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STUDENT'S BOOK
4

� CAMBRIDGE
V ..
UNIVERSITY PRESS
u�I J:! 1 (Jl,,j ef'.»> -5p9l l,, �94?.D (J:!I
. .:...WI o�J .;:,.,._; °'-1 J.ol.:> 9 h;.Y. yiu .::.,J9"' °'-1
• .>.a, �Ip.:,� J.oL,t, 9 .:...WI ,§�I 9 t.JA. ,.:ig:,ll ...;� ul jl uJl.>Y. �
 Touchstone Second Edition has benefited from extensive development Authors' Acknowledgments
research. The authors and publishers would like to extend their thanks to The authors would like to thank all the Cambridge University Press staff and
the following reviewers and consultants for their valuable insights and freelancers who were involved in the creation of Touchstone Second Edition.
suggestions: In addition, they would like to acknowledge a huge debt of gratitude that
Ana Lucia da Costa Maia de Almeida and Monica da Costa Monteiro de Souza they owe to two people: Mary Vaughn, for her role in creating Touchstone
from IBEU, Rio de Janeiro. Brazil; Andreza Cristiane Melo do Lago from Magic First Edition and for being a constant source of wisdom ever since, and
English School, Manaus, Brazil; Magaly Mendes Lemos from ICBEU, Sao Jose Bryan Fletcher, who also had the vision that has led to the success of
dos Campos, Brazil; Maria Lucia Zaorob, Sao Paulo, Brazil; Patricia McKay Touchstone Blended Learning.
Aronis from CEL LEP, Sao Paulo, Brazil; Carlos Gontow, Sao Paulo, Brazil; Helen Sandiford would like to thank her family for their love and support,
Christiane Augusto Gomes da Silva from Colegio Visconde de Porto Seguro, especially her husband Bryan.
Sau Paulo, BraLil; Silvana Fo11td11d from Lord's ldiomas, Sao Paulo, Brazil;
Alexander Fabiano Morishigue from Speed Up ldiomas, ]ales, Brazil; The author team would also like to thank each other, for the joy of working
Elisabeth Blom from Casa Thomas Jefferson, Brasilia, Brazil; Michelle Dear together, sharing the same professional dedication, and for the mutual
from International Academy of English, Toronto, ON, Canada; Walter Duarte support and friendship.
Marin, Laura Hurtado Portela, Jorge Quiroga, and Ricardo Suarez, from Centro Finally, the authors would like to thank our dear friend Alejandro Martinez,
Colombo Americano, Bogota, Colombia; Jhon Jairo Castaneda Macias from Global Training Manager, who sadly passed away in 2012. He is greatly
Praxis English Academy, Bucaramanga, Colombia; Gloria Liliana Moreno missed by all who had the pleasure to work with him. Alex was a huge
Vizcaino from Universidad Santo Tomas, Bogota, Colombia; Elizabeth Ortiz supporter of Touchstone and everyone is deeply grateful to him for his
from Copol English Institute (COPEi), Guayaquil, Ecuador; Henry Foster from contribution to its success.
Kyoto Tachibana University, Kyoto, Japan; Steven Kirk from Tokyo University,
Tokyo, Japan; J. Lake from Fukuoka Woman's University, Fukuoka, Japan;
Etsuko Yoshida from Mie University, Mie, Japan; B. Bric klin Zeff from Hokkai
Gakuen University, Hokkaido, Japan; Ziad Abu·Hamatteh from AI-Balqa'
Applied University, Al-Salt, Jordan; Roxana Perez Flores from Universidad
Autonoma de Coahuila Language Center, Saltillo, Mexico; Kim Alejandro
Soriano Jimenez from Universidad Politecnica de Altamira, Altamira, Mexico;
Tere Calderon Rosas from Universidad Autonoma Metropolitana Campus
lztapalapa, Mexico City, Mexico; Lilia Bondareva, Polina Ermakova, and
Elena Frumina, from National Research Technical University MISiS, Moscow,
Russia; Dianne C. Ellis from Kyung Hee University, Gyeonggi-do, South
Korea; Jason M. Ham and Victoria Jo from Institute of Foreign Language
Education, Catholic University of Korea, Gyeonggi·do, South Korea; Shaun
Manning from Hankuk University of Foreign Studies, Seoul, South Korea;
Natalie Renton from Busan National University of Education, Busan, South
Korea; Chris Sautter from Busan University of Foreign Studies, Busan, South
Korea; Andrew Cook from Dong A University, Busan, South Korea; Raymond
Wowk from Daejin University, Gyeonggi·do, South Korea; Ming-Hui Hsieh and
Jessie Huang from National Central University, Zhongli, Taiwan; Kim Phillips
from Chinese Culture University, Taipei, Taiwan; Alex Shih from China
University ofTechnology, Taipei Ta-Liao Township, Taiwan; Porntip
Bodeepongse from Thaksin University, Songkhla, Thailand; Nattaya
Puakpong and Pannathon Sangarun from Suranaree University of
Technology, Nakhon Ratchasima, Thailand; Barbara Richards, Gloria
Stewner·Manzanares, and Caroline Thompson, from Montgomery College,
Rockville, MD, USA; Kerry Vrabel from Gateway Community College, Phoenix,
AZ, USA.
Touchstone Second Edition authors and publishers would also like to thank
the following individuals and institutions who have provided excellent
feedback and support on Touchstone Blended:
Gordon Lewis, Vice President, Laureate languages and Chris Johnson,
Director, Laureate English Programs, Latin America from Laureate
International Universities; Universidad de las Americas, Santiago, Chile;
University of Victoria, Paris, France; UniversidadTechnologica
Centroamericana, Honduras; lnstititut Universitaire de Casablanca,
Morocco; Universidad Peruana de Ciencias Aplicadas, Lima, Peru;
CIBERTEC, Peru; National Research Technical University (MiSIS), Moscow,
Russia; lnstitut Obert de Catalunya (IOC), Barcelona, Spain; Sedat �ilingir,
Burcu Tezcan Ona I, and Didem Mut�ahoglu from istanbul Bilgi Oniversitesi,
Istanbul, Turkey.
Touchstone Second Edition authors and publishers would also like to thank
the following contributors to Touchstone Second Edition:
Sue Aldcorn, Frances Amrani, Deborah Gordon, Lisa Hutchins, Nancy Jordan,
Steven Kirk, Genevieve Kocienda, Geraldine Mark, Julianna Nielsen, Kathryn
O'Dell, Ellen Shaw, Kristin Sherman, Luis Silva Susa, Mary Vaughn, Kerry 5.
Vrabel, and Eric Zuarino.

iii
Touchstone Level 4 Contents and learning outcomes
Language

Vocabulary
• Simple and continuous • Verbs followed by verb + Speaking naturally
Unit 1 • Ask questions to get to know someone
• Tell interesting stories about my life verbs (review) -ing or to+ verb • Reductions of auxiliary
Interesting • Highlight key moments in a story • Verb complements: verb • verbs and the pronoun you
lives • Highlight important information in a story
-ing or to • verb in questions

pages 1-10 Extro practice Sounds right

• Understand a conversation about an accident
• Word stress
• Understand a podcast about an athlete's life story
• Read about a person who overcame an obstacle
• Write an anecdote about facing a challenge

• Talk about my tastes in clothes and fashion • Comparisons with (not) • Colors, patterns, materials, Speaking naturally
Unit 2
• Compare how people look different over time os ... as and styles of clothing • Linking words with the
Personal • Describe patterns, materials, and styles of clothing • Negative questions same consonant sound
tastes • Show I understand by summarizing what people say Extra practice Sounds right
pages 11-20 • Use Now to introduce follow-up questions • Are the sounds the same or
different?
• Understand people discussing food, music. and movies
• Understand people discussing trends
• Read an article about how to develop a personal style
• Write interview questions and answers

Unit3 • Talk about my country's cultural traditions • The simple present passive • Cultural items, icons, and Speaking naturally
• Talk about manners, customs, and appropriate • Verb + -ing and to+ verb events • Silent syllables in which
World behavior in my country • Position of not • Manners, customs. and unstressed vowels are not
cultures • Use expressions like to be honest to sound more direct Extra practice
culturally appropriate pronounced
behavior
pages 21-30 • Use of course to show I understand or agree Sounds right
• Understand a conversation about living away from home • Matching vowel sounds

• Understand people explaining proverbs

• Read an article about proverbs
• Write an article about a favorite proverb

Checkpoint Units 1-3 pages 31-32

Unit4 • Talk about going out and socializing • be supposed to; wos / were • Expressions with get Speaking naturally
• Talk about things I am supposed to do, things I think going to • Intonation of sentences
Socializing will happen, or plans that changed • Inseparable phrasal verbs when you are sure vs. when
pages 33-42 • Check my understanding with .. statement quec-.tinn\ .. Extra practice you are checking

• Use so in different ways Sounds right

• Understand people discussing their evening plans • Pronunciation of get before
vowels and consonants
• Understand someone talk about his social style
• Read an article about introverts and extroverts
• Write an article about my social style

Unit 5 • Talk about what the legal age should be • The passive of modal verbs • Rules and regulations Speaking naturally
• Discuss rules. regulations, crime, and punishment • get passive vs. be passive • Crimes and offenses, the • Saying conversational
Law and order • Use expressions to organize what I say • catch + person + verb + -ing people who commit them, expressions
pages 43-52 • Show someone has a valid argument Extra practice
and punishments Sounds right
• Understand a conversation about a crime • Which sound in each group
is different?
• Understand a class debate about changing the law
• Read an article about privacy issues with smartphones
• Write a comment responding to a web article

Unit 6 • Talk about coincidences and superstitions • The past perfect • Strange events Speaking naturally
• Order events in the past and say why things happened • Responses with so and • Superstitions from around • Stressing new information
Strange events • Show things I have in common neither the world Sounds right
pages 53-62 • Repeat ideas in other words to be clear Extra practice • Vowels with consonant
• Use just to make what I say softer or stronger ,ountl, /y/ dnd /w/

• Understand someone talking about a coincidence

• Understand conversations about superstitions
• Read an article about identical twins
• Write about a family story

Checkpoint Units 4-6 pages 63-64

iv
 Contents and learning outcomes ••ifdi•

Interaction

• Use the present tense to
highlight key moments in
a story
• Use this and these to
highlight important
people. things. and
events in a story
A lucky escape
• Listen for details in a
story. and retell it with a
partner
Facing a challenge
• Listen to a true story and
answer questions
Blind Chef Christine Ha
Crowned "MasterCher
• A news story about a
woman who lost her
vision and how she won
a prize as a TV chef
Facing a challenge
• Write a story about a
time in your life when
you faced a challenge
• Format for writing an
anecdote or a story
An interview with . . . Mottoes
• Pair work: Complete • Write down the verb
interesting questions to forms that can follow
ask a classmate; then new verbs. and use
interview each other and them in sentences
note your partner's
answers

• Show understanding by
summarizing things
people say
• Use now to introduce a
follow·up question on a
different aspect of a topic
• Use expressions like in
foct to sound more direct
when you speak
• Use of course to give
information that is not
surprising, or to show
you understand or agree
Broad tastes
• Listen for details and
answer questions; then
listen and choose the
best responses
Keeping up with trends
• Listen to four people talk
about trends, identify
the topics they discuss.
and answer questions
Away from home
• Listen to a woman talk
about being away from
home, and choose true
statements
Favorite proverbs
• Listen to people talk
about proverbs: number
and match them with
English equivalents
How to develop your
personal style
• An article about
developing a personal
style
Proverbs: The wisdom thot
binds us together
• An article about the
study of proverbs
Style interview What's popular? Blue suede shoes
• Write questions to • Group work: Discuss • Find and label pictures
interview a partner on questions about current that illustrate new words
his or her personal style; popular tastes and how
write answers to your tastes have changed
partner's questions
• Punctuation review:
comma, dash, and
exclamation mark
Explain o proverb Traditions Travel etiquette
• Write an article about • Pair work: Ask yes·no • Find examples of new
your favorite proverb questions to guess words and expressions
and how it relates to traditional cultural items you have learned in
your life magazines, in
• Useful expressions for newspapers. and on the
writing about proverbs Internet
or sayings

Checkpoint Units 1-3 pages 31-32

• Check your
understanding by using
statement questions
• Use so to start or close a
topic. to check your
understanding, to
pause, or to let someone
draw a conclusion
Going out
• Listen to a couple
discussing their evening
plans
Extrovert or introvert?
• Take a quiz: then listen
to a woman describe her
socoal style, and answer
the quiz as she would
Examining the "Extrovert
Ideal"
• A magazine article about
a book on introverts
living in an extroverted
society
Extrovert or introvert? Pass on the message Get this!
• Write an article about • Class activity: Play a • Expressions with get in
your own social style as game where you pass a context
an extrovert, an message to a classmate
introvert, or a little or through another
both classmate. and then tell
• Uses of as the class about the
message you received

• Organize your views with
expressions like First
(of all)
• Use That's a good point
to show someone has a
valid argument
We got robbed!
• Listen to a conversation:
answer questions and
check true sentences
Different points of view
• Listen to a debate.
answer questions, and
respond to different
views
Is your smartphone too
smart for your own good?
• An article about online
invasions of privacy
Posting a comment on a
web article
• Write a comment
responding to the online
article about privacy
issues
• Use because. since. and
as to give reasons
Do you agree?
• Pair work: Discuss
controversial topics
It's a crime!
• Write down new words in
word charts that group
related ideas together by
topic

