Ready for B2 First — 4th edition Student's Book with Key Roy Norris full chapter instant download

Ready for B2 First — 4th edition
Student's Book with Key Roy Norris

Visit to download the full and correct content document:
https://ebookmass.com/product/ready-for-b2-first-4th-edition-students-book-with-key-r
oy-norris/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
Ready for B2 First — 4th edition Workbook with Key Lucy

Holmes
https://ebookmass.com/product/ready-for-b2-first-4th-edition-
workbook-with-key-lucy-holmes/
Ready for B2 First 4th edition Teacher's Book Ethan

Mansur
https://ebookmass.com/product/ready-for-b2-first-4th-edition-
teachers-book-ethan-mansur/
READY FOR C1 ADVANCED Student's book with key 4th

Edition Amanda French
https://ebookmass.com/product/ready-for-c1-advanced-students-
book-with-key-4th-edition-amanda-french/
Oxford grammar 360°. Student book without key | English

for Italians Aa. Vv.
https://ebookmass.com/product/oxford-grammar-360-student-book-
without-key-english-for-italians-aa-vv/
Becoming a Student-Ready College: A New Culture of
Leadership for Student Success, 2nd Edition Tia Brown
Mcnair
https://ebookmass.com/product/becoming-a-student-ready-college-a-
new-culture-of-leadership-for-student-success-2nd-edition-tia-
brown-mcnair/
Ready for IELTS Workbook with Answers 2nd Edition Louis

Rogers
https://ebookmass.com/product/ready-for-ielts-workbook-with-
answers-2nd-edition-louis-rogers/
Oxford Student Atlas for India. 4th Edition Oxford
https://ebookmass.com/product/oxford-student-atlas-for-india-4th-
edition-oxford/
Social Psychology: First South African Edition Roy F.

Baumeister
https://ebookmass.com/product/social-psychology-first-south-
african-edition-roy-f-baumeister/
First Aid for the USMLE Step 1 2022 - A Student-to-

Student Guide 2022nd Edition Tao Le
https://ebookmass.com/product/first-aid-for-the-usmle-
step-1-2022-a-student-to-student-guide-2022nd-edition-tao-le/
STUDENT'S BOOK FOURTH EDITION
WITH KEY + DIGITAL STUDENT'S BOOK
ROY NORRIS
-- macmillan
education
Macmillan Education Limited The author and publishers are grateful for permission to reprint the
4 Crinan Street following copyright material:
London N1 9XW Extract on p19 from Dan Glaister, “Inside the daredevil world of
Companies and representatives throughout the world parkour, Britain’s newest, gravity-defying sport” (14 Jan, 2017),
Ready for B2 First 4th Edition Teacher’s Book ISBN 9781380052360 The Guardian © Guardian News & Media Ltd 2019; Extract on p54
Ready for B2 First 4th Edition Teacher’s Book with Teacher’s App from Tim Lott, “Ditch the grammar and teach children storytelling
ISBN 9781380052308 instead” (19 May, 2017) The Guardian © Guardian News & Media
Ltd 2019; Extract on p102 from Joe Sommerlad, “Black Friday 2018:
Text, design and illustration © Macmillan Education Limited 2021 How did the pre-Christmas shopping battle become an annual
Written by Ethan Mansur event?” (23 Nov, 2018), The Independent; Extract on p63 from Shaun
The author has asserted their right to be identified as the author of Walker, “Yakutsk: Journey to the coldest city on earth” (21 Jan,
this work in accordance with the Copyright, Designs and Patents 2008), The Independent; Extract on p135 from Marie Winckler, “On
Act 1988. your marks, get set... get lucky” (20 July, 2011), Evening Standard.
This edition published 2021 Data on p167: ‘The Facts’, Plastic Oceans © Plastic Oceans
First edition entitled “Ready for First Cert TB” published 2001 by International 2020, https://plasticoceans.org/; Ian A. Kane, et
Macmillan Education Limited. al., ‘Seafloor microplastic hotspots controlled by deep‑sea
circulation’ (20 Apr, 2020), Science © 2020 American Association
All rights reserved. No part of this publication may be reproduced,
for the Advancement of Science, DOI: 10.1126/science.aba5899;
stored in a retrieval system, or transmitted in any form or by
‘Information About Sea Turtles: Threats from Marine Debris’,
any means, electronic, mechanical, photocopying, recording, or
Sea Turtle Conservancy © 1996-2020 Sea Turtle Conservancy,
otherwise, without the prior written permission of the publishers.
https://conserveturtles.org/; ‘Factsheet: Marine Pollution’,
Teacher’s Edition credits: The Ocean Conference, USA, New York (5-9 June, 2017),
Original design by EMC Design Ltd Sustainable Development Goals © United Nations, https://
Page make-up by SPi Global Content Holding Pte. Ltd. sustainabledevelopment.un.org/; ‘Ocean Waste’, Cleaner Oceans
Cover design by Restless Foundation © Cleaner Oceans Foundation Ltd, December 2017,
Authors’ acknowledgements https://www.blue-growth.org/.
Data on p235: Simone M. Ritter, Sam Ferguson ‘Happy creativity:
I would like to express my deep gratitude to my wife, Antonia, and
Listening to happy music facilitates divergent thinking’ (6 Sept, 2017),
my two beautiful children, Lola and Dylan, for giving me the time
PLOS ONE © PLOS, DOI: 10.1371/journal.pone.0182210; © Swedish
I needed to write this teacher’s book properly. And I would also like
Trade Federation.
to thank Roy Norris for all his invaluable help and support during the
writing process, as well as everyone at Macmillan who was involved These materials may contain links for third party websites. We have
in the project. no control over, and are not responsible for, the contents of such
third party websites. Please use care when accessing them.
The publishers would like to thank Christina Anastasiadis
(International House Madrid), Enric Prieto Puig (English Way The inclusion of any specific companies, commercial products, trade
Sabadell), Louise Brydges (City School), Fari Greenaway names or otherwise does not constitute or imply its endorsement or
(IH Córdoba Sierra), Jo Johnson (CIC Escola D’Idiomes), Jeremy recommendation by Macmillan Education Limited.
Knight (Hopscotch English Academy), Hannah Beardsworth Ready for conforms to the objectives set by the Common European
(CLIC IH Seville), Violeta Chobotok (English Connection Barcelona Framework of Reference and its recommendations for the evaluation
Poblenou), Aidan Holland (British Council, Somosaguas Teaching of language competence.
Centre, Pozuelo de Alarcón), Sofija Berlot (Idiomes Tarradellas,
Barcelona), Claudette Davis (City School of English), Patrick Doherty
(City School), Rachel Kestell (Centro Idiomas Bilbao, Cámara
de Comercio Bilbao), Howard Evans (Eli Sevilla), Matt Winship
(M&M Language).
Student’s Book credits:
Text © Roy Norris 2021
Design and illustration © Macmillan Education Limited 2021
The author has asserted their right to be identified as the author of
this work in accordance with the Copyright, Designs and Patents
Act 1988.
Designed by EMC Design Ltd
Illustrated by Martin Sanders (represented by Beehive Illustration) on
pp22, 66, 131, 132, 165
Picture research by Emily Taylor
Full acknowledgements for illustrations and photographs in the
facsimile pages can be found in the Ready for B2 First Student’s
Book with Key ISBN 9781380018069.
Printed and bound in TBC

2025 2024 2023 2022 2021
10 9 8 7 6 5 4 3 2 1
CONTENTS
Language focus Vocabulary Word formation Pronunciation
1 LIFESTYLE Habitual behaviour Lifestyle Pronouncing
page 1 Be used to, get used to and Clothes questions
used to Get
2 HIGH ENERGY Gerunds and infinitives Music Affixes Vowel sounds

page 15 Sport
READY FOR USE OF ENGLISH page 29

3 A CHANGE FOR Comparisons Technology Nouns 1 Diphthongs
THE BETTER? Articles Expressions with as … as
page 33
4 A GOOD STORY So and such Films Participle adjectives Silent consonants
page 47 Past tenses and time linkers Take and adverbs
READY FOR READING page 61

5 DOING WHAT Obligation, necessity The world of work en- prefix and Connected speech:
YOU HAVE TO and permission -en suffix intrusive sounds
page 67
6 RELATIVE Defining relative clauses Relationships Connected speech:

RELATIONSHIPS Non-defining relative clauses Describing people consonant-vowel
page 81 Causative passive with have linking
and get
READY FOR LISTENING page 95
7 VALUE FOR Present perfect simple Shopping Contrastive stress
MONEY Present perfect continuous Paraphrasing and recording
page 99 Towns and villages
8 ON THE MOVE The future Make and do Adjectives Chunking
page 113 Contrast linkers Travel and holidays
Phrasal verbs
9 MYSTERY AND Modals for speculation and Give Adverbs Using intonation to
IMAGINATION deduction show interest
page 127 Reported speech
Reporting verbs
READY FOR SPEAKING page 141

