs, look at the photo and answer the 1 a deceiving b making c playing d performing
questions. 2 a on b in c for d at
1 What do you think about magic tricks? Have you ever 3 a managed b hosted c followed d entertained
had a go at magic? 4 a deceitful b riveting c illusory d trademark
2 How do you think the magic trick in the photo is done? 5 a slow motion b fast-paced
c quick-witted d disconcerting
Exercise 2 2 5 Watch the video and complete the sentences 6 a go-getter b prime time c one-line d knee-slapper
1 TV presenter, magician, eleven/11 with 1–4 words in each gap.
7 a signatures b deceptions c illusions d catchphrases
2 bring magic, 1979 1 Stephen Mulhern is best known as a ,
3 15/fifteen, seventeen/17 million, 8 a out b aback c away d in
but he started his career as a when he
1,000 (a/one thousand) 9 a disbelieving b believable c blowing d mesmerising
4 ‘And that’s magic!’ was only .
10 a backs b minds c heads d brains
3 Students’ own answers 2 Paul Daniels was the first magician to
to prime-time Saturday night television in the UK, 5 SPEAKING In pairs or small groups, discuss the questions.
in . Then share your opinions with another group.
3 The Paul Daniels Show lasted for years
1 Do you agree that magic is a form of art? Say why.
during which time people saw more than
magic tricks. 2 How is magic different from other forms of art?
4 Paul’s most famous catchphrase is . 3 What differentiates popular entertainment and art
in your opinion?
3 Who were your idols when you were a child? Do you
still admire them? 6 WRITING TASK Imagine you have seen an amazing
magic show. Write a review of the performance.
4 5 Complete the summary with the correct words a–d. • Describe the show.
Then watch the video again and check. • Talk about the positive and negative aspects of the
show.
Stephen Mulhern is a TV personality who loves both
• Say whether you recommend the show or not and why.
watching and 1 magic tricks. He remains taken
2
by magic to this day so no wonder he is
absolutely excited to visit his childhood idol Paul Daniels. GLOSSARY
Paul Daniels is a household name in Britain because he be a household name – be very well known
3
the first magic-based show to air in the UK. catchphrase – short phrase repeated very often by a famous
Paul started developing his 4 magic style in local person, so that people link the phrase and the person
clubs in North East England. His shows were 5 , grit your teeth – prepare for something painful
with things happening quickly, punctuated with lots of or otherwise unpleasant, by pressing your teeth together
witty 6 jokes. It was there that he came up prime time – the time at which the most audience is
with his most memorable 7 , like ‘And that’s connected while watching television
magic!’ that have become part of everyday language. punctuate – interrupt something with repeated pauses,
His audiences were blown 8 by Paul’s or another short activity
9
tricks as he always left his fans scratching
their 10 over his magic.
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Grammar Reference
1D Continuous and perfect tenses We use the Future Perfect Continuous to talk about something
continuing up to a certain point in the future:
Continuous tenses By the end of this month we’ll have been writing this book for
We use the Present Continuous to talk about: two years.
• actions in progress at the time of speaking:
Emma is having a shower right now. Mind the trap!
• temporary situations in progress now: I’m playing a lot of Will can be used like must to make deductions.
football. A: Why isn’t she back yet?
• changes and developments: We’re becoming tired of your B: Don’t worry. She’ll have been working late.
lies. ll have got stuck in traffic.
She’ll
We also use the Present Continuous with always or She’ll be sitting in a traffic jam.
continually when something unexpected happens very often.
This sometimes, but not always, indicates annoyance: 2C Inversion, cleft sentences and fronting
She’s always disturbing me when I’m on the phone. We use inversion, cleft sentences and fronting for emphasis.
We use the Past Continuous to talk about:
• actions or activities in progress at a specific time in Inversion
the past: This time last year I was painting my bedroom. In statements, the subject normally comes before the verb.
• longer actions interrupted by a shorter past action: Sometimes, after certain words or expressions, this word
She was doing an online personality quiz when her boss order is reversed and this is called inversion. We add the
walked into the room. auxiliary do with simple tenses such as Present Simple and
We use the Future Continuous: Past Simple. Inversion is used for dramatic emphasis and is
most common in formal English.
• to predict something in progress at a point in the future:
Six months from now we’ll be studying in different cities. Words and phrases that can be followed by inversion
• to talk about something that is expected to happen: • Some time expressions with never
You’ll all be coming back here in one year’s time. Never, Never before, Never again
• to ask politely about someone’s plans: Will you be coming
Never again will I travel by ferry!
to the party after the show?
Never before have I seen such a brilliant performance!
Perfect tenses • Some expressions with no/not/neither
We use the Present Perfect Simple to talk about: No sooner … than, No longer, Nowhere, Not until,
• completed past actions that happened at an unspecified Not since, Not often, Not only … but, Neither … nor
time: I’ve visited many European cities in my life. No sooner had I written the essay than I had to start
• recent actions with a present relevance/result: preparing for the final exam.
We’ve recently discovered a fabulous vegan restaurant. Not until I knew all the details of the conference
Let’s go there tomorrow. did I organise my business trip to Berlin.
• states or actions that began in the past and continue
Not only did they forget to service the bus, but the driver
She’ss been a translator for a few years.
up to now: She’
also had no idea where we were going.
• recent actions where we focus on the result, not the
John’ss published a book about horses.
activity: John’ • Some expressions with only
Only when, Only then, Only later
We use the Past Perfect Simple to describe:
Only later did I realise I had booked only one ticket.
• actions or states that happened before a specific past
time: It was strange because she’d d bought lots of apples Only when I noticed the price did I regret my decision.
the night before and when she entered the kitchen there • Some other negative adverbials
was only one. Scarcely/Hardly/Barely … when, Rarely, Seldom, Little
• a clear sequence of events. We use the Past Perfect for the Barely had we set off when we realised that the coach was
earlier action: As soon as I’d heard the news, I went round going in the wrong direction.
to their house. Rarely have we worked with such an expert.
We use the Future Perfect Simple to talk about an action that Little did we understand from the lecture.
will be completed before a particular time in the future: • So/Such … that
Next time I see you, you will have completely changed your So emphasises an adjective; Such emphasises a noun.
eating habits!
So happy were my friends when I told them about my
We use the Present Perfect Continuous to focus on the engagement that they started dancing.
continuity of:
Such was the happiness of my friends when I told them
• actions that began in the past and continue to the present: about my engagement that they started dancing.
They’ve been running for more than an hour.
• recent actions where we focus on the activity, not the result: Some formal expressions can also be followed by inversion.
ve been sending off job applications.
I’ve
Under no circumstances are passengers permitted to go
We use the Past Perfect Continuous to talk about continuous beyond this point.
actions or situations which happened before a specific time On no account should this door be opened.
in the past: I had been keeping quiet about my running,
At no time are dictionaries to be removed from the library.
and then I won the race and it was not a secret anymore.
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Grammar Reference
Cleft sentences 3E The Passive
We can emphasise certain information in sentences to make Present The power is provided by hydrogen fuel-cells.
it sound more memorable/dramatic (or to contrast it with Simple
a previous statement) by adding certain structures. These Behavioural Economics is used for making
include what + be and it + be. good decisions in all areas of life.
What + be can emphasise both subjects and objects (but not Present The documents are being prepared for you.
if they are people). Continuous A new role is being created in my department.
Being away from home annoys me when I’m travelling. (being Past Simple The first fully electric vehicle was developed
away from home = subject) in 2013.
What annoys me about travelling is being away from home. The participants were shown photos of
I didn’t enjoy the journey on the crowded train. (the journey on themselves.
the crowded train = object) Past Too much water was being wasted.
What I didn’t enjoy yesterday was the journey on the crowded Continuous The goods were being flown in from the other
train. side of the world.
I saw Jim at the station. NOT What/Who I saw was Jim at the station.
Present Many of the Australian bushfires have been
What + be can also emphasise verbs by adding the auxiliary do. Perfect extinguished by rain.
People began to scream. My brother has just been awarded
What people did was (to) begin to scream. a promotion.
It + be can emphasise almost any part of a sentence, but NOT Past Perfect Rescuers set up tents for people whose homes
verbs. We use it with a relative pronoun (that, which, who, had been washed away in floods.
why, etc). A bigger pay rise had been promised
It is this particular picture which/that intrigues me. to George.
It was the outdoor concert which/that I didn’t enjoy. Modal The energy can only be stored for a short time.
It was Jim who/that I saw at the station. verbs The skills that can be developed from studying
It was last month that I went the concert. (NOT when
when) Economics may be transferred to numerous
We don’t usually omit that in such sentences. industries.
In written English, cleft sentences can make a text less will The job will probably be given to George.
repetitive, or more stylish and ‘literary’. In spoken English, How much will I be charged for the service?
they are commonly used when the speaker wants to draw going to They are going to be given wonderful
attention to a contrast with a previous statement. presents.
I love the idea – what I don’t like is how he’s tried to do it. The customers are going to be served
(= but I don’t like …) the chef’s finest dishes.
It is also typically used to show strong emotion such as The Passive A difficult decision had to be made.
irritation or indignation. infinitive George is expecting to be given a pay rise.
What he told us was absolutely absurd!
The Passive The crisis will result in more and more shops
Overusing cleft sentences in spoken English can make your
gerund being closed down.
English sound rather artificial.
I’d appreciate being explained the concept
Fronting once again.
We use fronting when we want to focus on something
important in a sentence (e.g. a place, a time or the way We use the Passive when:
something happened) and we bring it to the front of the • we emphasise the action more than the agent: Florida was
sentence. destroyed. (We’re only concerned with what happened to
He opened the door quickly. Florida, not the cause.)
Florida was destroyed by Hurricane Irma. (We use by
Quickly,, he opened the door.
Quickly
when we mention the agent in Passive sentences:
If the fronted expression is a prepositional phrase, (e.g. on when the action is old information and the agent is new
the platform, in front of the building, etc.) we change the information.)
order of the subject and verb. Hurricane Irma destroyed Florida. (In the active sentence,
Hundreds of people waited on the platform. we’re focusing on the agent, on what Hurricane Irma did.)
On the platform waited hundreds of people. • the agent is unknown or unimportant: A fully electric
Beautiful flowers grow in front of her house. vehicle was developed. (We don’t know or don’t care
who developed it, the important thing is the fact that it
In front of her house grow beautiful flowers.
happened.)
Inversion, cleft sentences and fronting are quite common in • the agent is ‘people in general’: Much less energy was
both written and spoken English, but should be used with consumed. (Logically, it was everyone or people in general
care; they shouldn’t be overused, as they can make the text who consumed the energy.)
sound unnatural. • the agent is so obvious we don’t need to express it:
Aviation fuel is taxed. (Logically we can deduct that the
agent must be the government.)
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186
• we don’t want to start the sentence with a long complex 4C Conditionals
subject: The amount of CO2 in the atmosphere was further
Basic types of conditionals
reduced by storing the gas in carbon ‘sinks’ in abandoned
underground (The agent, underlined here,
mines deep underground. Zero Conditional describes situations which are always true.
would be a very long and clumsy subject to begin If I eat organic vegetables, I feel better.
a sentence with.) If there is too much rain, the crops are destroyed.
• when we want to be tactful and not mention the agent: First Conditional describes a possible situation in the future.
All the cookies have been eaten. (instead of: You’ve eaten If the virus spreads, it will expose the population to another
all the cookies!) deadly disease.
In spoken English, the Passive form is often replaced with If the farmers use too many pesticides, this species of bird will
an active form with the verb get. become extinct.
Suddenly, the car got broken and we were in the middle of Second Conditional describes an unlikely or imaginary
nowhere. situation in the present or future.
I got hit by a bicycle while walking my dog. I’d consider cutting down on sugar if I were you.
His leg got broken when he was skiing. If I didn’t have to work so much, I’d prepare my meals myself.
Contexts for the Passive Third Conditional describes an imaginary situation in the
We often use the Passive when we wish to sound more past (something that had a chance of happening, but didn’t).
formal, particularly in academic, journalistic and scientific If Bill hadn’t inherited a lot of money, he wouldn’t have
contexts. opened a restaurant.
We cannot use the Passive with intransitive verbs because If there had been more information, people would have
there’s no object to become the subject of the Passive started eating organic foods a long time ago.
sentence: Sea levels rose by four metres.
Mixed conditionals
The Passive with two objects These are a mixture of second and third conditionals. They
In the case of verbs with two objects (give, show, tell, lend, are used to describe:
promise, buy, write, send, pay, refuse, offer, etc.) either object • the consequences in the present of an imaginary situation
can become the subject of a Passive sentence. The topic of in the past. We use the Past Perfect after the if clause.
the sentence (what we are talking about) comes first. Would Bill be a restaurant owner if he hadn’t inherited a lot
They offered a new flat (direct object) to my neighbours of money? (But he did inherit a lot of money, and he owns
(indirect object). a restaurant now.)
My neighbours were offered a new flat. (We’re focusing on • something that didn’t happen in the past as a consequence
the neighbours.) of a present/ongoing situation. We use the Past Simple
A new flat was offered to my neighbours. (We’re focusing on after the if clause.
the flat.) If he liked cooking more, he wouldn’t have ordered a pizza
last night. (He doesn’t like cooking, so he did order a
Suggest and explain can only take one Passive form.
pizza.)
Taking part in the competition was suggested to her.
NOT She was suggested taking part in the competition. Variations of First and Second Conditionals
When put into the Passive, some verbs with prepositions take • We can add should to First Conditional sentences to refer
the preposition immediately after them: to a realistic but hypothetical situation in the future.
It sounds a little more tentative/less certain and the effect
I borrowed this book from Clare. This book was borrowed
is often more literary/formal.
from Clare.
If these trends continue, there may be major consequences
The policeman accused him of lying. He was accused of lying for our health.
by the policeman. If these trends should continue, there may be major
Impersonal Passive structures consequences for our health. (more tentative/formal)
We can report beliefs and opinions using verbs such as: • We can add were to to Second Conditional sentences to
say, think, believe, know, claim, estimate, expect and a Passive refer to an unreal, hypothetical situation in the present/
structure: future. Again, it sounds a little more tentative/less
probable and the effect is often more literary/formal.
• it + Passive + that clause:
If you consumed a lot of protein, you would gain weight.
It is believed that Berners-Lee would now be the richest
If you were to consume a lot of protein, you would gain
man in the world. (present belief)
weight. (more tentative/formal)
It was revealed that hackers had interfered … (past belief)
• subject + Passive + to infinitive: Inversion with conditionals
His new system, called Solid, is reported to be a platform. We can use inversion with three types of conditionals.
(present belief). As with other examples of inversion, we tend to use it in
• subject + Passive (be + Past Participle) + perfect infinitive rather formal, literary or dramatic contexts.
(to have been + Past Participle): Conditional sentences with should
More than 700,000 people are believed to have been
To form inversion, we replace if + subject + infinitive with
affected by the virus. (present belief about a past event)
should + subject + infinitive at the beginning of the clause.
If these trends should continue, there may be major
consequences for our health.
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Should these trends continue, there may be major • We can use might or could for an advisable but probably
consequences for our health. unfulfilled action, but we have to stress the main verb,
not the modal verb.
Conditional sentences with were to
She might/could say something. (but she probably won’t)
To form inversion, we replace if + subject + were to with were
You might/could have told me. (but you didn’t)
+ subject + to + infinitive at the beginning of the clause.
Other useful phrases are:
If you were to consume a lot of protein, you would gain weight.
be meant to and be supposed to – the meaning is similar to
Were you to consume a lot of protein, you would gain weight.
should
Conditional sentences with had (Third Conditional) You’re not supposed to lie.
To form inversion, we replace if + subject + Past Perfect with You’re not meant to work for this company.
had + subject + Past Participle at the beginning of the clause.
Related verbs
If the government had reacted faster, we might have avoided
the economic crisis. We use be supposed to to talk about what should/shouldn’t
happen according to rules or according to what is generally
Had the government reacted faster, we might have avoided
expected. It is not used in continuous tenses:
the economic crisis.
They are supposed to be free.
Animals are not supposed to suffer like this.
5B Modal and related verbs
Ability and willingness
We use modal auxiliary verbs and phrases to convey the
attitude of the speaker to an event. • To express ability, we use can and be (un)able to:
I can’t/am unable to give you her phone number.
Obligation and necessity • To express a general ability over a period of time in the
We use must/have to to talk about what is right or necessary. past, we use could or be able to:
• To express a strong obligation coming from the speaker, She could/was able to climb trees when she was younger.
we use must or have got to: • To express the ability to perform a specific action in the
I must
must//have got to do my homework. past, we use be able to or managed to, but not could:
could/was able to/managed to prepare the speech in
She could
• To express a strong obligation coming from an external one hour.
authority, we use have to or be required to:
You have to/ are required to obey the law. We can use couldn’t in negative sentences:
They couldn’t/weren’t able to/didn’t manage to reach an
• To express a negative obligation or prohibition, we use agreement.
mustn’t or can’t:
• To express a conditional ability, we use could, but not may
You mustn’t
mustn’t//can’t cheat in an exam. (it’s wrong)
or might:
• To express lack of obligation or necessity, we use needn’t, I could/may /might show you how to do it. (but I’m not
may//might
/may/
may
don’t need to or don’t have to: going to)
You needn’t
needn’t//don’t need to/don’t have to write this essay. He could/might may have told us. (but he chose not to)
might/may
(but you can) • To express our willingness to do something, we use will
• didn’t need to or didn’t have to mean it was not necessary and would. The meaning is similar to ‘want to’. We use
to do something. The action may or may not have taken won’t/wouldn’t to express unwillingness.
place. I didn’t need/have to learn the poem by heart. Pete will always help you if you need something. He is very
(so I didn’t) kind.
• Needn’t have means someone did something and later Would you get me a glass of water, please?
discovered it was not necessary. It indicates regret or relief. My sister won’t help me do my homework.
I needn’t have learned the poem by heart. (but I didn’t Her boyfriend wouldn’t even text her.
know that, so I did)
Related verbs
Another useful phrase:
The police managed to find the bomb in time.
may as well = there is no reason not to
He succeeded in persuading her to help.
I may as well stay at home!
Deduction and possibility
Related verbs
• To express how much we believe something from logical
We use verbs like be required to / be obliged to in all tenses
deduction we use must, can’t or might.
to refer to an ‘outside authority’ that gives orders or sets
He must be a dancer. (from the way he walks)
rules:
She can’t have studied in Sweden. (she doesn’t even know
He was required to get proper qualifications in order to work as
how to say ‘school’ in Swedish)
a doctor.