• Repeat your ideas in
another way to make
your meaning clear
• Use just to make your
meaning stronger or
softer
It's o small world! Separated at birth, then Amazing family stories What do you believe in? Keep your fingers crossed.
• Listen to a story, and happily reunited • Write a true story from • Group work: Discuss • Use word webs to group
answer questions An article about the true your own family history unusual beliefs and new sayings or
Lucky or not? story of twins who found • Prepositional time strange events in your superstitions by topoc
each other after growing clauses life
• Listen to people talk
up in different adoptive
about superstitions:
families
decide if things are lucky
or unlucky; write down
the superstitions

Checkpoint Units 4-6 pages 63-64

v
 Language
Learning outcomes

Unit 7 • Talk aboul things you have other people do for you • Causative gel and hove • Errands Speaking naturally
• Talk aboul things that need to be fixed • need• passive infinitive • Household problems • Shon question and
Problem • Use short sentences in informal conversations and need • verb • -ing statement intonation
solving • Use expressions like Uh-oh when something goes Extra practice Sounds right
pages 65-74 wrong • Categorizing vowel sounds
• Understand a conversation about planning an event
• Understand people talk aboul things they need 10 fix
• Read an article about problem-solving skills
• Write a proposal presenting a solution to a problem

Units • Talk hypothetically about reactions and behavior • Past modals would hove,
should have. could have
• Emotions and personal
qualities
Speaking naturally
• Describe emotions and personal qualities • Reduction of hove in pas,
Behavior • Speculate about the past • Past modals for s;ieculation • Expressions describing modals
pages 75-84 • Share experiences Extra practice behavior Sounds right

• Use like in informal conversations • Are the sounds the same or

different?
• Understand people sharing experiences
• Understand' a conversation about rude behavior
• Read an article on making apologies
• Write a note of apology

Unlt9 • Talk about possessions and materialism • Reported speech • Expressions to describe
ownership and possession
Speaking naturally
• Discuss money management • Reported questions • Intonation of finished and
Material • Report things that people said and asked Extra practice • Money unfinished ideas
world • Report the content of conversations Sounds right
pages 85-94 • Quote other people or sources of information • Silenl letters

• Understand an interview about possessions

• Understand people say what they couldn't live without
• Read a blog aboul declunering
• Write a survey article about possessions

Checkpoint Units 7-9 pages 95-96

Unit 10 • Talk hypothetically about the past using if clauses • Use if clauses with the past • Expressions to describe Speaking naturally
• Talk about celebrities and being famous perfect form of the verb to becoming famous. being • Intonation of tag questions
Fame • Use tag questions to give views or check information
talk hypothetically about famous. and losing fame
Sounds right
the past
pages97-106 • Use tag questions to soften advice • Weak syllables
• Tag questions
• Answer difficult questions
Extra practice
• Understand someone giving advice
• Read an article about child stars
• Write a profile of a successful person

Unit 11 • Talk about social changes • Passive of present • Expressions to describe Speaking natutally
• Talk abou1 environmental problems continuous and present change • Reducing auxiliary verbs
Trends • Link ideas with expressions like although, because of,
perfect • Environmenlal problems Sounds right
pages 107-116 in order lo, and instead • Linking ideas
• Which sound in each group
• Refer back to points made earlier in the conversation Extra practice is differenl?
• Use formal vague expressions
• Understand a discussion about workplace trends
• Read an article about success via the Internet
• Write a post for a website about technology

Unit 12 • Talk about career planning and job prospects • What clauses and long • Expressions to describe a
job search
Speaking naturally
• Highlight important information noun phrases as subjects • Stressing I and you
Careers • Talk about my future career plans • The future continuous and • Areas of work. professions, Sounds right
pages117-126 • Use expressions to introduce what I say
future perfeCI and jobs
• Categorizing vowel sounds
Extra practice
• Say I don't know if... to involve others
• Understand a conversation with a personal trainer
• Understand a discussion about a job advertisement
• Read an article about preparing for a job interview
• Write a cover letter for a job application

Checkpoint Units 10-12 pages 127-128

vi

Interaction
• Speak informally in
"shorter sentences"
• Use expressions like
Uh-oh! and Oops! when
something goes wrong
• Use expressions such as
That reminds me (of} ...
to share experiences
• Use like informally in
conversation
• Report the content of
conversations you have
had
• Quote other people or
other sources of
information
• Use tag questions to
soften advice and give
encouragement
• Answer difficult
questions with
expressions like
It's hard to say
• Refer back to points
made earlier in a
conversation
• Use more formal vague
expressions like and so
forth and etc.
• Introduce what you say
with expressions like
The best part was
(thaV ...
•, Use I don't know if ... to
introduce a statement
and involve the other
person in the topic
Wedding on o budget
• Listen to people plan a
wedding; check what
they agree on and what
they'll do themselves
fix it!
• Match conversations
with pictures; then
check which problems
were solved
Simi/or experiences
• Listen to two people share
experiences. and number
the incidents in order; then
answer questions
Good and bod apologies
• Listen to conversations:
match the people to the
apologies; then decide if
they were effective
Who's materialistic?
• listen to someone answer
questions, and take notes;
then report his answers
I couldn't live without . ..
• Listen to four people talk
about things they
couldn't live without, and
complete a chart: then
listen and write
responses to opinions
Great advice
• Listen to a conversation
and answer questions
.
Success is ...
Listen to four
conversations about
success. and complete
a chart
Trends in the workplace
• Listen to conversations
about trends, and identify
advantages and
disadvantages
Trends In technology
• Listen to four people talk
about trends, and write
notes on their views
An interesting job
• Listen to a personal
trainer talk about her
job; write notes
A fabulous opportunity!
• Complete a job ad. and
listen to check and
answer questions
Contents and learning outcomes
Developing your A good solution
problem-solving slcllls • Write a proposal
• An article about an presenting a solution to
interesting problem- a problem at work
solving technique • Format for presenting a
problem and its solution
Apologies: The lcey to A note of apology
maintaining friendship • Write an email
• An article about the apologizing for
importance of something
apologizing and • Expressions for writing a
suggesting ways to do note of apology
so
This Stuff's Gotto Go!
• A blog post about a
woman who declutters
.
I couldn't live without . ..
Write an article about
your classmates and
her home things they feel they
couldn't live without
• Use of reporting verbs
for direct speech and
reported speech
Checkpoint Units 7-9 pages95-96
Three Child Stars Who A success story
Beat the Odds • Write a paragraph about
• A magazine article about someone you know who
actors who have
managed to avoid "Child
Star Syndrome"
has achieved success,
and explain why that
person became
successful
• Topic and supporting
sentences in a paragraph
The Internet - The new Trends In technology
pathway to success? • Write a comment on a
• An article about the web article about trends
recent trend of using the in technology
Internet to become • Expressions for
successful describing trends
Ace that Interview! A fabulous opportunity!
• An article about how to • Write a cover letter in
answer the most response to an ad
common questions in
• Format for writing a
job interviews cover letter for a job
application
Checkpoint Units 10-12 pages127-128
Who gets help with
something?
• Class activity: Ask and
answer questions to find
out who gets help
How did you react?
• Group work: Tell a story
about an incident, and
listen and respond to
classmates' stories
Material things
• Pair work: Ask and
answer questions �bout
material things
Quotations
• Group work: Define
success
What's trending?
• Group work: Discuss
trends
The best person for the job
• Group work: Interview
the members of your
group for a job
'4•4fdi•
Damaged goads
• Find out if new words
have different forms that
can express the same
idea, and use them in
sentences
People watching
• Learn new vocabulary by
making a connection
with something or
someone you know, and
write true sentences
Get rich!
• When you learn a new
word, notice its
collocations - the words
that are used with it
Do your best!
• Learn new idioms by
writing example
sentences that explain
or clarify meaning
Try ta explain it!
• Write definitions in your
own words to help you
learn the meaning of
new words and
expressions
from accountant to
zoologist
• When you learn a new
.
word, learn other words
with the same root as
well as common
collocations to expand
your vocabulary quickly
vii
 Useful Language for ...

Working in groups Checking with the teacher

Would it be all right if I missed our class
tomorrow? I have to ____

I'm sorry I missed the last class. What do I need

to do to catch up?
Haven't I interviewed you already?

We're on number ____

I'm sorry. I haven't finished my homework.

I was going to do it last night, but ____

____ "means" ____ ,"doesn't it?

We still need more time - just a few more minutes. It's a regular verb, isn't it?

I'm not sure I understand what we're supposed to do.

One interesting thing we found out Could you explain the activity again, please?
was that ______

tol d us that
(__-=..-=..-=.-===- _ _ _ _ _ _ ������-=i)

viii
 Interviews

http://www.englishdept. ..

How long have you been living here?

You should really get to know
Melida Cortez, a graduate
student in our English
Department. Also a talented
artist, she spends her free
time painting, and she started
a sculpture class last month.
She hopes one day to have an
exhibition of her work.
I've been living in Mexico City for five years. I came here to go to school
originally. It's a great place to live.
Have you ever lived in another country?
No, I haven't. But my brother has. He's been living in Bogota, Colombia, for
almost a year now. I'm going to visit him later this year.
What kind of music are you listening to currently?
Well, of course I love Latin music. I'm listening to a lot of Latin pop right
now. I like to listen to music when I paint.
What's your favorite way of spending an evening? What do you do?
I like to go out with my friends - we go and eat someplace and then go
performing all night!
When did you last buy yourself a treat?
Last week, actually. I was at a friend's art studio, and I fell in love with one of
her paintings. So I bought it.
What did you do for your last birthday?
I went home and had a big party with my family.
What's the nicest thing anyone has ever done for you?
Actually, about six months ago, I was complaining to my dad that I didn't
know how to drive, so he paid for some driving lessons. I was thrilled.
Who or what is the greatest love of your life?
Oh, chocolate! I can't get through the day without some.
What were you doing at this time yesterday?
I was sitting on a bus. We were stuck in traffic for an hour!

Q Getting started
A Do you know someone that other people should get to know? Tell the class about him or her.
"You really should get to know my friend Frank. He's . . . "

B 94>)) 1.02 Listen and read. Do you have anything in common with Melida? Tell 3 partner.
Figure
it out C Choose the best verb form to complete the questions. Use the interview above to help you.
Then ask and answer the questions with a partner.
1. What book do you read I are you reading currently?
2. What did you do I were you doing for your last birthday?
3. Have you ever been living I lived in the United States?
2
 Interesting lives

f.l Grammar Simple and continuous verbs (review) •O 1.03

Simple verbs are for completed actions
or permanent situations.
Present What kind of music do you listen to?
I love Latin music. I listen to it a lot.
Present Have you ever lived in another country?
Perfect No, I've never lived anywhere else.
Past What did you do for your last birthday?
I went home and had a big party.
Continuous verbs are for ongoing actions or
temporary situations.
What kind of music are you listening to currently?
I'm listening to a lot of Latin pop right now.
How long have you been living here?
I've been living here for five years.
What were you doing at this time yesterday?
I was sitting on a bus.

A Complete the conversations. Use the simple or continuous form Use the simple past for completed
of the verb in the present, present perfect, or past. Sometimes events, not the past continuous.
more than one answer is possible. Then practice. My birthday was great. My friends
came to visit.
1. A What _�h�a_ve�_you been doing (do) for fun lately? (NOT My friends m:,e (Omir,9 to visit.)

B Well, I (take) kickboxing classes for the past

few months. It's a lot of fun, and I (get) in pretty good shape.

2. A Who's the most interesting person you know?

B Well, I (think) my best friend is interesting.
She (live) in Europe for three years when
she (grow up).

3. A you ever (meet) anyone famous?

B No, but last year, I (see) a TV star on the street.
We both (wait) in line for ice cream.

4. A When you last (exercise)?

B Actually, I (not exercise) in months.
I (be) really busy at work, so I haven't had time.

5. A What you (do) for a living?

B Actually, I (not work) right now.
I (look) for a job for six months,
but I (not find) anything yet.
About
you B Pair work Ask and answer the questions above. Give your own answers.

Q Speaking naturally Reductions in questions

How long have you been learning English? Why are you learning English?
What do you like to do in your English class? What did you do in your last class?

A '4>)) 1.04 Listen and repeat the questions. Notice the reductions of the auxiliary verbs
(have, do, are, did) and you. Then ask and answer the questions with a partner.
About
you B Pair work Interview your partner. Ask the questions in the interview on page 2.
Pay attention to your pronunciation of the auxiliary verbs and you.
3
 (l Building vocabulary and grammar
A 111i» 1.os Listen to Dan's story. Answer the questions.
1. Where did Dan live before he moved to Seoul? 3. How did he get his job there?
2. Why did he want to go to South Korea? 4. What did his new company offer him?

Dan Anderson was born in the U.S.A. He's now living in South Korea.
We asked him, "How did you end up living in Seoul?"
Dan: Well, it's a long story! Before I came I looked at the ad, and I remember
here, I spent three years working for a thinking, "Should I bother to apply?" But
small company in Tokyo while I finished I decided to go for it, even though I didn't
doing my master's in business. To be expect to get it, and to make a long story
honest, I wasn't planning on leaving or short, I got the job!
anything. But one day, I happened to be in The company offered to transfer me to
the office, and one of the salespeople was Seoul, and they agreed to pay for
looking at job ads online. my Korean language lessons. I
He knew I was considering going to South started working here two months
Korea someday - you see, my mother's later. And the rest is history.
South Korean, and I've always been I mean, I miss living in
interested in the culture and everything Japan, but you can't have
- and anyway, he leaned over and said, it both ways, I guess.
"Dan, this seems to be the perfect job for Actually, I can't imagine
you. Check this out." living anywhere else now!