10 NOTHING BUT Passives Crime and punishment Participle adjectives Stress-shift words
THE TRUTH Infinitives after passives Paraphrasing and recording and adverbs
page 145 Phrasal verbs with out and up
11 WHAT ON Too and enough Weather Consonant clusters
EARTH’S GOING Conditionals Put
ON?
page 159
12 LOOKING AFTER Quantifiers Food and drink Nouns 2 Silent vowels

YOURSELF Hypothetical situations Health
page 173 Prepositions and gerunds
READY FOR WRITING page 188

Collocations page 187 Additional materials page 198 Ready for Grammar page 204
II
Reading and Use of English Writing Listening Speaking
Part 7 Multiple matching Part 2 Informal letter Part 3 Multiple matching Part 1 Interview
Part 2 Open cloze Part 2 Article Part 1 Multiple choice Part 2 Long turn
Part 1 Multiple-choice cloze
Part 4 Key word transformation
Part 6 Gapped text Part 2 Article Part 2 Sentence completion Part 1 Interview
Part 3 Word formation Part 2 Informal letter Part 4 Multiple choice Part 2 Long turn
Part 2 Open cloze Part 3 Collaborative task
Part 4 Key word transformation Part 4 Further discussion
Part 5 Multiple choice Part 1 Essay Part 2 Sentence completion Part 1 Interview
Part 4 Key word transformation Part 2 Article Part 3 Multiple matching Part 3 Collaborative task
Part 3 Word formation Part 4 Further discussion
Part 6 Gapped text Part 2 Report Part 1 Multiple choice Part 1 Interview
Part 4 Key word transformation Part 2 Review Part 2 Long turn
Part 3 Word formation Part 2 Informal letter
Part 2 Open cloze Part 2 Letter of application Part 2 Sentence completion Part 1 Interview
Part 7 Multiple matching Part 1 Essay Part 4 Multiple choice Part 2 Long turn
Part 3 Word formation Part 2 Report Part 3 Collaborative task
Part 1 Multiple-choice cloze Part 4 Further discussion
Part 1 Multiple-choice cloze Part 2 Article Part 3 Multiple matching Part 1 Interview
Part 5 Multiple choice Part 2 Informal email Part 1 Multiple choice Part 3 Collaborative task
Part 6 Gapped text Part 2 Formal email Part 2 Sentence completion Part 1 Interview
Part 2 Open cloze Part 2 Informal email Part 4 Multiple choice Part 2 Long turn
Part 4 Key word transformation Part 1 Essay
Part 5 Multiple choice Part 1 Essay Part 1 Multiple choice Part 1 Interview
Part 3 Word formation Part 2 Article Part 3 Multiple matching Part 2 Long turn
Part 3 Word formation Part 2 Review Part 4 Multiple choice Part 1 Interview
Part 7 Multiple matching Part 2 Report Part 2 Sentence completion Part 3 Collaborative task
Part 2 Open cloze Part 4 Further discussion
Part 5 Multiple choice Part 2 Article Part 4 Multiple choice Part 1 Interview
Part 4 Key word transformation Part 1 Essay Part 3 Multiple matching Part 2 Long turn
Part 7 Multiple matching Part 1 Essay Part 2 Sentence completion Part 1 Interview
Part 6 Gapped text Part 2 Informal email Part 1 Multiple choice Part 3 Collaborative task
Part 2 Open cloze
Part 7 Multiple matching Part 2 Report Part 3 Multiple matching Part 1 Interview
Part 2 Open cloze Part 2 Article Part 4 Multiple choice Part 2 Long turn
Part 3 Word formation
Part 1 Multiple-cloze choice
Audioscripts page 234

III
INTRODUCTION
Welcome to Ready for First, a course which is designed A significant feature of the Reading and Use of English
to help you prepare for Cambridge English Qualifications: syllabus in the book is the systematic approach to Word
B2 First. formation. At regular intervals you will find special sections
This book contains a wide range of activities aimed at which focus on the most important aspects of word
improving your English and developing the language and building, ensuring that you are properly prepared for this
skills which you will need to pass the examination. Each part of the examination. There are also sections devoted
unit of Ready for B2 First includes one or more Language to the important skill of paraphrasing and recording
focus sections, which revise the main grammar areas, new vocabulary.
together with Vocabulary slots which will help you to Roy Norris
increase your word store.
Overview of the Examination

Reading and Use of English 1 hour 15 minutes Listening about 40 minutes
Part Task Type Number of Task Format Part Task Type Number of Task Format
Questions Questions
1 Multiple-choice 8 A text with 8 gaps; there 1 Multiple 8 Short unrelated extracts of
cloze is a choice of 4 answers choice approximately 30 seconds
for each gap. each with one or more
2 Open cloze 8 A text with 8 gaps, speakers. There are 3 options
each of which must be for each question.
completed with one 2 Sentence 10 A monologue lasting
word. completion approximately 3 minutes.
3 Word formation 8 A text containing 8 gaps. Candidates write a word or
The task is to complete short phrase to complete
each gap with the sentences.
correct form of a given 3 Multiple 5 Five short monologues, each
word. matching lasting approximately 30
4 Key word 6 Gapped sentences seconds. The extracts are all
transformation which must be related to a common theme.
completed using a given Candidates match extracts
word. with prompts.
5 Multiple choice 6 A text followed by 4 Multiple 7 An interview or

multiple-choice choice conversation between two
questions with four or more speakers lasting
options. approximately 3 minutes.
There are 3 options for each
6 Gapped text 6 A text from which question.
sentences have been
removed. Candidates
replace each of these in
Speaking 14 minutes
the appropriate part of
Part Task Type Time Task Format
the text.
1 Interview 2 Candidates give personal
7 Multiple 10 A text preceded by
minutes information in response
matching multiple-matching
questions which require to questions from the
interviewer.
candidates to find
specific information in a 2 Talking about 4 Each candidate talks about
text or texts. photographs minutes two pictures for about 1
minute, and comments briefly
Writing 1 hour 20 minutes on the other candidate’s
pictures.
Part Task Type Number of Task Format 3 Collaborative 4 Candidates are given
Tasks task minutes instructions with written
1 Essay 1 Candidates are given an prompts which they use for
essay title and notes to discussion. Candidates speak
(compulsory) for about 3 minutes in total;
guide their writing.
the giving of instructions
2 3 A writing task with a clear takes about 1 minute.
(candidates context, purpose for
4 Further 4 The interviewer leads a
choose one) writing and target reader.
Candidates write one of discussion minutes discussion which is related to
the following: article, email, the topic of Part 3.
letter, report, review.
IV
1
LIFESTYLE
KEY LANGUAGE Speaking Part 1 Interview
Habitual behaviour
9781380018069_text.indb 1 Work with a partner. Discuss the questions.
02/07/2020 10:24
Be used to, get used to and used to

1 What do you usually do at the weekend?
Lifestyle
2 Describe your morning routine before you
Clothes go to school/college/work.
Get 3 Do you ever meet up with your friends on
weekday evenings?
PRONUNCIATION 4 What is your favourite weekday?
5 What did you do yesterday evening?
Pronouncing questions
How to go about it
EXAM PRACTICE • Do not answer just ‘yes’ or ‘no’ to the
examiner’s questions. Develop your
Reading and Use of English Parts 1, 2, 4 & 7
answers by giving reasons or examples.
Writing Part 2
• Do not learn long pre-prepared answers.
Listening Parts 1 & 3 You are likely to sound unnatural and
Speaking Parts 1 & 2 you may not answer the questions
correctly.
1 LIFESTYLE
Vocabulary Lifestyle
1 Look at the verbs and adjectives that can all be used with the noun lifestyle to form
collocations. Collocations are pairs or groups of words that are often used together.
active luxurious
alternative outdoor
have
busy relaxed
live a/an lifestyle
chaotic sedentary
lead
comfortable simple
healthy stressful
Underline those adjectives which could be used to describe your lifestyle.
2 SPEAK Work in pairs. Compare your adjectives with your partner, explaining your
choices.
I have quite a healthy lifestyle at the moment. I’m eating sensibly and doing a lot
of exercise.
3 SPEAK Discuss the following questions. As in other parts of this book, common
collocations are shown in bold.
• Would you like to change your lifestyle? Why/Why not?
• Do you lead an active social life? What kinds of things do you do?
• What do you think is meant by the American way of life? How would you describe
the way of life in your country to a foreigner?
• What are some of the positive and negative aspects of our modern way of life?
In what ways, if any, was the traditional way of life in your country better?
• Why are people so interested in the private lives of celebrities? Do they interest you?
What might the people find difficult about their lifestyles?

1 2
2
Speaking Part 2 Long turn
LifestyLe
1
1 Look at the four photographs. They show people who lead different lifestyles.
Before you do the speaking task, read the information in the boxes below.
Student A: Compare photographs 1 and 2 and say what you think the people might find
difficult about their lifestyles.
Student B: When your partner has finished, say whether you like working / would like to
work in an office.
2 Now change roles.