It might have been a gift. (I suppose she didn’t buy it herself,
We are obliged to come to school on time.
she doesn’t like this colour)
Recommendation and advice • To say something is possible, we use could, may or might,
• To express an advisable, but not obligatory action, we use but not can.
should, ought to or had better. He can may//might be working on a new song now.
may
can/could/may/
You should/ought to/had better tell your friend the truth. Adding (very) well shows you think the possibility is
For the past we use should and ought to, but not had better. stronger.
They suggest the action was not fulfilled. He could/may/might very well have been somewhere else.
You should have let me know. (but you didn’t)
You ought not to have painted the wall red. (but you did)
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Adding even or just shows you think the possibility is 6C Reporting verbs and impersonal
weaker. reporting structures
They could/may/might even have lost all their money.
It could/may/might just be true. Reporting verbs and their patterns
• To express a negative possibility, we use may not or might not, Many reporting verbs can be followed by several different
but not couldn’t. patterns (underlined below), but this sometimes involves
couldn’t/may not/might not remember where he left
He couldn’t a change in register or meaning.
the books. • Verb + (that) + reported statement
• To show that we have doubts about something, we stress He confessed that he had broken the vase.
the pronunciation of the modal verbs: He predicted there would be a crisis.
She may
may//might/could write something. (but she probably Other verbs: add, admit
admit,, agree
agree, announce, answer,
won’t) argue, boast, claim, complain, confess, demand, deny deny,,
He may
may//might/could have done it. (it’s possible, I can’t doubt,, explain
doubt explain, insist
insist,, mention, predict, promise
promise, propose
propose,
remember) recommend, regret
regret,, reply, report
report,, request
request,, say
say,, suggest
suggest,,
swear,, threaten, warn.
swear
Related verbs • Verb + object + (that) + reported statement
This film is likely to (might) win a number of Oscars. He informed me that all the shops were closed.
It’s a very diffcult test. Some people are bound to (are sure to) He told me his brother had lost his job.
fail it. Other verbs: advise, convince, inform, notify, persuade persuade,
promise, remind, tell.
promise
No obligation We often omit that with some common reporting verbs
We use don’t have to and needn’t to mean ‘it isn’t necessary’: such as agree, mention, promise, say in informal English.
He doesn’t have to be glamorous. (but it is not a problem if he is) We are less likely to omit it in formal written English and
Needn’t is a modal verb and has the same meaning as don’t with verbs such as add, answer, complain, deny, propose,
need to: regret, reply, report.
Pupils don’t need to/needn’t
needn’t do this. • Verb + ifif//wh- word (whether, why, which, what, how, etc.)
The past forms of these verbs have differences in their + reported statement
meanings: They asked how often I exercised at home.
She didn’t need to go there. (we don’t know if she went or not) The children wondered why schools had to remain closed
She needn’t have gone there. (she went, now we know she for another month.
could have stayed away) The doctor explained which treatment we had to use.
Other verbs: ask
ask,, describe, discuss, explain
explain, report
report,, say
say,,
Related verbs warn, wonder.
Human divers are not required to do the job. • Verb + (that) + personal pronoun + (should) + infinitive
Secret agents are not obliged to be glamorous. without to (= the present subjunctive)
They recommended that we (should) wear protective gloves.
Permission Our boss demanded that we reveal the truth about the
We use can/could to ask for and give permission. Could is accident.
generally a little more polite, though intonation is most Other verbs: beg
beg, demand, insistinsist,, order
order,, propose
propose,
important in terms of politeness: recommend, request
request,, suggest
suggest.
Can/Could I ask you a question? This pattern is very formal, especially when should is
You can stay out late tonight. / I couldn’t stay out late when omitted.
I was younger. She demanded that she (should) speak to the manager.
They suggested that she (should) reconsider her decision.
Related verbs In everyday English we usually use an alternative form.
Why has cruelty to animals been allowed in this country? She demanded to speak speak//that she speak to the manager.
We are permitted to enter the lab. They suggested reconsidering/that she reconsidered her
decision.
Prohibition
• Verb + (not) infinitive
We use mustn’t, can’t and couldn’t to say that something is
He promised to cook dinner for the whole family.
not permitted:
He offered to help me with my History assignment.
People can’t treat animals badly.
Other verbs: agree
agree, ask
ask,, claim, demand, offer, promise
promise,
Related verbs request,, swear
request swear,, threaten.
Students are not allowed to take mobile phones into exams. • Verb + object + (not) infinitive
In my last job, we were forbidden to use the Internet in the He encouraged me to buy his book about elves and wizards
office. My brother persuaded me to try wind-surfing next time we
go to the seaside.
Other verbs: advise, ask ask,, beg
beg, convince, encourage
encourage, invite,
order,, persuade
order persuade, remind, request
request,, tell, urge
urge, warn.
• Verb + (not) gerund
They admitted being unreasonable.
Bob regretted criticising out latest idea in front of the whole
team.
Other verbs: admit
admit,, advise, confess, deny deny,, doubt
doubt,, mention,
propose, recommend, regret
propose regret,, report
report,, request
request,, suggest
suggest.
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• Verb + (object) + preposition + (not) gerund Reported speech basic rules
They apologised for not having cleaned their bedrooms. When we report what people said, we usually:
He insisted on inviting Sally to his birthday party even • move the original verb ‘one tense back’, except for the
though nobody liked her bossy attitude. Past Perfect and modal verbs (see below for when we do
He congratulated me on passing the driving test. not do this).
Other verbs: apologise for, comment on, complain about, • change pronouns as necessary:
confess to, insist on, object to, reflect on. ‘I’ve found you a dog.’
Other verbs with object: accuse sb of, blame sb for, He said/told me (that) he had found me a dog.
compliment sb on, congratulate sb on, criticise sb for, • use say (that) or tell + object (that) to report statements:
thank sb for. He said he would come.
Verbs with prepositions can also be followed by an object/ She told me she was home at that time.
genitive. • use ask + (object) + if/whether for yes/no questions.
They complained about me/my having to share a room. The word order of the question becomes a statement:
He asked (me) if/whether I could write.
Impersonal reporting structures • use tell + object + (not) + infinitive to report commands:
When we want to report what people generally say/think/ He told me to meet him there that night.
feel we can use reporting verbs in the Passive. We also use She told her little sister not to scream.
them when it is not important to mention who is being • use ask + object + (not) + infinitive to report requests:
reported or for distancing the speaker from another opinion. He asked me to take the fish finger out of the soup.
There are two basic structures. We use reporting verbs like, e.g. say, tell, ask, reply, answer,
It + passive form of reporting verb + that enquire, announce, order.
It is believed that nature sounds help you relax.
References to time, place and this/that
It has been announced that there is an outbreak of a new
deadly disease. place: here there
It has been demonstrated that music which is slower than time: now then
72 beats per minute can help us unwind. tomorrow/next week the following day/week or the next
It was declared that the virus had caused a pandemic. day/week
It is thought that endorphins are released during exercise. yesterday/last week the day/week before
Common verbs: tonight/today/this evening that night/day/evening
accept, agree, announce, argue, assume, believe, calculate, this that (in time expressions)
claim, decide, declare, demonstrate, discover, estimate, expect, this/that the
feel, find, hope, intend, know, learn, mention, plan, propose,
Modal verbs
recommend, report, reveal, rumour, say, see, show, suggest,
suspect, suppose, think, understand can/may could/might
must must or had to
subject + passive form of reporting verb + to infinitive
Other modal verbs (could, would, should, might) do not
This position is believed to be effective in stimulating the brain.
change:
Nature sounds are supposed to help you sleep better.
‘You should pack your things. We must go to Hong Kong
Knitting and yoga have been shown to be therapeutic. tomorrow.’
In ancient Greece saffron was believed to be an effective He said I should pack my things because we had to go to Hong
remedy for anxiety. Kong the following day.
Endorphins are thought to be released during exercise.
(passive) No change
To emphasise that a situation/fact happened before the time It is not necessary to change the verb tenses in reported
it was reported we use a perfect infinitive (to have + Past speech when:
Participle). • we use a Present Simple/Present Perfect reporting verb:
The fire is thought to have been started deliberately. He says/has said he’ll be back next week.
Infectious diseases were once considered to have occurred • the statement is reported soon after it was said so the
as a punishment for people’s sins. situation is still relevant:
He said he’ll be back next week. (It’s the same week.)
To emphasise that a situation/trend is/was continuing at the • the reporter believes that the fact/opinion is still true:
time it was reported we can use the continuous form of the Dad said that secrets always come out in the end.
infinitive (to be + -ing).
More and more young people are thought to be skipping
breakfast. (an ongoing trend)
He was rumoured to be living in London. (a continuing
situation at that time in the past)
Common verbs:
agree, assume, believe, calculate, claim, declare, demonstrate,
discover, estimate, expect, feel, find, intend, know, plan, report,
reveal, rumour, say, see, show, suppose, think, understand
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7B Relative clauses • Whatever is more emphatic and means anything that or
no matter what.
We use relative clauses to identify or give additional
I’ll do whatever you want me to do. = I’ll do anything that
information about people, things, places, etc.
you want me to do.
In relative clauses, we use the relative pronouns/adverbs Whatever you’re doing, stop it. = No matter what you’re
who(m), which, that, whose, where, why and when. doing, stop it.
Defining relative clauses identify a person, thing, place, etc. Wherever, whoever, whenever and whichever function in
They provide essential information without which the a similar way.
sentence would be meaningless or ambiguous. Commas are
Reduced relative clauses
never used.
Relative clauses are sometimes shortened. We can use a
• When the relative clause defines the subject of the
participle instead of a relative pronoun and full verb, e.g.
sentence, we must use the relative pronoun.
Edward Hopper was a painter. He painted Nighthawks. ➝ The man who sits next to Jane is my father’s friend. =
Edward Hopper was a painter who/that painted Nighthawks. The man sitting next to Jane is my father’s friend.
• When the relative clause defines the object of the Who is the man who is sitting next to your grandmother? =
sentence, we may drop the relative pronoun. Who is the man sitting next to your grandmother?
Nighthawks is a painting by Edward Hopper. I love it. ➝ Did you know that a man who works at the supermarket has
Nighthawks is a painting by Edward Hopper (which/that) won The Great British Bake Off this year? =
I love. Did you know that a man working at the supermarket has won
But we must not use the object pronoun even if we drop the The Great British Bake Off this year?
relative pronoun. The lady who lives next door has got three noisy cats. =
Nighthawks is a painting by Edward Hopper (which/that) I love itit. The lady living next door has got three noisy cats.
I have read a book which was written by Jo Nesbo lately. =
Non-defining relative clauses provide additional information
I have read a book written by Jo Nesbo lately.
about people, things, places, etc. They are separated from
the rest of the sentence by commas. We don’t drop the My brothers who were invited to the wedding came a bit
relative pronoun. too late. =
My brothers invited to the wedding came a bit too late.
• We use who/whom (NOT that) for people; who for subjects
and who/whom for objects. Whom sounds rather formal. Anyone who enters the headquarters without permission will
Edward Hopper, who was an American painter, lived and be severely punished. =
died in New York. Anyone entering the headquarters without permission will be
Hopper, who/whom I admire, painted Nighthawks. severely punished.
• We use which (NOT that) for things. Please book all the seats that are available. =
Nighthawks, which was painted by Edward Hopper, Please book all the seats available.
is a very famous painting.
• We use which (NOT that or what) to give extra information Useful phrases
about a complete clause. We use quantifiers such as none, some, half
half,, many, most, both,
Hopper inspired many artists, which is really good news. all + of + whom/which in relative clauses.
Prepositional relative clauses The potato has many uses, none of which involve hats.
Prepositions can come either before the relative pronoun Ninety people have died, half of whom were killed by
or at the end of the relative clause. mosquitoes.
• It is less formal, and so more common in spoken English, Other useful relative phrases are:
to put the preposition at the end. In this case, we use who/ at which point, by which time, since when, a period in which,
that (NOT whom) for people and which/that for things. Very in which case, the part where, no reason why, the reason why,
often we drop the relative pronoun. the extent to which, as a result of which
That’s the painter (who/that) I told you about.
I wasn’t sure if this was the painting (which/that) you were
thinking of.
8E Articles
• It is more formal to put the preposition before the relative The indefinite article – a/an
pronoun. In this case, we use whom (NOT that or who) for We use a/an with a singular countable noun when the listener
people and which (NOT that) for things, and we cannot doesn’t know which particular thing is being referred to,
drop the relative pronoun. or it doesn’t matter which one. This is because:
The painter to whom you are referring was Mark Rothko. • it is one of many of the same class, e.g. a computer,
• With a long relative clause, it is common to put the an orange
preposition before the relative pronoun because it makes • we mention a person or thing for the first time: I’ve read
the clause easier to understand. a really good book.
I read a story in which a sailor survived in a whale’s stomach.
The definite article – the
Nominal relative clauses
We use the (with any noun) when it is known which particular
• What is a nominal relative pronoun meaning the thing(s)
item is being referred to. This is because the thing/person:
(that)/everything (that). It does not refer to a preceding
noun/pronoun. • was mentioned before: I’ve read a really good book.
I like what you do. NOT I like the things what you do./I like The book is about …
that what you do.
do • is unique: The Earth revolves around the sun.
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• is defined specifically by the words that follow, e.g. • spontaneous decisions made at the moment of speaking:
a relative clause: I love the book that my brother gave to me Don’t worry, I’ll help you do this assignment.
a few years ago. Or a proper name: I like the crime novels of • predictions or promises in the future:
Agatha Christie. It will be a fantastic opportunity to finally meet the writer.
We also use the with: My dad will probably be fixing his bike.
By next month, my grandparents will have finished
• superlatives: The longest river in England is the Severn.
renovating their house.
• comparatives (when identifying one of a pair): I have two
Will not (won’t) replaces refuse in the present tense: He won’t
dogs. The bigger (of the two) is my favourite.
help his sister do her homework.
• ordinal numbers: The first man to walk on the moon was
Neil Armstrong. We use will + have + Past Participle to express presumptions
• decades, centuries: in the 1970s; in the 21st century about the past.
• plural names for countries, groups of islands and As you will have noticed, the report contains some factual
mountain ranges: the Netherlands, the Philippines, the Alps mistakes. (You have probably noticed./I’m sure you have
• seas, oceans, rivers, deserts and areas: the Baltic sea, noticed.)
the Pacific ocean, the Thames, the Atacama desert,
the Highlands Uses of would
• The is also used when we refer to a group of people by Would is used:
their surname: the Smiths, the Joneses • in conditional sentences, to talk about hypothetical
situations in the present or in the past:
No article
If I were you, I would join the choir.
• We use no article with plural and uncountable nouns If we had known about the concert, we would have bought
when we make general statements: Life was very hard and tickets.
over one million people emigrated. • in reported speech when the reporting verb is in the past
• We use no article with words like church, prison, hospital, form to report will:
school, college, etc. when we are talking about their He promised he would come to see us.
purpose as an institution, e.g. I go to work every day. • to talk about predictions or promises made in the past for
He’s gone to college and he’s living in another city now. what was then the future:
• We use no article when we are referring to abstract nouns, It would be a fantastic opportunity to finally meet the writer.
e.g. peace, justice, courage. We knew John would be cooking when we arrived.
• We use no article when referring to lakes, single islands, By the following month, my grandparents would have
individual mountains: Lake Ontario, Ibiza, Snowdon finished renovating their house.
• We use no article with most geographical names, • in certain expressions: would like, would prefer, would
continents, countries, cities and towns, states: Europe, rather
England, Glasgow, Arizona, (exceptions: the USA, the UK, We’d like to order two pizzas.
the Czech Republic, the Hague) I would prefer to stay at home this evening.
• We use no article when we are referring to a group, class I would prefer it if you didn’t work so much.
or species in general: Blackbirds can be seen all year round. d rather stay at home this evening.
I’d
It is also possible to use the, but with the singular noun: d rather you didn’t work so much.
I’d
The red-winged blackbird breeds in wetlands across North We use would + have + Past Participle when we are making
America. an assumption about what happened in the past or drawing
a logical conclusion:
9B Uses of will and would They would have been quite happy to see us. (assumption)
Josh would have left his family home in the country so he was
Uses of will
able to start working in the capital city. (logical conclusion)
We use will to talk about: To express our willingness to do something, we use will and
• certainty: would. The meaning is similar to (don’t) want to.
We know John will be cooking when we arrive. We use won’t/wouldn’t
wouldn’t to express unwillingness.
• deductions: I will call you as soon as I have more news.
A: Why aren’t they here yet? Would you lend me your car, please?
B: Don’t worry. They’ll have been working late. She won’t listen to me anymore.
They’llll have got stuck in traffic. He wouldn’t even eat dinner with us.
They will be sitting in a traffic jam. Would is also used to soften or distance a statement, opinion
• typical behaviour: or hope:
Every afternoon my parents will spend at least 20 minutes That would be your duty ... (That is your duty …)
discussing the current political situation. I would suppose that they’ll get married. (I suppose that
It’s five o'clock. Sarah and George will be having their they’ll …)
afternoon tea. I would think that my mum is pretty tired right now. (I think …)
• typical behaviour that is irritating:
He will leave his schoolbag on the floor after he’s come back
from school.
• insistence:
She will scroll through photos when we’re together.
If he will come home late, what can he expect?
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10B Gerunds and infinitives Gerund or infinitive
Gerunds The following verbs can be followed by an infinitive or
a gerund, with a difference in meaning.
We use the gerund after:
• certain verbs/verbal phrases: admit, appreciate, avoid, can’t forget + gerund: lose a memory of something you have
bear, can’t help, can’t stand, consider, contemplate, delay, done
deny, detest, dislike, don’t mind, enjoy, face, fancy, finish, I will never forget seeing The Grand Canyon for the first time
imagine, involve, keep, mention, miss, practise, resent, – what a spectacular view!
resist, risk, spend (time, years, a while), suggest, understand forget + infinitive: fail to do something because it slips
• prepositions: after, before, by, for, in, on, with, without your mind
• verb + preposition: apologise for, burst out, carry on, Sally forgot to tell her manager about a meeting and she is in
compare with, dream about, end up, feel like, get round to, trouble now.
give up, insist on, join in, keep on, look forward to, plan on,
go on + gerund: continue with the same activity
put off, succeed at/in, think about/of, etc.
James went on practising martial arts despite his numerous
• noun + preposition: congratulations on, not much hope of,
injuries.
no hope of, intention of, preference for, the thought of,
the idea of, a good chance of, etc. go on + infinitive: start another activity after finishing
• adjective + preposition: famous for, good at, hopeless at, something else
interested in, nervous about, proud of, responsible for, scared of, After Bill had quit his office job, he went on to become
sorry for, tired of, (be/get) used to, worried about, etc. a farmer.
Infinitives like + gerund: to enjoy something
We use the infinitive without to after: Believe or not, but I really like knitting – it’s so relaxing.