Word
sort B Can you sort the verbs in bold above into the correct categories in the chart? Which verbs are
followed by to+ verb, verb+ -ing, or a particle or preposition +verb+ -ing?

Verb+ to+ verb Verb + verb + -ing Verb + particle/ preposition + verb+ -ing
happen (to be) spend (three years working) end up (living)

' - '"Vocabulary notebook-p:-10-

�
Flf��� C Complete the sentences with the correct forms of the verbs given.
Use Dan's story to help you.
1. I considered ____ (study) electronics, but I ended up ____ (do) math.
2. I expected (graduate) in three years. Then I decided (change) my major.

4
 Interesting lives ••m•••
fl Grammar Verb complements: verb+ -ing or to+ verb 114>» 1.06

Verb+ verb+ -ing: consider finish imagine
miss mind spend (time)
Verb + particle I preposition + verb + -Ing: end up
keep on think about plan on
Verb+ to+ verb: agree decide happen offer
seem intend expect
Verb+ -Ing or to+ verb with the same meaning:
begin bother continue start like love hate
Verb+ -Ing or to+ verb with a different meaning:
remember stop try
I finished doing my master's in business.
I spent three years working in Tokyo.
How did you end up living here?
I wasn't planning on leaving Japan.
They agreed to pay for Korean lessons.
I didn't expect to get the job.
Should I bother applying?
Should I bother to apply?
I stopped talking to him. 01/e don't talk now.)
I stopped to talk to him. (I stopped walking.)

A Complete the conversations with the correct forms of the

verbs given. Then practice with a partner. Begin, bother, continue, like, love,
and hate are followed more often
1. A How did you end up studyin9 (study) here? by to+ verb. Start is followed
B My friend recommended this school. I remember more often by verb + -ing.
____ (think) his English was good, so I decided
____ (sign up) for this class. How about you?
A Well, I wasn't planning on (learn) English, Don't use to+ verb after these verbs.
but my company offered (pay) for my classes. I finished reading the ad. (NOT ... � !\
I considered applying. (NOT ... �)
I agreed (come), and here I am! I want to
keep on (take) classes if I can. '" I don't mind working hard. (NOT ... ttt"Wttt'i<)

2. A What are you thinking about (do) next summer?

B Well, it depends. I just started (work) in a new job, so I don't expect (get)
much vacation time. I intend (take) a couple of long weekends off, though. You have
to stop (work) occasionally! Anyway, I love (surf), so I hope I can spend a
weekend (visit) my cousins at the beach, too.
About
you B Pair work Take turns asking the questions. Give your own answers.

Q Talk about it Why did you stop doing that?

Pair work Take turns asking each other questions using the ideas below. Ask follow-up questions.
Can you think of someone you •.. ? Can you think of something that you ... ?
don't miss seeing agreed to do recently
expect to see next week are considering doing soon
happened to run into recently can't imagine doing in the future
intended to see but didn't finished doing rece11lly
keep on calling never bother to do
love to hang out with stopped doing recently
"I don't miss seeing my old math teacher." "Why's that? Were you bad at math?"

'((· · Sounds right p. m

5
 Lesson C . ·�
COflVPfSdliOll
strr11 P!:111 <,

n Conversation strategy Highlighting key moments in a story

A Think of a time when you got lost. What happened? Tell the class.

B '4J)) 1.01 Listen. How did Mateo and Bryan get lost?

Mateo Remember that time we were hiking

in Utah?
Bryan When we got lost? That was funny.
Kim Why? What happened?
Mateo We were on this trail, and it was
getting dark. Then Bryan says,
"Where are we?"
Bryan Yeah, we couldn't see a thing, and we
walked off the trail. It was that bad.
Mateo Yeah, there were all these trees
around us, and we were so lost.And
we're thinking, "Oh, no." And we're
both getting kind of scared. We just
wanted to get out of there.
Kim I bet.
Mateo And Bryan says, "Should we jog a
little?" And I go, "Yeah. I was thinking
the same thing. Let's go."
Bryan So we started jogging, ...
Mateo And we said to each other, "We've
got to stick together, in case anything
happens."

C Notice how Mateo changes to the present tense at key

moments in his story. It makes them more "'dramatic."
Find more examples in the conversation.

D i4 )) 1.os Read more of their conversation. Change the underlined verbs to the simple present or
present continuous to make the story more dramatic.Then listen and check your answers.
hear
Bryan Yeah. And all of a sudden, we ft'ettffl this noise.
Mateo And I looked over at Bryan, and I saw his face was white, and he was starting to run fast.
Bryan Well, yeah. I mean, it was a weird noise.
Mateo So, I was thinking, "Wait a minute. What happened to our plan to stick together?" So
I started to run with him.
Bryan Yeah, we were running through the trees, scared to death. It was hilarious! It was just
like in a movie.

6
 Interesting lives

fl Strategy plus this and these in stories

When you tell stories, you can use
this and these to highlight important
people, things, and events.
We were on this trail, ...

There were all these trees ...

A Replace a, an, and some with this or these in the story below. Then take turns telling the story with
a partner.
r �
"I have a friend who's always getting
into funny situations. One time she was
invited to a going-away party, and she
ended up getting totally lost and '

wandering around a neighborhood she ,'

didn't know. Anyway, she finally sees a

house with some cars outside, and
some people were barbecuing in the
:,
backyard. So she knocks on the door,
'
and a nice guy lets her in. He thought ,,

she was one of his wife's friends.

Anyway, she spent about an hour :
talking to some people before some '

guys bring out a big birthday cake and

candles and everything.Then she ,.
'---------------------------.Jr'
�
finally realized it was the wrong party!" .: ;

About

n
you B Pair work Tell about a time you or a friend got into a funny situation.

Listening and strategies A lucky escape

A You're going to hear a story about a skiing accident. Aaron was skiing with friends when one
of them fell down the mountain. Circle four questions you want to ask Aaron.
1. Where were you skiing? 5. Did you get help? How?
2. How far did your friend fall? 6. Did he have to go to the hospital?
3. What did you do when he fell? 7. When did this happen?
4. How badly was he hurt? 8. Is he OK now?

B 114>» 1.09 Listen. Write answers to the questions you chose. Then share answers with a partner.
Can you remember the entire story together?
About
you C Pair work Think of a time when something went wrong or when you or someone you know
had an accident. Tell a partner the story.
" ... And suddenly she falls off the climbing wall and lands next to this guy. And all these people run over
to see if she's hurt. She was OK. A little embarrassed, but OKI"

7
 Against the odds

Q Reading
A What kinds of competitions are there on TV shows?
Do you ever watch them?
Read the quotes in a news story
first. They often give you a quick
B Read the article. What was Christine Ha's disadvantage in the
summary of the article.
MasterChef competition? What advantage did she have?

Blind Chef Christine Ha "I couldn't sec what anyone else was doing, I was solely
focused on myself. and I think that helped me. It gave me an
Crowned "MasterChef" advantage," she said. "When I came out of it. it was the most
stressful. intense experience of my lifc, it was amazing.··
From the moment she took those first tentative steps onto
the national stage, amateur chef Christine Ha captured Ha lost nearly all of her eyesight about five years ago after
America's heart. being diagnosed with an autoimmune disease that attacks
the optic nerves.
During the season 3 ··MasterChef" finale. Ha won the title,
$250.000, and a cookbook deal. beating out about I 00 other '·When I lost my vision. there was one time I tried to make
home chefs. But that's not what makes her so inspiring. Ha is a peanut butter and jelly sandwich," she said. "I recall
blind the first blind contestant on the show. getting it all over the counter. I just started crying and was
wondering if I would ever cook again."
"I think there are a lot of people who completely
discounted me," Ha said. "People will say, 'What is she But she did more than pick herself up off the
doing? ls she going to cut her finger off?' But I cooked at counter. She started her own blog, which is
home for years without how the producers of "MasterChef"
vision, so if I can do it at discovered her.
home. I don't see why I can't Now an official "MasterChef." Ha said.
prove to everyone else I can .. , just want people to realize that they have
,
do it on national TV.. it in themselves if they really want to. If they
Week after week , the 33-year­ have that passion, that fire, that drive. that desire
old. who lives in Houston. ... you can overcome any obstacle and any
Texas. managed to whip up challenges to really achieve what you want and
culinary masterpieces with prove yourself to the world. Everyone is very
only her senses of taste, smell, capable. Much more capable than they think
and touch to guide her. they arc."

C Find the words below in the article. Which of the two meanings is used in the article?
Circle a orb. Then compare with a partner.

1. tentative 5. whip up
a. not final a. make quickly and easily
@ not certain or confident b. mix quickly until light and fluffy
2. a cookbook deal 6. pick herself up
a. the chance to publish her own cookbook a. stand up after falling down
b. free cookbooks b. recover from a difficult situation
3. beating out 7. drive
a. mixing rapidly in a bowl a. determination
b. winning against b. use a car
4. discounted 8. overcome any obstacle
a. reduced the price a. beat or solve a problem
b. did not consider seriously b. climb over something that's in the way
8
 Interesting lives ,C•i§i•I@
D Read the article again and answer these questions. Compare your answers with a partner.
1. Why do you think Ha "captured America's heart"? Has she captured yours from your reading of the
article?
2. After losing her vision, what did Ha try to do in the kitchen? In what way is this anecdote significant?
3. What do you think Ha means by "people have it in themselves"? Do you agree with her view?

fl Listening and writing Facing a challenge

A •>» 1.10 Listen to a podcast about Bethany Hamilton. Complete the sentences with the correct
information. Choose a, b, or c.
1. As a child, Bethany surfed almost every day with _b_.
a. her parents b. her friend Alana c. Alana's father
2. Bethany decided to return to surfing __ after the shark attack.
a. a couple of weeks b. a month c. three months
3. Bethany managed to stay on her surfboard because __ added a handle.
a. her mother b. her father c. Alana's father
4. In the World Junior Championship, Bethany took __ place.
a. first b. second c. fifth
5. Since Bethany lost her arm, she has __ .
a. written a book b. starred in a movie c. received help from a charity
6. Bethany is described above all else as a great __ .
a. athlete b. role model c. traveler
About
you B Pair work Think about a time in your life when you faced a challenge. How did you feel? Did
someone help you? How did you feel afterward?
C Read the story and the Help note. Then write a story about your challenge.

My biggest challenge Writing an anecdote or a story

When I was in high .school, chemistry was a required subject. 1 _L�--r-· Set the general time or place.
but I wasn't very good at it. ...
One day. the teacher asked us to give a speech about �-�· Set the particular time or place.
chemistry in our every day lives....
On the day of the speech. I was extremely nervous.
I remember looking at all those faces. and I wanted to run ''----"'"_. Describe what happened.
away....
It was a big challenge for me to make that speech, but it • End the story and, if possible,
helped me become much more confident.... link the events to now.

D Pair work Read a partner's story. Then ask questions to find out more about the story.
'free talk, p. 129

9
 Learning tip Verb patterns
When you learn a new verb, write down the verb form(s) that can follow it.
Then use it in a sentence. For example:

1 Write down the form(s) of the verbs that can follow the verbs below. Then complete the mottoes. Use
the correct form(s) of the verbs given.
1 . agree ----=-to=---+--------'----'ve=-r-=b__ "Never agree ______ (lend) money to strangers."
2. intend ______ "If you don't intend {do) something properly,
bother ______ don't bother (start) it!"
3. stop _______ "Never stop (do) the things you
enjoy _______ enjoy (do)."
4. keep on ______ "Keep on (try) until you find success."
5. consider ______ "Consider (take) every opportunity you get in life."
6. seem _______ "Things aren't always what they seem (be)."

2 Word builder Find out the meanings of these verbs, and write down the verb form(s) that can follow
them. Then make up your own motto for each verb.

give up promise put off refuse

Make a flip pad for the new verbs you have learned
in this unit. Write each new verb in a sentence.
Every time you have a spare minute, learn a verb!

10
. --
Lesson A
·-·····- .. ...
Makeovers

We gave Cindy and

Scott, two very good
friends, the chance
to choose a new
look for each other.
How did they do?
Here's the verdict!

What do you think about your
new look, Cindy?
I love it! I don't usually wear these
colors, but this dress is really nice. I
like it. I wouldn't usually wear this
much makeup - I try to get ready as
quickly as I can in the morning - but
it looks good. I'm really pleased.
Scott, you chose a completely
different look for Cindy. How do
you like it?
I like it a lot. I tried as hard as I could
to find a style that suits her
personality better. Her hair looks
great. I mean, l don't usually like short
hair as much as long hair, but it looks
good on her, I think. And I like the
dress on her. She looks great.
How do you like your new look,
Scott?
Well, I kind of like it. I'm not used to
wearing pants like these, but they're
just as comfortable as my jeans. And
Cindy made a good choice with the
suede jacket. It's cool. Yeah, I don't
look as scruffy as I did!
Cindy, do you like Scott's new
look? He looks very different!
Yes, I really like it. He doesn't pay as
much attention to his appearance as
he should. Actually, the pastel shirt I
chose doesn't look as good on him as
the bright colors he usually wears. I
don't think I like pastels that much,
after all. But overall , he looks a lot
better! I like his hair short like that.

Getting started
A Look at the "before" and "after" pictures of Cindy and Scott. What has changed?
B '4i» 1.11 Listen. What do Cindy and Scott think about their makeovers? Do you agree with their
comments?