Student A: Compare photographs 3 and 4 and say what you think the people might
enjoy about their lifestyles.
Student B: When your partner has finished, say which lifestyle you would prefer to lead.
How to go about it
Student A
In part 2 of the speaking exam you are not asked to describe the photographs in detail,
but to compare them. When doing this, comment on the similarities and differences:
Similarities: In both pictures …
Differences: In the first picture … whereas in the second one …
Student B
In the exam you have time to develop your answer fully and give reasons for
your opinions.
Useful language
Student A Student B
I get the impression it’s a stressful life. (I don’t think) I would like to be an
She might/may have to travel a lot. office worker.
I doubt that they have much time for a I wouldn’t mind working in an office.
social life. I’d prefer to have this lifestyle rather
They probably enjoy being outside. than that one.
I expect/imagine they prefer doing I’d rather ride a horse all day than work
physical work. at sea.
What might the people enjoy about their lifestyles?

3 4
3
1 LifestyLe
Reading and Use of English Part 7 Multiple matching

1 You are going to read an article in which four people talk about their lifestyles.
For questions 1–10, choose from the people (A–D). The people may be chosen more
than once.
How to go about it
• Read all the questions to see the kind of information you are looking for.
To help you, one part of section A has been underlined. Match this part to one of
the questions. Then look in the rest of section A for any more answers.
• Do the same for the other three sections. Underline the relevant parts of the text
as you answer the questions.
• If there are any questions you have not answered, scan the whole text again to
look for the information you need.
Which person
admits to having an untidy house? 1
o=i
would not recommend their lifestyle to other people? 2
o=i
likes the unpredictable nature of their work? 3
o=i
is not particularly keen on taking exercise? 4
o=i
has a lot of free time? 5
o=i
has achieved an early ambition? 6
o=i
usually has no trouble getting to sleep at night? [I]7
does not normally have to go far to get to their place of work? [I]8
says that people have the wrong idea about their work? [I]9
is considering introducing more stability into their life? [I]
10
2 Find the following phrasal verbs in the text and use context to help you work out their
approximate meanings. The letters in brackets refer to the sections of the text in
which the phrasal verbs appear.
turn up (A) set off (B) catch up on (B) carry on (B) make up my mind (B)
put off (C) settle down (B, C) grow up (D) come across (D) carry out (D)
I once turned up late for a play I was in.

‘Turn up’ here means ‘arrive’.
3 SPEAK If you had to choose, which of the four people would you prefer to change
places with for a month? Why?
4
THIS IS
LifestyLe
1
YOUR LIFE
Four more personal accounts in our series on lifestyles. This week
we focus on people’s work and how it shapes the way they live.
A Lucas Martín: television and stage actor

Normally I get out of bed around midday. I’ll sometimes go for a run after I get up, though it’s not
really my idea of fun. I’m not a fitness fan, but I realise it’s important.
When I’m not rehearsing or on tour, afternoons generally involve reading scripts or learning lines.
My flatmates are also actors, so at home there are usually scripts lying all over the place. It’s a bit
of a mess, I’m ashamed to say. I’m passionate about history, and if I’m working away from home,
I’ll often spend the afternoon in a museum or historic building. I sometimes lose track of time, and
I once turned up late for a play I was in. I felt terrible, so now I always get to the theatre early; I’m
usually the first to arrive.
After a performance I eat and spend a few hours unwinding, so bedtime is often one or two in
the morning. I’m normally out like a light as soon as my head hits the pillow.
B Maja Andersson: ski and snowboard instructor

I generally spend six months in Europe and six in New Zealand, but I’ve also worked
in Japan and Canada. Wherever I am, I love the fact that I usually live just a short walk
from the slopes, so I can get up reasonably late and still have time for a decent breakfast
before setting off for work.
When I started out eight years ago, I used to teach groups of young kids. Now I’m fully
qualified, I tend to get the advanced classes, which I find more interesting. We get
plenty of days off and when I’m not working, I go skiing by myself, or catch up on my
sleep – I have no problem spending the morning in bed!
I love the lifestyle, but I’m not sure I can carry on doing this for much longer. It might be
time to settle down and get a more normal job, something steady and secure. I haven’t
made up my mind yet, though.
C Reo Tanaka: farm vet

I used to have a dog and we’d go running together most mornings, but I gave him to my mum in
the end. I tend to be out all day, visiting farms, and it wasn’t fair to leave him alone. So now I don’t
get as much exercise as I’d like to.
I love my job, especially the variety and not knowing what you’ll be doing from one day to the
next. But being a vet – any type of vet – is not what most people think. It’s not all cuddly lambs
and cute little calves. We have to do some pretty unpleasant things sometimes, things which
might put some people off working with animals for life.
My mum wants to know when I’m going to find someone to settle down with, but it’s not
as if I have loads of free time to go looking. There’s not even room for a dog in my life,
so I don’t see how I’ll be able to fit marriage in.
D Ben Adams: mountaineer and wind turbine technician

As a child, I would tell everyone that when I grew up, I wanted to climb Everest. I’ve actually
climbed it three times now, and I’ve also scaled four more of the fourteen peaks over
8000 metres.
And when I’m not on a mountain, you might come across me hanging on a rope from a wind
turbine, carrying out repairs to damaged blades at heights of up to 100 metres. That’s how I
make a living and pay for my climbing trips. I also sometimes get sponsorship from companies,
which provide funding and maybe food and equipment. In return, I mention the sponsors in
the talks I give and the articles I write when I get back from my climbs.
It’s a fairly unconventional way of life, and not one I’d actively encourage others to adopt –
there’s a lot of danger involved – but it works for me. It’s precisely that sense of danger that
makes me feel alive.
5
1 LifestyLe
Language focus Habitual behaviour

1 Look at these two sentences from This is your life. Is the frequency adverb placed
before or after:
a the main verb? b the auxiliary verb?
I’ll sometimes go for a run after I get up.
I always get to the theatre early; I’m usually the first to arrive.
2 Read the sentence and cross out the two adverbs that are used in the incorrect
position.
Normally / Always / Sometimes / Never I get out of bed around midday.
3 Read the sentence and cross out the incorrect option.

Now I’m fully qualified, I tend to get / use to get / usually get the advanced classes.
4 Decide which of the following sentences 1–6 are grammatically incorrect. Change the
position of the adverbs to correct them.
1 I rarely go out on weekday evenings.
2 I have usually my dinner in front of the television.
3 Never I spend more than ten minutes doing my English homework.
4 Someone is always telling me what to do and what not to do – it gets on my nerves.
5 Hardly I ever play games on my phone – it hurts my eyes.
6 It’s rare for me to go to bed before midnight and quite often I’ll stay up until two in
the morning.
5 SPEAK Say whether or not the sentences in Exercise 4 are true for you.
6 Read these sentences from This is your life and answer the questions.
As a child, I would tell everyone that when I grew up, I wanted to climb Everest.
I used to have a dog and we’d go running together most mornings.
1 Can used to replace would/’d before tell and go? Why/Why not?
2 Can would replace used to before have? Why/Why not?
7 Go to Ready for Grammar on page 204 for rules, explanations and further practice.
8 In the following paragraph, decide whether the underlined verbs can be used with both
used to and would (a), only used to (b), neither used to nor would (c).
When my brother and I were little, my mum (1) had an executive

position in a pharmaceutical company. She often (2) worked
-- long
hours and sometimes (3) went away on business trips for two or
three days at a time. Our dear old gran (4) looked after us on those
occasions , but it wasn’t the same as having a mum around. We
(5) didn’t like her being away from home, but we never once
(6) said anything, because we always (7) thought she was
happy in her work.
Then one day she (8) announced she was giving up her job to
spend more time with her family. My brother and I (9) were
delighted at the change in lifestyle, but I’m not sure about my mum:
she often (10) said afterwards that being a full-time mother was
harder than being a business executive!
9 Write six sentences comparing your life now with your life five years ago.
I used to be in a band, but I left a couple of years ago and now I hardly ever play
my guitar.
10 SPEAK Work in pairs. Discuss your sentences from Exercise 8. Ask follow-up
questions for more information.
What type of music did you use to play?
Why did you leave the band?
6
Vocabulary Clothes
LifestyLe
1
1 SPEAK Work in pairs. How many of the items of clothing ■
a b
and accessories in the photographs (a–d) can you name?
2 Complete each gap with an adjective which is the

opposite of the one in bold in the same sentence.
baggy brand new casual

colourful scruffy unfashionable
1 Charlie bought a great second-hand designer

sweatshirt in Vintage Gear – it looks .
2 Haven’t you got a more formal jacket? That one’s a little d
too for the wedding.
3 My sister prefers tight-fitting tops and jeans, whereas
I like everything to be really .
c
4 Clothes that are considered trendy and worn by
everyone one year, are often and too
embarrassing to be seen in the next.
5 She wore a plain grey dress to the awards ceremony.
We expected to see her in something far more
.
6 As a farmer, I don’t have many smart clothes; I spend
most of my time in jeans and an old
T-shirt.
3 SPEAK Which of the adjectives in Exercise 2 could you

use to describe the clothes in the photographs?
4 SPEAK Work in pairs. Describe the clothes your partner is wearing.
Listening Part 3 Multiple matching

1 0 1.1 You will hear five short extracts in which people are talking about the clothes
they wear. For questions 1–5, choose from the list (A–H) what each speaker says.
Use the letters only once. There are three extra letters which you do not need to use.
What to expect in the exam

• You will not hear exactly the same words as those in sentences (A–H). Before
you listen, consider at least one alternative way of expressing the general idea
contained in each sentence.
A: I feel really comfortable in a white shirt and jeans, and that’s what I wear nearly
every day. Everything else seems to stay in the wardrobe.
• Each extract usually contains at least one distractor – a key word or expression
which could cause you to make the wrong choice. Pay close attention both times
you hear the recording.
For example, although Speaker 1 mentions designer clothes, C may not be the
correct answer.
A I tend to wear the same clothes all the time.