• modal verbs: must, can, should, could, will, etc. like + infinitive: to do something because it is a good idea
• certain verbs/verb phrases: had better, would rather, let, Sometimes I just like to switch my phone off and spend
make an afternoon listening to the music in my garden.
We use the infinitive with to after: mean + gerund: involve, result in something
• certain verbs/verb phrases: advise 1, afford, agree, aim, Accepting this job meant getting up early in the morning and
allow 1, appear, arrange 3, ask 2, attempt, beg 2, cause 1, commuting for more than an hour every single day.
choose 2, claim, command 1, compel 1, dare 2, decide, mean + infinitive: intend to do something
deserve, earn, encourage 1, expect 2, fail, forbid 1, force 1, I meant to call you yesterday to tell you about the concert,
get 1, guarantee, happen, help 2, hesitate, hope, instruct 1, but I completely forgot.
intend 2, invite 1, leave 1, long 3, manage, need 2, neglect, propose + gerund: suggest a plan
oblige 1, offer, order 1, permit 1, persuade 1, plan 3, prepare, I proposed having a garden party, but nobody liked the idea.
pretend, promise, recommend 1, refuse, remind 1, request 1,
propose + infinitive: intend to do something
seem, supposed to, swear, take 3 (ages/a long time/months),
How do you propose to resolve this problem?
teach 1, tell 1, tempt 1, tend, threaten, train 1, trouble 1,
urge 1, volunteer, wait 3, want 2, warn 1, wish 2, would like 2, regret + gerund: be ashamed of having done something
would love 2, yearn 3 I honestly regret lying to you – I shouldn’t have done it.
1 = must take object regret + infinitive: feel bad about doing something at the
2 = can also take object moment of speaking
3 = can also take for + object We regret to inform you that your application has been
• most nouns: aim, ambition, attempt, decision, fool, mistake, rejected.
need, nuisance, opportunity, plans, pleasure, refusal, the right, remember + gerund: have a memory of something you
target, (it’s) time, (no) wish have done
• most adjectives: able, advisable, afraid, anxious, bound, I remember locking the door, but can't seem to find the key.
careful, certain, dangerous, delighted, desperate,
determined, difficult, due, easy, fit, (feel) free, happy, hard, remember + infinitive: keep something in your mind in
helpful, impatient, (im)possible, keen, likely, lucky, pleased, order to do it
ready, right, sad, shocked, stupid, sure, surprised, welcome, Please remember to keep your rooms clean.
wrong stop + gerund: to no longer do something
• indefinite pronouns: somewhere, nothing, someone, etc. I stopped drinking fizzy drinks since they are full of sugars
We use the infinitive with/without to after dare, help. and additives.
stop + infinitive: to stop something in order to do
something else
We stopped to ask for directions because our Sat-Nav wasn’t
working properly.
try + gerund: do something to see what it’s like/if it works
If you’re stuck with your essay, try taking a break – go for
a walk or listen to some music.
try + infinitive: make an effort to do something
We tried to convince Mum to go on holiday in the mountains
this summer, but she just loves the beach too much to change
her mind.
175
193
Irregular verbs
5.61
5.
awake /əˈweɪk/ awoke /əˈwəʊk/ awoken /əˈwəʊkən/ lose /luːz/ lost /lɒst/ lost /lɒst/
be /biː/ was/were /wɒz/wɜː/ been /biːn/ make /meɪk/ made /meɪd/ made /meɪd/
beat /biːt/ beat /biːt/ beaten /ˈbiːtn/ mean /miːn/ meant /ment/ meant /ment/
become /bɪˈkʌm/ became /bɪˈkeɪm/ become /bɪˈkʌm/ meet /miːt/ met /met/ met /met/
begin /bɪˈgɪn/ began /bɪˈgæn/ begun /bɪˈgʌn/ overcome /ˌəʊvəˈkʌm/ overcame /ˌəʊvəˈkeɪm/ overcome /ˌəʊvəˈkʌm/
bet /bet/ bet /bet/ bet /bet/ pay /peɪ/ paid /peɪd/ paid /peɪd/
bite /baɪt/ bit /bɪt/ bitten /ˈbɪtn/ proved /pruːvd/ or
prove /pruːv/ proved /pruːvd/
bleed /bliːd/ bled /bled/ bled /bled/ proven /pruːvən/
blow /bləʊ/ blew /bluː/ blown /bləʊn/ put /pʊt/ put /pʊt/ put /pʊt/
break /breɪk/ broke /brəʊk/ broken /ˈbrəʊkən/ quit /kwɪt/ quit /kwɪt/ quit /kwɪt/
bring /brɪŋ/ brought /brɔːt/ brought /brɔːt/ read /riːd/ read /red/ read /red/
build /bɪld/ built /bɪlt/ built /bɪlt/ ride /raɪd/ rode /rəʊd/ ridden /ˈrɪdən/
burned /bɜːnd/ or burned /bɜːnd/ or ring /rɪŋ/ rang /ræŋ/ rung /rʌŋ/
burn /bɜːn/
burnt /bɜːnt/ burnt /bɜːnt/ rise /raɪz/ rose /rəʊz/ risen /ˈrɪzən/
burst /bɜːst/ burst /bɜːst/ burst /bɜːst/ run /rʌn/ ran /ræn/ run /rʌn/
buy /baɪ/ bought /bɔːt/ bought /bɔːt/ say /seɪ/ said /sed/ said /sed/
catch /kætʃ/ caught /kɔːt/ caught /kɔːt/ see /siː/ saw /sɔː/ seen /siːn/
choose /tʃʊːz/ chose /tʃəʊz/ chosen /ˈtʃəʊzən/ seek /siːk/ sought /sɔːt/ sought /sɔːt/
come /kʌm/ came /keɪm/ come /kʌm/ sell /sel/ sold /səʊld/ sold /səʊld/
cost /kɒst/ cost /kɒst/ cost /kɒst/ send /send/ sent /sent/ sent /sent/
creep /kriːp/ crept /krept/ crept /krept/ set /set/ set /set/ set /set/
cut /kʌt/ cut /kʌt/ cut /kʌt/ shake /ʃeɪk/ shook /ʃʊk/ shaken /ˈʃeɪkən/
deal /diːl/ dealt /delt/ dealt /delt/ shine /ʃaɪn/ shone /ʃɒn/ shone /ʃɒn/
dig /dɪg/ dug /dʌg/ dug /dʌg/ shoot /ʃuːt/ shot /ʃɒt/ shot /ʃɒt/
do /duː/ did /dɪd/ done /dʌn/ show /ʃəʊ/ showed /ʃəʊd/ shown /ʃəʊn/
draw /drɔː/ drew /druː/ drawn /drɔːn/ shrink /ʃrɪŋk/ shrank /ʃræŋk/ shrunk /ʃrʌŋk/
dreamed /driːmd/ or dreamed /driːmd/ or shut /ʃʌt/ shut /ʃʌt/ shut /ʃʌt/
dream /driːm/
dreamt /dremt/ dreamt /dremt/ sing /sɪŋ/ sang /sæŋ/ sung /sʌŋ/
drink /drɪŋk/ drank /dræŋk/ drunk /drʌŋk/ sink /sɪŋk/ sank /sæŋk/ sunk /sʌŋk/
drive /draɪv/ drove /drəʊv/ driven /ˈdrɪvən/ sit /sɪt/ sat /sæt/ sat /sæt/
eat /iːt/ ate /et/ eaten /ˈiːtən/ sleep /sliːp/ slept /slept/ slept /slept/
fall /fɔːl/ fell /fel/ fallen /ˈfɔːlən/ smelled /smeld/ or smelled /smeld/ or
smell /smel/
feed /fiːd/ fed /fed/ fed /fed/ smelt /smelt/ smelt /smelt/
feel /fiːl/ felt /felt/ felt /felt/ speak /spiːk/ spoke /spəʊk/ spoken /ˈspəʊkən/
fight /faɪt/ fought /fɔːt/ fought /fɔːt/ speeded /ˈspiːdəd/ or speeded /ˈspiːdəd/ or
speed /spiːd/
find /faɪnd/ found /faʊnd/ found /faʊnd/ sped /sped/ sped /sped/
fly /flaɪ/ flew /fluː/ flown /fləʊn/ spell /spel/ spelt /spelt/ spelt /spelt/
spend /spend/ spent /spent/ spent /spent/
forbid /fəˈbɪd/ forbade /fəˈbæd/ forbidden /fəˈbɪdn/
spilled /spɪld/ or spilled /spɪld/ or
forget /fəˈget/ forgot /fəˈgɒt/ forgotten /fəˈgɒtn/ spill /spɪl/
spilt /spɪlt/ spilt /spɪlt/
forgive /fəˈgɪv/ forgave /fəˈgeɪv/ forgiven /fəˈgɪvən/ split /splɪt/ split /splɪt/ split /splɪt/
freeze /friːz/ froze /frəʊz/ frozen /ˈfrəʊzən/ spoiled /spɔɪld/ or spoiled /spɔɪld/ or
spoil /spɔɪl/
get /get/ got /gɒt/ got /gɒt/ spoilt /spɔɪlt/ spoilt /spɔɪlt/
give /gɪv/ gave /geɪv/ given /ˈgɪvən/ spread /spred/ spread /spred/ spread /spred/
go /gəʊ/ went /went/ gone /gɒn/ stand /stænd/ stood /stʊd/ stood /stʊd/
grow /grəʊ/ grew /gruː/ grown /grəʊn/ steal /stiːl/ stole /stəʊl/ stolen /ˈstəʊlən/
hang /hæŋ/ hung /hʌŋ/ hung /hʌŋ/ stick /stɪk/ stuck /stʌk/ stuck /stʌk/
have /hæv/ had /hæd/ had /hæd/ strike /straɪk/ struck /strʌk/ struck /strʌk/
hear /hɪə/ heard /hɜːd/ heard /hɜːd/ sweep /swiːp/ swept /swept/ swept /swept/
hide /haɪd/ hid /hɪd/ hidden /ˈhɪdn/ swim /swɪm/ swam /swæm/ swum /swʌm/
hit /hɪt/ hit /hɪt/ hit /hɪt/ swing /swɪŋ/ swung /swʌŋ/ swung /swʌŋ/
hold /həʊld/ held /held/ held /held/ take /teɪk/ took /tʊk/ taken /ˈteɪkən/
hurt /hɜːt/ hurt /hɜːt/ hurt /hɜːt/ teach /tiːtʃ/ taught /tɔːt/ taught /tɔːt/
keep /kiːp/ kept /kept/ kept /kept/ tear /teə/ tore /tɔː/ torn /tɔːn/
know /nəʊ/ knew /njuː/ known /nəʊn/ tell /tel/ told /təʊld/ told /təʊld/
lead /liːd/ led /led/ led /led/ think /θɪŋk/ thought /θɔːt/ thought /θɔːt/
leaned /liːnd/ or leaned /liːnd/ or throw /θrəʊ/ threw /θruː/ thrown /θrəʊn/
lean /liːn/
leant /lent/ leant /lent/ understand
understood /ˌʌndəˈstʊd/ understood /ˌʌndəˈstʊd/
learned /lɜːnd/ or learned /lɜːnd/ or /ˌʌndəˈstænd/
learn /lɜːn/
learnt /lɜːnt/ learnt /lɜːnt/ upset /ˌʌpˈset/ upset /ˌʌpˈset/ upset /ˌʌpˈset/
leave /liːv/ left /left/ left /left/ wake /weɪk/ woke /wəʊk/ woken /ˈwəʊkən/
lend /lend/ lent /lent/ lent /lent/ wear /weə/ wore /wɔː/ worn /wɔːn/
let /let/ let /let/ let /let/ win /wɪn/ won /wʌn/ won /wʌn/
lie /laɪ/ lay /leɪ/ lain /leɪn/ wind /waɪnd/ wound /waʊnd/ wound /waʊnd/
lighted /ˈlaɪtəd/ or lighted /ˈlaɪtəd/ or withdraw /wɪðˈdrɔː/ withdrew /wɪðˈdruː/ withdrawn /wɪðˈdrɔːn/
light /laɪt/
lit /lɪt/ lit /lɪt/
write /raɪt/ wrote /rəʊt/ written /ˈrɪtn/
176
194
Use of English
Unit 1 3 Choose the correct words a–d to complete the text. Exercise 4
1 ‘m having problems
1 Complete the text with the correct form of the words in
brackets.
NOT ANOTHER QUIZ! concentrating for
2 ’d been researching
3 ’ll be designing several more
Check out any magazine or popular website and you’ll
TIME TO CHANGE?
4 get a real kick out of
find a plethora of personality quizzes. Although we might 5 are in line with
think that finding out what makes us 1 is an
obsession for Millennials, this isn’t in fact true. People
It takes a certain 1 humility (HUMBLE) for people to 2
various tests and quizzes for a very long time
accept that some of their personality traits might not
indeed. And scientific interest in personality is also nothing
be particularly attractive. Perhaps a trustworthy
new. Long before the likes of Freud or Jung put forward
friend has pointed out that they could improve on
their theories in the twentieth century, psychologists and
their 2 tactfulness (TACT) or become kinder and more
physicians 3 research in the field. It was the
compassionate. And it takes someone with a very
Greek physicians who made the first studies of behaviour.
determined 3 disposition (DISPOSE) to actively try to
Hippocrates (450 BCE) 4 that people’s mentality
change and persevere with what may seem
and behaviour were inextricably linked to blood and other
impossible. One of the problems is that most of us
bodily fluids. It was even 5 that food had an
believe that our 4 destiny (DESTINED) is to live with
effect on mood. Galen (190 CE), for example, believed
the personalities we have now, tending to think that
that the intake of cold food resulted in melancholy. One
our natures are fixed and unchangeable. However,
of the first 6 of the theory that personality was
psychologists are convinced that although many of
hereditary / something separate from the body was Wilhelm Wundt
our traits are 5 inherited (INHERIT) or, as some
(1879). Since then, the science has surged forward. What
believe, 6 moulded (MOULD) by nurture before the
researchers 7 though is to discover exactly why
age of five or six, there are elements that we can
so many of us are fascinated by these quizzes.
work on to become a ‘better’ version of ourselves.
Some even suggest that we should learn to fake
certain traits, like showing more 7 spontaneity 1 a work b tick c live d behave
(SPONTANEOUS) or acting as though we are more 2 a are taking b had taken
of a 8 go-getter (GET), and eventually these will c have taken d have been taking
become second nature. Our basic personality will 3 a have conducted b had been conducting
always remain relatively fixed, but we can definitely c conducted d had been conducted
alter some of our habits and learn to grow as people. 4 a comprehended b perceived
c assumed d conceived
5 a considered b grasped
c gathered d debated
6 a assessors b go-getters
c proponents d researchers
7 a still work b have still worked
c are still working on d are still being worked on
195
Use of English
1
A time
Exercise 2 Choose the correct words a–d to complete the text.
to travel
whether/if you
2 was an airport official
who took
3 after reading the review Many people experience the intense heat on
did I underground trains crammed with commuters, Rarely 1 has a concept
4 has been the driving force for a TV series stood the test
behind particularly in summer months. 1 did I realise
of time – in more ways than
5 if you steer clear of that this heat can be used as an energy source for
one – as well as the much-
buildings above ground, which is 2 preferable
loved sci-fi stories of Doctor
Exercise 4 to using fossil fuels. One of the many disused tube
Who.
1 Scarcely had the bus set off stations in central London has been fitted with For those unfamiliar with
2 we’ll have landed by
ventilation shafts and giant fans which push the hot air the Doctor, ‘the test of
3 tour guide had previously
worked upwards to heat water for local residents. Pedestrians in time’ is also a reference
4 Not only did the ticket cost the street above might think that a red building they to his occupation – Time
5 I am seeing the holiday
representative
3
past every day is a modern office block, Lord. This character has
6 I shall/will be having lunch but they would be gravely 4 . In fact, it houses 2
been travelling back
an energy centre. Thought to be the first of its kind in the and forth through time,
world, this use of air from the old City Road underground fighting enemies and righting
tunnels of north- and southbound trains has been seen wrongs, 3 since his first
as a breakthrough in helping cities reduce their carbon appearance in 1963 (although
emissions and the 5 for more such schemes there was a slight break in the nineties). Not 4 only
across London is good. What is more, the fans can be does he visit alien planets, but he also meets famous
reversed to cool the tunnels in summer. So, while you people from Earth’s past, such as Charles Dickens and
are travelling along at break- 6 speed on the famous presidents, always making his own contribution
to the resolution of difficult issues. 5 What is
tube, clutching the handrail and melting in the heat,
especially clever about the Doctor Who concept is that
think how useful all that wasted heat could actually be.
the character can regenerate from time to time and
each new incarnation is very different to the previous
1 a Few b Less c Hardly d Little one. However, not until the thirteenth regeneration
2 a forever b infinitely c eternally d mainly 6
did the Doctor become a woman, played by
3 a wobble b steer c stride d lurch Jodie Whittaker! The series has run for far longer than
4 a misled b wrong c incorrect d mistaken the original writers 7 had intended, and with its
5 a outcome b outlook c outset d outlay quirky and eccentric leading characters both adults and
6 a neck b leg c back d hear children will surely 8 be continuing to watch it for
many years to come.
2 Complete the second sentence using the word in bold
so that it means the same as the first one. Use not more
than six words including the word in bold. 4 Complete each gap using the words in brackets so
that the sentence is logical and grammatically correct.
1 I thought you might like to come to Scotland with me?
Change the form of the words given or add other words
WONDERING
if necessary. Use up to six words including the words
What might like to come to Scotland given. Do not change the order of the words in brackets.
with me?
1 (Scarcely
Scarcely / the bus / set off) than it
2 An airport official took our details, not the tour
developed engine trouble.
operator. WHO
2 The flight is only forty-five minutes so (we / land / by)
It our details, not the tour operator.
5.30 at the latest.
3 I didn’t understand the plot of the film until I’d read
3 The (tour guide / previously / work)
the review. AFTER
in London and spoke excellent English.
Only understand the plot of the film.
4 (Not only / the ticket / cost) a fortune,
4 Many changes in the travel industry have come about but I also had to stand all the way to my destination.
because of Richard Branson. FORCE
5 (I / see / the holiday representative)
Richard Branson a lot of changes in at 2.30, so I should have a better idea of what’s going
the travel industry. on then.
5 Avoid the more popular tourist areas in the city and 6 This time next week, (I / have / lunch)
you’ll have a great time. CLEAR with my French friends on their balcony in the sunshine.
You’ll have a great time the more
popular tourist areas in the city.
178
196
Unit 3
1 Our
cash
disappearing
Complete the text with words formed from those in Exercise 2
the box. There are two words you do not need to use. 1 was being sweet-talked
2 to stock up on essentials/
bespeak coerce detriment invest passion speak food before
suspect sway turn 3 had been given the book as
4 by word of mouth
5 needed/had to have his
Copywriters
food delivered
When did you last pay for something in cash? How many
coins do you have jingling in your pockets at the moment?