��� C How do Cindy and Scott actually say these things? Find the sentences in the article above.
Compare with a partner.
1. Scott These pants and my jeans are equally comfortable.
2. Scott I used to look scruffier.
3. Cindy He should pay more attention to his appearance.
4. Cindy I try to get ready quickly in the morning - I can't get ready faster.

12
� �----
 Personal tastes ,ju1§1if.
fl Grammar Comparisons with (not) as... as-.,» 1.12
You can make comparisons with (not) as • .• as with adjectives, nouns, and adverbs.
Adjectives The pants are just as comfortable as my jeans. (They're the same.)
The pants are not as comfortable as my jeans. (They're less comfortable.)
I don't look as scruffy as I did. (I was scruffier before.)
Nouns She spends as little time as possible on her makeup.
She doesn't wear as many bright colors as she should.
He doesn't pay as much attention to his appearance as he should.
Adverbs I tried as hard as I could to find the right style for her.
I don't like short hair as much as long hair. Don't forget the first as.
Jeans aren't as nice as pants.
(NOT Jeans a. en 't niu e,5 pants.)
A Complete the sentences. Use the words in parentheses and as . .. as.
1. Older people don't care as much as (not care/ much) younger
people about their appearance.
2. Makeover shows ___________ (not be/ interesting) other
reality shows on 1V.
3. Men ___________ (spend/ much) money on themselves
____ women do.
4. When I choose clothes, looks ___________
(be I important) comfort.
5. I (not have I many) clothes and
shoes I'd like.
6. ___________ (spend I little time) possible shopping for
clothes.
7. Today's styles ___________ (not be I attractive) the styles of ten years ago.
8. Women ___________ (get haircuts I often) men.

Ab�j
B Pair w ork Do you agree with the statements above? Explain your views.

8 Speaking naturally Linking words with the same consonant sound

big glasses wear red dark colors some makeup stylish shoes

A '4>)) 1.13 listen and repeat the expressions above. Notice that when the same consonant sound is at
the end of one word and at the start of the next, it is pronounced once, but it sounds longer.
About
you B '4>» 1.14 Now listen and repeat these statements. Are they true for you? Discuss with a partner.
1. I think men look cool in shirts and ties.
2. I don't like big glasses. They're less stylish than small glasses.
3. I like casual clothes. I can't stand dressing up for anything.
4. I think women should always wear some makeup.
5. I own a lot of black clothes. I hate to wear bright colors, and I never wear red.
6. There are a lot of stylish shops in my neighborhood. They sell some good designer stuff.

13
 Lesson B Fashion

Q Building language
A '4>)) 1.15 Listen. Why doesn't Ben like the jacket? Practice the conversation.
Yoko Oh, don't you just love this jacket? I mean, isn't it great?
Ben Hmm. I don't know.
Yoko Don't you like it? I think it's really nice.
Ben It's OK. It's kind of bright.
Yoko But don't you like the style? It'd look good on you,
don't you think?
Ben Well, maybe.
Yoko Well, don't you want to try it on, at least?
Ben Not really. And anyway, isn't it a little expensive?
Yoko Oh, isn't it on sale?
Ben No. It's full price. The sale rack is over there. Hey, look
at those jackets. Aren't they great?
Figure
it out B How does Yoko actually say these things? Underline what she says in the conversation.
1. I love this jacket! 2. I think you should try it on. 3. I'm surprised you don't like it.

8 Grammar Negative questions

m
'4>)) 1.16

When you want or expect someone to agree with you, you can use negative questions.
To express an opinion To suggest an idea To show surprise
irLanguage
Isn't this jacket great? Aren't they a little expensive? Isn't it on sale?
Don't you think it's great? Don't you think it's too bright? Don't you like it?
Doesn't that look good on him? It'd look good, don't you think? Doesn't she like it?

Look at the rest of Yoko and Ben's conversation. Rewrite the underlined sentences as negative
questions. Then practice with a partner.
Ben Look at these jackets. I think they're nice.
Yoko Well, I'm not sure about the color. They're kind of plain.
Ben Really? I'm surprised you don't like them. Look. This one
looks good.
Yoko Um ... it's a little tight. It looks kind of small.
Ben No, it's just right. I think I'll get it!
Yoko And it's not as cheap as the other jackets.
Ben Oh, it's not the same price. Well, maybe we should look
around a bit more.

14
 ,Cij@iifW
8 Building vocabulary
Personal tastes

A Pair work Read the product descriptions on the website. What do you think about each item?
"Those rubber boots ore cool... "Aren't they a bit bright?"

Luxury cashmere Men's wool Women's long-sleeved cotton tops

scarves and silk turtleneck and V-neck are available in a range of solid
and women's leather ties make perfect sweaters will keep colors. Shown here in neon green,
and suede jackets. gifts. you warm all winter. dark green, and light green.

Looking for denim Women's short- 8 Our rubber boots

jeans? Whether sleeved striped .-.�.,, come in a variety
you want boot-cut shirts in of patterns.
or flared, fitted, polyester. Aoral· Shown here in
skinny, or print and plaid turquoise with a
ba11BY-We have shirts also polka-dot
jeans to fit you! available. pattern.

�'::,� B Complete the chart with the words in bold above, and add your own ideas. Then compare with a
partner. Do any of these words describe clothes that you and your classmates are wearing?

Colors Patterns Materials Styles

neon _qreen striped leather V-neck

.. - ·vocabutarynotebook- p:·20-
Q Talk about it Different styles
�

Group work Discuss the following questions. Use negative questions where possible.
What styles are in fashion right now? What colors? What fabrics? Do you like them?
What kinds of styles look good on you? How about your friends?
What colors are the clothes in your closet? What materials are they made of?
Are there any colors you won't wear? Why?
Would you buy any of the items on the website above? Why? Why not?
"Well, skinny jeans ore in fashion. but don't you think they look kind of ugly?" '(r. Sounds right � T

15
 Lesson C Conversat1or1
strategies

(l Conversation strategy Summarizing things people say

A Pair work Who do you buy gifts for?
What do you usually buy? Tell the class.
Janet What do you want to get for your sister?
B •0) 1.11 Listen. What do you find out What kind of things does she like?
about Don's sister? Don Well, she likes to read.She likes music.
She likes to cook, sew ...
Janet She seems to have a lot of different
interests.
Don Yeah. I'm not sure what to get her.
She has hundreds of books already.
Janet She has a big collection, then.
Don Yeah.And she has a ton of music and as
much stuff for the kitchen as she could
ever want.
Janet Sounds like she has everything she
needs.
Don Yeah. She doesn't really need anything.
Janet Now, doesn't she travel a lot? Because
you could get her an e-reader or a tablet
or something.
Don Actually, that's a great idea.She's always
complaining about carrying her books
everywhere. I think I'll do that.

C Notice how Janet summarizes the things Don says.

It shows she's involved In the conversation and Is
following what Don Is saying. Find more examples.

O Match each statement with the best response. Write the letters a tog.
Then practice with a partner.
1. I only download free books or go to the library. __
2. I've downloaded thousands of songs. __
3. A friend of mine never seems to like the gifts
I give her. __
4. It's hard to buy gifts for my dad. He never wants
anything. __
5. My mom reads a lot. She knows everything. __
6. My friend remembers the lyrics of every song
he hears.
7. I read all kinds of stuff, from romance to science
fiction.
16
a. Sounds like she's a walking
encyclopedia.
b. Yeah.What do you buy the man
who has everything?
c. Wow. He has a fantastic memory.
d. Gosh. You have really broad tastes.
e. Sounds like she's really choosy.
f. You have a huge collection, then.
g. Right. You don't buy books, then.
 Personal tastes ,C•)WfW
fl Strategy plus Now
Now is often used to introduce a
follow-up question. It shows that
you want to move the conversation

.
on to a different aspect of a topic •
. .
Now is one of the top 100 words.
About 20% of the uses of now She doesn't really need
are to introduce questions. anything.

Find two follow-up questions for each conversation. Write the letters a to f. Then practice with a
partner. Ask the questions again and give your own answers.

a. Now, do you have an idea before you start looking? d. Now, do you have similar tastes?
b. Now, do you like to do all the tourist things? e. Now, do you usually go alone?
c. Now, does she have a background in design? f. Now, do you ask what people want?

1. A Do you like to shop for gifts?

B Yeah. I like to look for something really unusual. You know, something different.
A So you put some thought into it. ____

2. A So, are you good at decorating your home? Like choosing colors and fabrics?
B No, not at all! My wife does all that stuff. She loves buying cushions and things like that.
A So you're not interested in that. ____

3. A So, I heard you like to travel a lot?

B Yeah, I really like going to a new city and seeing the sights.
A So you like exploring. ____

8 Listening and strategies Broad tastes

A .. l)) 1.18 listen to three conversations. Who has broad tastes? Write the name or names. Then listen
again and answer the questions below.

1. What happens in the cooking show? How did Mary learn to cook?
2. What is Nick listening to? How did Nick get into that kind of music?
3. Why is James exhausted? How did James get into sci-fi?

B .. >)) 1.19 Now listen to three excerpts from the conversations. Circle the best response.

1. a. So you don't do it much anymore. b. Wow. You know what you're doing.
2. a. Really? You play everything. b. So you gave it up.
3. a. You think anything's possible, then. b. Right. It doesn't seem real at all.
About
you C Pair work What kind of tastes do you have in movies, food, and music? Discuss with a partner.

A I love classic movies. I think they're just as good as the movies they make these days.
B Really? So you're into old movies. Now, what genres do you like? Sci-fi or . . . ?
17
 n Reading
A Can you think of some ways to dress well without spending a lot of money? Tell the class.

B Read the article. Does it mention any of your ideas?

Which ideas are the best? Which ideas have you tried? Read the first sentence of each tip
to see what the article covers.

Do you ever worry that you don't look as great as you could?
H01/\1 TO Maybe you don't have as much time- or money - as you'd like to

DEVELOP spend on yourself. But dressing well is important because knowing

you look good makes you feel more confident.
YOUR Developing your own personal style is not as hard (or as expensive)

PERSONAL as you might think! Even jeans and a T-shirt can look as stylish as a
dressy outfit - if you know how to put them together. Here are
STYLE some quick, inexpensive tips to help you create your own fabulous
personal style.

O Don't wear clothes that are too "old" or too "young" CD Clean out your closet. __ Get rid of stained, out of
for you, and choose styles that are appropriate for your shape, torn, faded, or out-of-style clothing and scuffed
lifestyle. __ You want to feel as comfortable as shoes. Sell them at a consignment store, and use the extra
possible. cash to jazz up your wardrobe.

8 Flip through a magazine to find styles you like. Use the
photos as a guide. __
8 Look at photos of yourself wearing a variety of outfits.
Which ones look good on you? Which ones aren't
particularly flattering? Notice what you like and dislike
about different outfits. Is it the fabric? The color? The style?
8 Think about your life goals. Are you looking for a job? To
impress potential employers, liven up your professional
look by adding some accessories to the suit you already
have. How about a scarf? A colorful new tie?
O Update an outfit you already have. Add a new belt. If
your jeans are worn at the bottom, cut them off to make
a pair of capris.
0 Make sure you have a few essentials. Men need a
well-fitting sweater with a pair of casual but
well-cut pants. For women, a classic
black dress and a pair of simple pants
that you can dress up or down are
must-haves.

0 Call attention to your best features. Choose colors that

bring out the color of your eyes. __ If you're not as
slim as you'd like to be, buy tailored clothes that fit well.

I
Don't just wear baggy outfits to cover up those few
extra pounds. Choose the best fabrics for your shape.
Silk may feel nice, but be careful - shiny fabrics can
make you look heavier. Cashmere, on the other hand,
can make you look slimmer and looks especially good
on muscular men.

18
 Personal tastes ,C•W•fM
C Where do these sentences fit in the article? Write the correct letters in the spaces.
a. If you want to look taller, wear clothes with vertical stripes.
b. Bring the pictures with you when you go shopping.
c. And for both men and women, a pair of classic black shoes is a necessity.
d. Take out everything that doesn't fit you anymore.
e. If you walk everywhere, be sure to buy shoes that are comfortable as well as stylish.

Q Listening and speaking Keeping up with trends

A 114>» 1.20 Listen to four people talk about trends. Number the topics 1 to 4.
There is one extra topic.
D hairstyles D fashion D technology D cars D sports and fitness
B 114>» 1.20 Listen again. Do the people keep up with trends? Circle Yes or No. Write one thing they do
or don't do.

1. Madd Yes I No
2. Frank Yes I No
3. Laura Yes I No
4. Nate Yes I No
About
you C Pair work What are the current trends in each area in Exercise A? Do you keep
up with the trends? Why? Why not?

Q Writing Style interview

A Read the question and answer below and the Help note. Add commas(,) where needed and a
dash(-), and change one period to an exclamation mark(!).

Punctuation
• Use commas (,) in lists.
My clothes are fun, colorful,
and unusual.
• Use a dash (-) to add or
explain more about something.
• Use an exclamation mark(!)
for emphasis.
I wear every color under the
sun - sometimes all at once!

About
you
8 Write three questions about personal style. Then exchange papers with a partner. Write answers to
your partner's questions.

C Pair work Read your partner's answers to your questions. Check the punctuation.

' Free talk 11 1�.J

19
 Learning tip Labeling pictures I .. . . .... ""
Shades of blue
When you want to learn a new set of vocabulary, find and label The top ways of describing
pictures illustrating the new words. For example, you can use a blue in conversation are:

fashion magazine to label items of clothing, styles, colors, 1. navy blue 4. bright blue
2. dark blue 5. light blue
patterns, and materials. 3. royal blue 6. deep blue

1 What styles of clothing, colors, and patterns can you see in the picture? What materials do you think the
clothes are made of? Label the picture with words from the box and other words you know .