B I don’t really care what clothes I wear.
C I refuse to wear designer clothes. Speaker 1 [I] 1
D I’m careful to check the origin of the clothes I buy. Speaker 2 [I] 2
E I generally wear second-hand clothes. Speaker 3 [I] 3
F I only throw clothes away when absolutely necessary. Speaker 4 [I] 4
G I buy quality clothes that are guaranteed to last. Speaker 5 [I] 5
H I wear clothes that give me self-confidence.
2 SPEAK Look again at the ideas expressed in sentences A–H above. How true is each
one for you?
7
1 LifestyLe
Vocabulary Get
1 Read the extracts from the listening. Match each use of get, together with any
associated words in bold, to one of the meanings in the box.
arrive at become buy have the opportunity to obtain remove from
1 I get most of what I wear from charity shops.

2 You get to support good causes.
3 I get suspicious when … I see that everything on sale is incredibly cheap.
4 I usually get that kind of information online.
5 I can get something out of the wardrobe and any feelings of insecurity … will just
disappear
6 When I get to work and someone says, ‘Hey, that shirt really suits you’, it gives me a
real lift.
2 Underline the correct options to complete the phrasal verbs and expressions. There is
an example at the beginning (0).
0 That jumper looks so scruffy. When are you going to get away / along / lost / rid of it?
1 Here’s my phone number in case you need to get in talk / speak / touch / tact
with me.
2 He was a lovely man – a pity you never got the way / event / ability / chance to meet
him.
3 I asked Emma how much she got paid / earned / money / salary but she refused to
tell me.
4 Come on, hurry up and get moved / ready / ordered / fit! Your bus leaves in five
minutes.
5 Paul’s parents are concerned about his behaviour. He’s always getting into problem /
trouble / punishment / damage at school.
6 Amy was upset when her sister moved out, but she got out / off / by / over it
eventually.
7 I can’t speak French, but I always manage to get across / through / by / over with a
dictionary and a few gestures.
8 We got stuck / held / kept / halted in a traffic jam and missed the beginning of the
concert.
3 SPEAK Discuss the following questions.

• How quickly do you get ready for school/work in the morning?
• How do you get to school/work? How long does it take you to get there?
• Did/Do you often get into trouble at school? What was the worst thing you ever did?
• Have you got rid of all your childhood toys and books? Why/Why not?
• What sort of things do you do when you get angry? How quickly do you get over
your anger?
8
Writing Part 2 Informal letter
LifestyLe
1
1 SPEAK Read the following Writing Part 2 instructions.
What advice would you give Paula and why?
You have received a letter from your English-speaking
friend, Paula.
As you know, this is my last year at school, and I can’t

make up my mind what to do when I leave. My parents
want me to go to university, but I’d really like to work as a
ski instructor. What do you think I should do?
Thanks, Paula
Write your letter in 140–190 words.
2 SPEAK Read Hugo’s reply below to Paula’s letter,

ignoring the gaps. Do you agree with Hugo’s advice?
Why/Why not?
Dear Paula
It was great to hear from you. You’ve certainly got a difficult choice to make. I know how
much you love skiing and I’m sure you’d be a brilliant teacher, (1) maybe you
should think more carefully about your future.
The good thing about being a ski instructor is that you could have an exciting lifestyle,
working in different countries, meeting lots of interesting people and doing something you
really enjoy. The trouble is, though, it’s not very well-paid work, and the career prospects are
not fantastic (2) – you might still be in the same job in twenty years’ time.
How to go about it
(3) , if you go to university, you’ll have more chance of getting a decent job
later. It’ll be great fun (4) , especially if you choose a university in a different Plan your answer
town and live away from home. carefully. For this
(5) , if I were you, I’d do what your parents suggest and study for a degree. type of question, list
You could always work in a ski resort in the holidays – students get really long breaks! the advantages and
disadvantages of
(6) , good luck and let me know what you decide. Looking forward to hearing each option.
from you.
Advantages of
All the best, working in parents’
Hugo shop: easy work; live
and eat at home …
3 Complete gaps 1–6 in the letter with the linking words or expressions in the box. > Decide which of
these points you
anyway as well but either on the other hand so will include in your
answer and what
4 What is the purpose of each of the paragraphs in Hugo’s reply? advice you will give.
Paragraph 1: To express an initial opinion on the choice that Paula has to make. > Write your answer
using logical
5 Do the following Writing Part 2 task. paragraphs, a
You have received a letter from your English-speaking friend, Tom. variety of linking
devices, and a
Hi range of language.
Underline any
I’m not sure what to do during the summer holidays next year. My parents want me to help
expressions in
out in the shop they own, but I’d quite like to work in a hotel in your country – there are plenty
Hugo’s reply that
of jobs available. What do you think I should do?
you could use in
Write soon, Tom your own letter, e.g.
It was great to hear
from you.
For more information on writing informal letters, see page 193.
9
1 LifestyLe
Listening Part 1 Multiple choice

0 1.2 You will hear people talking in eight different situations. For questions 1–8, choose
What to expect in the best answer (A, B or C).
the exam 1 You hear two people talking about a friend of theirs.
> The eight recorded What does the woman say about the friend?
extracts are either A He talks a lot about his lifestyle.
monologues or
B He leads a comfortable lifestyle.
conversations.
You hear each one C He may change his lifestyle.
twice. 2 You overhear a man talking to a friend on his phone.
> The introductory Why is he phoning?

sentence is read A to persuade his friend to do something
out before each
B to ask for some information
recording.
C to change an arrangement
> For question 1, for
example: you will 3 You hear a woman talking about her family’s financial situation.
hear the sentence What is she going to do?
You hear two A ask someone to help her
people talking B try to sell something
about a friend of
C look for a new job
theirs.
You will not hear the 4 You hear a man talking about his job.
question What does Who is the man?
the woman say A a hotel manager
about the friend?
B a hotel receptionist
or the three options
A–C. C a hotel doorman
> As in all parts of the 5 You hear two people talking about the value of their time spent living abroad.
Listening paper, you What do they agree about?
will hear distractors. A It has helped them develop their personality.
B It has made them appreciate their own country.
C It has given them better job prospects.
6 You hear a man talking on the radio.
What is he doing?
A reviewing a book
B advertising a product
C reading a news report
7 You hear two people talking about the village they both live in.
What does the woman think of the village?
A People are not always very friendly.
B Some of the roads are dangerous.
C There are not enough children.
8 You hear a man talking about a country in which he once lived.
What surprised him about the people?
A the importance they give to clothes
B the type of food they eat
C their attitude to work
10
Language focus Be used to, get used to and used to
LifestyLe
1
1 Look at the following sentences from the last extract in the listening. In which of them
does used to:
a mean ‘accustomed to’ b refer to past habitual behaviour?
1 On my travels I’ve had to get used to eating all kinds of strange dishes.
2 If I was offered something I knew I wouldn’t like, I used to cover it in lemon and salt
to hide the taste.
3 I’m not used to being with people who take so much care over what they wear.
2 What is the difference in meaning between get used to and be used to?
3 What form of the verb is used after be used to and get used to?
4 Go to Ready for Grammar on page 204 for rules, explanations and further practice.
5 SPEAK Talk about all the things you have to get used to in the following situations.
• you start your first job • you get married
• you become famous • you have children
• you go on a diet • you move to another country
In a new job, you might have to get used to working together with other people.
Reading and Use of English Part 2 Open cloze