It appears that these days we are all being 1 to use
In the world of advertising, the copywriter may less cash when we’re out and about, whether we’re going
not be king, but she/he is very close. Without good on a shopping 2 or just to get a coffee. This is
1
bespoke copy – that is copy specifically designed not 3 down to health concerns – coins and notes
transmit any number of viruses or bacteria – but the purpose
for the purpose – a product, however amazing, will
is also to streamline payments using cards and mobile apps,
struggle to get noticed. 2 Investment in top copy- and ultimately, no doubt, to 4 bitcoin accounts.
writers is imperative – this is not money wasted. However, I have a fondness for old coins and notes – not the
Failure to do this will radically affect the company’s new, 5 ones that can’t be torn or forged, but the
3
turnover . But just what does a good copywriter old, crumpled, paper ones. Each coin or note comes with
need to do? Being able to write well is clearly important, a story attached, from the 6 designs on our fifty
but some copywriters approach writing copy as they pence pieces, and portraits of the famous on our notes, to
would a novel and this may be 4 detrimental to the the imagined hands that have 7 these items during
outcome. They forget that copy is not a product but their lifetimes. Personally, I believe there would be a public
a tool to persuade the 5 unsuspecting public to buy
8
if coins were completely taken out of the currency.
a product. A copywriter must know her/his target
market and speak to them in their language. And 3 Choose the correct words a–d to complete the text above.
she/he shouldn’t get too emotional or indulge
1 a enticed b swayed c urged d seduced
in lengthy descriptive prose. She/He must be
2 a gimmick b venture c impulse d spree
6
dispassionate and be able to cut the writing down to
the essentials. Finally, a good copywriter must not 3 a hardly b only c certainly d presumably
bow to pressure when her/his ideas are challenged, 4 a set up b spring up c sign up d pass up
but defend them and not be 7 coerced into changes 5 a crafty b credulous c resilient d moulded
that she/he is unhappy with. 6 a hereditary b devious c ingenious d shrewd
7 a gathered b plumped c relinquished d clutched
8 a outcry b outlay c turnout d setback
2 Complete the second sentence using the word in bold
4 Complete all three sentences with the same word.
so that it means the same as the first one. Use no more
than six words including the word in bold. A bear
1 I remember that she sweet-talked me into lending 1 If you’re planning to shop later today, you need to
John the money. BEING in mind the early closing times this weekend.
I into lending John the money by her. 2 The amount of money I spent online last month
2 It’s important to make sure that you have a good doesn’t thinking about!
supply of food before going on a camping trip. STOCK 3 Can the company the cost if there’s a downturn in
It’s important going on a camping trip. the economy this year?
3 Someone had given me the book for my birthday B run
when I was at secondary school. AS 1 If I’m not careful, I’m going to up a huge bill on this
I a birthday present when I was at gaming website!
secondary school. 2 You might into difficulties trying to pay for these
4 Sales of the product increased because people told items as the website is playing up at the moment.
each other how much they liked it. MOUTH 3 I just need to some errands for my mum, and then
Positive reactions to the product were spread I’ll check out the prices for our tickets.
and sales increased. C driving
5 It was necessary for my grandfather to ask the 1 He has a great competitive streak and now it’s him
supermarket to deliver his food when he was ill and to get the best results.
couldn’t drive last month. HAVE 2 He’s always talking about how much money he’s
My grandfather by the supermarket spent and it’s me up the wall.
when he was ill and couldn’t drive last month. 3 They say that the new regulations are down prices,
but I haven’t seen any evidence of that yet.
179
197
Use of English
Unit 4
Exercise 2 1 Complete the text with one word in each gap.
1 would not have trained to
I’m sorry,
2 become a thing of the past
3 I would have reserved
but I don’t …
4 brought (it) home to me
5 weren’t for my peanut allergy
6 went by the board
Gastronomic adventures
sign up
3 as long as it does not eat anything 2 provided that it isn’t chicken
4 because I had been eating or beef, doesn’t contain tomatoes, aubergines,
5 under no circumstances or rice, or …. and watch your friend’s face fall?
should you eat
Or 3 would it be better to say nothing and
risk trying to swallow something you hate? Many Critics might consider cookery shows on TV to be 1 overrated ,
people have foods that they love or hate – but (RATE) but the fans of The Great British Menu would most
where do our food preferences come from? definitely disagree. This competition for chefs to create different
Sometimes, we’re following in parental footsteps. themed dishes for a prestigious banquet attracts large numbers
This 4 takes me back to my own childhood. of viewers every year. The 2 tempting (TEMPT) plates of food
5
Had I been offered curry at an early age, use the latest cutting-edge techniques to enhance both taste
I might not be so averse to it now. And if it and presentation and are judged by a panel of experts whose
3
hadn’t been 6 for my school friend’s FRANK)) regarding the meals is legendary. The chefs
FRANK
frankness (FRANK)
mother introducing me to garlic, I could well certainly need to be able to withstand the 4 pressure (PRESS)
7
have grown up like my father, detesting when facing the comments. However, the 5 outcome (COME)
is worth it. The winning chefs cook their courses for the banquet and
the taste! However, experts also believe that
serve hundreds of guests, including royalty, celebrities and heroes
children’s tastes are more sensitive than adults, from all walks of life. This year’s theme – ‘Children’s literature’ –
particularly to bitterness, so even 8 if
has seen everything from 6 fluffy (FLUFF) meringues and
you constantly offer a child liver, he or she will 7
velvety (VELVET) chocolate delights inspired by Willy Wonka’s
probably not get to love it until they are a lot Chocolate Factory to an edible Beatrix Potter garden where people
assuming/
older, 9 provided that they’re ever brave enough can help themselves to 8 handfuls (HAND) of chocolate covered
to try it again! ants! What a gastronomic adventure to be at that banquet!
2 Complete the second sentence using the word in bold 3 Complete the text above with the correct form of the
so that it means the same as the first one. Use no more words in brackets.
than six words including the word in bold.
1 I trained to be a chef because I love cooking. HAVE 4 Complete the second sentence using the word in bold
If I didn’t love cooking, I be a chef. so that it means the same as the first one. Use no more
2 Unfortunately, many families have got out of the habit than six words including the word in bold.
of eating together. THING 1 He got very angry and threw the cakes he had burned
Unfortunately, eating together has on the floor. FIT
for many families. He burned the cakes and threw them
3 I couldn’t reserve a table because someone had on the floor.
booked the whole restaurant for a party. RESERVED 2 They’re encouraging everyone to take the nutritional
The whole restaurant was booked for a party, course. SIGN
otherwise a table. Everyone for the nutritional course.
4 Running for a bus yesterday made me realise just how 3 Going out for a meal would be lovely and I can come
unfit I am! HOME after 7.30. AS
Running for a bus yesterday how unfit I’d love to go out for a meal, start
I am! before 7.30.
5 I have a peanut allergy so I couldn’t have that amazing 4 Yesterday, I ate a lot of snacks during the day and
looking dessert. NOT I wasn’t hungry in the evening. BECAUSE
If it , I could have had that amazing I wasn’t hungry yesterday evening
looking dessert. snacks all day.
6 I didn’t keep to my diet when we went out for 5 It’s common knowledge that you should never eat red
a birthday meal last weekend. BOARD mushrooms found in the forest. UNDER
My diet last weekend when we went It’s common knowledge that
out for a birthday meal. red mushrooms found in the forest.
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A SCHOOL
WITH A DIFFERENCE
Unit 5
1 Choose the correct words a–d to complete the text. Exercise 2
1 we weren’t allowed to
TO BE OR NOT TO BE A TEACHER? 2 not to have gone out
3 to get my head down
Teaching is not for everyone. It is not a good career choice 4 could have studied
for someone who is unprepared for the difficulties of the job, 5 she ran out of steam
or unwilling to 1 certain sacrifices. A prospective 6 ’s a lot at stake
teacher needs to have a 2 aptitude for interacting
with children and the 3
to keep trying, or finding Exercise 4
different ways to reach those who appear to be unwilling 1 I needn’t have revised
to learn. By putting yourself in front of a class, you are 2 made me think about taking up
3 weren’t supposed to extend /
4
out of your comfort zone, and dealing with
have extended
a5 of questions or maybe worse, a sea of students 4 Should students ask for
6
blankly at you. Training to teach involves 5 have/get the papers checked
a7 learning curve. In addition to this, the discipline 6 It is often said
problems to be overcome before any real teaching can begin It is a well-known fact that the learning environment has
can cause many student teachers to lose 8 and an enormous impact on how efficiently people learn.
leave the profession before they have really started. However, There is a wealth of information online about innovative
the rewards that come when a teacher realises that he or she school architectural designs which have 1 been
engineered to promote a variety of learning styles.
has 9 a student’s potential can be remarkable and
The most prestigious design 2 must be that of the
for the right person, teaching can be an exciting career.
Danish college of Ørestad in Copenhagen. 3 What
is unique about this college is the way different types of
1 a do b take c offer d make
spaces link in order to 4 allow students to benefit
2 a natural b raw c born d usual in many different ways. There are open spaces where
3 a perseverance b firmness c effort d consistency lessons or parts of lessons 5 can be held, but also
4 a standing b stepping c moving d travelling more intimate, enclosed areas where students are able
5 a cloud b sheet c barrage d gale to find peace when they need to. However, 6 it is
6 a glimpsing b seeing c yawning d gaping the wide wooden staircases between floors that are most
striking. They act as meeting points for the students and
7 a sharp b quick c steep d sudden
sweep through the building, adding to the impression of
8 a belief b faith c steam d focus space and freedom. 7 Had it not been for the vision
9 a opened b explained c undone d unlocked of the architects, this college would 8 have been
built with traditional classrooms and corridors. As it is, the
2 Complete the second sentence using the word in bold amazing award-winning design has focused on providing
so that it means the same as the first one. Use no more a diversity of spaces addressing a variety of learning styles.
than six words including the word in bold.
1 Unfortunately, the teacher didn’t let us use dictionaries
during the written test. TO 3 Complete the text above with one word in each gap.
Unfortunately, use dictionaries during
the written test. 4 Complete each gap using the words in brackets so
that the sentence is logical and grammatically correct.
2 I regret going out last night when I should have been
Change the form of the words given or add other words
revising. GONE
if necessary. Use up to six words including the words
I ought last night instead of revising. given. Do not change the order of the words in brackets.
3 If I don’t concentrate on this assignment this evening, 1 (I / need / revise) the Napoleonic
I won’t get it in on time. HEAD period in history because it didn’t come up in the exam.
To get this assignment in on time I need I was so disappointed.
this evening. 2 Seeing the programme about the job of an interpreter
4 My sister didn’t take the opportunity to study Italian yesterday (make / me / think / take up)
at college. HAVE another second language.
My sister Italian at college, but she 3 They (suppose / extend) the school
didn’t. buildings without planning permission, but they did.
5 Sara wanted to finish work on her presentation, 4 (Should / students / ask) more time,
but she got too tired to continue at about midnight. the teacher is sure to allow it.
STEAM 5 We always (papers / check) by an
Sara wanted to finish work on her presentation, external examiner before we give students the full
but at about midnight. results.
6 A lot depends on the results of the students’ final 6 (It / often / say) that memorising facts
exams. STAKE just before going to sleep is a good technique, but it
There for students who are taking doesn’t work for me.
their final exams.
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Use of English
Unit 6 3 Complete the text with the correct form of the words in
brackets.
Exercise 4 1 Choose the correct words a–d to complete the text.
1 admitted to having had a
2 need not have rushed
3 off the top of my head
Can you hear me?
4 was criticised for not It’s 9.55 and I’m waiting for my meeting, staring at
5 inundated with contributions a screen which shows me myself. And the expression
6 originally thought to have on my face is not one of 1 of an interesting
written half an hour, but of frustration with technology that has
only just allowed me to get this far. Virtual meetings.
Nothing 2 about the technology. Then why
can each meeting make me 3 my fingers
with impatience? From the moment I’m 4
of a meeting involving more than four participants,
the concern sets in. How many times will someone’s
Hello there!
face freeze or the microphones go mute? Virtual We instinctively know how to greet someone we are well
meetings were originally thought 5 a universal acquainted with, but there can be a little 1apprehension
solution. They would lead to smooth meetings and (APPREHEND) at a first meeting, particularly if we’re
balance contributions. The truth is that sometimes in another country. The question is – do we shake
these meetings can silence people who can’t get hands, nod at each other, bow or offer a kiss on the
a word in, are forgotten about or are simply dropped cheek? And if we get it wrong, are we being offensive?
from a discussion because of technical issues. There are so many cultural 2 pitfalls (FALL)! In the UK,
Try turning it off and turning it on again, my boss some people favour a firm handshake, but others
6
. Surprisingly – no luck! I 7 consider this an indication of 3 assertiveness (ASSERT) and
appreciate that virtual meetings are the norm these dominance. Something that would be 4 laughable
days, but I sometimes long for the old face-to-face (LAUGH) to others. At the root of many of our greeting
ones where you can see the interaction and read the habits there is the consideration of personal space. When
body 8 , not just stare at the faces on the people invade this, it may create an awkwardness that
screens! can be 5 detrimental (DETRIMENT) to later interaction.
However, personal space differs between cultures.
1 a enthusiasm b anticipation For example, Romanians 6 allegedly (ALLEGE) keep
c expectation d perception a 140cm distance in order to feel comfortable, whereas
2 a thought-provoking b nerve-wracking Bulgarians, their neighbours, are happy to be
c groundbreaking d record-breaking approached at just 81cm. Interesting indeed!
3 a crunch b cross c rub d drum
4 a messaged b notified c invited d mentioned
4 Complete the second sentence using the word in bold
5 a to be b for being c to being d having been so that it means the same as the first one. Use no more
6 a explains b mentions c advises d informs than six words including the word in bold.
7 a very b hotly c fully d freely 1 Laura said that she had had a chocolate addiction
8 a position b script c movements d language when she’d been a student. ADMITTED
Laura chocolate addiction when she’d
2 Complete all three sentences with the same word. been a student.
A crashing 2 I rushed to meet the essay deadline but, luckily,
1 The bathroom upstairs flooded, bringing the ceiling my teacher is still on holiday until tomorrow. NOT
down. I to meet the deadline as my teacher
2 There’s nothing better than going to sleep with the is still on holiday until tomorrow.
sound of the waves on the beach. 3 No suggestions come to mind immediately, but I’ll get
3 The company had to recall the PCs because many of back to you later on today. HEAD
them were and losing vital data.
I can’t think of any suggestions , but I’ll
B cleared get back to you later on today.
1 I’ve my desk so that I have the time to take on this 4 The reviewer said that the director should have
new project. auditioned a deaf actor for the role. FOR
2 He his throat about ten times during the speech, The director auditioning a deaf actor
but I think it’s just because he was nervous. for the role by the reviewer.
3 I always do the cooking, so I think it’s time someone
5 I’ve received so many contributions to the webpage
else the table.
that we will have to limit the number we use. WITH
C cold
I’ve been to the webpage and will
1 My brother was very towards me for about six have to limit the number we use.
months after our argument.
6 People used to think that Tim Weaver wrote the play,
2 The government got feet and backed out of the
but it later came out that it was his father. ORIGINALLY
planned deal.
Tim Weaver was the play, but it later
3 There’s nothing that irritates me more than getting
came out that it was his father.
calls on my mobile.
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200
Unit 7 3 Choose the correct words a–d to complete the text. Exercise 2
1 in which case
1 Complete the text with the correct form of the words in
brackets.
THE FOLEY ARTIST 2 children, many of whom
3 putting/adding the finishing
touches to
4 but whichever you choose
5 had the lion’s share of
Face of
Exercise 4
1 at which point you
ost obs in the film in ustry re uire creati ity an
2 whatever you give/donate
ima ination an hile e as au iences usually
the sixties
3 a bear with a sore head
1
appreciate the talents o actors or irectors 4 be patted on the back
e may not be a are o the ob o the oley artist. 5 it hadn’t been for
It is the 2 or o this artist that a s soun s
to scenes. hen an actress in a 3 ress
brushes past a chair it is the oley artist ho i es us
the 4 o that abric. hen a oor opens in
a5 haunte house it s the oley artist ho
Ask anyone who was a teenager in the 1960s to name a s the 6 soun . ame a ter ac oley
a memorable fashion model and they might well a man amous or his creati e soun e ects these
say ‘Twiggy.’ The oval face with huge black outlined artists recreate soun s in ays that e oul not
eyes and an 1impenetrable (PENETRATE) gaze stared normally associate 7 the action on screen
out directly at readers from the cover of Vogue, and lo es can ma e the soun o bir s in s appin
seemed to sum up the essence of the sixties. Twiggy
an crisp pac ets can i e the soun o fire crac lin .
was perhaps the first international supermodel
ne amous soun e ect is eature in the spine
admired by teenage girls across the world. Her eye-
2
catching (CATCH) style brought her millions of fans
8
scene in Jurassic Park here a elociraptor is
and whether she was posing in baggy 3 oversized hatchin . e hear the soun o the shell brea in but in
(SIZE) shirts or mini-skirts, every outfit was a fashion reality it as a oley artist crunchin ice cream cones
4
statement (STATE). Twiggy launched many different
looks, from simple 5 summery (SUMMER) dresses 1 a wildly b grossly c bitterly d fully
to more sophisticated evening wear and always with
2 a bright b original c designated d ingenious
stylish 6 accessories (ACCESS) and make-up.
No one would ever forget her 7 opalescent (OPAL) 3 a dappled b silken c downy d gilded
lip glosses and long, curly eyelashes, nor the chunky 4 a rustle b rumble c purr d crunch
8
metallic (METAL) earrings and belts she wore. 5 a dire b trashy c funky d creepy
Twiggy continued to be in the spotlight long after 6 a clinking b creaking c stretching d crashing
her modelling days were over, going on to become 7 a to b on c with d at
an award-winning actor and singer.
8 a cracking b freezing c breaking d chilling
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Use of English
Unit 8
Exercise 4 1 Complete the text with the correct form of the words
1 rather than hold a grudge against in brackets.
A REBEL
2 is the most antisocial person
POWERFUL
3 be up with the lark
4 complimented me on doing
5 to come down hard on students A
VOICE FOR CHANGE
6 was expected to have been
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202
Unit 9
1 Complete the text with words formed from those in Exercise 2
the box. There are two words you do not need to use. 1 will insist on checking
2 will have seen the trailer for
back conclude deceive define graph imagine 3 have been difficult to pull off
incredible real repute science 4 What concerns me is
5 anyone hold you back from
following
Leinster Gardens
At first glance, the row of mid-Victorian town houses in an
Exercise 4
1 I’ll have hung
upmarket area of central London looks like a regular row of town 2 He’ll be setting up the cameras
houses with 1 front doors framed by white columns. 3 my father would make the same
4 then did I realise
However, appearances can be 2 . The houses have
5 we were being filmed
been constructed to give the 3 of an unbroken 6 Had we not booked
terraced row, but should a(n) 4 passer-by
5
examine the front doors of numbers 23 and 24, he
might scratch his 6 and wonder why there are no
On being told that tiny people with wings in a photograph handles or letter boxes, or why the windows have no curtains. In
were fairies, even the most gullible of us would be fact, the fronts of both these houses are a(n) 7 fake.