.I baggy polka·dot
dark brown short·sleeved
fitted I skinny silk
flared striped
floral·print .I suede
leather turquoise
light blue turtleneck
long·sleeved V-neck
neon orange wool

baggy

2 Word builder Find out what these words mean. Then find an example of each one in the picture above,
and add labels.

ankle-length gold navy blue

beige maroon plastic Find a fashion magazine and label as many
crew-neck mauve tweed of the different styles, materials, patterns,
and colors as you can in ten minutes.

20
 0�1..J-:!I 0� j � .Jl:I
Lesson A Traditional things

What not to miss ...

WE ASKED PEOPLE:
What's one thing you shouldn't miss
on a visit to ... ?

"Oh, Korean food! We have so
many different dishes. One typical dish is kimbap. It's
made with rice and vegetables and wrapped in dried
seaweed. And it's eaten cold. It's delicious." -Min-hee Park
"Well, Peru has some beautiful handicrafts.
A lot of them are exported nowadays, and
they're sold all over the world. But it's still
worth visiting a local market. These earrings
are made locally. They're made of silver."
-Elena Camacho

"Oh, you should go to a

performance of
traditional Aboriginal
music. They play this
instrument - it's called a
didgeridoo. It's made out
of a hollow piece of wood
"A Japanese festival like the Sapporo Ice and painted by hand. It
Festival - that's really worth seeing. It's makes a
held every February. They have all these really
sculptures that are carved out of interesting
ice - and they're carved by teams sound'.'
from all over the world. It's -Robert Flynn
amazing'.' -Sachio Ito

8 Getting started
A Look at the countries above. What do you know about each country? Make a list of ideas.
B 1111>)) 1.21 Listen. What aspect of their country's culture does each person talk about?

F/f��i C Rewrite the sentences below, but keep the same meaning. Use the comments above to help you.
1. You eat kimbap cold. Kimbap cold.
2. People make earrings like these locally. Earrings like these locally.
3. They export a lot of handicrafts. A lot of handicrafts ______
4. Teams from all over the world carve The sculptures by teams
the sculptures. from all over the world.
22
 World cultures ••NfiM
fl Grammar The simple present passive .. l)) 1.22

Use the passive when the "doer" of the action is not known or not important.
Active Passive II

How do they make kimbap? How is kimbap made? The most common
They make it with rice and vegetables. It's made with rice and vegetables. passive verbs are made,
done, and called.
Do they eat it hot or cold? Is it eaten hot or cold? '---------lmlll'!!IJ!!l!!!!!"1!!#'··
They eat it cold. They don't eat it hot. It's eaten cold. It's not eaten hot.
They carve the sculptures out of ice. The sculptures are carved out of ice.
If the "doer" of the action is important, you can introduce it with by.
The sculptures are carved by teams from all over the world. Be sure to use the verb be in the
present simple passive.
About The sculptures are carved out of ice.
you A Rewrite the questions about your country. Then write true (NOT Fllt ,et1f1'tt11 t3 ,.,,,td "t1t "{ iet .)
answers. Use the simple present passive.
1. When do people sing the national anthem?
When is the national anthem sung? It's sung . . .
2. How do you make your favorite traditional food? Do you serve it cold?
3. Do both men and women play your country's national sports?
4. When do people celebrate your most important festivals? Does everybody celebrate them?
5. When do people wear the national costume? Do people wear it a lot?
6. Do people play traditional folk music?
7. Do people make traditional handicrafts? Where do they sell them?
About
you B Pair work Compare your answers with a partner. Can you add more ideas?

8 Speaking naturally_ Silent syllables

diffpent intpesting ve�able

A .. l» 1.23 Listen and repeat the words. Notice that the unstressed vowels are not pronounced.
B -.J» t.24 Listen to people talk about their cities. Cross out the vowel that is not pronounced in the
underlined words. Then read the sentences to a partner.
1. Broe, Switzerland: We're known for our chocolate, which is sold all over the world. If you're really
interested, you can visit a factory to learn about the history of chocolate and how it's made.
2. Coober Pedy, Australia: The average temperature here in summer is almost 40 ° C, so it's much
cooler to live underground. It's definitely something different for travelers!
3. Akihabara, Japan: If you want a camera, then you have to shop here. Practically every brand of
electronic and computer goods is displayed here!
4. Boyaca, Colombia: Emeralds are mined all over the world, but our region has some of the best and
most valuable stones. They're mostly exported and made into jewelry.
About
you c Choose a city, region, or country, and tell the class what it's known for. Guess the places
your classmates talk about.
"This place is known for its wooden dolls. They're painted by local artists."
23
 Lesson B
... ..... .. . . .
Manners

n Building vocabulary and grammar

A .. ))) 1.25 Listen. Are these statements true in your country? Check(./) True or False.
True False
1. Eating food on a subway or bus is bad manners. D D
2. It's rude to cut in line. D D
3. You should try to keep your voice down in public. D D
4. You can offend someone by not bowing or shaking hands
when you meet. D D
5. People might stare at you for walking around barefoot. D D
6. Having an argument in public is considered bad manners. D D
7. It's impolite to walk into someone's home without
taking off your shoes. D D
8. Showing affection in public- holding hands or kissing-
is inappropriate. D D
9. You should try not to stand too close to people.
It's considered rude. D D
10. It's acceptable not to tip cab drivers. D D
11. You should be careful not to point at people. D D
12. It's customary to bargain with street vendors to get something
cheaper, but it's not acceptable to do this in a store. D D
Word
sort B What behaviors are considered acceptable in your country? Complete the
chart with ideas from above. Add your own ideas. Then compare with a partner.

It's acceptable to .. . It's not acceptable to ...

take your shoes off in the house. stand too close to people.

F� C Circle the correct choices. Are the sentences true in " - ·vocab·atarynotebookT.Jo-
_.....,
your country? Discuss with a partner.
1. Cut I Cutting in line is bad manners.
2. You might offend someone by standing I stand too close.
3. You can offend your host by not taking/ to take off your shoes.
4. It's polite bow I to bow when you meet someone.
5. It's customary not to tip I tip cab drivers.

24
 World cultures 'i•Hiif.
fl Grammar Verb+ -ing and to+ verb; position of not�>» 1.26

Verb + -ing as a subject Position of not

Eating in public is bad manners.
Not shaking hands is impolite.
Verb + -ing after prepositions
You can offend people by eating in public.
People might stare at you for not shaking hands.
to + verb after It's ...
It's bad manners to eat in public.
It's impolite not to shake hands.
Not comes before the word it negates.
Be careful not to point at people.
You can offend people by not bowing.
Notice the difference in meaning:
It's acceptable not to tip cab drivers.
(It's optional.)
It's not acceptable to tip cab drivers.
(You shouldn't do it.)

A Complete the sentences about eating at restaurants. Use verb+ -ing or to+ verb.

1. If a friend invites you out to dinner, it's inappropriate ______ (take)

another friend with you.
2. It's bad manners ______ (not/call) the restaurant if you have a
reservation and you decide to cancel your plans.
3. (arrive) a little late when you meet a big group of friends
at a restaurant is acceptable. (not I show) up at all is
impolite.
4. If you get to the restaurant before your friend, it's fine
_____ (sit) down at the table.
5. It's not acceptable (complain) to your server if
you don't like your meal.
6. People might be upset with you for (not/ pay)
your fair share of the bill.
7. (talk) with your mouth full is considered rude. (take) phone calls
during dinner is also bad manners.
8. You can offend the server by (not I leave) a tip. But (give)
a smaller tip is fine if the service is bad.
9. (ask) the server for a box to bring your leftover food home is acceptable.
10. It's bad manners (not thank) the person who paid afterwards. ______ (not
say) thank you is really impolite.
About
you
8 Pair work Discuss the statements above. Which ones do you agree with?
Can you add more etiquette advice?

A Yeah. Taking another friend with you is rude - especially if you're not paying.
8 But it's not rude to invite another friend if it's a casual evening out.
About
you C Pair work What etiquette advice can you think of for the following situations?
Make a list and then share with another pair.

visiting someone's home going to a birthday party going to an interview

"Well, when you visit someone's home, you might offend the host by not bringing a gift."

'(V· Sounds right p. 137

25
 Lesson C Conversat,or1
strateg 1 es

n Conversation strategy Sounding more direct

A What kinds of things do people miss about home when they move abroad? Make a list.

B 14>» 1.21 Listen. What would David miss if he left Brazil?

Hilda So, when you're living here, do you

miss home?
David Um, I don't miss too much, to be
honest. Um, I miss my family,
of course ....
Hilda Right.
David But I definitely don't miss the food!
Um, I miss my family.That's about it.
Hilda So, if you went back home, would
you miss lots of things about Brazil?
David Oh, yeah. I'd absolutely miss the
food here. Yeah. But actually, I think
the biggest thing would be ... it
would be weird for me to live in a
country where I knew the language
already, where all I have to do is
work. I just don't see a challenge in
that.You know, here every day is a
challenge, speaking the language.
Hilda Uh-huh.
David In fact, living back home would be
boring, I think. I honestly don't
know what I'd do.

Notice that when David wants to sound more direct or absolutely, definitely, really,
assertive, he uses expressions like these. Find examples actually, certainly , honestly, in fact,
In the conversation. to be honest, to tell y ou the truth

About
you D Make these statements about living in another country more direct. Use the expressions given.
Then discuss each statement with a partner. Do you agree?

1. I'd miss my friends. (definitely) I'd miss everyone. (in fact)

2. I wouldn't miss the weather. (certainly) But I'd miss the food. (really)
3. I'd enjoy living in a different culture. (actually)
4. Learning the language would be a challenge. (to be honest)
5. I wouldn't miss the lifestyle here. (to tell you the truth)
6. I think I'd be scared to go abroad on my own. (honestly)

A If I lived in another country, I'd definitely miss my friends!

8 Well, yes, but to be honest, it's good to make new friends too.
26

fl Strategy plus of course
Of course usually means•
.. This idea Is not surprising.
It's what you expect."
You can also use Of course
In responses to show you
agree or understand.
A I really miss my family.
8 Of course.
World cultures ,C•W•i•
I miss my family, Be careful when you use
of course. of course. It can sound
abrupt or rude as an
answer to a question.
A Do you miss your family?
B Oh, yes, I really do.
(NOT OfC6tH5e.)
-...--. Of course is one of the top
50 expressions.

A Read the conversations. Which response is more polite? Circle a orb.

1. Do you think living in another country would be exciting?
a. Of course it would.
b. Absolutely. Of course, I'd probably feel homesick at times.
2. Would you learn all about a country before you went?
a. Well, I guess I'd like to know all about its culture. And, of course, its traditions.
b. But of course. You really should learn something.
3. Would you take something with you to remind you of home?
a. Of course.
b. Probably. Maybe a photo of my bird . Of course, I couldn't take the bird with me, but ...
About B Pair.
you work Ask and answer the questions above, giving your own answers. Use of course in your
answers, but be careful how you use it.

8 Listening and strategies Away from home

A i4i» 1.28 Listen to Val talk about her experience. Answer the questions.
1. Why is she living away from home?
2. What has been challenging for her?
3. What has been going well?
4. How does she keep in touch with family? When?
B '4i)) 1.28 Listen again. What would Val's friend say about her experience? Check(/') the sentences.
1. D To tell you the truth, Val's host sister is pretty unfriendly.
2. D To be honest, she hasn't gotten to know many people.
3. D She's definitely learning about the culture.
4. D Of course, she doesn't like having to be home at ten.
5. D She's certainly homesick. In fact, she wants to go back home right now.
About
you c Group work Think about a time you were away from home. Who and what did you miss?
How did you keep in touch? Talk about your experience.
"When I was an exchange student, I missed my friends. Of course, I missed my family, too."

27
 Proverbs

Q Reading
A Think of a proverb in your language. When is it used, and why?
Read the first sentence of each
B Read the article. Do you have similar proverbs in your language? paragraph. What do you think
Are proverbs used in the same ways? each paragraph will be about?

Proverbs exist in every language and culture and are a way of passing down folk wisdom. or
"common sense," from generation to generation. Who doesn't remember a time when they were
struggling with a problem or dilemma, and someone quoted a proverb that aptly summed up or
explained the situation?"All's fair in love and war" describes the injustice that is often encountered
in a romantic relationship and may help some of us accept it."Absence makes the heart grow
fonder" is meant to give hope when a loved one is far away. When that same relationship is
brought to an end by distance, we hear, "Out of sight, out of mind."

Proverbs have lasted for thousands of years. probably because they're so memorable. Some are
short and concise, like"Practice makes perfect" and"Haste makes waste," while others use a poetic
language such as metaphors, repetition. and rhymes. The metaphor"Out of the frying pan and
into the fire" is easy to visualize when you are faced with a difficult situation that just got even worse.
The repetition of the consonant"t" makes it easy to remember" It takes two to tango." The rhyme
"When the cat's away, the mice will play" comes to mind as soon as the boss leaves on vacation.
and the repetition of the structure in"Once bitten. twice shy" makes this an extremely catchy phrase.

Some scholars who study proverbs look for examples that are unique to a particular culture as a
key to understanding cultural differences. Others focus on the proverbs that appear in almost
every language as a way of defining a common wisdom that binds all humans together.