1 SPEAK What do you think are the key ingredients for a long life?
2 Read the text below quite quickly, ignoring the gaps. Are any of your ideas from
Exercise 1 mentioned?
3 For questions 1–8, read the text again and think of the word which best fits each gap.
How to go about it
Use only one word in each gap. There is an example at the beginning (0).
Before you decide
Home Blog Archives what the missing
word is, consider the
Blue zones® meaning of the whole
sentence, and the
In his book ‘The Blue Zones’, journalist and best-selling author Dan Buettner identifies five words both before and
regions in five different countries (0) WHERE people are thought to live longer and after the gap.
better (1) anywhere else. The so-called blue zones are Okinawa in Japan, For gaps 1–3, key
Lomo Linda in California, the Greek island of Ikaria, the Nicoya Peninsula in Costa Rica and words have been
the Barbagia region of Sardinia, (2) unu•••••••••••••••••••••u has
--- the distinction of having the highest underlined to help
concentration of male centenarians (3) H9H
the world.
..................... __ _ you make your
These five regions share a number of specific lifestyle habits. Inhabitants tend to grow decisions. No words
(4) own herbs and vegetables, which keeps them active and moving around are underlined in the
naturally. They eat a mainly plant-based diet, especially beans, (5) as fava, exam.
soy and lentils, and meat is consumed on average only five times (6) month.
Loved ones come first, and people in blue zones (7) good care of ageing
parents and grandparents, who live with younger family members, or at least nearby. Older
people remain healthier and it is less common (8) them to suffer heart
disease and other illnesses associated with old age.
4 SPEAK Which of the lifestyle habits mentioned in the last paragraph are common to
your region? Are they part of your own lifestyle?
11
1 REVIEW
Language focus Habitual behaviour
Complete each gap with a word from the box. You do not need to use all the words.
always almost hardly like never not tend

use used usual usually very will would
1 My grandad’s got a car, but he ever uses it. He’ll only drive in good
weather.
2 we play football on Sunday morning, but this week’s game is in the
afternoon.
3 This nocturnal bird is often seen in daylight, so these early-morning
images are a rare treat.
4 It’s not for students to bring sandwiches; most eat in the school canteen.
5 We rarely go into the town centre to shop these days; it’s far too crowded.
6 We not to go abroad on holiday; there are so many places to visit here in
ddcthis country.
7 When I was at school, I often get into trouble for talking during lessons.
8 Where did your mum to work before she retired?
Reading and Use of English Part 1 Multiple-choice cloze

For questions 1–8, read the text below and decide which answer (A, B, C or D) best fits
each gap. There is an example at the beginning (0).
YOUNG ENTREPRENEURS
A growing number of school-going teenagers are using the internet to (0) D their pocket
money by selling clothes and accessories online. One shopping app has over seven million
users worldwide, (1) many enterprising under-18s who have decided they would
(2) work for themselves than look for a part-time job in a shop or restaurant.
Sixteen-year-old Eva Laidlaw, who has (3) up in a family of successful business people,
buys second-hand garments then sells them via the app, more (4) than not, at a decent
profit. ‘I get most of my clothes from charity shops and car boot sales,’ she says. ‘You can
(5) C across good quality items if you’re (6) to spend the time looking.’
Katie Simmons is another young entrepreneur. (7) on holiday in Tuscany three years
ago, she discovered that clothes sold in the markets there were extremely cheap. So, every
two months, Katie, now eighteen, (8) B for Italy and hunts for items she thinks will sell
easily at home. ‘I had intended to go to uni,’ says Katie, ‘but now I have a business to run.’
0 A advance B lift C rise D boost

1 A containing B consisting C including D introducing
2 A better B prefer C like D rather
3 A turned B grown C brought D raised
4 A often B ever C always D sometimes
5 A get B find C come D take
6 A prepared B disposed C organised D equipped
7 A Whereas B Whenever C While D Whether
8 A goes away B sets off C carries on D catches up
12
C
Reading and Use of English Part 4 Key word transformation
LifestyLe
1
For questions 1–6, complete the second sentence so that it has
a similar meaning to the first sentence, using the word given. Do
not change the word given. You must use between two and five
words, including the word given. Here is an example (0). What to expect in the exam
0 How long was your journey from London to Manchester? > The second sentence of a transformation is a
TAKE paraphrase of the first sentence; it expresses
the same idea but with different words.
How long DID IT TAKE YOU TO get from
London to Manchester? > Transformations test your knowledge of
grammar, vocabulary and collocation.
1 Why don’t you throw away that old coat?
In these transformations, all the language
RID which is tested appears in Unit 1, including
How about that the Grammar reference on page 208.
old coat? > More than one feature of grammar and/
2 I still find it strange to wear glasses. or vocabulary may be tested in a single
USED transformation.
I still haven’t glasses. In number 1, for example, consider:
3 He never asks when he borrows my things! – the verb and preposition used with the
word rid.
ALWAYS
– the form of the verb used after the words
He is asking!
How about.
4 Simon doesn’t usually drink coffee.
> You must write at least two words and no
UNUSUAL more than five, and you cannot change the
It drink coffee. key word in any way.
5 Helen is not usually so pessimistic. In number 2, for example, you must include
LIKE the word used, and not use, uses or using.
It is so pessimistic. > In the exam, when you transfer your answers
to the separate answer sheet, you write only
6 I can’t wait to see you again.
the missing words in CAPITAL LETTERS.
FORWARD
I’m really you again.
Vocabulary Get
Match each beginning 1–7 with an appropriate ending a–g.
1 Please do not hesitate to get a ready. I won’t keep you waiting long.
2 Come in. I have to finish getting b the chance to go diving on a coral reef there.
3 I want to change jobs. I don’t get c in touch with our sales team if you have any questions.
4 I’m sorry I’m so late. My bus got d over my shyness and talked to a few people.
5 I don’t own a car; I can easily get e paid enough for the work I do here.
6 When we lived in Australia, I got f stuck in the snow and I had to walk.
7 I enjoyed the party once I had got g by without one. I just use public transport.
Writing Part 2 Article