1
incredulous and think ‘fake’! However, in the early 1900s, Behind the doors there are no rooms, stairs or gardens, just a
two young girls, Elsie and Frances, managed to convince gaping hole. When the first tunnels for underground steam trains
even a 2 reputable author of the time, Sir Arthur Conan were built across London, houses were torn down and then rebuilt
Doyle, that they had photographed some fairies in their over the tracks, but for the two houses in Leinster Gardens as
garden. The photos seemed to prove 3 conclusively that there had to be open sections where the steam could escape.
fairies existed. The public were completely taken However, it would have been 8 to the appearance of a
street in such a rich part of the city to leave an empty gap, so the
4
aback by the pictures. Even people with 5 scientific
facades were built.
backgrounds believed the girls’ clever 6 deception .
Because that is was it was, an idea born in the girls’ fertile
7
imaginations . It wasn’t until the 1980s that the girls – by then 3 Choose the correct words a–d to complete the text above.
elderly ladies – admitted that they had cut out pictures of
1 a silky b glossy c dimpled d pearly
fairies and created the 8 realistic photographs
themselves. This elaborate hoax, known as ‘The Cottingley 2 a unreal b baffling c incredible d deceptive
Fairies’, is an early example of photo manipulation. 3 a deceit b illusion c conviction d imagination
4 a unsuspecting b intriguing
c mystifying d untrustworthy
2 Complete the second sentence using the word in bold
5 a nearly b fully c closely d completely
so that it means the same as the first one. Use no more
than six words including the word in bold. 6 a shoulder b hair c head d elbow
1 My young brother won’t go to bed before he’s 7 a riveting b futile c valiant d elaborate
checked the sky for UFOs every evening. INSIST 8 a negative b trashy c detrimental d pertinent
My young brother the sky for UFOs
before he goes to bed every evening.
4 Complete each gap using the words in brackets so
that the sentence is logical and grammatically correct.
2 The cinema is bound to be packed as I’m sure most Change the form of the words given or add other words
people have seen the film trailer. HAVE if necessary. Use up to six words including the words
Most people the film so I imagine the given. Do not change the order of the words in brackets.
cinema will be packed.
1 If you come to the school hall at about five, (I / hang)
3 I would think that doing the magic trick in front of all the paintings for the exhibition by
such a large crowd was difficult. PULL then.
The magic trick must in front of such 2 (He / set up) cameras for the filming
a large crowd. right now, so I wouldn’t disturb him if I were you.
4 I’m concerned about the time the show finishes. 3 Every day (my father / make / same)
CONCERNS comment about my uniform and it was really irritating.
the time the show finishes. 4 I recently read an article about special effects,
5 You should follow your dream and not allow anyone and not until (then / I / realise) how
to stop you. HOLD each particular effect was created.
You shouldn’t let your dream. 5 We didn’t know it, but (we / film) for
6 It’s a hard time, but everything will be fine if you just a news programme at that very moment.
stay positive. CHIN 6 (we / not / book) for the show as soon
It’s a hard time, but and everything as tickets came on sale, we wouldn’t be sitting here!
will eventually be fine.
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Use of English
Unit 10 3 Complete the text with the correct form of the words
in brackets.
Exercise 2 1 Choose the correct words a–d to complete the text.
1 Despite having been told to
take / being told to take
2 I regret to have to tell
JOB SWAP
3 taking the job means getting If you’re feeling dissatisfied
4 are lucky to have seen / at work and have a boss
were lucky to see that is not 1
5 told her to avoid doing
(APPROACH), you’re not
6 Leaving the company proved to be
alone. Many of those in
management positions,
Exercise 3
however 2
1 approachable
2 supportive
(SUPPORT) they like to
3 overrated think they are, do not
4 dividends always consider the ways
5 oversimplification It’s a(n) 1 that working as a top lawyer in the city employees see their own or their colleagues’ roles.
6 vulnerability
of London is a stressful job, but many people thrive on this and We all know someone who thinks ‘I’m in the wrong job,’
7 disregard
8 confrontational would find it hard to work otherwise. Not my Uncle Gary. or ‘Surely HIS ability is 3 (RATE) – I could
He worked his socks 2 to get his qualifications and do the job much better …’ This is why job swapping,
then worked his 3 up to the top of his profession. where employees exchange roles for a short time,
Exercise 4 However, after ten years of 4 all his work demands
is a policy that can pay 4 (DIVIDE). It would
1 did not mind being transferred and raising a family, he admitted to me that he was not really
2 if he set his mind to 5
to be a lawyer. In short, after discussing it with be an 5 (SIMPLE) to say that it’s easy to
3 do not remember him (his) arrange. It isn’t. Firstly, you have to overcome a sense
telling me his wife, he decided to 6 it all in and do something
4 to have an open mind regarding / that he had been itching to do for a long time – move to the of 6 (VULNERABLE) in some employees who
to be open to countryside and become a gardener! Colleagues tried to may see this as a subtle hint that they are not good at
5 blamed me for / accused me of persuade him to stay, saying he couldn’t manage such their own job. It’s also a matter of persuading others not
upsetting a dramatic drop in income, but he was 7 and within to 7 (REGARD) the possibility that they could
6 hold you in good stead
two months they had moved, and he had found a job with benefit from seeing working life from another person’s
a local gardening business. I have never seen him or his family perspective. Experiencing their colleagues’ problems
happier, and he is nowhere near being on the breadline! I would first-hand can help employees become less 8
advise anyone who feels 8 in a rut or overcome by (CONFRONT) and engage in less brinksmanship than
the pressure of a demanding job to follow his example.
before. Definitely something worth trying.
1 a acceptance b conception c expected d given
2 a off b on c out d in 4 Complete the second sentence using the word in bold
3 a path b way c line d route so that it has a similar meaning to the first one. Use no
more than six words including the word in bold.
4 a targeting b joining c meeting d retaining
1 I was happy when they transferred me to another
5 a made out b cut out c taken up d set out
branch, as it meant promotion. MIND
6 a call b land c play d throw
I to another branch as it meant
7 a destined b vocal c resolute d assertive promotion.
8 a held b stuck c put d drawn 2 If my brother were really determined to do something,
he would succeed because he’s so smart. SET
2 Complete each gap using the words in brackets so
that the sentence is logical and grammatically correct. My brother is so smart that he could achieve anything
Change the form of the words given or add other words it.
if necessary. Use up to six words including the words 3 He told me that he’d previously worked as a teacher,
given. Do not change the order of the words in brackets. which was something that I’d forgotten. NOT
1 (Despite / tell / take) another few days I that he’d previously worked as
off work, my colleague returned after only three days a teacher.
of sick leave. 4 Having fixed ideas about your future career prospects
2 (I / regret / have / tell) you that is not a good thing. OPEN
unfortunately we’ll be laying off some employees It’s important your future career
next month. prospects.
3 If (take / job / mean / get) up earlier, 5 He said it was my fault that the client was upset,
I’m fine with that. which was completely unfair. UPSETTING
4 We (be / lucky / see) the art exhibition He the client, which was completely
before it transferred to another gallery. unfair.
5 The doctor (tell / she / avoid / do) any 6 Getting some work experience while studying can
strenuous exercise for the time being. prove useful for your future job prospects. STEAD
6 (leave / company / prove / be) the best Getting some work experience while studying can
career choice he’d ever made. for future job prospects.
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Communication
Role-play 1
1 You have decided to sell your comic collection at a car
boot sale. Decide how much you think it’s worth, and
what is the minimum price you will accept. Be aware
that buyers at these kinds of sales are very much
looking for bargains.
Role-play 2
2 You are going to a vintage fair and want to buy
a really unique outfit – a vintage dress or dinner suit
– to wear at your school’s leaving prom. You spot the
perfect item, but you are a bit worried it will be out of
your price range.
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ALL STUDENTS
7B Exercise 7, page 97
Choose a famous painter. Use the fact sheet below and
do the online research. Then give a short presentation
about the painter to your partner, using as many
relative clauses as possible.
Fact Sheet
Name of painter:
What year was he/she born and when did Where was he/she born?
he/she pass away?
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STUDENT B 9C Exercise 7, page 128
3C Exercise 6, page 37 Work in pairs. Look at the photos showing a difficult
situation. Speculate on what might be happening,
In pairs, role-play two negotiation situations. what might have led to these situations and what
Then decide who was the best negotiator. Say why. might be done to solve the problems.
Role-play 1
You are a collector of rare comics. You have spotted
an amazing collection at a car boot sale. You would be
willing to pay quite a lot for it, but you’re hoping to get
a real bargain.
Role-play 2
You are selling clothes at a vintage fair. You have hand
selected every item and know that they are quite
valuable. However, you haven’t actually sold very much
today and you would like to get rid of a few more items,
even if you have to come down on the price.
5E Exercise 9, page 71
Work in pairs. Imagine you are being interviewed for
a place on a sports team (you can choose the sport).
Take it in turns to interview each other using the
questions below. If you can’t answer a question
immediately, use the phrases in the Speaking box
on page 71 to buy yourself time. 10E Exercise 8, page 145
1 Have you had any sporting injuries? What In pairs, role-play the situations. Use the statements
happened? for toning language down from the Speaking box
on page 145.
2 How do you manage to fit in practice for your
sport? 1 You went out for dinner with Student A. The restaurant
was good value for money, the service and atmosphere
3 Have you ever had any difficulties with team- all excellent, but the food left much to be desired.
mates? What happened and how did you deal You don’t mince your words when it comes to giving
with it? feedback so here’s your opinion: The food in that
4 What emotions do you feel when you play well? restaurant was utterly revolting! Let Student A respond
5 How do you see your future within this sport? to your statement.
2 You start the conversation. You have just read an
excellent book by your favourite author. You know
that Student A has read it too. Tell Student A how
you feel about the book. You’d like to know his/her
thoughts on it. Then react to his/her opinion, trying to
tone his/her language down.
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CULTURE NOTES
Unit 1 1E READING AND VOCABULARY
The Inuit are an indigenous people inhabiting the regions of
1B SPEAKING AND VOCABULARY northern Canada, as well as parts of Alaska and Greenland.
Psychometric tests are a common part of job interviews They consider the land, water and ice contained in the Arctic
and assessments. They examine an individual’s suitability region to be their homeland. For hundreds of years, the Inuit
for a position and organisation. The ‘metrics’ part refers have relied on their natural resources, tools and skills to
to measuring, while the ‘psycho’ part refers to a person’s survive in the cold, bleak environments of the Arctic north.
psychology. There are two kinds of psychometric tests: Being respectful of their environment and the creatures
ability tests and personality tests. Ability tests measure within it, they use all parts of the animal for food, clothes and
abilities like numeracy skills, ability to understand written tools, using them to make hunting equipment, warm coats,
information, ability to tackle abstract concepts and blankets and boats. However, dwindling numbers of ocean
general problem-solving skills. Such tests have right and animals, such as whales, have left Inuit communities without
wrong answers and there is a time limit for answering the a staple food source. As a result, the Canadian government
questions. Personality tests examine how an individual has relocated the nomadic Inuit and settled them in
is likely to behave in the workplace – for example, their permanent communities. By adapting to a Western lifestyle,
interpersonal style, task management preferences and how their traditional way of life has come under threat. There
they organise their time. There are no right or wrong answers are approximately 65,000 Inuit spread across fifty-three
for personality tests. communities in Canada.
The Pirahã are a hunter-gatherer tribe living in Brazil’s
1C LISTENING AND VOCABULARY Amazon rainforest, with a population of only a few hundred.
Aristotle (384–322 BC) was a Greek philosopher who Brazilians first came across them in the 1700s. The Pirahã
greatly contributed to the expansion of human knowledge reject everything from the outside world, have resisted
in fields ranging from logic to biology. He became Plato’s change and lead a primitive existence. Their language is
student in his Athens Academy at the age of seventeen. extremely simple. It is unrelated to any other and is based
He studied and taught there for twenty years. When Plato on eight consonants and three vowels. It has no numbers,
died in 347, Aristotle left Athens to spend five years on his no colour words, no perfect tense and no way of talking
pioneering research into marine biology. In 342, he was about the past. Whatever is not important in the present
summoned to Macedonia by King Philip II to tutor his son, is quickly forgotten. The language also lacks subordinate
the future Alexander the Great. He later returned to Athens clauses, that is, clauses that make a sentence more detailed.
and founded what would be one of the world’s first great This has intrigued linguists because it departs from what
libraries. Here, Aristotle composed approximately 200 works were believed to be essential features of every language and
of philosophical or scientific investigation, theories, practical has led to much research into linguistic theory.
works and poetry, of which only thirty-one survive in total. Lera Boroditsky was born in Belarus in 1976. She is one
of the world’s leading authorities in the field of cognitive
1D GRAMMAR science. She is an Associate Professor at the University of
California San Diego and the editor in chief of Frontiers in
The Couch to 5k challenge is a nine-week running plan for
Cultural Psychology, one of the largest journals in its field.
people who are new to the activity. It involves running three
She has been a faculty member at the highly regarded MIT
times a week, with a day of rest in between, and a different
(Massachusetts Institute of Technology) and at Stanford
schedule for each of the nine weeks. Couch to 5K starts with
University. Cognitive science is the study of the human
a combination of running and walking to build up fitness and
mind and intelligence, combining ideas and methods from
stamina steadily over a period of time. For example, the runs
psychology, philosophy, artificial intelligence, neuroscience,
in week 1 begin with a five-minute warm-up walk, followed
linguistics and anthropology. Its goal is to understand
by alternate sixty seconds of running and ninety seconds
the nature of human knowledge and how we acquire,
of walking, for a total of twenty minutes. The challenge
process and use that knowledge.
is completed in week 9, with a five-minute warm-up
walk followed by thirty minutes of running. Runners can
download an app which helps to track their progress. Unit 2
QR code stands for ‘Quick Response code’. A QR code has
information that can be read by a smartphone camera. 2B READING AND VOCABULARY
It resembles a barcode but, instead of vertical stripes, it is Barbara Vine was the pseudonym of Ruth Rendell
made up of square-shaped patterns. The technology was (1930–2015), an English crime and mystery novelist. She was
developed in Japan. When scanned, the QR code allows best-known for creating Chief Inspector Reginal Wexford,
the user to access information instantly – hence why it is a recurring character in twenty-four of her novels. Her first
called a Quick Response code. It can store a lot of data, novel, From Doom with Death, was published in 1964 and
including words and phrases such as internet addresses. introduced Wexford. Some of her other works include A Fatal
Current mobile phones have a QR Code reader in the phone Inversion (1987), King Solomon’s Carpet (1991) and The Saint
camera. In addition, there are free downloadable code Zita Society (2012).
reader apps for phones that do not come equipped with
a built-in reader. Hainault is an urban area in northeast London. There is
large suburban housing estate (a group of homes and other
buildings built together as a single development, usually to
provide low-cost housing), which is adjacent to the Hainault
Forest Country Park.
1 Propose a motion or controversial 2 Make teams: proposers and 3 Prepare for the debate.
statement. opposers. Give groups five minutes to
Write the topic of the debate on the Divide the class into groups of no prepare. They should make a list of
board. Ask students to work in pairs more than six. Half the groups should arguments in support of their view.
or groups of three and to discuss it be ‘the proposers’, arguing for the They may also try to anticipate the
for 2–3 minutes. They should think of statement. The other half should be counterarguments the opposing
some arguments for or against the ‘the opposers’, arguing against it. team may present and think of how
statement and decide which side If most students hold similar views, to refute them. Finally, they should
of the argument they want to take. you may assign them to teams plan a strategy for their team, i.e.
Alternatively, you can assign this task randomly. For variety or an extra decide who is going to present
as homework and allow students to challenge, you may also ask them which argument and in what order.
research the topic and think of their to argue for the view opposite to Tell them that during the debate,
arguments at home. their own. each member of the team needs to
speak at least once.
4 Hold the debate.
The debate structure has five simple steps:
1 Each team has a turn to present their arguments. 2 minutes per team
(4 minutes in total)
2 Both teams have 2 minutes to prepare the rebuttal of their opponents’ arguments. 2 minutes
3 Each team present their rebuttal for 2 minutes. 2 minutes per team
(4 minutes in total)
5 Each team summarises their view and makes final comments for 1 minute. 1 minute per team
(2 minutes in total)
• Ask students to remain silent while their opponents are speaking and take notes of the points they make.
• If you have more than two teams, tell students which teams are going to argue against each other.
• For the sake of fairness, you may want to alternate the order in which the teams make their presentations, with the team
arguing for the statement speaking first in step 1 and second in step 3.
• If pressed for time, you may combine steps 3 and 5 so that students present both the rebuttal and summary in one stage.
5 Provide feedback.
• After the debate, ask students whether Useful language
they have been convinced by the
Photocopy and provide students the useful language for debating on the
opposing team’s arguments and who, in
next page, for them to refer to during the school year.
their opinion, won the debate and why.
• You could ask students to raise their
hands to vote on which side they really
Debate topics
stand in the debate. Count the show Unit 1 The media provides poor role models for young people.
of hands for each side and declare the Unit 2 There is no value to humanity in space tourism.
winning argument. Unit 3 When it comes to survival, money is more important than morals.
• Provide feedback on how well the teams Unit 4 Genetically modified food should be banned.
argued their case and suggest things Unit 5 Students are too dependent on technology.
they could improve in the future. Unit 6 Keeping your problems to yourself makes you stronger.
• As a follow-up activity, you could ask Unit 7 There should be no censorship of the arts.
groups to switch sides so that students
Unit 8 If no one ever broke the rules, then we’d never advance.
get to argue both sides of the same
discussion. You could also ask students to Unit 9 Imagination is more important than knowledge.
write a ‘for and against’ essay using the Unit 10 Work-life balance is overrated.
arguments from the debate.