Proverbs don't always offer up universal truth, however. and they are frequently contradictory.
People say,"Clothes make the man," to reflect the importance of appearance as part of one's
personal identity. On the other hand. they also say,"You can't judge a book by its cover." to point
out that appearances can be deceptive. And with"Handsome is as handsome does" they stress
the value of good behavior over good looks.

So while proverbs can help us grasp some universally shared wisdom. they a.lso force us to
recognize that life is complex and that there are no easy answers. The complexity of the human
condition as reflected in proverbs is yet another thing that is shared by people around the world.

c Read the article again. Can you find these things? Compare with a partner.

1. a function proverbs serve in different languages and cultures

2. two different ways scholars look at proverbs
3. two proverbs that are memorable because they use rhyme
4. three proverbs that are memorable because they repeat consonants, words, or structures
5. two-pairs of proverbs that are contradictory
6. two things we can learn when we study proverbs from different cultures
28
 World cultures

fl Listening and speaking Favorite proverbs

A Can you guess the meaning of the proverbs below? Discu ss with a partner.

You can't expect

Every Tuesday has
both ends of a
its Sunday.
sugar cane to
-SPANISH
./be sweet.

B .. i» 1.29
Listen to four people talk about their favorite proverbs. Number the proverbs above 1 to 4.
What do they mean? Did you guess the meaning correctly?

c .. i)) 1.Jo Match each proverb above with a similar English proverb below. Write the numbers. Then
listen again as someone comments on each proverb, and check your answers.
a. You can't have your cake and eat it, too. __
b. Every cloud has a silver lining. __
c. If you can't stand the heat, get out of the kitchen. __
d. Beggars can't be choosers. __
About
you D Pair work Which of the proverbs above is your favorite? Why? When would you use it?
'"Beggars can't be choosers' is used a lot in our house. My mom is always saying it. It's great because . . . "

8 Writing Explain a proverb

A Read the article below. Find the useful expressions from the Help note, and underline them.

Useful expressions
Just one watermelon at a time! One of my favorite proverbs is " . . . "
It's often said when . . .
One of my favorite Arabic proverbs is ··You cannot carry
two watermelons in one hand.,. It"s often said when a person It means that . . .
is taking on too much work or too many challenges. It A similar proverb in English is " . . . "
means that you need to focus on one important task at a I like it because . . .
time and do it well. A similar proverb in English is .. Don't
bite off more than you can chew... I like the proverb about
watermelon because it"s an excellent metaphor. Whenever I
have to decide about a new project. I can see myself trying
to carry two watermelons. and I stop and think about how
much work I can handle.

B Write a short article about your favorite proverb. Say why you like it and what it means. Then read
your classmates' articles. Did anyone choose the same proverb?
" Free talk p. no
29
-- -- ----- ------- -- �-
 Learning tip Finding examples Web����
!O.. "don't point your foot" I
When you learn a new expression, find examples on
the Internet. Type the expressions into an Internet Dos and Oon'ts in Thailand
... when sitting opposite someone • don't point your foot at ...

Caclled---
www.lhollond.com • 12k • Cacl1ed • Smlor _.
search engine with quotation marks("") around it. drills • ,.cquetball
Don't pc,;nt your fool in the direction ...
_,__..,,., • 121<·

1 Complete the sentences using the words and expressions in the box.

bowing having an argument kissing to take off walking around barefoot

eating to keep your voice down to cut in line to shake hands

1. In Japan, is customary when two people introduce themselves.

2. In the United States, it's polite firmly when you are introduced to a colleague.
3. In South Korea, food on the subway is considered rude.
4. In many places of worship in Asia, it's polite ______ your hat and shoes.
5. In Chile, people often say hello by each other on the cheek.
6. In Australia, ______ is acceptable at beach resorts, but not in public buildings.
7. In Taiwan, . in public is considered impolite. It's better ______
8. In Great Britain, it's considered rude ______ . You should always wait your turn.

2 Word builder Find the meaning of the words and expressions. Write a tip for each one.

blow your nose burp offer your seat to someone swear

Find a travel guide for a country you'd

like to visit. Find six things you should
or shouldn't do if you go there.

30
 , Checkpoint Units 1-3
· -�---

Q Is it polite?
A Complete the questions with the correct forms of the verbs.
1. Would you ever consider not tippin9 (not tip) a server in a restaurant?
2. Do you remember (stare) at people when you were little?
3. Do you feel it's rude (not say) hello to your neighbors?
4. Is (hold hands) OK on a first date?
5. Do you bother (bargain) with street vendors when the items are already very cheap?
6. Do you ever offer (help) people with their bags on the bus or subway?
7. Have you and a friend ever ended up (argue) in public?
8. Have you ever offended someone without (intend) (be) rude?

B Pair work Ask and answer the questions. Show that you understand your partner's answers by
summarizing what he or she says.
"I'd never consider not tipping - I used to be a server myself. ., "So you always tip the server. .,

fl Think, Bob, think!

A Complete the conversation with the correct forms of the verbs.
Officer Have you seen (see) these people before?
Bob Yes, they're my neighbors.They (live) upstairs.
Officer How long they (live) there?
Bob I guess I (know) them for six months.
They (move) here in August.
Officer When you last (see) them?
Bob Um, about a week ago, I think. Last Tuesday.
Officer What they (do) when you
_____ (see) them?
Bob Well, as I _____ (come) home, they
_____ (carry) a big suitcase to the car.
Officer _____ you (speak) to them?
Bob ______ (say), "Hi! Where you
_____ (go)?" And they (reply),
"On vacation."
Officer What time they finally (leave)?
Bob Oh, um, it was pretty late, around 11 at night, I guess.
Officer Can you remember what they (wear)?
Bob Let me think....

B Write Bob's answer to the police officer's last question. How much detail can you give?
Compare with a partner.

31
 Q Can you complete this conversation?
A Complete the conversation with the words and expressions in the box. Practice the conversation.

.I definitely don't you think now of course these this to be honest

Anna Bella used to live in Japan.You loved living there, right?

Bella Oh, definitely
, . I lived there for nine years, working
for a Japanese advertising company.
Chris Nine years? Wow! Didn't you ever get homesick?
Bella Occasionally. But, , I didn't really miss
living at home. I was too busy. I mean, I
missed my family.
Chris Oh, I bet you did. , how did you get that job?
Did they hire you over here, or ... ?
Bella Actually, I was already in Japan on an exchange program,
staying with family. And the father starts bringing
home all documents from his work to translate into English.
Anyway, I started helping him, and his company ended up hiring me.
Anna And they transferred her here. It's a cool story, _____ ?
B Pair work Choose a topic below and have a conversation.Ask and answer questions.
• something difficult you did once • a time you missed someone
• an interesting experience you had • an unusual person you once met
A Can you think of a time you missed someone?
B Yes. My mom went on a trip when I was five. I wanted to go with her.

Q As bad as that?
Pair work Compare these things using (not) as . .. as. Try to use negative questions to give
opinions or to suggest ideas.
• folk music I country music • old buildings I new buildings
• baked potatoes I fries • cheap watches I expensive watches
A Folk music isn't as popular as country music. You don't hear it as much.

a
B But don't you think it's just as good? I like folk as much as country.

Guess the dish!

A Write questions in the simple present passive, using the words below.
Then think of a traditional dish, and answer the questions.
1. eat I hot or cold 3. How I cook 5. What I serve I with
2. When I eat 4. What I make I with 6. What I call
B Pair work Take turns asking and answering the questions.
Can you guess your partner's dish before question 6?

32
 Lesson A
----- ··--·
Party time
��-• Are you going to Brad
and Gayle's party?
I think it's supposed
Well, I wasn't going to go, but to be a barbecue.
maybe I will. I'm supposed to
be studying for an exam. Are
you going? That'll be fun. Have
you heard the
weather forecast?
Yeah. The party's at their
house, right? Do you
know where they live? Yeah. I heard it's supposed
to be a really nice evening.

Not exactly. Brad was going to call

and give me the address, but he
didn't. Maybe Ellen knows.

Jen and Martin are late.

Are we supposed They were supposed to
to bring anything? pick me up at 7:00.

Gosh, it's 7:30 already. Maybe they

I don't think so. I was going
forgot. Do you want me to come and
to make some potato salad,
get you? I can take you home, too.
but I didn't have time.

Well, I bought them a

box of chocolates. Do
you think that'll be OK?

That's OK. I think the

I don't know. Isn't Brad on a diet? party's supposed to
He's not supposed to eat stuff like end at 11:00, but we
that. But Gayle will like them. can leave a bit earlier.

(l Getting started
A What do you do to get ready for a party? Tell the class.

B '4>)) 2.01 Listen. Brad and Gayle are having a party tonight, and their friends are getting ready.
What do you find out about the party?

Fifi�� C How might Brad and Gayle's friends say the things below? Replace the underlined words with
an expression each person has already used above.
1. Phil They say it's going to be really warm. 4. Anna I should be working on a paper.
2. Sue Brad shouldn't eat chocolate. 5. Patty Jen and Martin agreed to be here by 7:00.
3. Patty I have to get up early tomorrow. 6. Sue I intended to make a dessert, but I didn't.
34
 Socializing ,C•Ubi.
fl Grammar be supposed to; was I were going to '4>» 2.02

Be supposed to can mean "They say .••• "
It can also mean "have to" or "should."
It can contrast what should happen with
what does or will happen.
Was I Were supposed to can mean what
was expected didn't or won't happen.
Was I Were going to has a similar meaning
and can also mean "intended to."
It's supposed to be a barbecue.
It's supposed to rain later.
I'm supposed to work tomorrow.
He's not supposed to eat chocolate.
I'm supposed to be studying for an exam (but I'm not).
I'm not supposed to stay out late (but maybe I will).
They were supposed to come at 7:00 (but they didn't).
I wasn't supposed to go by myself (but I'll have to).
He was going to give us directions (but he didn't).
I wasn't going to go to the party (but I guess I will).

Complete the conversations with the correct form of Over 60% of uses of be supposed to
be supposed to or was I were going to and the verb. Sometimes are in the present tense. About 10%
are negative.
more than one answer is possible. Then practice in pairs.

1. A It (rain) tonight. Do you want to go see a movie?

B Yeah. I want to see that new Stephen King movie.
It (be) good. I (see) Be sure to use the correct form of
it last weekend, but I ended up going to a party instead. be supposed to.
I'm supposed to work tomorrow.
2. A Do you have plans for the weekend? I heard the (NOT f�11f'f'O�e to work tomorrow.)
weather (not I be) very good.
B Yeah. I _______ (go) to a family reunion, but I'm not really looking forward to it.
A Why not? Reunions (be) fun.
B Well, I (make) 80 cupcakes. I _______ (buy) them, but my
husband said that's cheating!

3. A What did you do last night? Did you go out?

B No. I (cook) dinner for a friend. I mean, I (not I make)
anything special, but then he called, and it turned out he (go) to soccer
practice or something, so he didn't come. So I had a TV dinner! How about you?
A Actually, I (go) to a movie, but then I decided to stay home.

8 Talk about it Weekend fun

Group work Discuss the questions about this weekend.
What's the weather supposed to be like?
Are there any events that are supposed to be fun?
Are you supposed to go anywhere or see anyone in particular?
Are you supposed to do anything that you're not looking forward to?
Is there anything you were going to do last weekend that you're going to do this weekend instead?
A What's the weather supposed to be like this weekend?
B I heard it's supposed to be nice.
35
 Q Building vocabulary and grammar
A •>)) 2.oJ Listen. Where are Luis and Rosa going? Do they want to go? Practice the conversation.

Luis Rosa, it's 6:00. We're supposed to be there by 7:00.

Weren't you supposed to get off work early today?
Rosa Well, my boss called a meeting, and I couldn't
get out of it. I had to go. Anyway, I don't get
it - why is your cousin getting married on a Friday
and not a Saturday, like everyone else?
Luis I don't know. All I know is that my mother will
never get over it if we walk in late. So we have to
get going.
Rosa OK. Uh, do you think I can get away with
wearing pants?
Luis No way! It's supposed to be a formal wedding.
Look, I got your silk dress ready for you.
Rosa Oh, I'll never get used to dressing up for these fancy
weddings. Can we try to get home early?
Luis Rosa, I get the feeling that you don't really want to go.
Rosa Well, I just hope I can get through the reception.
Luis Oh, come on. Let's just go and enjoy it. It's a chance
for you to get to know my family better. By the way, did
you get around to buying a gift?
Rosa Weren't you supposed to do that?
�°cir� B Find a get expression from the conversation above to complete each sentence below.
Are the sentences true for you? Compare with a partner.

get around to 1. I was so busy last week that I didn't {J_et around to doing my homework.
2. Sometimes I that people are annoyed with me for being late.
3. It's hard for me to finish long novels. I just can't them.
4. Why don't some people dress up for weddings? I don't
5. I'll never wearing formal clothes. They don't feel right.

6. I wish I could wearing jeans to work. They're so comfortable.

C Find six more get expressions in the conversation above. Write a sentence with each expression.
Compare your sentences with a partner.

get off - My sister gets off work early all the time. --
"' - �vocabutary,rote1>ook741-

Figure
it out D Circle the correct choice to complete the questions. Use the conversation to help you.

1. Will Luis's mother get over it I get it over if they're late?

2. Rosa had to attend a meeting at work. Why couldn't she get out of it I get it out of ?
3. Can Rosa get away with wear/ wearing pants?
36
 Socializing ••W•i.
fl Grammar Inseparable phrasal verbs .. )» 2.04
With these verbs, the object always comes after the particle or preposition.
Verb+ particle+ object Verb+ particle+ preposition+ object
Weren't you supposed to get off work early? Can I get away with wearing pants?
She'll never get over feeling embarrassed. No. You can't get away with it.
I'm sure she'll get over it. Couldn't you get out of the meeting?
I hope I can get through the reception. No, I couldn't get out of it.
I know you can get through it. Did you get around to buying a gift?
No, I never got around to it.