Write a short article of 140–190 words about your lifestyle and how you feel about it.
You could include information about some of the following:
your daily routine your work or studies your free time activities
your social life your family life your eating habits
Use texts A–D in This is your life on page 5 for ideas on how to structure your article. Include
some of the vocabulary and grammatical structures you have studied in this unit
For more information on writing articles, see page 192.
13
Another random document with
no related content on Scribd:
used except in emergencies; it is not regarded as a satisfactory
permanent plan of water treatment.
258. These housing regulations now provide, as a rule, that
houses designed to accommodate more than two families shall not
occupy more than two-thirds of the lots upon which they are built, the
remaining space being left for light and air. They also require that
such houses shall not be of highly inflammable construction, that
they be provided with lighted hallways, that sanitary equipment be
installed, and that no rooms be used for ordinary living purposes
unless they have one or more windows. A further provision in some
of these tenement-house laws is that houses may be condemned as
unsanitary if they contain less than so many cubic feet of air space
for each person living in them. This last provision is difficult to
enforce except by frequent inspection, yet it is very important
because no matter how well a house may be constructed, there will
be a danger to the public health if it is seriously overcrowded.
259. At the Peace Conference in 1919 the protection of the public
health throughout the world was considered so important that
provision for it was included in the Covenant of the League of
Nations (see p. 638).
260. An exception to this must be made in the case of the negro
population of the South. The amount of poverty among the Southern
negroes is large, although most of them live in rural communities.
261. Poverty, in a way, reproduces itself. Some years ago a New
York social worker gave the following rather cogent description of the
way in which one generation passes its poverty on to the next. “A
child, reared in a poor home, is taken out of school and sent to work
at an early age. He drudges away, brings home every cent of his
pay, is allowed to keep little or none of it, and gets no fun out of life.
After a while he gets tired of this; he meets some girl who has been
brought up in the same way; they get married; but neither of them
has saved any money nor has the slightest idea of how to manage a
home. They rent a small flat, buy some furniture on the installment
plan, and then find that they are not able to pay for it. They get into
debt and when either falls sick or the husband is out of work there is
nothing to eat. When children come they grow up on improper
nourishment; they are slapped in the face and scolded at all hours;
they get no home training and very little schooling; as soon as they
are able to earn a few dollars a week they are hauled out of school
and put to work—and so history just repeats itself.”
262. The marriage of feeble-minded or other mentally defective
persons ought to be prevented, for the results of such marriages are
bad for the whole community. They help to fill the poorhouses, the
asylums, and the jails. There are some who believe that the
government ought to go further and lend its influence towards the
promotion of greater care in determining the marriage of persons
who are not mentally defective. Marriage, as has been shown in an
earlier chapter, is the basis of the home and hence the foundation of
the whole social order. It is an institution of exceedingly great
importance to the well-being of society. Yet we leave the whole thing
to the caprice of individuals, or their passing fancy, or to the
accidents of chance friendships. Whatever may be the inspiration to
marriage it can truly be said that many unions of man and woman
contribute nothing to the well-being of present or future society. Is it
right that an institution of such importance to the human race, both
present and future, should be so little controlled by law, by custom,
or by public opinion and so largely left to the discretion of
individuals? Can the race be improved in that way? Beyond
preventing the marriage of mentally degenerate persons is there any
further action that society ought to take?
263. Many explanations are offered for this. We are a relatively
new country, with a population made up of many races. Court
procedure is slow and cumbrous; it takes a long time to punish
offenders, and they have a fair chance of escaping punishment
altogether. Police have been under the control of politicians and
have been lax in enforcing the laws. We have emphasized the idea
of liberty so strongly that it has benefited even the criminal. We have
not made punishment certain enough or severe enough to deter
people from evil-doing. All these excuses have some force, no doubt,
but do they fully account for our poor showing in comparison with
other countries?
264. The reformer who first educated the public to this doctrine
was Jeremy Bentham, an English writer on social topics who lived in
the early years of the nineteenth century.
265. The most conspicuous figure in this branch of prison reform
during recent years is Mr. Thomas Mott Osborne, who was for a time
in charge of the state prison at Auburn, N. Y. Mr. Osborne entirely
abolished the old system of discipline and established a scheme of
self-government among the prisoners. But public opinion was not
quite ready for such a radical experiment as Mr. Osborne
inaugurated, and his work was bitterly criticised in many quarters,
although it was commended in others. In the midst of the controversy
he gave up his post and his successor did not continue his policy.
266. A good many people are beginning to wonder whether the
reaction against the old-fashioned methods of dealing with offenders
has not been carried too far. Persons charged with crime are now
given a fair trial with liberal opportunities for appeal. When convicted
they are frequently given indeterminate sentences and then, after a
short term of confinement, are released on parole. In prison they are
well housed, properly fed, given various privileges, provided with
motion picture entertainments, and given other forms of recreation.
The complaint is made that we have made the path of the
transgressor altogether too easy and that the sort of punishment
which is now meted out to offenders is inadequate to serve as a
deterrent to crime. The increase in crime, particularly in the larger
American cities, is by some attributed to this leniency of treatment.
267. One of the first of these courts, and the best known of them
all, is the Juvenile Court of Denver, Colorado, which was for some
years presided over by Judge Ben B. Lindsey. For a time the
success of this court seemed to be remarkable, for Judge Lindsey
possessed the knack of getting wayward boys to tell him the truth;
but in his zeal for giving them a chance to reform he appeared to
many citizens of Denver to be unduly lenient. The Juvenile Court
was retained, but another judge was put in charge of it.
268. In number of divorces the United States, unhappily, leads the
world. More divorces are granted each year in this country than in all
other civilized countries put together. This is one of the things which
gives us no occasion for boasting, because it points to a serious
weakening in the stability and strength of the family as a social unit.
Not only is the number of divorces very large, but it is rapidly
increasing year by year. Fifty years ago the number per annum in the
United States was only about twenty thousand; now it is over one
hundred and twenty thousand. On the average there was one
divorce for every thirty marriages in 1870; today the ratio is one in
ten. At the present rate of increase it has been estimated that by
1950 no fewer than one-fourth of all marriages will be terminated by
divorce, and if the same condition of affairs should continue until the
end of the twentieth century, one-half of all the marriages would
eventuate in that way. This would indeed be an ominous outlook
were it not that conditions are likely, sooner or later, to undergo a
change. When a social problem becomes very serious, as this one is
now becoming, it is the habit of society to seek out and apply
appropriate remedies.
269. Since its foundation in 1788 the national government has
spent, in round figures, about sixty-seven billion dollars. Of this entire
sum fifty-eight billions have been spent for war, that is, for
maintaining the army and navy, for carrying on the nation’s various
wars, for pensions, and for interest on war debts.
270. Theodore Roosevelt, Fear God and Take Your Own Part
(N. Y., 1915), Ch. I.
271. History is full of examples to support this statement. When
Carthage proved unable to defend herself against Roman
aggression, the victors left not one stone upon another. Look at
Poland, ripped apart during the seventeenth and eighteenth
centuries by her avaricious neighbors and now restored to
nationhood by the armed forces of France, England, Italy, and
America. And what of China today? Are her four hundred million
people happier and more prosperous because they happen to be
citizens of a defenceless country?
272. The War of Independence was won by a volunteer army. On
the conclusion of peace this army was disbanded, but the absence
of a defence force was deemed a serious danger. Accordingly, when
the constitution was framed in 1787, it provided that the new
Congress should have power “to raise and support armies.” During
Washington’s first term a Department of War was established in the
national government and a small regular army was created under the
supervision of this department. The size of this army was not above
five thousand men of all ranks, barely sufficient to keep the Indian
tribes from giving trouble. But the Napoleonic wars in Europe led
Congress to increase its size as a measure of precaution, and during
the War of 1812 an endeavor was made to raise the regular army, by
enlistment, to about 35,000 men. Recruits, however, did not come
readily because the war was unpopular in some parts of the country,
and it therefore became necessary to call out the militia
organizations of the several states. After 1816, when peace was
made, the regular army was greatly reduced, and until 1860 it
remained small with the exception of the years in which the United
States was at war with Mexico. The Civil War necessitated a
considerable expansion of the regular army, but the larger portion of
the fighting force was obtained by calling out the state militia and by
raising regiments of volunteers. When the war was over, Congress
fixed the maximum strength of the regular army at 25,000, and there
it remained until the outbreak of the war with Spain, when it was
more than doubled. In 1916, during the World War, but before the
United States entered the conflict, a further increase to a maximum
of 175,000 was authorized. This figure subsequently rose to 225,000
but in 1921 it was cut down by Congress to 150,000, at which point it
remains today, although a further reduction is now being considered.
273. Prior to 1916 the national guard could not be called upon for
service outside the United States, but only for defence against
invasion and for the suppression of internal disturbances. But in
1916 it was provided by the National Defence Act that whenever
Congress authorizes the use of armed forces in addition to the
regular army, the President may draft any or all members of the
national guard into the service of the United States and may employ
them outside American territory.
274. Theodore Roosevelt was serving as Assistant Secretary of
the Navy when the war with Spain began in 1898. He offered to raise
a volunteer cavalry regiment of cowboys from the cattle country and
his offer was accepted by the government. Resigning his position in
the Navy Department he organized this regiment of Rough Riders
and became its lieutenant-colonel. The Rough Riders went to Cuba,
where they gave a good account of themselves.
275. The actual organization and disciplining of the army during
peace, as well as its movements and operations in war, are under
the immediate direction of the General Staff. This body consists of a
Chief of Staff, who is appointed from among the high officers of the
army, and numerous other army officers who are detailed for this
service. The General Staff is so organized that in the event of war
one section of it can take charge of operations in the field while the
other keeps building up the army at home. General Pershing, who
commanded the American Expeditionary Forces in the World War is
now Chief of Staff, his principal assistant being Major-General
Harbord, who commanded the First Army overseas.
276. For minor offences an enlisted man is tried by summary
court-martial before a single officer. For more serious offences a
special court-martial of from three to five officers is convened. If the
offence is very serious, or if the accused person is a commissioned
officer, the trial takes place before a general court-martial of from five
to fifteen officers, who must be, wherever possible, at least of equal
rank with the accused. The verdict, or finding, of the court-martial,
together with its recommendations for punishment in case of
conviction, is transmitted to the officer by whose order the court was
convened. This officer has power to diminish but not to increase the
punishment recommended by the court-martial.
277. There is still another phase of military jurisdiction which must
be distinguished from both military law and martial law. This is called
military government. It may be explained as follows: When any
territory is conquered and held by an invading army it must obviously
be given some temporary form of government. The former
government usually flees and something must be put in its place.
Under such conditions the commander-in-chief of the occupying
force sets up a temporary administration. In 1919, when a portion of
the American Expeditionary Force advanced into German territory
under the terms of the armistice, a military government with its
headquarters at Coblenz was established for the area occupied by
the American troops. A military government may even be set up in
home territory during a civil war or insurrection. After the fall of the
Confederacy military governments were maintained in the South until
the state governments were reconstructed, hence we commonly
speak of the “reconstruction” period. Military government is always a
temporary arrangement, never intended to be permanent, although it
may last for several years. It does not, like martial law, supplant the
ordinary laws of the occupied territory, but merely means that the
occupying army, through its commander-in-chief, takes over the
administration.
278. The beginnings of the American Navy go back to the time of
the Revolutionary War, when a few frigates were placed in service;
but when the war was over these ships were sold and the navy
abolished. In 1794, however, Congress authorized the building of six
new frigates, and four years later a Department of the Navy was
created, with a member of the Cabinet at its head. The number of
vessels increased very slowly and when the War of 1812 began the
United States had only sixteen war vessels, some of them too small
to be of great usefulness. This small navy, nevertheless, gave a
good account of itself during the course of the war at sea. From 1815
to the outbreak of the Civil War little attention was paid to the
upbuilding of American naval strength, but during the course of this
struggle a great expansion took place. The invention of the iron-clad
Monitor revolutionized naval construction. But when the South had
been subdued the Navy was once more allowed to dwindle and it
was not until after 1885 that the United States again made a serious
attempt to build up a strong naval establishment. Since that date
naval progress has been steady and today the United States navy
ranks second in point of size among the sea forces of the world. By
the terms of the agreement concluded among the chief naval powers