2 Nature or nurture? Audio script: extra activities After 1C LISTENING AND VOCABULARY 15
02 ON THE MOVE
4 What have I done? Vocabulary: idioms related to movement, After 2A VOCABULARY AND SPEAKING 15
travel verbs
5 The scariest flight Reading: understanding reference devices After 2B READING AND VOCABULARY 15
7 Space tourism Audio script: extra activities After 2D LISTENING AND VOCABULARY 15
03 HARD SELL
8 A head for business Vocabulary: business-related vocabulary, After 3A VOCABULARY AND SPEAKING 15
compound nouns, phrasal verbs
9 The art of persuasion Audio script: extra activities After 3B LISTENING AND VOCABULARY 15
04 TASTES
11 A fine example Vocabulary: adjectives to describe food After 4A VOCABULARY AND SPEAKING 10
12 Are you ready to cook? Go! Reading: identifying paraphrases After 4B READING AND VOCABULARY 15
15 Table manners Audio script: extra activities After 4E LISTENING AND VOCABULARY 15
05 DO YOUR BEST
16 Time for a pep talk Vocabulary: idioms, verbs + dependent After 5A VOCABULARY AND SPEAKING 10
prepositions
17 You’ve got to think of Grammar: modal and related verbs After 5B GRAMMAR 15
a sentence!
267
06 FEELS GOOD
19 Do it! Vocabulary: body-related collocations After 6A VOCABULARY AND SPEAKING 10
20 Too much information Reading: understanding purpose and After 6B READING AND VOCABULARY 15
function
21 What did they say? Grammar: reporting verbs and verb After 6C GRAMMAR 15
patterns
23 The importance of sounds Audio script: extra activities After 6D LISTENING AND VOCABULARY 15
27 I Wandered Lonely as a Cloud Reading: understanding metaphors After 7C READING AND VOCABULARY 15
30 Beauty standards Audio script: extra activities After 8B LISTENING AND VOCABULARY 15
09 UNBELIEVABLE
32 The word I’m thinking of is … Vocabulary: words and expressions After 9A VOCABULARY AND SPEAKING 10
related to disbelief, surprise and illusion
10 UP THE LADDER
36 Work to live or live to work? Vocabulary: work-life balance collocations After 10A VOCABULARY AND SPEAKING 15
and idioms
38 Career paths Audio script: extra activities After 10D LISTENING AND VOCABULARY 15
268
PHOTOCOPIABLE RESOURCES
TEACHER’S NOTES 3 It’s functional
Unit 1 (1D Grammar)
1 Your other half Aim: to practise continuous and perfect tenses and
their functions
(1A Vocabulary and speaking) Interaction: pairs or groups of three
Type of activity: matching game
Aim: to practise compound adjectives related to personality
Time: 10 minutes
Interaction: pairs
Materials: one set of sentence cards and one set of function
Type of activity: card game
cards per pair/group
Time: 15 minutes
In class: (1) Copy the worksheet and cut out the cards as
Materials: one set of Student A cards and one set of indicated. (2) Put students in pairs or groups of three and
Student B cards per pair give each pair/group one set of sentence cards and one set
In class: (1) Copy the worksheet and cut out the cards as of function cards. They should shuffle them and put them in
indicated. (2) Put students in A and B pairs and hand out one two piles face down on the table. (3) Explain the activity:
set of white cards, one set of grey cards and one answer key students have to work together to match the sentences on
to each student. Tell them that they should not look at their the sentence cards with the correct tenses and functions on
own or their partner’s cards. Explain that the grey and white the function cards, pairing off all the cards. You can either
cards need to be matched to form compound adjectives set a time limit for this stage or let students match until
related to personality. The answer key card shows the correct one or more pairs/groups have finished, depending on the
compound nouns for their partner’s cards. (3) Ask students time available. (4) You could suggest that students find and
to spread their word cards out face down on the table in underline the examples of continuous and perfect tenses in
two sets. (4) Explain the activity: in their pairs, students the sentences before they begin. They could do this in their
take it in turns to turn over one card from each set. If the pairs/groups and then check that they have identified the
two words make a compound noun, the student scores verbs correctly as a class. (5) Point out that some sentences
a point and keeps the cards. Their partner checks that the have more than one verb. For those sentences, students
compound adjective is correct by looking at their answer key should match the first verb with one of the function cards.
card. The student then tries to make a sentence using the (6) Start the activity. Students play until all the cards have
compound adjective. If they do, they score an extra point and been matched or for as long as time allows. (7) Ask students
have another turn. If they cannot form a sentence or if their to count up their pairs, then check answers with the class.
sentence is incorrect, play passes to the other student. If the Elicit further example sentences to check understanding.
cards do not match, the student has to turn them back over, Congratulate the pairs/groups with the highest score.
keeping them in the same place, and play then passes to the Answers:
other student. (5) The game continues until all the cards have
Present Continuous for temporary situations in progress now:
been matched or for as long as time permits. The winner is
I’m trying to be more laid-back and relaxed these days …
the student with the most cards at the end of the activity.
Present Continuous for changes and developments: I think
2 Nature or nurture? people are becoming more selfish and are caring less and …
Past Continuous for actions or activities in progress at
(1C Listening and vocabulary) a specific time in the past: The company was conducting …
Past Continuous for longer actions interrupted by a shorter
Aim: to practise useful language from the main listening
past action: Max and I were chatting happily online when …
of the unit
Future Continuous to predict something in progress at
Interaction: individual, pairs
a point in the future: This time next year my friends and
Type of activity: gap-fill I will be travelling around Europe in a camper van.
Time: 15 minutes Present Perfect Simple for recent actions with a present
Materials: one worksheet per student relevance or result: I’ve fallen out with my best friend …
In class: (1) Students can complete Exercise 1 individually Past Perfect Simple for actions or states that happened before
or in pairs. If they work individually, get them to compare a specific past time: While unemployed, he’d developed
answers in pairs before class feedback. (2) Allow students the habit of sleeping in and found it difficult to break …
enough time to complete the activity, then play track 1.5 Past Perfect Simple for a clear sequence of events: After
for them to check/complete their answers. Alternatively, she’d received her excellent exam results, she rang her …
check answers by going through the extract with the class.
Future Perfect Simple for an action that will be completed
(3) During class feedback, clarify any points as necessary and
before a particular time in the future: By six o’clock, most of
answer any questions students may have. (4) Put students
the office workers will have left the building.
in pairs for Exercise 2 and give them time to discuss the
meanings of the expressions. They can then write their Present Perfect Continuous for actions that began in the past
example sentences or mini-conversations individually, and continue to the present: I’ve been waiting to talk to …
in class or as homework. Past Perfect Continuous for continuous actions or situations
Answers: which happened before a specific time in the past: It had
been raining all night and the streets were flooded when …
1 1 to 2 down 3 to 4 up 5 by 6 with 7 in 8 over
9 to 10 to 11 into 12 at 13 with 14 in 15 on
16 for 17 on 18 in 19 in 20 on
PHOTOCOPIABLE RESOURCES – TEACHER’S NOTES 269
Future Perfect Continuous for something continuing up to Answers:
a certain point in the future: By the end of this year, Jane and 1 Suggested answers: turbulence/bad weather/struck
Kate will have been living in London for a decade. by lightning; hijacking; passenger/pilot becoming ill;
mechanical fault
Unit 2 2 a It = the rain b They = the baggage handlers and other
airport workers c one = a raindrop d she = a cabin crew
4 What have I done? member e it = the situation f the former = stay (on the
plane) g something = gripped the armrests of my seat
(2A Vocabulary and speaking) (tightly) h this way = petrified i them = those who had
Aim: to practise the figurative use of idioms related to laughed at me
movement and travel verbs 3 1 C (The word downpour links back to rain, rain and
more rain.)
Interaction: individual, pairs
2 E (Or, worse in the question suggests that it follows
Type of activity: mingling activity
the prior question about cancellation.)
Time: 15 minutes 3 A (As I dried myself follows from one [raindrop] landed
Materials: one worksheet per student squarely on my head; suppress their laughter links to
In class: (1) Hand out the worksheet and give students hilarious in the following sentence; guys in the sentence
time to look at the list of situations and complete Exercise 1. after the gap refers to the passengers mentioned in
Point out that they should not let anyone see which activities Sentence A)
they have chosen. Depending on the time available, you 4 F (I scanned the cabin for empty seats links to the
could ask students to choose more than three activities here. following sentence, I looked for one as far from mine
(2) Move on to Exercise 2. Explain that students are going to as possible, where one refers to a seat.)
tell a partner about the situations they chose in Exercise 1. 5 B (To me, it was the most thrilling experience in sentence
Give them time to think about what they are going to say and B refers to the writer’s enjoyment of flying in the previous
make notes in the table. (3) When they are ready, put them in sentence.)
pairs and explain that Student A should stay at their desk for 6 D (the seats directly behind me in the previous sentence
the duration of the activity and Student B will move around are those referred to in sentence D, where the water fell
the room to a new partner every sixty seconds. Alternatively, further back.)
if your classroom set-up does not permit mingling activities,
students can remain with the same partner throughout the 6 Under no circumstances …
activity. (4) Ask students to talk to their partner about one
of their situations. Explain that they each have 1 minute to (2C Grammar)
describe the situation. When the time is up, their partner has
to guess the phrase which matches the situation that has Aim: to practise inversion and cleft sentences
just been described. Student B should then move around Interaction: pairs
the class to the next Student A. Time students and let them
know when they should change partners. (5) For weaker Type of activity: rewriting sentences
students, you might like to go over the phrases in the table Time: 15 minutes
before the activity starts, to check their understanding. Materials: one worksheet per pair
(6) Monitor students and note any good examples of In class: (1) Put students in pairs and hand out the
language. Continue the activity until all students have talked worksheet. Explain that they are going to read some
about their situations or for as long as time permits. sentences and rewrite them using the phrases for inversion
and cleft sentences on their worksheet. Point out that there
5 The scariest flight are more phrases than sentences. (2) With weaker classes,
you might like to review the grammar from pages 22–23 of
(2B Reading and vocabulary) the Student’s Book first, and/or refer them to the Grammar
Aim: to practise the skill of understanding reference devices Reference, pages 167–168. (3) Allow students 6–7 minutes to
complete the activity, then elicit sentences around the class.
Interaction: individual, pairs (4) Pairs now write two sentences for another pair to rewrite.
Type of activity: reading text and activities They should be sentences which can be rewritten using the
Time: 15 minutes remaining phrases from Exercise 1. (5) They swap sentences
Materials: one worksheet per student with another pair, rewrite them, and check their answers
with that pair.
In class: (1) Put students in pairs and go through the
instructions to Exercise 1 with them. Give them a minute Possible answers:
to discuss the title, then elicit ideas around the class, 1 1 What I love about travelling is exploring new places.
encouraging students to use their imagination. If time 2 Hardly had he got to the platform when the train left.
is short, this can also be done as a quick class activity. 3 Under no circumstances should you disturb the driver
(2) Students should do Exercise 2 individually and then, when you are travelling by bus.
if time allows, compare and discuss their answers in pairs. 4 Not once had she travelled without a valid ticket on
(3) Check answers with the class. (4) Get students to do public transport.
Exercise 3 individually first, then get them to discuss their
5 Little did I know that the mountain was much higher
answers in pairs. (5) Check answers with the class.
than I had imagined.
1 1.5 Choose the correct prepositions to complete the extract from a talk.
Today I’m going to be talking about where our and got married a second time to different women
personality comes from, exploring the history of the called Betty. They both enjoyed mechanical drawing
so-called ‘nature-nurture debate’. To clarify, nature and carpentry, and their favourite school subject was
refers 1at / to hereditary factors – everything handed Maths. And how many people can say that?
2
off / down to us biologically from our parents, and The long list of similarities between them could
their parents before them. In other words, that our imply that the way they were brought up had very
genes predispose us to act a certain way. Nurture little impact compared 13from / with their genes.
refers 3at / to the influence of our environment: However, when you look more closely, it is important
the way we were brought 4up / in, our early childhood to recognise that these twin studies often go to show
experiences, and our society and culture. almost the opposite: that while your personality may
Perhaps the first thing to say is that historically, be genetically influenced, your environment definitely
philosophers have tended to believe that, while some can make a difference. If you are brought up to have
traits may well be inherited, the biggest influence is a confident, strong-willed personality, for example,
environment. The Ancient Greek philosopher Aristotle or to be thin-skinned and have little faith 14for / in
believed that people were entirely moulded 5by / with yourself, that will impact 15on / to how successful you
their experiences. are in later life. It isn’t an excuse 16for / at not handing
The behaviourists in the 1950s and 60s were in your essays 17on / in time though!
also enthusiastic proponents of the idea that our Without doubt, the opportunities you have 18with / in
personality is formed through what happens to us and life are also key. Another set of twins, Ann and Judy,
around us. A famous example is Pavlov’s dog. Does demonstrate this. Their mother was extremely poor
that ring a bell? Pavlov trained his dog by ringing a and unable to keep both twins, so Ann was adopted by
bell every time he gave the dog food. Eventually, the a richer, middle-class relative, while Judy stayed with
dog salivated at the thought of food every time the their birth mother. Judy was surrounded by other kids
bell rang, showing that he now associated the bell and spent her time playing out in the street, while Ann
6
by / with getting fed. Of course, the dog may have became an only child and was always reading.
been training Pavlov to feed him more often! The fact Probably unsurprisingly, with better opportunities
is that it is probably more comfortable for people to and a calmer environment, Ann did better at school
believe that our environment is the most important and later in her career, and even has much better
factor 7for / in how our personality develops. This health than her sister. However, they both had similar
gives us more of a sense of control 8over / onto difficulties in their marriages, suggesting a genetic
our own destiny and the destiny of our offspring. predisposition to choose a particular type of man. So,
However, as we have discovered more and more about what does this tell us? Well, while genes are obviously
genetics, it has become clear that our disposition does important, 19for / in many cases, it is environment,
actually owe a great deal to our genes. According to early childhood experiences and upbringing that
research, many of our traits, such as assertiveness or determine whether or not a particular gene is ever
obedience 9to / with authority, willingness to take risks really switched 20up / on. For example, there is a
or vulnerability 10to / at stress, may be inherited. specific gene, known as the warrior gene, which tends
This has been supported by studies 11onto / into pairs to make people more aggressive. However, a child
of twins who had been separated 12at / on birth. For with this gene who is brought up in a loving family,
example, the ‘two Jims’. They were adopted separately will almost certainly only ever use this aggression
at one month old and, although they were brought to do well on the football field or in the boardroom.
up just forty-five miles apart, there was no contact Ultimately, it is an oversimplification to look to
between them until they were thirty-nine years old. either nature or nurture to explain our personality.
As well as both being called Jim, they had both Realistically, it has to be seen as a complex mixture
married and divorced different women called Linda of both.
2 Look at the expressions in bold in the extract. In pairs, discuss how you say them in your language.
Then write example sentences or mini-conversations with the expressions.
Sentence cards
I’ve been waiting to talk It had been raining all By the end of this year,
By six o’clock, most of
to a customer service night and the streets Jane and Kate will have
the office workers will
representative for over were flooded when we been living in London for
have left the building.
an hour! woke up. a decade.
Function cards
Future Perfect Simple Present Perfect Past Perfect Continuous Future Perfect
for an action that will Continuous for actions for continuous actions Continuous for
be completed before that began in the or situations which something continuing
a particular time in past and continue to happened before up to a certain point in
the future the present a specific time in the past the future
1 Look at the list of situations below. Which of these things have happened to you? Tick three.
jumped a light.
parked an idea.
2 You are going to tell other students about the experiences you chose in Exercise 1.
Think about what you are going to say and make notes in the table above.
3 Tell a different student about each situation. He/She has to guess the phrase from the table
that matches that situation. Make sure that you do NOT use that phrase in your description.
1 Read the title of the story. What can make a flight scary? In pairs, discuss your ideas.
Then read the story quickly. Does it mention any of your ideas?
2 Read the story again, ignoring the gaps. What do the words in bold (a–i) refer to?
3 Read the story again. Match sentences A–F with gaps 1–6 in the text.
A As I dried myself with a tissue, I could hear the passengers behind me trying to suppress their laughter.
B To me, it was the most thrilling experience, soaring above the clouds at 35,000 feet.
C Quite a downpour, in fact, which had seemingly come out of nowhere.
D The plane climbing at an angle meant that the water no longer landed on me but, rather, fell further back.
E Or, worse, would we take off as scheduled in this appalling weather?
F Raising my head like a periscope emerging from a submarine, I scanned the cabin for empty seats.
THE
SCA R IEST
FLIGHT
The view from the plane wasn’t encouraging – rain, rain decision, I opted for fthe former. 4 I looked for
and more rain. 1 a
It made the baggage handlers one as far from mine as possible. There were none. I’d
and other airport workers dash for cover. bThey didn’t have to stay in my allotted place. With the leak. On my
seem to mind, though. It was, after all, the rainy season head. Great.
in India. However, this was quite concerning. Would the I’d always enjoyed flying. 5 But as the plane
flight be cancelled? 2 I was already seated. Was it thundered down the runway and then left the ground,
too late for a change of heart and a change of plans? I gripped the armrests of my seat tightly. It was
Fat, heavy raindrops pounded the runway. As if to g
something I’d never done before. My knuckles turned
emphasise the point, cone landed squarely on my head. white and, for the first time in my life, I was petrified.
Plop! Then another, and yet another. That meant one Was I the only one feeling hthis way? Then I heard
thing: rain had entered the cabin. 3 Yeah right, a gasp, followed by a shout. It had come from the seats
guys – hilarious. Well, I didn’t find it funny! I summoned directly behind me, where those who had laughed at me
one of the cabin crew and pointed out the problem. were seated. 6 Hah! Now it was my turn to laugh
Smiling reassuringly, as though calming a nervous at them.
i
first-time flyer, dshe said everything was fine. Outwardly, Soon, we were above the clouds and therefore rain-free.
I smiled in return. Inwardly, I questioned her sanity. Finally, I could release my grip and, if not exactly enjoy
Clearly, she was unbothered by the situation. I, however, the flight, at least not spend its duration in stomach-turning
was in two minds about eit. Do I stay or do I get off this fear and panic.
plane asap? Not feeling in the least bit confident in my
1 In pairs, rewrite sentences 1–8 below using these phrases. You do not need to use all the phrases
but you should choose a different phrase for each sentence.
3 When you are travelling by bus, you shouldn’t disturb the driver.
5 I had no idea the mountain was much higher than I had imagined.
6 The port authority cancelled all ferry services due to bad weather.
7 He likes everything about living in the city, but not the traffic.
8 The train service is quick and regular.
1 5
2 6
3 7
4 8
2 Think of two sentences that can be rewritten using the phrases from Exercise 1 that you did not choose.
Give them to another pair to rewrite.
1 2
Conversation 1
A: So, I guess you must be really happy to read these latest reports about space tourism!
I can see you booking a ticket as soon 1 possible.
B: Yes – great news that it’s all getting that much closer – and yes, if I suddenly became
a millionaire, I might well 2 tempted! Seriously though, there are still
a lot of hurdles left for these private companies to overcome 3 people
start hurtling through space on a regular basis. There have been lots of setbacks already.