Ab�;;� Complete the questions. Put the words in order, and use the correct form of the verbs.
Then ask and answer the questions with a partner.
1. If you weren't ready for a test, would you try to 9et out of it (of I out I it I get)?
2. Do you find it hard to ______ (the day/ through I get) without texting your friends?
3. Do you know anyone who tries to (of I get I go I out) to parties because
they are shy? Is it possible to (get I feel I over) shy?
4. Have you ever told a "white lie" to (of I get I an invitation I out)?
Did you (get I it I away I with)?
5. How do you feel about buying gifts? Does it take you a long time to
______ (to I get I choose I around) something?
6. Do you often argue with your friends? How long does it take you to
______ (over I get I an argument)?
7. Does it take you a long time to (start I to I get I around) your
homework assignments because you're on social networking sites?

8 Speaking and listening Going out

About
you A Pair work Discuss the sentences below. Which choice is most like you?

1. I'm one of those people who ...

a. gets ready at the last minute.
3. When I go out, I always ...
a. make an effort to dress up.
b. spends ages getting ready. b. try to get away with wearing jeans.

2. If I'm late for something, I usually ...

a. hurry to try to be on time.
4. If a friend cancels plans we made, ...
a. I stay home and feel disappointed.
b. take my time and arri ve late. b. I get over it and do something else instead.

B .. l)) 2.05 Listen to Paula and Roberto talk about their plans for tonight. What happens?
. .
C .. l)) 2.05 Listen again. How would Roberto complete the sentences above? Circle his choices.
About
you D Pair work What other habits do you have when you get ready or go out?
"I always say yes to invitations and then regret it and try to get out of them." "(( · Sounds right p 137