of the world at Washington in 1922 it has been arranged that the
United States, Great Britain, and Japan shall each destroy certain
war vessels now built or in process of building, and that each shall
refrain from building new capital ships (except for purposes of
replacement), during the next ten years. At the end of this period the
navies of the United States and Great Britain will be approximately
equal in strength, while that of Japan will be about three-fifths as
strong. See also p. 577.
279. For the action of the conference with reference to matters in
the Far East, see p. 619.
280. Brigadier-General Mitchell of the United States Army Air
Service, in his testimony before a committee of Congress in 1920,
declared that a few planes could visit New York City and rain down
enough phosgene gas to kill every inhabitant “unless we provide
some means of repelling them.”
281. See the quotations from various military authorities given in
The Next War, by Will Irwin, pp. 46-66.
282. There is a tradition in England that if a person goes into Hyde
Park, London (a large open space in the center of the city), he may
gather a crowd around him and say anything he pleases, subject
only to the chance that he may be roughly handled if his hearers do
not like what he says. For this reason, Hyde Park is sometimes
referred to as the “safety valve” of the English government. Anyone
who has a grievance, real or imaginary, can go there and blow off
steam. Having had his say, without let or hindrance, the speaker
feels better about it. Somewhere in this country we ought to have a
Hyde Park.
We must be careful not to judge the liberties of the citizen and the
severity of a government by what may happen in war-time or in time
of civil insurrection. War inflames popular passion and impels both
the officers of government and the people to do unwise things,
sometimes to violate the laws of the land in the name of patriotism.
An excited nation, like an excited man, is entitled to some allowance.
Nevertheless, it is the duty of all who understand the meaning of free
government to stand firmly against the wrongful curtailment of
personal rights at any time; for the true interests of free government
are never promoted by resort to injustice or oppression.
283. This is a great and fundamental weakness of
international law, that there is no executive authority to apply
it and there are no courts to enforce its rules when nations
disobey. During the World War the rules of international law
were violated on many occasions, for example, in the use of
poison gas, the bombing of hospitals, the sinking of hospital
ships, the forcing of prisoners to labor on military works, and
the illegal detention of neutral ships. Yet in spite of these
violations international law emerged from the war stronger
than it was before. The nations which violated international
law most shamelessly were the ones that lost the war, and
their defeat was due in no small measure to the resentment
which was aroused throughout the world by reason of these
violations.
284. Illustrations are too fresh in everyone’s mind to
require any extended comment. In 1918 President Wilson
took with him to the peace negotiations at Paris no member
of the Senate. He did not keep in touch with the leaders of
the majority party in this body. But in 1921 when President
Harding appointed the four American delegates to the
Washington Conference he named two of them from the
Senate.
285. In addition to regular envoys, it is sometimes
customary for a country to send an unofficial representative
to conduct negotiations informally. During the years before
the United States entered the war, Colonel Edward M.
House, of Texas, was sent to Europe by President Wilson on
at least two occasions in order that certain confidential
discussions might be carried on without using the regular
diplomatic channels. When unofficial representatives are
sent in this way no public announcement is made.
286. Communications between diplomats and their own
governments are not usually sent by mail if the matters dealt
with are of great importance. They are sent by special
couriers or messengers. When diplomatic communications
are sent by telegraph or cable they are transmitted in cipher,
that is, in a secret code of words which no outsider can read.
Nations occasionally get hold of one another’s diplomatic
codes and decipher communications which they are not
supposed to read. For example, the German government in
the spring of 1917, before the United States declared war,
sent a wireless message to its official representative in
Mexico, telling him in substance that if America entered the
war, he was to stir up Mexico against the United States by
promising that when the war was over Mexico would be
rewarded with some American territory. This message was in
secret code; but the American officials caught it from the air,
deciphered it, and at the appropriate time put the German
government in an embarrassing situation by publishing the
message in plain English to the whole world.
287. When two countries go to war they at once withdraw
their diplomatic representatives from one another’s capitals.
The embassy or legation and its archives are put under the
care of some neutral ambassador until the war is over.
During the years 1914-1917 the American ambassador in
Berlin and the American minister in Brussels looked after the
interests of Great Britain at these two capitals. The work of
Mr. Brand Whitlock at Brussels was notable, and the services
which he rendered to the Belgian people during the years of
their country’s captivity will long be remembered in that
heroic little land.
288. In 1915, for example, the Austro-Hungarian
ambassador to the United States, Dr. Dumba, endeavored to
stir up trouble among certain Hungarian immigrants who
were working in American munition factories, making
weapons and military supplies for sale to Great Britain and
France. When the United States government discovered
these intrigues, Dr. Dumba was dismissed from the country.
289. The making of secret treaties continued, in fact, after
the war began. By secret treaties France and Great Britain
promised that Italy should have certain territories which were
held by Austria and that Russia should have Constantinople.
When the war was over the new government at Vienna
permitted the publication of a whole volume of secret treaties
that had been made during the preceding fifty years. The
Bolsheviks in Russia also published all the secret treaties of
the Czar that they could find.
In the covenant of the League of Nations it is provided that
every treaty between nations which become members of the
League must be registered and published.
290. There are some cases in which the approval of the
House of Representatives is also needed before a treaty can
go into effect. In the treaty which provided for the purchase of
Alaska in 1867 and in the treaty which closed the war with
Spain in 1898, provision was made for the payment of money
by the United States. Now no money can be appropriated
from the treasury without action on the part of the House,
and if the House had declined to appropriate the money, the
conditions of these treaties could not have been fulfilled. In
both cases, however, the House did actually vote the
necessary funds.
291. In 1870, for example, President Grant concluded with
the government of San Domingo a treaty which provided for
the annexation of that island to the United States. The
Senate, after a hard fight, rejected the treaty altogether. Even
more notable, of course, was the Senate’s action in declining
to ratify the treaty which President Wilson signed at Paris in
1919.
292. The English government proposed that the United
States and Great Britain should issue the declaration jointly,
but President Monroe and his secretary of state, John Quincy
Adams, thought it better that the United States should make
the declaration alone.
293. At the Peace Conference in 1919 the European
countries were willing to concede what was virtually a
recognition of the Monroe Doctrine, and the covenant of the
League of Nations contains a provision that nothing in that
document shall affect the validity of “regional understandings,
like the Monroe Doctrine, for securing the maintenance of
peace” (Article XXI).
294. Hiram Bingham, The Monroe Doctrine: An Obsolete
Shibboleth (New Haven, 1913).
295. No one knows exactly what it means today because
its scope has been rather indefinitely extended at various
times. No doubt it would be further extended if the occasion
should arise. For example, the original doctrine was directed
against European powers only. But if Japan should attempt
to acquire territory in Central or South America, the Monroe
Doctrine would unquestionably be invoked as applicable to
an Asiatic power as well.
296. Washington was well aware that the United States
might have to take a hand in European quarrels if they
should assume an extraordinary importance. Notice the
exact wording of the passage in his Farewell Address. “It
would be unwise in us to implicate ourselves by artificial ties
in the ordinary vicissitudes of her (Europe’s) politics, or the
ordinary combinations and collisions of her friendships or
enmities.” Washington was not in the habit of wasting words,
and he did not twice insert the limitation “ordinary” without
good reason. By the way, he did not use the phrase
“entangling alliances”. That expression was first used by
Jefferson in his inaugural address (March 4, 1801).
297. From 1815 to 1914 all the great wars were localized.
The Crimean War (1854-1855), although five nations took
part in it, was confined to the territories around the Black
Sea; the War of 1859, in which the French and Italians on the
one side fought the Austrians on the other, was settled in
Northern Italy. The other important wars were, for the most
part, individual duels between two nations or between two
sections of a single nation.
298. The total amount loaned to European governments by
the United States during the war was about ten billion dollars,
of which nearly half was loaned to Great Britain.
299. The payments made by Germany to Great Britain,
France, and Italy, as well as the payments made by these
countries to the United States, must inevitably take the form
of payment in goods. There is not enough gold in Europe to
make payment in gold. All this means that so long as the
reparations and loans are being liquidated large imports of
goods from Europe are likely to come into this country.
300. By the terms of a supplementary treaty, this does not
include the main Japanese islands themselves.
301. It is said that the Thirty Years’ War reduced the
population in some sections of the warring states to one-half
or one-third of what it had been when the struggle began.
The losses of all the countries engaged in the World War
have been estimated to be almost ten millions, more than the
entire population of Canada from ocean to ocean. Millions
more died from famine and under-nourishment at home. Is it
not strange that nations should work for years with might and
main to increase the size and prosperity of their populations,
then turn around and undo a large part of what they have
been able to accomplish? In peace nations labor to alleviate
each others’ distress; in war they labor to cause it. Patiently
through the decades men of science wrestle with the
problem of relieving pain and suffering; then, in an instant, all
their skill is devoted to killing, maiming, and suffocating men
by the million! There is no wisdom like the wisdom of man,
and no folly like it either.
302. The covenant was made an integral part of the peace
treaty, largely at President Wilson’s insistence, for two
reasons: First, because it was believed that this would be a
surer way of obtaining the assent of all the great nations to
the provisions of the covenant; second, because many of the
terms of the treaty (for example, those relating to boundaries
and mandates) were framed on the assumption that a
League of Nations would be in existence to carry them into
effect. Taken together, the treaty and the covenant make the
longest international document ever framed, a printed book
of 87,000 words—about half the size of this text-book. Nearly
a thousand diplomats, experts, and clerks spent more than
three months in drafting it.
303. Invitations were not extended to Germany, Austria,
Hungary, Bulgaria, Turkey, Russia, or Mexico. Austria,
however, has since been admitted to membership.
304. When, for example, a typhus epidemic broke out in
Poland, and the Polish authorities found themselves unable
to control it, the League sent a commission of health experts
to assist them.
305. This is because not only Great Britain herself but
India, Canada, Australia, South Africa, and New Zealand are
members of the League. It was assumed that the six British
votes in the Assembly would always be cast together; but, as
a matter of fact, the various British dominions insisted upon
having separate votes in order that they might vote according
to their own particular interests. In most international matters
the interests of Canada, Australia, and South Africa are not
at all certain to coincide with those of England.
306. Since the treaty and the covenant were joined
together, the objections to one applied to the other.
Concerning Shantung, see also p. 620.
307. The term “soviet” means council or meeting. The
constitution of the Russian Socialist Federated Soviet
Republic may be found in Frank Comerford, The New
World, pp. 281-305.
308. Nikalai Lenin is now the head of this Council; Leon
Trotzky is Minister of War in it. Each member of the Council
is head of a department.
309. The breakdown was due in part, no doubt, to the
disorganization wrought by the war and the internal revolts
which broke out in Russia after the war. To make matters
worse there were crop failures, with resulting famines, in
some of Russia’s best grain-producing regions.
310. It is quite true that some men and women work
because they like to work and dislike to be idle, or because
they feel that what they do is of value to the community, or
for some other reason not directly connected with their pay.
They form, however, a very small fraction of the total body of
wage-earners.
311. Voters.
312. Annulled by the Thirteenth and Fourteenth
Amendments.
313. Superseded by the Seventeenth Amendment.
314. See Seventeenth Amendment.
315. See Sixteenth Amendment.
316. Superseded by the Twelfth Amendment.
317. Modified by the Eleventh Amendment.
318. Compare Fourteenth Amendment.
319. The first ten Amendments, known as the Bill of
Rights, were adopted in 1791.
320. See Amendment XIV, Sec. 1, which extends part of
this restriction to the States.
321. Adopted in 1798 to protect the sovereignty of the
States.
322. Adopted in 1804, superseding Article II, Sec. 1.
323. Adopted in 1865.
Transcriber’s Note
The index entry regarding the duties of the Vice
President refers to a note on p. 270, but no such
note exists.
The index entry regarding compulsory arbitration
in New Zealand refers to a note on p. 419. The
note appears on p. 409.
Other errors deemed most likely to be the
printer’s have been corrected, and are noted here.
The references are to the page and line in the
original. Where the error is in a footnote, the
original note is included and the line within it.
71.32 protect a[rg/gr]iculture Transposed.
80.2 It wa[s] a long and grim Restored.
struggle
82.34 In the case of the Porto Added.
Ricans[,] citizenship
105.10 They are practical[ in] their Added.
nature.
179.33 and[ and] the county- Removed.
manager plans.
193.7 that i[s/t] encourages Replaced.
250.26 [I/i]t could act only Replaced.
316.13 many states[.] Added.
329.8 restocking of lakes with Added.
fish)[.]
353.33 The Non-Partisan League, Replaced.
pp.269-283[;/.]
379.33 and future development[.] Added.
418.10 a certain p[re/er]centage of Transposed.
the total
465.12 to the present taxpayers[.] Added.
468.n2.2 life of a public Replaced.
i[n/m]provement
470.10 Public Finance, [pp. ]261- Added.
280.
471.11 p. 457.[)] Added.
618.6 mastery of the Pacific[.] Added.
673.29 I do solem[n]ly swear Inserted.
683.6 a Senator or Inserted.
Represen[t]ative
*** END OF THE PROJECT GUTENBERG EBOOK SOCIAL CIVICS
***
Updated editions will replace the previous one—the old editions