But if it all goes well and it becomes more affordable for members of the general public,
then I would love the experience. Don’t tell me you wouldn’t seize the opportunity yourself
4
it arose.
A: Well, it certainly 5 be a getaway with a difference. Obviously, for
a long time, it’s only going to be available to people with a lot of money and maybe I’m
6
cynical, but I’m sure that for most of them it won’t be about having
a magical experience but about being able to brag about it to their friends. Not including
you in that generalisation, it 7 without saying.
B: Thanks for that! Yes, you may have a point, but I’m not concerned about other people and
8
they think. Everyone will have their own reasons for buying a ticket;
you can’t change human nature. But 9 would fascinate me would be
that sudden exhilaration of speed as the rocket soars through space and then that loss of
gravity. Wow – it’s incredible just to contemplate!
Conversation 2
A: I saw a fascinating documentary about debris in space the other night. I’d never realised
10
dangerously cluttered space was getting. Naturally, people
tend to focus on environmental problems that abound here on Earth, but we should
11
a bit further afield, you know – space is getting its fair share too!
B: I wouldn’t say it’s cluttered exactly. I know humans are certainly leaving their mark –
bits of metal and things. But, to be realistic, space is vast – we’re not causing too much
damage, are we? I mean, it’s not 12 though rockets and spaceships are
travelling through space all the time, other 13
to and from the Space
Stations.
A: Don’t forget about all those satellites and things. Apparently, there are nearly 2,000 live
satellites in space and more than 3,000 failed ones. The debris from defunct satellites is
whizzing round 14 break-neck speed – over 17,000 miles an hour!
The build-up is getting 15
bad that the risk of collision between these
objects is getting higher and higher and the knock-on effect would mean more and
more debris.
B: I hadn’t realised the situation was so serious. Definitely, there’s the need
16
a ‘tow truck’ to remove the failed satellites. Is anything being done
about it?
A: Well, the outlay for developing any ideas is enormous, 17 you can imagine.
I’ve heard about ClearSpace-1 – the first space mission to remove debris from orbit – it’s
planned for launch in 2025. A real breakthrough which involves a vehicle to trap objects,
then drag them down into the earth’s atmosphere where they’ll burn up. Sounds promising.
B: Well, hope it works and gets underway before tourists start holidaying in space – crashing
into a piece of satellite at that speed would be horrific!
2 Look at the expressions in bold in the conversations. In pairs, discuss how you say them in
your language. Then write example sentences or mini-conversations with the expressions.
2 Read your business idea to the class. They count the words from Exercise 1 you have used correctly.
The pair with the most words wins!
1 1.16 Complete the discussion with the correct form of the phrasal verbs from the box.
bring out climb up end up go out grow up look at look back look for miss out try on win over
Interviewer: The other day I bought myself a new coat. I hadn’t really planned to get a coat at all –
I was actually 1 a pair of trousers – but the colour caught my eye;
it was a gorgeous shade of orange, and I took it off the rack to look at it. That’s when the
salesperson started talking to me. She asked me if I thought the weather was quite cold for
the time of year. I said it was. Then she asked me if I liked the colour of the coat. I said I did.
Then she told me that it was on sale at thirty percent off and that they wouldn’t be getting
any more stock in. The long and short of it is that I 2 buying that coat.
Was I persuaded, or even manipulated? Here in the studio today, we have two experts in
the art of persuasion: Dave Wakefield, clinical psychologist, and Jill Bowles, marketing
specialist. I don’t perceive myself as naive or ingenuous, so Jill, Dave, was I manipulated?
Jill: Well, manipulated is quite a strong word, but certainly I can see that the salesperson was
crafty – she obviously knew what she was doing! She started with a technique I call ‘yes
questions’. She asked you a series of questions that she knew you would say ‘yes’ to, which
then made it more likely that you would agree with her about 3 the
coat and eventually purchasing it.
Dave: Yes, that’s absolutely right. This technique is sometimes called ‘the yes ladder’ because
you 4 from very small requests or questions up to what you really want
them to say ‘yes’ to. Without doubt, this salesperson had been trained to manipulate you.
She was also shrewd enough to use another well-known persuasion technique on you:
the principle of scarcity. When she told you that they wouldn’t be getting any more stock in,
that made you wonder if you might be 5 if you didn’t get it right away,
which is very enticing.
Interviewer: Yes, that did make me want it more. Can’t believe I was so gullible!
Jill: You can use either scarcity of the object, like the way companies 6
limited editions of certain products, or scarcity of time, like when they say the offer is only
valid for twenty-four hours.
Interviewer: It’s a good thing I do actually like the coat! So, what other typical persuasion techniques
might people use?
Dave: A lot of it is about framing; that means how you present the idea. A classic example
is the idea of whether a glass is half empty or half full – it’s all about how you
7
it. It’s often about the words you use and their connotations.
For example, persuade has a much more positive connotation than manipulate. If you
present something positively, people are more likely to be persuaded. Let’s say you’re
a teenager and you want to convince your parents to let you 8 for
the evening. You’d probably instinctively try and frame it in the most positive way possible,
wouldn’t you?
Interviewer: Oh yes, my brother was a master at that – really devious! Even when our parents had said
‘no’ initially, he could always 9 them . It drove me insane!
Jill: It’s a useful skill! 10 , my sister was brilliant at sweet-talking me into
doing things and, 11
, she often used the technique of reciprocation.
Basically, what that means is that if we do a favour for someone, they’re likely to do us
a favour back, or reciprocate, even if we then ask them to do a much bigger favour.
2 Look at the expressions in bold in the discussion. In pairs, discuss how you say them in your language.
Then write example sentences or mini-conversations with the expressions.
1 Look at the photos and discuss what this place is and what happens there.
A B
2 In pairs, correct the sentences about the New York Stock Exchange (NYSE). Then swap with another pair and check
each other’s answers.
1 Read the articles about TV cooking competitions. Match the texts (A and B) with the
statements (1–6). Underline the parts of the texts where you find the answers.
1 There are opportunities to forge meaningful careers. 4 There is no basis in reality for the shows.
2 The shows are filled with anxious moments. 5 A few aspects of the shows aren’t popular with viewers.
3 Contestants are looking for an easy path to success. 6 Contestants have ulterior motives.
2 Find and underline the parts of the contributions reflected in these paraphrases.
1 The writer criticises the desire to be in the public eye. 5 Episodes are suspense-filled and emotional.
2 Ability is not a prerequisite for participation in TV 6 The writer acknowledges there are elements to the shows
cooking competitions. that are annoying.
3 The writer is of the opinion that poor behaviour is 7 Learning opportunities abound for viewers.
encouraged. 8 The writer points out some participants are worthy of their
4 The writer ridicules the contestants’ celebrity status. subsequent success.
ARE YOU R E A DY T O C O O K ? G O !
Master Cooks and Best Chefs: TV cooking competitions – you can’t avoid them. Every network has its own
version of the same format: cook, judge, eliminate. Are you a fan? Do these shows still have a future?
Share your thoughts!
If you were to
But for the work of If food supplies If it weren’t for the
invest in my
the volunteers, … should run out, … recent rainfall, …
restaurant, …
If it hadn’t been
As long as you But for your If everyone
for chemical
continue to eat generous were to become
dumping in
junk food, … donation, … vegetarian, …
rivers, …
1 Had
.
2 Had
.
3 Had
.
4 Were
.
5 Should
.
6 Should
.
7 Were
?
2 Check your answers with your teacher and count the number of correct sentences.
The pair/group with the most wins!
1 2.7 Complete the extract from a vlog with words formed from the words in brackets.
OK, so today I’m going to talk about one of my opinion, TV may have even more 5
favourite bugbears of the moment: table manners! (INFLUENTIAL) these days. After all, kids probably
I know I’m not perfect and when no one’s around I may watch TV characters eating more often than they
be a little – how shall I say – relaxed in my manners. watch their parents, and the 6
I guess my parents would haul me over the coals for (BEHAVE) on screen at meal times can be
not using cutlery or, even worse, eating straight from 7
(APPAL)!
a takeaway carton or wrapper and not a plate! But I guess it’s the parents who have the ultimate
who’s to see? However, if I’m out with friends or family, 8
(RESPONSIBLE) for encouraging
I’m always careful to mind my manners. No talking good manners in their children, but there has been
with mouth full or stretching across the table to grab some debate recently too about how schools can get
the salt! I have a sinking feeling though that I may involved. Should it perhaps be discussed in lessons?
be in a 1 (MINOR) here and I was It is, after all, a social skill. Some schools do already
wondering how you all feel about it. use mealtime 9 (SUPERVISE)
I’ve been noticing 2 by teachers to raise 10
(AWARE)
(DETERIORATE) table manners a lot recently and of the issue with younger children, and it has had
I read an article outlining how table manners seem some good results. It will be interesting to see if any
to be becoming a thing of the past. But what really 11
(IMPROVE) resulting from
brought it home to me was a 3 teacher 12
(INVOLVE) will have
(DOCUMENT) last week, with one toe-curling scene a knock-on effect on children’s siblings as they,
of kids at a meal out with their family. Did you see it? in turn, set examples.
Ouch! Interrupting each other, slurping their drinks, I know I’m going on a bit about this whole manners
snatching food from plates with their fingers! It must thing, and the truth is that over time, cultures and
have been a nightmare just to be in the same customs do change. What was 13
restaurant, let alone at the next table! Perhaps I’m (ACCEPT) when I was very young is possibly OK now.
old-fashioned but the thing is – I believe having good But there are still lines that we shouldn’t cross.
table manners is still important; it’s a social skill that Throwing food around the table is one of them. It’s
everyone needs to develop. It shows that you’ve had 14
(DEFENSE). And talking with
a good 4 (BRING UP) but more a 15
(MOUTH) of food is another –
than that, it means that you have respect for the that is particularly 16
(DISGUST)!
people sitting with you. And just think about it: in However, perhaps rigid rules about not putting your
the future what decent company is going to employ elbows on the table could be relaxed a little. And
a bad-mannered person? something else that I think should be banned is
So, just why are people’s manners getting worse? using phones at mealtimes, not only in the kitchen or
You could blame it on the sofa eating trend, or on dining room at home, but more 17
fast food itself, which is often finger-food. People are (IMPORTANT) in restaurants too. I certainly hate paying
busy and home cooking goes by the board in a lot for a nice meal in a quiet atmosphere and having my
of families. But I would say it’s all about having good evening disrupted by ringtones and message alerts all
examples. So, are parents the real culprits here? Well, around me!
when all’s said and done, children tend to copy their Right, those are my 18 (THINK) on
parents, therefore, if their manners aren’t that good, the topic of manners. Do you agree? Let me know and
then the child will follow. Having said that, in my post your comments!
2 Look at the expressions in bold in the extract. In pairs, discuss how you say them in your language.
Then write example sentences or mini-conversations with the expressions.
1 I give up too easily. As soon as something starts to 4 Am I wasting my time studying for
challenge me, I quit. How can I change this behaviour? exams? Maybe I should just cheat?
2 Exams are so stressful! I’m going crazy! 5 I can’t focus on studying without my mind
How can I cope with the pressure? wandering off. What can I do to stay focused?
3 I study for hours, but I can’t remember 6 I often put off doing things, leaving them to the
a thing later! What am I doing wrong? very last moment. How can I stop procrastinating?
should have +
ought not to be supposed to didn’t manage to
past participle
might very
was/were can’t have +
won’t well have +
able to past participle
past participle
shouldn’t have +
didn’t need to may as well be unable to
past participle
Presenter: So, today we’re talking about motivation. How to get it, how to keep it.
We’re looking for some practical tips. 1 start us off, let’s talk
to Stuart from Worcester. Stuart, you’ve got a great idea. Tell us about it.
Stuart: Hi. Well, I recently decided that I wanted to get fitter and go to the gym regularly,
but, you know, I’ve always 2 the same. I get started on
something with loads of enthusiasm and then, after a few weeks, I run out
of steam and stop. So I decided to find myself an accountability partner,
someone who 3 check in on me from time to time to see
4
I’m getting on with achieving my goals. It’s been really good
because she encourages me and makes me feel really positive about what I’m
doing. It’s great having someone to pat you on the back for your achievements,
and, 5 better, it doesn’t cost a fortune or anything. Obviously,
you need the right kind of person. I wouldn’t want someone 6
too critical of me, but it’s really helped me to keep on track.
Presenter: That sounds like a really good idea. But maybe you’d like something a bit more
imaginative. We’ve got Jenny on line two. Jenny, can you tell us about how you
motivate yourself?
Jenny: I use a vision board.
Presenter: Sorry, what’s that?
Jenny: Well, for example, a group of my friends are planning to do a trip travelling
around Europe later this year. I’m really up for going, it sounds great, and I’d love
to go abroad for a change – I usually stay here, in the UK. But, the thing is, I don’t
know if I’ll be 7 to afford it, really. I need to do a few extra
jobs to try and get the money together, but I know myself too well. I’m not really
a self-starter. I kind of get deflected by other things and forget all about it. So,
I’ve made a vision board to help remind me of my dreams. 8
you do is cut out pictures of what you want to achieve, like, I’ve got some lovely
pictures of Italy. I’ve always wanted to go there, but it’s so expensive. This is to
help you really visualise what you want, and give you the self-conviction that you
can turn it 9 a reality. It’s really fun to do, and I’ve spent hours
on it. I guess I could 10 used that time to earn some money!
Hopefully, it’ll all work out though.
Presenter: I really hope you succeed. Have a great trip. Let’s talk now to Maria. Maria, what do
you do to stay motivated?
Maria: Hi. Well, I don’t know about you, but I find it hard to keep 11
track when the thing I want to achieve is still a long way away. Like revising for
my exams next year. I know I’ll be really motivated the night before and get my
head down, but a few months earlier, not so much, even 12
I know that there’s a lot at stake. I don’t really have that much natural aptitude
for studying. So I find it really helps to give myself little rewards along the
way. Like when I test myself and get all the answers right. You have to be a bit
careful though – there’s not 13 point rewarding yourself
with a bar of chocolate if your goal is to eat more healthily! But it isn’t that
complicated. From personal experience, I know that so 14
as I don’t set too many targets, or make it too difficult to achieve them – both of
15
I have a tendency to do – it works really well.
2 Look at the expressions in bold in the discussion. In pairs, discuss how you say them in your
language. Then write example sentences or mini-conversations with the expressions.
1 Read the title of the article. When can information be ‘too much’? In pairs, discuss your ideas.
2 Read the article quickly. Does it mention any of your ideas from Exercise 1?
2 What is the purpose of the four main paragraphs of the text (1–4)?
Paragraph 1:
Paragraph 2:
Paragraph 3:
Paragraph 4:
O M UC H
brilliant that it would be a crime against humanity not to share
TO
it. Are you really that clever? Be honest with yourself. Does the
world truly want, or need, to know how you’re feeling?
I O N
Social media are the perfect platform for TMI. And thus we
R T
1 2 3 4
STA Peter: Yes, it’s true. Move forward
Lifeguard to
us: Don’t swim
Go to
I stole the money. three squares. here because it
square 11.
isn’t safe.
15 16 17 18 5
Bob to me:
Anna to Nick: Jack: Without
Beth: I wish Put your wallet
Yes, I can meet a doubt, France is Go back to
I hadn’t told Lisa away, please!
you tomorrow. going to win the square 9.
my secret. I’m paying
No problem. next World Cup.
for dinner.
14 23 FIN 19 6
Amanda to Jim: Mr Lee to class: ISH Harry: Is it rude
to drum my
Jo to Ian:
Don’t forget to Go on, tell Ann
It’s your fault fingers while
hand in your how you feel.
I lost my phone! someone’s
assignments. It’ll be fine!
speaking to me?
13 22 21 20 7
Nina to Tony: Kevin to us: My parents
Please, please Helen: Oh gosh! to me: You
I’ll show you how
don’t repeat I’m so sorry Miss a turn. should take
to work the new
what I’ve I’m late! your studies
3D printer.
told you! seriously.
12 11 10 9 8
Mrs Fox to her Swap places on The thief:
Have another neighbours: Turn the board with No, I won’t say Miss a turn.
turn. the music down or the person to where I got the
I’ll call the police! your left. gold watch!
Chimps Elephants
• make and use tools. • remember the name • are caring and loving. • clean their food before
• hunt in organised groups. sign for individuals • show empathy. eating it.
• can learn sign language. they have not seen for
several years. • play with each other in water. • use tools in various
• laugh when they play. • communicate with each ways in the wild.
• use symbols for objects
• are capable of empathy,
and combine the symbols other via vibrations sensed • follow human
selflessness and in their feet. commands in captivity.
self-awareness. to express a complex idea.
In one experiment, elephants comforted grieving family
In one experiment, chimps performed better than humans members, and helped other species in times of need,
on a number of memory tests. for example, to save them from predators.
Another experiment, where they used tools to gain access Their complex behaviour is shared only with humans,
to food, showed they are quite adept at problem-solving. apes and dolphins.
Octopi crows
• are curious about their • can navigate their way • make tools from various objects • teach other crows
surroundings. through mazes. to reach hard-to-get food. how to identify
• can multi-task. • have good short-term memory. • are innovative problem-solvers. mean humans.
• have the ability to learn • can use tools to get food. • communicate in dialects • are vengeful.
from their experiences. • can solve problems. specific to their own group. • play tricks on
In one experiment, an octopus was placed in a jar with • never forget a face. each other.
the lid screwed on. Using its arms, it unscrewed the lid In one experiment, a crow bent a straight wire into a hook
and exited the jar. to get food from a tube.
An octopus can explore a cave for food with one arm while Crows often put nuts in the street for passing cars to crack
another arm cracks open a shellfish. open the shells.
Interviewer: Just why would anyone choose to spend a lot of time watching and rewatching online videos
of people folding towels, brushing hair, doing complicated paper folds in origami? Weird
1
what? Stumbling across these videos 2 chance,
you would be forgiven for thinking the makers might have lost their minds – but it has
3
anecdotally reported that watching these videos is like a form of therapy
and can make a real difference to people’s lives. I have with me in the studio today expert Simone
Fellows to help explain this strange phenomenon. Simone, please 4 us in on
the secret. Just what are these video clips all about?
Simone: Yes, I fully appreciate that to an onlooker, these must be strange clips indeed. But they
5
increasing in popularity and have become a major online trend.
The people who seek out these videos have one thing 6 common: they
experience ASMR, which stands for Autonomous Sensory Meridian Response. Now, that sounds
far 7 complicated than it is as, basically, it’s a type of physical response
to certain sounds, and definitely not a disorder. To the layman, the best way to describe it is
8
a sort of tingle in your brain. A sensation that starts at the top of the head
and produces an extremely pleasant feeling that travels down through your shoulders and
stomach, through your legs and into your feet. It warms and relaxes you.