37
Another random document with
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question whether he can acquiesce in and to a degree benefit from
such discrimination. He will have to consider whether the
consideration in his case arises from the fact that officials regard his
work as in some way a contribution to the war effort, or from a desire
to placate and silence an influential person. If he should conclude
that he ought to change jobs, he would have to consult the
authorities again, and what then?
In conferences with Selective Service officials efforts are being
made to avoid some of the features of the war-time Civilian Public
Service set-up which deeply troubled a good many Friends—such as
the close supervision by military men allegedly functioning as
civilians and the undesirable and frustrating character of much of the
work to which IV-E men were assigned. Even if substantial
concessions are obtained, it will be well for us to be on guard against
idealizing the situation. It is hoped that a good many young men will
be in effect furloughed to projects at home and abroad which will not
be exclusively for COs of draft age and which will have real social
value. It will not be the same as if these men had undertaken these
jobs out of a sense of vocation and mission, apart from the context of
conscription. We know that for the most part they did not volunteer
until conscription came along. The same questions which the man
who is permitted to remain in his own job faces, will confront these
young men on projects. In addition, their term of service and rates of
pay will be set by the government.
To sum up this first part of our analysis, it is my conclusion that the
one consistent attitude toward conscript alternative service from the
standpoint of Christian vocation—if one accepts such work at all—is
that which regards submission or non-resistance to the evil which the
State imposes upon him when it interferes with his normal
occupation, as the vocation or duty of the Christian man. Any other
attitude seems to me to involve a considerable measure of
rationalization. The Mennonites came nearest to adopting this non-
resistant position and the fact that the experience of Mennonite
youths in Civilian Public Service was less frustrating and brought
better results than was the case with others, save in exceptional
instances, seems to me to bear out my analysis. As we have pointed
out, those who non-resistantly take up their cross of conscription
should bear it joyously and be ready to carry it the second mile.
 The Immature Eighteen-Year-Old
We turn next to a brief consideration of the arguments for the IV-E
as against the non-registrant position which center around the
problem of “the immature 18-year-old youth.” A number of 18-year-
olds, it is pointed out, have a strong aversion to war and a leaning
toward pacifism. They are, however, emotionally immature. If they
have no choice but the army or jail all but a few will choose the army
and are likely to be lost to the pacifist cause. They could be held and
possibly even developed into a radical pacifist position, if they had a
third choice, namely, civilian service. On the other hand, the youth
who in the absence of such a third possibility, chooses prison rather
than the army may suffer grave psychological injury.
I am sure no one will be disposed to be callous or “tough” in his
attitude toward any youth faced with a problem such as we are
discussing. Any one in the position of a counselor to an individual will
want to avoid “psychological pressuring” to induce him to take this or
that course, and will strive to help the young man to make his own
decision, in accord with his own inner need and conviction, rather
than to impose a decision upon him. But I conceive that it would be
my duty as a Christian minister to have this same attitude in talking
and praying with a young man who was going into the Army. I would
have no right, nor do I think it would do any good, to “pressure” him
against his conviction and inner need, to refuse service. But this
would certainly not mean that I give up my own pacifist convictions,
or refrain from doing all I can in general to spread them or from
making this particular young man aware of my own thoughts and
feelings. This in spite of the fact that if young men who had planned
to submit to the draft are consequently won to the pacifist position,
this may entail considerable suffering on their part, anguish for
parents who disagree with them, and so on. It is fairly certain,
incidentally, that in many typical Southern communities—and by no
means exclusively in the South—a youth who chose the I-A-O
(medical corps) position, not to mention IV-E, would have as tough a
time as a non-registrant in many metropolitan centers. We cannot,
then, escape the conclusion that as we have a responsibility to
decide for the pacifist or non-pacifist position and to bear witness for
pacifism, if that is the stand we take, so as pacifists we have a
responsibility to decide whether complete non-cooperation with
military conscription is the more consistent, committed and effective
stand or not, and if we decide for the former, then to do what we can
to make our stand and the reasons for it known.
I have the impression that even a great many, perhaps the
majority, of pacifist ministers will work harder to keep a young pacifist
parishioner from taking the “absolutist” position and going to jail
rather than into civilian service, than they would work to get the run
of the mill young parishioners to think seriously about not going into
the army. They seem somehow to feel that a more awful thing is
happening to the young CO who goes to jail than to the 18-year-old
who goes into the army. It is my impression that this same feeling is
an unconscious factor in the thinking of many lay pacifists when they
react strongly against the idea of COs going to prison. This puzzles
me greatly. Why should they have this reaction?
 Army or Jail?
To my mind—even apart from the sufficiently appalling factor of
being systematically trained for wholesale killing and subjected to the
risk of being killed in brutal war—there are few if any more evil and
perilous situations to put young men into than the armed forces. I
should feel much deeper grief over having possibly had some part in
getting some youth to go into the armed forces than over having
some responsibility for bringing a young man to go to prison for
conscience’s sake. Are the qualms people feel about youthful COs
going to prison in certain instances perhaps due to the fact that
taking the non-registrant position is something very unusual and
regarded with social disapproval, whereas becoming a soldier is
extremely common and meets with the highest social approval? It
may be, therefore, that there are some ministers and other older
people who should examine themselves as to whether their feelings
in the matter under discussion are due to the fact that they
themselves might find life in the community or in the church very
uncomfortable if they were suspected of having influenced a youth to
take a radical anti-draft stand, whereas all men will speak well of
them—or at least not too ill—if they have helped, or at least not
hindered, young Christians in adjusting themselves to the idea of
going into the army. Is it just possible that we older people are
sometimes concerned with sparing ourselves when we think we are
solely concerned about sparing teen-agers?
To return to the 18-year-old. There are young men who on
physical and psychological grounds are exempted from army
service. There may well be COs who should on similar grounds be
exempted from any kind of service. If such a physically or mentally ill
CO is refused exemption, he should perhaps be discouraged from
undergoing the risks of prison experience if there is an alternative for
him. This still leaves us with the problem of the majority of pacifist
and non-pacifist youth who are not ill.
 When we find ourselves concerned about what the teen-age
religious CO who goes to prison must undergo and inclined to think
that there is here an absolutely conclusive case for providing
alternative service and urging most such COs to avail themselves of
it, we might first take a look at two other categories of youth who are
subject to the draft. One of them consists of those actually drafted
into the armed services; the other of the so-called non-religious COs.
The great mass of teen-agers are going to be put through rigorous
military training with all the hardships, the toughening and the
temptations which this entails. They have to be ready to undergo
actual battle experience. Many of them will actually experience
modern war at the front. Is what the CO undergoes in prison vastly
more terrible than this? Is it as terrible? It may be said that the
soldier has social approbation whereas the pacifist, especially the
“absolutist” meets social disapprobation and even ostracism. This is
indeed a sore trial and many cannot endure it. Frankly, I am still left
with more grief and pity in my heart for the teen-age soldier than for
the teen-age “absolutist” CO. I am still left with a question whether
we have a right to take any time and energy away from the struggle
to lift the curse of conscription from the mass of youth and put it into
an effort to secure alternative conscript service for COs.
There are, as we know, teen-age “absolutists” who feel the same
way and who have demonstrated that they can endure whatever
they may be called upon to endure. Nor is their lot without its
compensations. They, also, “have their reward.”
 The So-Called Non-Religious CO
Religious COs who accept the IV-E classification and older
pacifists who advocate this course have also to consider the non-
religious CO. Under United States Law it is the so-called religious
CO who is eligible for this classification; the so-called non-religious
CO, though he may by unanimous consent be equally sincere, is not.
The latter has no choice except the army or jail. The fact that he is
only 18 years old does not alter that. Nothing in this entire field of
pacifist policy and behavior is, frankly, harder for me to understand
than how religious COs and many of the leaders of the peace
churches and of the Fellowship of Reconciliation, can acquiesce in
this situation and accept what is regarded as an advantage, a
preferred position, under it. The white CO who accepted conscript
alternative service when the Negro CO was automatically forced to
choose the army or prison would be in an invidious position. So
would the Gentile when his Jewish comrade was thus discriminated
against. But in my mind the case is far more deplorable when it is the
religious and the supposedly non-religious man who are involved.
The white man or the Gentile might actually believe in discrimination
or not regard it too seriously when the discrimination is in his favor.
But for the religious man it should surely be a central and
indispensable part of his faith that discrimination, most of all where
two men acting in obedience to conscience are involved, is
unthinkable and that if there is discrimination, he cannot be the
beneficiary of it.
At any rate, the argument that there must be alternative service
because immature 18-year-olds must by no means be subjected to
prison experience seems to me to become completely impotent in
the mouths of those religious pacifists who acquiesce in the
arrangement under discussion and enable it to work—unless indeed
they mean to contend that the average religious CO has less
stamina than the non-religious CO and that, therefore, the former
should be given gentler treatment.
Advocacy of alternative service for the teen-age CO is based on
considerations relating to the future of the pacifist movement, as well
as on the effect on the COs themselves. It is argued that if the only
choice young pacifists have is the army or jail, there will be very few
pacifists. This argument was not, however, first advanced when the
draft age was lowered. It was often heard during World War II when
most COs were older and more seasoned. It has always impressed
me as a dubious argument and I wonder where it leads us. What, for
example, is the relationship of this argument to the one which is also
advanced—sometimes by the same person—that the IV-E position is
very meaningful and perhaps to be preferred to the more “absolutist”
one, because it is the IV-E man who gives a glorious demonstration
of the spirit of selfless service which is the essence of pacifism at its
best? These two concepts cannot very well be harnessed together
as a team. We can hardly contend in one and the same breath that
we want alternative service because most young pacifists are not
ready to follow a stronger and more sacrificial course and that we
want it because it is the strongest and most meaningful course
pacifists can follow. It seems to me we have to decide whether our
problem is to find shelter for COs or whether it is to find freedom and
the opportunity for self-expression and service, even though the
price be high.
To consider the matter for a moment from the tactical viewpoint, it
seems quite certain that the number of 18-year-olds who take either
the IV-E or the non-registrant position (perhaps even the I-A-O
position might be included) will at least at the outset be small. The
draft now gets the young man at the very age when it is most difficult
for him to stand out in any way from the mass of his fellows. Even if
he is intellectually pretty well convinced of the pacifist position, he is
not emotionally mature enough to take it. It is a fair guess that the
accessions to the pacifist movement, if military service and/or
training becomes universal, will in the future come mainly from
young people who have gone through the experience of life in the
armed forces. In other words, the additional number of pacifists
recruited because alternative service is provided may turn out to be
very small. If so, the numerical advantage from the adoption of a less
uncompromising pacifism is illusory.
There is one other factor which may be mentioned in this context,
that we live in an age when the role of minorities is an increasingly
difficult one. The pressures and the actual persecution to which they
are subjected are severe. The trend is still partially obscured in the
United States but if we pause to reflect that not a single bomb has as
yet fallen on this country, we shall realize that this country is not an
exception to the trend toward greater conformity and regimentation.
As the New York Times editorialized some time ago in commenting
on some features of the McCarran Act, if we are already resorting to
such repressive measures, what will we do when a real crisis
comes? In other words, while we spend a good deal of time arguing
that COs should have some choice other than the army or jail, we
are probably moving into a time when that will essentially be the only
choice that members of minorities, including pacifists, have. It would
seem then that our thought and energy should be devoted to two
issues: whether and how this trend toward totalitarianism can be
halted and how we may prepare and discipline ourselves to meet the
tests which our fellow-pacifists in some other lands have already had
to meet?
 The Nature of Conscription
This, however, leads to the third and last of the issues we are
trying to explore: the true nature of conscription, of modern war, and
of the conscripting, war-making State—and the attitude which
pacifists consequently should take toward them.
Participation in alternative service is quite often defended on the
ground that our opposition is to war rather than conscription; except
in the matter of war we are as ready to serve the nation as anybody;
therefore, as long as we are not drafted for combat or forced against
our will into the armed services, we are ready to render whatever
service of a civilian character may be imposed upon us.
Is this a sound position? Let me emphasize that it is conscription
for war under the conditions of the second half of the twentieth
century that we are talking about. The question as to whether
sometime and under some circumstances we might accept
conscription for some conceivable purpose not related to war, is not
here at stake. It is academic and irrelevant. The question with which
we are dealing is that of conscripting youth in and for modern war.
As pacifists we are opposed to all war. Even if recruitment were
entirely on a voluntary basis, we would be opposed. It seems to me
we might infer from this that we should be a fortiori opposed to
military conscription, for here in addition to the factor of war itself, the
element of coercion by government enters in, coercion which places
young boys in a military regime where they are deprived of freedom
of choice in virtually all essential matters. They may not have the
slightest interest in the war, yet they are made to kill by order. This is
surely a fundamental violation of the human spirit which must cause
the pacifist to shudder.
The reply is sometimes made that pacifists are not being
conscripted for military purposes and therefore—presumably—they
are not faced with the issue of the nature of military conscription. I
shall later contend that it is not really possible to separate
conscription and war, as I think this argument does. Here I wish to
suggest that even if the question is the conscription of non-pacifist
youth, it is a fundamental mistake for pacifists ever to relent in their
opposition to this evil, ever to devote their energies primarily to
securing provisions for COs in a draft law or to lapse into a feeling
that conscription has somehow become more palatable if such
provisions are made by the State. It is not our own children if we are
pacifist parents, our fellow-pacifist Christians if we are churchmen,
about whom we should be most deeply concerned. In the first place,
that is a narrow and perhaps self-centered attitude. In the second
place, pacifist youths have some inner resources for meeting the
issue under discussion. The terrible thing which we should never
lose sight of, to which we should never reconcile our spirits, is that
the great mass of 18-year-olds are drafted for war. They are given no
choice. Few are at the stage of development where they are capable
of making fully rational and responsible choice. Thus the fathers
immolate the sons, the older generation immolates the younger, on
the altar of Moloch. What God centuries ago forbade Abraham to do
even to his own son—“Lay not thy hand upon the lad, neither do
thou anything unto him”—this we do by decree to the entire youth of
a nation.
We need to ask ourselves whether such conscription is in any real
sense a lesser evil. As we have already said, the pacifist is opposed
to war and we have all sensed the danger of arguing against
conscription on the ground that the nation could raise all the troops it
needed by voluntary enlistment. Nevertheless, there is a point to an
impassioned argument which George Bernanos makes in the book
we mentioned at the outset. He states that the man created by
western or Christian civilization “disappeared in the day conscription
became law ... the principle is a totalitarian principle if ever there was
one—so much so that you could deduce the whole system from it, as
you can deduce the whole of geometry from the propositions of
Euclid.”
To the question as to whether France, the Fatherland, should not
be defended if in peril, he has the Fatherland answer: “I very much
doubt whether my salvation requires such monstrous behavior” as
defense by modern war methods. If men wanted to die on behalf of
the Fatherland, moreover, that would be one thing but “making a
clean sweep, with one scoop of the hand, of an entire male
population” is another matter altogether: “You tell me that, in saving
me, they save themselves. Yes, if they can remain free; no, if they
allow you to destroy, by this unheard of measure, the national
covenant. For as soon as you have, by simple decree, created
millions of French soldiers, it will be held as proven that you have
sovereign rights over the persons and the goods of every
Frenchman, that there are no rights higher than yours and where,
then, will your usurpations stop? Won’t you presently presume to
decide what is just and what is unjust, what is Evil and what is
Good?”
It is pretty certainly an oversimplification to suggest, as Bernanos
here does, that the entire totalitarian, mechanized “system” under
which men today live or into which they are increasingly drawn even
in countries where a semblance of freedom and spontaneity
remains, can be traced to its source in the military conscription which
was instituted by the French Revolution in the eighteenth century.
But what cannot, it seems to me, be successfully denied is that today
totalitarianism, depersonalization, conscription, war, and the
conscripting, war-making power-state are inextricably linked
together. They constitute a whole, a “system.” It is a disease, a
creeping paralysis, which affects all nations, on both sides of the
global conflict. Revolution and counter-revolution, “peoples’
democracies” and “western democracies,” the “peace-loving” nations
on both sides in the war, are cast in this mold of conformity,
mechanization and violence. This is the Beast which, in the language
of the Apocalypse, is seeking to usurp the place of the Lamb.
We know that “war will stop at nothing” and we are clear that as
pacifists we can have nothing to do with it. But I do not think that it is
possible to distinguish between war and conscription, to say that the
former is and the latter is not an instrument or mark of the Beast.
 Disobedience Becomes Imperative
Non-conformity, Holy Disobedience, becomes a virtue and indeed
a necessary and indispensable measure of spiritual self-
preservation, in a day when the impulse to conform, to acquiesce, to
go along, is the instrument which is used to subject men to
totalitarian rule and involve them in permanent war. To create the
impression at least of outward unanimity, the impression that there is
no “real” opposition, is something for which all dictators and military
leaders strive assiduously. The more it seems that there is no
opposition, the less worthwhile it seems to an ever larger number of
people to cherish even the thought of opposition. Surely, in such a
situation it is important not to place the pinch of incense before
Caesar’s image, not to make the gesture of conformity which is
involved, let us say, in registering under a military conscription law.
When the object is so plainly to create a situation where the
individual no longer has a choice except total conformity or else the
concentration camp or death; when reliable people tell us seriously
that experiments are being conducted with drugs which will paralyze
the wills of opponents within a nation or in an enemy country, it is
surely neither right nor wise to wait until the “system” has driven us
into a corner where we cannot retain a vestige of self-respect unless
we say No. It does not seem wise or right to wait until this evil
catches up with us, but rather to go out to meet it—to resist—before
it has gone any further.
As Bernanos reminds us, “things are moving fast, dear reader,
they are moving very fast.” He recalls that he “lived at a time when
passport formalities seemed to have vanished forever.” A man could
“travel around the world with nothing in his wallet but his visiting
card.” He recalls that “twenty years ago, Frenchmen of the middle
class refused to have their fingerprints taken; fingerprints were the
concern of convicts.” But the word “criminal” has “swollen to such
prodigious proportions that it now includes every citizen who dislikes
the Regime, the System, the Party, or the man who represents
them.... The moment, perhaps, is not far off when it will seem natural
for us to leave the front-door key in the lock at night so that the
police may enter at any hour of the day or night, as it is to open our
pocket-books to every official demand. And when the State decides
that it would be a practical measure ... to put some outward sign on
us, why should we hesitate to have ourselves branded on the cheek
or on the buttock, with a hot iron, like cattle? The purges of ‘wrong-
thinkers,’ so dear to the totalitarian regimes, would thus become
infinitely easier.”
To me it seems that submitting to conscription even for civilian
service is permitting oneself thus to be branded by the State. It
makes the work of the State in preparing for war and in securing the
desired impression of unanimity much easier. It seems, therefore,
that pacifists should refuse to be thus branded.
In the introductory chapter to Kay Boyle’s volume of short stories
about occupied Germany, The Smoking Mountain, there is an
episode which seems to me to emphasize the need of Resistance
and of not waiting until it is indeed too late. She tells about a woman,
professor of philology in a Hessian university who said of the
German experience with Nazism: “It was a gradual process.” When
the first Jews Not Wanted signs went up, “there was never any
protest made about them, and, after a few months, not only we, but
even the Jews who lived in that town, walked past without noticing
any more that they were there. Does it seem impossible to you that
this should have happened to civilized people anywhere?”
The philology professor went on to say that after a while she put
up a picture of Hitler in her class-room. After twice refusing to take
the oath of allegiance to Hitler, she was persuaded by her students
to take it. “They argued that in taking this oath, which so many anti-
Nazis had taken before me, I was committing myself to nothing, and
that I could exert more influence as a professor than as an outcast in
the town.”
She concluded by saying that she now had a picture of a Jew,
Spinoza, where Hitler’s picture used to hang, and added: “Perhaps
you will think that I did this ten years too late, and perhaps you are
right in thinking this. Perhaps there was something else we could all
of us have done, but we never seemed to find a way to do it, either
as individuals or as a group, we never seemed to find a way.” A
decision by the pacifist movement in this country to break completely
with conscription, to give up the idea that we can “exert more
influence” if we conform in some measure, do not resist to the
uttermost—this might awaken our countrymen to a realization of the
precipice on the edge of which we stand. It might be the making of
our movement.
 The Reconciling Resistance
Thus to embrace Holy Disobedience is not to substitute
Resistance for Reconciliation. It is to practice both Reconciliation
and Resistance. In so far as we help to build up or smooth the way
for American militarism and the regimentation which accompanies it,
we are certainly not practising reconciliation toward the millions of
people in the Communist bloc countries against whom American war
preparations, including conscription, are directed. Nor are we
practising reconciliation toward the hundreds of millions in Asia and
Africa whom we condemn to poverty and drive into the arms of
Communism by our addiction to military “defense.” Nor are we
practising love toward our own fellow-citizens, including also the
multitude of youths in the armed services, if, against our deepest
insight, we help to fasten the chains of conscription and war upon
them.
Our works of mercy, healing and reconstruction will have a deeper
and more genuinely reconciling effect when they are not entangled
with conscript service for “the health, safety and interest” of the
United States or any other war-making State. It is highly doubtful
whether Christian mission boards can permit any of their projects in
the Orient to be manned by men supposed to be working for “the
health, safety and interest” of the United States. The Gospel of
reconciliation will be preached with a new freedom and power when
the preachers have broken decisively with American militarism. It can
surely not be preached at all in Communist lands by those who have
not made that break. It will be when we have gotten off the back of
what someone has called the wild elephant of militarism and
conscription on to the solid ground of freedom, and only then, that
we shall be able to live and work constructively. Like Abraham we
shall have to depart from the City-which-is in order that we may help
to build the City-which-is-to-be, whose true builder and maker is
God.
 It is, of course, possible, perhaps even likely, that if we set
ourselves apart as those who will have no dealings whatever with
conscription, will not place the pinch of incense before Caesar’s
image, our fellow-citizens will stone us, as Stephen was stoned
when he reminded his people that it was they who had “received the
law as it was ordained by angels, and kept it not.” So may we be
stoned for reminding our people of a tradition of freedom and peace
which was also, in a real sense, “ordained by angels” and which we
no longer keep. But, it will thus become possible for them, as for
Paul, even amidst the search for new victims to persecute, suddenly
to see again the face of Christ and the vision of a new Jerusalem.
Some one may at this point reflect that earlier in this paper I
counseled against people too readily leaving the normal path of life
and that I am now counseling a policy which is certain to create
disturbance in individual lives, families and communities. That is so.
But to depart from the common way in response or reaction to a
conscription law, in the attempt to adapt oneself to an abnormal state
of society, is one thing. To leave father, mother, wife, child, yea and
one’s own life also, at the behest of Christ or conscience is quite
another. Our generation will not return to a condition under which
every man may sit under his own vine and fig tree, with none to
make him afraid, unless there are those who are willing to pay the
high cost of redemption and deliverance from a regime of
regimentation, terror and war.
Finally, it is of crucial importance that we should understand that
for the individual to pit himself in Holy Disobedience against the war-
making and conscripting State, wherever it or he be located, is not
an act of despair or defeatism. Rather, I think we may say that
precisely this individual refusal to “go along” is now the beginning
and the core of any realistic and practical movement against war and
for a more peaceful and brotherly world. For it becomes daily clearer
that political and military leaders pay virtually no attention to protests
against current foreign policy and pleas for peace when they know
perfectly well that when it comes to a showdown, all but a handful of
the millions of protesters will “go along” with the war to which the
policy leads. All but a handful will submit to conscription. Few of the
protesters will so much as risk their jobs in the cause of “peace.” The
failure of the policymakers to change their course does not, save
perhaps in very rare instances, mean that they are evil men who
want war. They feel, as indeed they so often declare in crucial
moments, that the issues are so complicated, the forces arrayed
against them so strong, that they “have no choice” but to add
another score of billions to the military budget, and so on and on.
Why should they think there is any reality, hope or salvation in
“peace advocates” who when the moment of decision comes also
act on the assumption that they “have no choice” but to conform?
Precisely in a day when the individual appears to be utterly
helpless, to “have no choice,” when the aim of the “system” is to
convince him that he is helpless as an individual and that the only
way to meet regimentation is by regimentation, there is absolutely no
hope save in going back to the beginning. The human being, the
child of God, must assert his humanity and his sonship again. He
must exercise the choice which he no longer has as something
accorded him by society, which he “naked, weaponless, armourless,
without shield or spear, but only with naked hands and open eyes”
must create again. He must understand that this naked human being
is the one real thing in the face of the mechanics and the
mechanized institutions of our age. He, by the grace of God, is the
seed of all the human life there will be on earth in the future, though
he may have to die to make that harvest possible. As Life magazine
stated in its unexpectedly profound and stirring editorial of August
20, 1945, its first issue after the atom bombing of Hiroshima: “Our
sole safeguard against the very real danger of a reversion to
barbarism is the kind of morality which compels the individual
conscience, be the group right or wrong. The individual conscience
against the atomic bomb? Yes. There is no other way.”

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