will be renamed.
Creating the works from print editions not protected by U.S.

copyright law means that no one owns a United States copyright
in these works, so the Foundation (and you!) can copy and
distribute it in the United States without permission and without
paying copyright royalties. Special rules, set forth in the General
Terms of Use part of this license, apply to copying and
distributing Project Gutenberg™ electronic works to protect the
PROJECT GUTENBERG™ concept and trademark. Project
Gutenberg is a registered trademark, and may not be used if
you charge for an eBook, except by following the terms of the
trademark license, including paying royalties for use of the
Project Gutenberg trademark. If you do not charge anything for
copies of this eBook, complying with the trademark license is
very easy. You may use this eBook for nearly any purpose such
as creation of derivative works, reports, performances and
research. Project Gutenberg eBooks may be modified and
printed and given away—you may do practically ANYTHING in
the United States with eBooks not protected by U.S. copyright
law. Redistribution is subject to the trademark license, especially
commercial redistribution.
START: FULL LICENSE

THE FULL PROJECT GUTENBERG LICENSE
PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK
To protect the Project Gutenberg™ mission of promoting the

free distribution of electronic works, by using or distributing this
work (or any other work associated in any way with the phrase
“Project Gutenberg”), you agree to comply with all the terms of
the Full Project Gutenberg™ License available with this file or
online at www.gutenberg.org/license.
Section 1. General Terms of Use and

Redistributing Project Gutenberg™
electronic works
1.A. By reading or using any part of this Project Gutenberg™
electronic work, you indicate that you have read, understand,
agree to and accept all the terms of this license and intellectual
property (trademark/copyright) agreement. If you do not agree to
abide by all the terms of this agreement, you must cease using
and return or destroy all copies of Project Gutenberg™
electronic works in your possession. If you paid a fee for
obtaining a copy of or access to a Project Gutenberg™
electronic work and you do not agree to be bound by the terms
of this agreement, you may obtain a refund from the person or
entity to whom you paid the fee as set forth in paragraph 1.E.8.
1.B. “Project Gutenberg” is a registered trademark. It may only

be used on or associated in any way with an electronic work by
people who agree to be bound by the terms of this agreement.
There are a few things that you can do with most Project
Gutenberg™ electronic works even without complying with the
full terms of this agreement. See paragraph 1.C below. There
are a lot of things you can do with Project Gutenberg™
electronic works if you follow the terms of this agreement and
help preserve free future access to Project Gutenberg™
electronic works. See paragraph 1.E below.

Ready for B2 First — 4th edition Student&#39;s Book with Key Roy Norris full chapter instant download

Uploaded by

Copyright:

Available Formats

You might also like

Ready for B2 First — 4th edition Student&#39;s Book with Key Roy Norris full chapter instant download

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ready for B2 First — 4th edition Student&#39;s Book with Key Roy Norris full chapter instant download

Uploaded by

Copyright:

Available Formats

Ready for B2 First — 4th edition

Student's Book with Key Roy Norris

Ready for B2 First — 4th edition Workbook with Key Lucy

Ready for B2 First 4th edition Teacher's Book Ethan

READY FOR C1 ADVANCED Student's book with key 4th

Oxford grammar 360°. Student book without key | English

Ready for IELTS Workbook with Answers 2nd Edition Louis

Oxford Student Atlas for India. 4th Edition Oxford

Social Psychology: First South African Edition Roy F.

First Aid for the USMLE Step 1 2022 - A Student-to-

Printed and bound in TBC

2 HIGH ENERGY Gerunds and infinitives Music Affixes Vowel sounds

READY FOR USE OF ENGLISH page 29

READY FOR READING page 61

6 RELATIVE Defining relative clauses Relationships Connected speech:

READY FOR SPEAKING page 141

12 LOOKING AFTER Quantifiers Food and drink Nouns 2 Silent vowels

READY FOR WRITING page 188

Audioscripts page 234

Overview of the Examination

5 Multiple choice 6 A text followed by 4 Multiple 7 An interview or

Be used to, get used to and used to

Underline those adjectives which could be used to describe your lifestyle.

What might the people find difficult about their lifestyles?

2 Now change roles.

What might the people enjoy about their lifestyles?

Reading and Use of English Part 7 Multiple matching

I once turned up late for a play I was in.

A Lucas Martín: television and stage actor

B Maja Andersson: ski and snowboard instructor

C Reo Tanaka: farm vet

D Ben Adams: mountaineer and wind turbine technician

Language focus Habitual behaviour

3 Read the sentence and cross out the incorrect option.

When my brother and I were little, my mum (1) had an executive

2 Complete each gap with an adjective which is the

baggy brand new casual

1 Charlie bought a great second-hand designer

3 SPEAK Which of the adjectives in Exercise 2 could you

Listening Part 3 Multiple matching

What to expect in the exam

A I tend to wear the same clothes all the time.

E I generally wear second-hand clothes. Speaker 3 [I] 3

F I only throw clothes away when absolutely necessary. Speaker 4 [I] 4

G I buy quality clothes that are guaranteed to last. Speaker 5 [I] 5

H I wear clothes that give me self-confidence.

arrive at become buy have the opportunity to obtain remove from

1 I get most of what I wear from charity shops.

3 SPEAK Discuss the following questions.

As you know, this is my last year at school, and I can’t

Write your letter in 140–190 words.

2 SPEAK Read Hugo’s reply below to Paula’s letter,

Listening Part 1 Multiple choice

> The introductory Why is he phoning?

Reading and Use of English Part 2 Open cloze

always almost hardly like never not tend

Reading and Use of English Part 1 Multiple-choice cloze

0 A advance B lift C rise D boost

Writing Part 2 Article

Ready for B2 First — 4th edition Student's Book with Key Roy Norris full chapter instant download

Ready for B2 First — 4th edition Student's Book with Key Roy Norris full chapter instant download

Ready for B2 First — 4th edition Student's Book with Key Roy Norris full chapter instant download