Interviewer: And this allegedly happens when some people hear certain sounds?
Simone: Exactly. It’s triggered by a particular sound.
Interviewer: Well, it’s all quite new 9 me. Is this something we all experience, or can learn
to experience?
Simone: Not at all and no one really knows why some people respond to the sounds and others don’t.
10
addition to this, the sounds that trigger this response can be different
for different people. For some, it might be a soft whispering or leaves rustling, for others it
might be the sound of someone tapping gently on a table or a heart thudding. It is suspected
that a number of people might experience ASMR but could be unaware that others don’t. One
person reported getting a warm, fuzzy feeling when, as a child, her mother brushed her hair,
but it wasn’t 11 she was older that she realised other people didn’t have
the same reaction!
Interviewer: Very interesting. So, what’s the link with the abundance of ASMR video clips at the moment?
Is it just that people are indulging the sensation?
Simone: No, and they would hotly deny this. Those ASMR experiencers who watch these clips are doing it
to relieve stress or anxiety. Watching clips of people producing these sounds has been found to
completely relax the viewer. They are particularly beneficial for people who are unable to sleep.
Interviewer: I actually watched a couple. One was of someone folding paper into different shapes – origami –
and there was no sound apart from the paper 12 folded. I freely admit that
they 13
nothing for me, and I just found my mind wandering.
Simone: Yes, the clip you refer to is very popular. It’s called ‘No talking’ and is twenty minutes long.
You might be surprised but there are more than 12 million of these clips online. You can find
ones of people brushing microphones, people whispering – 14 you previously
mentioned, even striking matches, again and again. What became really popular in China
particularly a few years back, were clips of people crunching ice cubes!
Interviewer: You’re not joking, 15 you? Crunching ice cubes? Is there any evidence that
these sounds really do have a positive effect 16 the body or mind, or is it all
anecdotal?
Simone: Yes, research has shown that for someone with ASMR who is stressed or apprehensive, watching
and listening to these clips can dramatically reduce a high heart rate. The result is the equivalent
to practising mindfulness. Scientists have only recently started to seriously investigate this type
of therapy, but it could very well become an extremely useful tool in the treatment of anxiety.
The claims need to 17 very closely examined. Certainly, millions and millions
of online subscribers seem to find it works for them!
2 Look at the expressions in bold in the interview. In pairs, discuss how you say them in your language.
Then write example sentences or mini-conversations with the expressions.
In pairs, choose two pictures each to describe, using as many of the words below as you can.
Include a personal opinion about the styles shown. You have one minute per picture.
A B
make a fashion
statement
sparkly slave to fashion
the fashion police
stretchygigantic
baggy teeny garish
fashion-conscious
Student A Student B
paintings depicted everyday objects included soup cans and Coca Cola bottles
d H
Alfre 0) itc hc oc k
(1899–198
film di re ct or, produc er and screenwriter
English
1 In pairs, read the title of the poem. What do you think the poet means by ‘lonely as a cloud’?
Think of other adjectives you could use to describe a cloud.
2 Read the poem. How does the poet feel in the beginning? How does his mood change later?
5 In what way do the daffodils bring ‘wealth’ to the poet? (line 18)
Continuous as the stars that shine For oft, when on my couch I lie
And twinkle on the Milky Way, 20 In vacant or in pensive mood,
They stretched in never-ending line They flash upon that inward eye
10 Along the margin of a bay: Which is the bliss of solitude;
Ten thousand saw I at a glance, And then my heart with pleasure fills,
Tossing their heads in sprightly dance. And dances with the daffodils.
GLOSSARY
gay – (old-fashioned) cheerful and excited
glee – happiness, excitement, pleasure
jocund – in a happy mood
o’er – over
oft – often
Conversation 1
Liam: Look, over there, on the wall behind that bus stop.
Jan: Is it some kind 1 graffiti?
Liam: Not exactly. It’s called reverse graffiti because the artist makes it 2
removing the dirt from the wall or pavement or whatever.
Jan: Ha! I suppose that’s quite clever, and it’s certainly eye-catching. But how is it really any
different 3 ordinary graffiti?
Liam: There was a whole load of fuss about this recently in Leeds, where my friend James
lives – you remember him, right? Anyway, apparently, the local council agreed that
reverse graffiti could be used 4 advertising, and a lot of people
complained and said it brought 5 the neighbourhood and so on.
Can’t see it myself.
Jan: I can. I mean, whoever does it, and whether they use paint or cleaning fluids, it’s
still just graffiti, isn’t it? It’s defacing the building. I’m surprised the council agreed
6
such a thing 7 the first place, to be honest.
Liam: No, I don’t see it that way at all. Apart 8 anything else, it fades
away in a few weeks, when the building gets dirty again. And it’s art, isn’t it, even if
it isn’t Picasso? I mean, wouldn’t you rather look at flowers and birds than just dirt
caused by pollution? It’s kind of tongue-in-cheek, isn’t it, using dirt to create a picture
of nature? And, surely, it’s easier on the eye than a great big advertising billboard.
Jan: Oh, typical 9 you to think dirt is somehow an art form! Is that
why you never clean the kitchen?
Conversation 2
Ben: I’ve always liked drawing anime, but my art teacher recently told me that I wasn’t
allowed to draw it any more. She said it was too trashy, and that I needed to learn
to draw properly.
Ann: That seems a bit harsh. Who’s your teacher?
Ben: Mrs Knowles.
Ann: Oh, she was really good when she taught me. You know, she might have her reasons.
If she said you needed to learn to draw properly, she might just mean you need to work
10
your technique first. The teachers are there to help you, you
know.
Ben: I guess so. A lot of people think drawing anime is really easy, but you have to have
talent to be able to draw something so simple and make it work.
Ann: There you go then, that must be what she meant. I’m not really a fan
11
anime though, I have to say. All those big luminous eyes and
stick thin legs. It’s a bit overrated, isn’t it? I mean, it’s OK if you’re Japanese, but why
copy it if you’re not?
Ben: No, I couldn’t disagree more. And it doesn’t matter whether it’s your culture; it’s more
universal than that. And you can get so much emotion 12 the faces
and really show what you’re feeling. It means so much 13
me.
Ann: Maybe I just don’t know enough 14 it. It’s not an art form I’ve ever
really studied.
Ben: I can show you. Look at this one, for example.
2 Look at the expressions in bold in the conversations. In pairs, discuss how you say them in
your language. Then write example sentences or mini-conversations with the expressions.
nts
Equal pay for men and women Longer summer holidays for stude
Abolish all social media Stop using fossil fuels No more reality TV
Free gym memberships for everyon Compulsory military service for all
e
Serious jail time for cyberbullies Government-funded annual holiday for all workers
authorise bar clamp down on condone endorse entitle (sb) to outlaw proscribe put an end to sanction
2 Read your views to the class. Take a vote at the end to see which pair has the most convincing arguments.
1 3.21 Complete the extract from a radio programme with words formed from the words in brackets.
What is considered 1 (ATTRACT) Regardless of the fact that people naturally vary in
has changed through the ages, but people’s size and shape, we see constant efforts to conform
2
(WILLING) to do whatever to an ideal figure or physique, the notion of what
it takes to achieve an ideal standard of beauty is constitutes 10 (PERFECT) often
recorded throughout history, and sometimes it was changing completely from generation to generation.
pretty extreme. I’m Janey Vickers and in this episode of For example, at one time only working men had a
Human Beings, I’ll be looking at beauty standards and muscular physique, and richer men wanted to look as
beauty treatments through time. if they didn’t need to work in the fields. In the 1950s
If you think some of the things people do to make though, a more athletic body came into fashion,
3
(THEM) more ‘beautiful’ today and prompted men to start working out. The chest
are sometimes over the top, what about the ancient expander, a device designed to build chest muscles
practice in Japan of dying your teeth black? People by stretching a very strong spring, was very popular at
spend a lot of time, effort and money getting sparkling that time and was 11 (PRIMARY)
white teeth these days, but for hundreds of years advertised by making men feel 12
it was something of a status symbol to have your (SHAME) of their apparently weak, weedy bodies.
teeth dyed black, using iron filings dissolved in vinegar. Strange, and often 13 (COMFORT)
You might imagine that this particular fashion beauty treatments continue to this day. There is
4
(STATE) would destroy the teeth a renewed fashion, led by certain celebrities, for
but in fact, unlike some beauty fads, it was apparently constantly wearing corsets to ‘train the waist’, in an
good for the enamel, protecting it from decay. attempt to permanently reduce its circumference.
One beauty treatment that was definitely not good And a very popular, if rather gimmicky, new treatment
for people was the use of arsenic, a poison, to involves putting snail slime on your face, benefiting
remove hair. Both men and women used this from from its natural antioxidants and hyaluronic acid,
Ancient Egyptian times right up until the Victorian which are reported to reduce fine lines and improve
age, looking for smooth, hairless skin. Another toxin the 14 (APPEAR) of the skin. Snail
that was used as a beauty aid was belladonna. The slime is apparently very big amongst men, more than
name actually means beautiful woman, as it was used women. Can you believe it?
in eye drops to 5 (LARGE) the At the same time though, there does seem to
pupils of the eyes, and make the eyes appear more be an 15 (INCREASE) strong
luminous and sparkling. Unfortunately, the unforeseen movement against holding ourselves up to such
long-term consequences were dire, leading to visual beauty standards. The actress Jameela Jamil has been
disturbances and even 6 (BLIND). leading a campaign against airbrushing photos, which,
The invention of 7 (ELECTRIC) she says, leads women reading the magazines to set
enabled more beauty devices to be invented. In themselves impossibly high standards of beauty. In
the 1920s, shorter hair with soft silken waves and South Korea, where many young women have had
curls became 8 (FASHION), and plastic surgery, a new movement, ‘Escape the corset’
permanent waves were created. One of the first has seen women posting videos where they destroy
9
(CREATE) of the permanent their make-up. Men are also starting to question the
wave, or perm, was the German hairdresser, Karl need to spend hours in the gym getting a six-pack.
Nessler. Rather than experimenting on his customers, People should have the 16 (FREE)
he asked his wife to try out the device. Unfortunately, to look however they want. That said, maybe it’s time
he came up against a few problems – he actually burnt for both men and women to rebel against being held
off all her hair on his first misguided attempt! Certainly to external beauty standards, and start perceiving
an eye-catching look, but I doubt his wife was pleased. beauty in the way nature made us.
2 Look at the expressions in bold in the extract. In pairs, discuss how you say them in your language.
Then write example sentences or mini-conversations with the expressions.
A ND P LA C ES QU IZ
PEOPLE
1 Who led the slaves against Romans? 8 Who said, ‘ life is really simple,
but we insist on making it complicated’?
a Augustus
b Romulus a Confucius
c Spartacus b Copernicus
c Charlemagne
2 Which country was the first to allow
women to vote? 9 Which is the largest island in
Mediterranean Sea?
a Japan
b New Zealand a Corsica
c Norway b Majorca
c Sicily
3 In which year was Valentina Tereshkova
the first woman in space? 10 Which of these countries has never won
FIFA World Cup?
a 1959
b 1963 a Uruguay
c 1970 b Turkey
c Spain
4 Whose real name is Stefani Joanne
Angelina Germanotta? 11 Which of these people was not activist?
a Lady Gaga a Nelson Mandela
b Cardi B b Lech Walesa
c Madonna c Steve Jobs
a Delightful a France
b Dearest b Pakistan
c Darling c Australia
7 USA is made up
of how many states?
a 40
b 50
c 60
2 In pairs, do the quiz in Exercise 1. Then listen to your teacher and check your answers.
How many did you guess correctly? How many did you already know?
have sb
baffling be taken aback convince breathtaking scratching
their head
pull something
be taken in convincing mesmerising illusionary
off
go against
it beats me mind-boggling defy belief electrifying
the rules
be something
reality blow sb away riveting unimaginable
else
Sentence cards
Ugh, they will make a mess in the They will keep making sequels Oh you’re here, finally! OK,
living room with their popcorn instead of doing something stay here – I’ll get some drinks
and chips! Every time! original. and snacks for us.
Function cards
If I were you,
They will
She wouldn’t
I’m sure
I would think
2 Swap cards with Student B and read his/her sentences. Compare your ideas.
2 Swap cards with Student A and read his/her sentences. Compare your ideas.
1 4.8 Complete the extract from a radio programme with the correct form of the verbs
from the box.
access affect bother drift off experience feel get lose make (x2) run out of see
shut in think up work work out
Presenter: We are, of course, live! Tonight’s phone-in is on dreams. Tell us about your
recurring dream. Who do we have on line now?
Emma: It’s Emma. Hi! So, I’ve always had this baffling sort of dream where I’m trying
to do something but getting nowhere fast. You know, some people
1
dreams where they’re trying to run but can’t? With me,
it’s things like I know I’ve got to 2 an important phone call,
but I’ll 3
track of the number and then can’t bring to mind the
code to 4 the phone! Not exactly a nightmare, but frustrating.
It’s usually down to not being able to 5 work stuff done by
an agreed time the previous day – a common enough problem, I think! I get these
dreams a lot and they’re beginning to 6 me a bit. Maybe
I need to 7 someone about them.
Presenter: Been there, done that. I 8 your pain, Emma. Thanks for
sharing with us! Now let’s hear from Colin.
Colin: Yes, hi! They say, well experts do, that you should be careful of what you do just
before going to bed or it can 9 your sleep pattern, and I’m the
living truth of that. I’m not usually a light sleeper but just a smidgen of cheese in
the evening and it’s pretty certain that I’ll have a broken night’s sleep and a lucid
dream. Sometimes, they can be fascinating because I have a degree of control over
what happens, but other times it’s not nice to wake up inside your dream and
then not being able to wake up properly. I have a fear that one day I won’t ever
actually be able to wake up at all, that I’ll be 10 ! That may
sound a bit melodramatic though.
Presenter: That sounds a bit of a nightmare! And we have the next caller: Anna?
Anna: Yes, hello! It’s always a bit mystifying, how the brain reconstructs things in dreams.
In the past, experts have suggested that there are all sorts of psychological
assumptions that can be 11 from the content of our dreams –
like a reflection of our personalities and feelings – but I’m well aware that in mine
I see reflections of things that have happened to me. But it’s just fragments and
my subconscious somehow fits them together in strange and wonderful stories.
It’s fascinating! My friends love the graphic descriptions the following day. I’d love
to know the reasons behind my dreams but I guess I’ll never really know. But, I’ve
12
that the later I go to bed, the more vivid and random the
dreams are, which is interesting.
Presenter: Fascinating! I’d love to hear one of the dreams, Anna, but we’ve got Pete on line?
Hello, Pete!
Pete: Good evening! With me, it’s a little bit different as I use my dreams for work.
When I 13 ideas, I tend to rely on my brain for an overnight
solution. It’s just my brain ties itself in knots sometimes when I’m under pressure
to 14 something new and exciting and no matter how hard
I work at it, I’ll just sit staring at a blank screen. So, one answer I’ve found is sitting
in bed, in the dark, with music playing just before 15 to sleep
and I can almost guarantee that something will come to me in a dream. It beats
me how! However, I’m wary of overreliance on this because one day it’s not going
to 16 and I’ll still be in a fix when I get up!
2 Look at the expressions in bold in the extract. In pairs, discuss how you say them in your
language. Then write example sentences or mini-conversations with the expressions.
Write: ’s answers
2 Give your sentences to Student B. He/She must write his/her answers in the second column.
Give him/her no more than 15 seconds for each answer!
Write: ’s answers
2 Give your sentences to Student A. He/She must write his/her answers in the second column.
Give him/her no more than 15 seconds for each answer!
1 4.17 Choose the correct words to complete the extract from a radio interview.
Interviewer: This morning in our series about career paths I’m talking to Jenna Wayne,
operations manager for a big hospitality chain. Jenna, hi – thanks for 1come /
coming on Jobs Today to talk about your role and leadership in general. My first
question has got to be: was this a position you’d always envisioned yourself
2
to do / doing?
Jenna: That’s a hard one 3answer / to answer. I guess I didn’t set out specifically to do
what I’m doing at the moment, but looking back, I think the signs were there
from childhood, really, that I wasn’t the type of person to take a back seat and
let others 4make / to make decisions for me. At school, I was the bossy one,
the one who organised everyone else – whether it was thinking up a new
playground game and getting my schoolmates 5play / to play it or encouraging
mischief and getting us all into trouble! I also never turned down a challenge
or a dare and learned all manner of tricks on my bike – my parents would have
blown a fuse had they known! In fact, I think the sort of people who make
good leaders are usually those who like 6do / doing things that are a bit more
difficult – it’s all related to risk-taking. Anyway, as I was saying, I think I was
a bit precocious as a child; and quite honestly, I don’t think I can have been
a particularly nice person 7know / to know. I certainly wouldn’t like me if I were
at school again – always itching to have my say, always upfront about things
that bothered me … But some of those personality traits held me in good stead
for doing my current job. However, I have to say I have mellowed a bit over the
years, and I hope I’m a nicer colleague to have than I was a schoolmate.
Interviewer: I think that goes for a lot of us! Jenna, I’m asking everyone on the show this
week about their career paths. What can you tell us about how you reached
the position you have now?
Jenna: Well, this position didn’t just land in my lap. I had to work my socks off for it.
And I think that has a lot to do with the way I see my role now. I started at the
bottom in my industry – as a waitress in a restaurant – and I gradually worked
my way up. My managers recognised certain skills I had and helped me
8
develop / developing. But what I’m saying is, having experienced every stage
on my career path, I got 9to learn / learning the ropes so I know exactly what the
work – in every sector and at every level – entails, and I’ve come 10to appreciate /
appreciating the challenges workers face. I’m in the position now where I know
my industry and the people who work in it extremely well, and as operations
manager, I can 11communicate / to communicate with the staff and interact with
my counterparts, confident that I know what I’m talking about.
Interviewer: So, just what makes a good leader in your view, Jenna?
Jenna: Most people think that a leader needs 12be / to be creative and see ways round
problems, and be a good communicator, a good listener, a good organiser,
etc. etc. But for me, 13be / being a leader is all about how you deal with your
team. The main thing is that you have to 14understand / understanding people’s
strengths and weaknesses and help them be the best that they can be. Then you
need to be able 15delegate / to delegate responsibility rather than 16to think /
thinking you always know best and do everything yourself, imposing solutions –
which is what the young Jenna was like! It’s working together that produces the
best results – it’s a given. As a leader you give direction but in the end, if your
team feel they’re stuck in a rut and not going anywhere, it’s likely that they are
not going to be co-operative, and that’s detrimental to goal achievement –
a sign of a bad leader in my book.
2 Look at the expressions in bold in the extract. In pairs, discuss how you say them in your
language. Then write example sentences or mini-conversations with the expressions.
5
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